// Field files for grades 2–12Observe. Measure. Explain.
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Lab files

Every lab file follows the same structure: question, variables, hypothesis, procedure, data table, and what to expect — plus a printable data sheet with an answer key.

Want to browse by topic or grade band? Explore the science collection. For a deeper concept explainer, see how nuclear transmutation differs from chemistry.

A shell-less egg in distilled water and corn syrup with a semipermeable membrane diagram showing water movement.
LF-01 · Biology

Osmosis egg lab

Try an egg osmosis experiment: soak a shell-less egg in water and corn syrup, measure mass change, and explain the direction water moves in this lab.

Grades 6–93 days (shell removal) + 24 hours (soak)Hazard low
Three same-brand gummy bears are compared in plain water, salt water, and vinegar using starting mass, a 24-hour soak, gentle blotting, and final mass.
LF-02 · Biology

Gummy bear osmosis

Run a gummy bear osmosis experiment with water, salt water and vinegar; compare mass and size while accounting for gelatin’s limits as a cell model.

Grades 5–824 hoursHazard low
An open bottle of warm oxygen-filled foam sits in a tray, with labels for 3% hydrogen peroxide, yeast and dish soap, goggles, and keeping the bottle open.
LF-03 · Chemistry

Elephant toothpaste

Compare yeast amounts in elephant-toothpaste trials, keep peroxide and other conditions matched, and measure foam rise time and height in class.

Grades 5–845 minutesHazard medium · goggles + gloves
A pendulum bob swings along a luminous arc with its string length marked from the pivot to the center of the bob.
LF-04 · Physics

Pendulum period

Change pendulum string length, time ten swings, compare periods, and graph period squared against length to investigate the timing pattern in this experiment.

Grades 8–1245 minutesHazard low
A rounded dome of water sits on a copper penny as a dropper adds another drop.
LF-05 · Chemistry

Drops on a penny

Count how many drops of water a penny holds before the dome collapses, then test what soap does to that number.

Grades 5–830 minutesHazard low
Equal-mass strawberry and banana samples are compared with the same buffer, with pale mixed precipitate at the cold-alcohol boundaries.
LF-06 · Biology

Strawberry DNA

Run three matched extractions each for 50 g strawberry and banana portions, then compare visible precipitate ratings and variation without assuming either fruit wins.

Grades 6–1060 minutesHazard medium · flammable alcohol
Oil sits above more-dense water in separate layers; labels explain that oil and water do not mix and soap can disrupt a column.
LF-07 · Chemistry

Density column

Measure equal volumes of household liquids by mass, check which liquids stay separate, and observe where dry objects settle in a density column.

Grades 5–950 minutesHazard low
Three matched capsule designs compare one, three and five padding layers in nine fresh-egg trials at the same adult-reachable 0.9 m release height.
LF-08 · Physics

Egg drop challenge

Build matched egg-protection designs with different padding amounts, then compare three fresh-egg trials at one adult-reachable height.

Grades 5–945–60 min build + 20 min testHazard low
A folded paper helicopter with a paper-clip weight spins as it falls from a fixed release point.
LF-09 · Physics

Paper helicopter lab

Compare paper-helicopter rotor lengths at one low height, repeat timed drops, and explain how blade design may affect descent in class tests.

Grades 5–930 min build + 20 min testingHazard low
A ring of colorful candies on a white plate sends distinct dye bands toward the center as warm water dissolves their coatings.
LF-10 · Chemistry

Skittles diffusion experiment

Compare matched candy rings in cold, room-temperature, and comfortably warm water; time when each color front reaches the plate center in class.

Grades 3–720–30 minHazard low
Alternating cups of colored water and empty cups connect through folded paper towel bridges that wick water between them.
LF-11 · Chemistry

Walking water experiment

Compare three paper-towel types with matched bridges, measure water travel distance, and observe capillary action as water moves between cups.

Grades 2–620–25 min setup + checks through 6 hoursHazard low
Two bright panels show the height scale placed from ground level before release, then students and an adult observing an eruption from behind a safety barrier in goggles.
LF-12 · Chemistry

Mentos and soda geyser

Test how Mentos change a soda geyser, measure the plume safely, and learn why dissolved carbon dioxide escapes without a new reaction outdoors.

Grades 5–920 min (outdoors)Hazard medium
A labeled diagram compares approximate cabbage-indicator colors for lemon juice and vinegar, plain water, and baking-soda solution, with a clear warning that shades are not exact pH readings.
LF-13 · Chemistry

Red cabbage pH indicator lab

Test lemon juice, vinegar, water, and baking-soda solution with cooled red-cabbage indicator; compare colors and treat pH estimates as approximate.

Grades 6–1030 min (cabbage juice prep) + 20 min testingHazard low
Matched potato strips sit beside a balance, ruler and labeled distilled-water and salt-solution cups in a holographic lab scene.
LF-14 · Biology

Potato osmosis lab

Soak matched potato strips for 24 hours in three salt concentrations, then compare replicate mass changes to investigate osmosis in plant tissue.

Grades 9–1224 hoursHazard low
Open potato-catalase cups represent cold, room-temperature and comfortably warm reactions beside goggles and a timer.
LF-15 · Biology

Catalase enzyme lab

Compare cold, room-temperature and comfortably warm potato-catalase reactions using three fresh trials per condition.

Grades 8–1030–40 minHazard medium
An effervescent tablet fragment reacts in colored water below oil, making gas bubbles lift colored droplets in a clear bottle.
LF-16 · Chemistry

Homemade lava lamp lab

Build matched oil-and-colored-water bottles, compare three tablet amounts with repeated trials, and time one clearly defined bubbling endpoint.

Grades 3–730–35 minHazard low
Food coloring swirls across a plate of milk where a soap-dipped cotton swab touches the surface.
LF-17 · Chemistry

Magic milk experiment

Compare whole, 2% and skim milk in matched soap trials; time visible color motion and investigate how soap changes surface tension in a controlled test.

Grades 2–625–30 minHazard low
Baking soda and vinegar react in a bottle, producing carbon dioxide that inflates a balloon over a safety tray.
LF-18 · Chemistry

Baking soda and vinegar reaction lab

Compare measured baking-soda amounts with the same vinegar volume, then record balloon circumference to investigate the carbon dioxide reaction.

Grades 4–830–35 minHazard low
Cornstarch-and-water mixture flows slowly from a scoop but resists a quick touch in a holographic lab scene.
LF-19 · Chemistry

Oobleck non-Newtonian fluid lab

Compare three cornstarch-to-water ratios with repeated five-second marble-depth readings and a separate quick-tap observation.

Grades 3–820 minHazard low
An egg sinks in plain water and floats higher as dissolved salt increases the density of equal-volume water samples.
LF-20 · Physics

Salt water egg float lab

Dissolve different amounts of salt into water and lower an egg into each cup to find how much salt it takes to make the egg float.

Grades 3–720–25 minHazard low
Three matched groups of bean seedlings sit in a ventilated dark enclosure, partial daylight, and brighter daylight beside blank observation journals.
LF-21 · Biology

Plant growth and light lab

Compare seedlings under different light conditions, record growth over two weeks, and consider why height alone may not show plant health in this test.

Grades 4–810–14 days, checked every 2 daysHazard low
Nine similar fresh celery stalks stand in identical cups of the same red dye water, in three groups of three for cold, room-temperature, and warm starting conditions.
LF-22 · Biology

Celery and food coloring lab

Compare celery stalks in three measured water temperatures; log temperature drift, leaf-color arrival, and dye height after 24 hours in this lab.

Grades 3–715 min setup + 24–48 hours to observeHazard low
Three clear yeast bottles in cool 12°C, room 22°C and comfortably warm 35°C baths, with exact labels and a note to record all nine bottle trials.
LF-23 · Biology

Yeast balloon experiment

Compare matched yeast-and-sugar bottles at three starting water temperatures; measure balloon circumference at five times over 20 minutes in this lab.

Grades 6–930 minHazard low
A tennis ball, basketball, ping-pong ball and rubber ball beside a vertical scale as one ball is released for a rebound comparison.
COMPARE THE SAMPLES YOU HAVEUse one setup for each ball type.
LF-24 · Physics

Bouncing ball energy lab

Drop several balls from the same height, measure each first rebound, and compare rebound height with release height in a controlled lab test.

Grades 6–1035–40 minHazard low
A measured syringe adds water to equal-size towel samples over catch trays at a fixed pace.
LF-25 · Chemistry

Paper towel absorbency lab

Compare three equal-area paper towel samples per product using a standardized 1 mL-per-3-second addition rate; record water added at the first visible drip, mean and range.

Grades 4–825–30 minHazard low
A hand tests a rock in a clear basin while wood and a whole orange float and a metal spoon rests on the bottom.
LF-26 · Physics

Sink or float lab

Test objects in water; use mass, volume, average density, shape, and trapped air to explain why each one floats or sinks in this lab activity.

Grades 2–620–25 minHazard low
Bright editorial illustration shows a balloon under a straw on a level string, with air moving backward and the balloon moving forward.
LF-27 · Physics

Balloon rocket lab

Measure starting balloon size, compare repeated launches along one taut track, and investigate how escaping air and friction affect travel distance.

Grades 4–835–40 minHazard low
A clean, bright illustration shows matched lemon, milk and water marks drying before an adult uses gently moving warm air.
LF-28 · Chemistry

Invisible ink lab

Compare three matched trials of lemon juice, milk and plain water under the same adult-controlled warm-air treatment; keep raw times and summarize only complete results.

Grades 4–835–45 min (drying time included)Hazard low
A paper-shape image-classifier experiment with black circle and triangle cutouts, colored background cards and a laptop; the image reads TRAIN → TEST.
LF-29 · Computer science

Does an AI image classifier recognize the object—or the background?

Run an AI image-classification experiment with held-out shape photos. Compare predictions on familiar, neutral and swapped backgrounds, record a confusion table, and explain why a classroom model cannot prove how all AI systems behave.

Grades 7–1060–90 minutesHazard low
A classroom robot and several interchangeable wheel sizes on a marked test lane, with the embedded title WHEEL SIZE TEST.
LF-30 · Robotics

How does wheel size change a robot’s speed?

Test how wheel diameter affects a small robot’s measured speed. Keep its motor command, track, load and battery condition steady; repeat each wheel setup and compare measured travel with wheel circumference.

Grades 6–1060–90 minutesHazard low
A classroom crater-model tray with one smooth ball held beside a metric ruler marked 30 cm, 50 cm and 90 cm; the title reads DROP HEIGHT & CRATERS.
LF-31 · Earth & space science

How does drop height change an impact crater?

Model a lunar impact-crater investigation by dropping the same ball from three measured heights. Repeat each condition, measure crater diameter and depth, and explain why flour cannot reproduce a real Moon impact.

Grades 5–945–60 minutesHazard medium
A classroom screen shows a cluttered image of colorful toy objects, while the same kinds of objects are arranged below for a verified human count. The heading asks CAN AI COUNT?
LF-32 · Computer science

Can an AI vision model count objects when a picture gets cluttered?

Test the same kinds of objects in simple and cluttered pictures. Keep the verified count, record the model's estimate and compare absolute errors across image conditions.

Grades 6–1045–60 minutesHazard low
A student and teacher compare an AI response with an open science reference and a blank scoring sheet; the image reads CAN AI GET SCIENCE RIGHT? and CHECK THE SOURCE.
LF-33 · Computer science

How often does AI answer a science question correctly—and can source checking help?

Prepare a science answer key from a trusted source before testing. Ask one AI model the same factual questions with and without that source, then score correctness, uncertainty and citation support separately.

Grades 7–1260–90 minutesHazard low
Students sort circle, triangle and square images into three classes beside an empty classifier and a separate set of new test cards. The image reads MORE EXAMPLES?
LF-34 · Computer science

Does adding balanced training examples improve an image classifier on unseen examples?

Compare three balanced training-set sizes for a simple image classifier. Keep the classes, training conditions and independent test set fixed; report class-level results as well as overall accuracy.

Grades 7–1275–100 minutesHazard low
The same paper triangle and fixed camera appear under brighter, baseline and dimmer lighting, with the question DOES LIGHT CHANGE AI? above a blank classifier screen.
LF-35 · Computer science

How does changing light affect an image classifier’s predictions?

Train one low-risk image classifier under steady diffuse light, then test the same held-out shape cards under brighter, baseline and dimmer conditions. Keep the camera, object and position fixed and record whether its label changes.

Grades 7–1260–90 minutesHazard low
Two students inspect a multiseries line chart on a classroom monitor; the embedded headline asks CAN AI READ THIS GRAPH?
LF-36 · Computer science

Can multimodal AI read values and trends from a graph accurately?

Test chart reading with 12 charts built from known values. Ask the same three questions about a value, a trend and a change; score numeric errors separately from trend labels and compare chart types.

Grades 8–1275–100 minutesHazard low
An educator and student compare a flower still-life original with a JPEG copy on a laptop beneath the headline CAN COMPRESSION CHANGE THE SCORE?
LF-37 · Computer science

Can image detectors still recognize AI images after compression?

Use 12 non-identifying images with verified origins. Test each original and two JPEG copies with one fixed AI-image detector, then compare sensitivity, false positives and score changes without treating a detector result as proof.

Grades 8–1275–100 minutesHazard low
A student evaluates an AI agent's science-data workflow at a desktop monitor with an anonymous spreadsheet and illustrative graph, beneath the exact headline CAN AN AI AGENT FINISH THE SCIENCE WORKFLOW?
LF-38 · Computer science

How reliably can an AI agent complete a multi-step science-data task?

Test one teacher-approved AI agent on a fixed, synthetic plant-growth dataset. Check data reading, units, calculations, graph creation and evidence-based interpretation across five fresh runs; no live files or outside actions are allowed.

Grades 8–1275–100 minutesHazard low
A forecaster reviews satellite imagery and a blank forecast-data sheet in an operations room beneath the exact headline AI FORECASTS VS PHYSICS MODELS.
LF-39 · Earth & space science

How do AI and conventional weather forecasts compare on the same dates?

Compare 24-hour-ahead daily maximum temperatures from ECMWF's AI-based AIFS and physics-based IFS on 14 matched dates. Score both against the same ERA5 reanalysis reference and keep model, grid, lead time and uncertainty visible.

Grades 8–1275–100 minutesHazard low
Editorial photograph of a real server aisle with technicians and the exact headline COOL THE COMPUTERS. TRACK THE WHOLE SYSTEM.
LF-40 · Computer science

How do data-center cooling designs trade water use against electricity?

Compare three modeled cooling configurations for the same hypothetical 200 MW IT data center in Michigan. Recalculate changes in annual facility electricity, direct cooling-water consumption and indirect power-generation water; then explain why modeled results are not measurements or a universal design ranking.

Grades 9–1260–80 minutesHazard low
Laptop with three fresh AI sessions answering the same simple mean-definition prompt, labeled SAME QUESTION · FRESH RUNS; the example text is illustrative, not experimental output.
LF-41 · Computer science

Does an AI answer stay the same when you repeat or reword a prompt?

Compare repeated outputs from the same AI tool under a fixed prompt, then compare a carefully reworded version. Save each response, score factual accuracy against a teacher-checked source and keep repeatability separate from correctness. The small sample measures one tool, task and date; it cannot establish a universal reliability rate.

Grades 9–1270–90 minutesHazard low
A realistic humanoid research robot bends to lift a crate in a controlled lab beneath the exact monitor headline PAYLOAD CHANGES WHOLE-BODY BALANCE.
LF-42 · Robotics

How does a carried payload change humanoid balance and recovery?

Compare recent humanoid payload studies, extract one study's reported stability thresholds and distinguish modeled balance capability from a robot's maximum rated payload. Track how load, center of mass, support area, posture, actuation and task affect recovery; do not treat results from different platforms as a direct ranking.

Grades 9–1260–80 minutesHazard low
A differential-drive robot with lidar approaches a padded block in a lab; a monitor reads DETECT AHEAD OF THE STOP.
LF-43 · Robotics

How far ahead must a mobile robot detect an obstacle to stop?

Use a recent differential-drive robot study's estimated 90%-success reaction distances across five maneuvers and three speeds. Calculate the difference between the study's commanded maneuver distance and a sensor-to-obstacle stopping envelope, which must also account for sensor/control latency, braking, robot footprint and uncertainty. This paper is a one-robot tile-floor preprint; its results are not a safety distance for other systems.

Grades 9–1270–90 minutesHazard low
A two-finger gripper with textured silicone-like pads holds a wooden cylinder beside a tray of replaceable contact pads; headline reads SURFACE CHANGES THE GRIP.
LF-44 · Robotics

Which gripper surface holds an object with the least slip?

Test a fixed classroom gripper with replaceable smooth paper, foam and silicone-like pads. Hold the same light cylinder at a measured grip force, increase a gentle downward pull, and record the force at first 5 mm of slip across repeated trials. Compare material performance only for this object, dry condition and gripper setup.

Grades 8–1260–75 minutesHazard low
A small line-following robot with reflectance sensors approaches a curving black tape line; headline reads SPEED MEETS THE CURVE.
LF-45 · Robotics

How does speed affect a line-following robot on tighter curves?

Run one approved line-following robot through three measured curve radii at three instructor-approved speed settings. Repeat each combination five times, record whether the robot completes one lap without losing the line and measure lap time. Keep the robot, track material, lighting, line width and controller fixed so results describe only this setup.

Grades 8–1270–90 minutesHazard low
A translucent ribbed silicone pneumatic actuator bends beside a small lab regulator and gauge; the embedded headline reads PRESSURE MAKES IT BEND.
LF-46 · Robotics

How does air pressure change the bend of a soft-robot actuator?

Analyze published experiments on soft pneumatic actuators. Extract only the source-reported pressure and bending measurements, compare dissimilar designs without ranking them, and explain why geometry, material, loading history and pressure limits shape every pressure-to-bend curve. This is a published-data investigation; it does not ask learners to build or pressurize an actuator.

Grades 9–1260–80 minutesHazard low
A small quadruped robot steps where smooth board meets low-pile carpet; headline reads THE FLOOR CHANGES THE STEP.
LF-47 · Robotics

How does floor texture affect a small legged robot's traction and walking?

Run a teacher-approved, lightweight classroom quadruped over a short, level course made from three dry surface panels. Hold gait, robot, feet, battery condition, distance and start position constant. Repeat each surface five times and compare completion time, distance and visible stance-foot slip. A classroom slip count is not a friction coefficient or a robot safety rating.

Grades 7–1060–80 minutesHazard low
A handmade paper rotor turns downward in a bright classroom laboratory; headline reads PAPER ROTORS SPIN DOWN.
LF-48 · Robotics

How do paper rotor dimensions affect fall time and stability?

Compare two paper-rotor blade widths and three lengths using five drops per design. Keep paper, body, release height and method fixed; record flight time and a separate stability observation.

Grades 6–1060–90 minutesHazard low
A compact educational wheeled robot carries a small parcel along a smooth loop course; headline reads MORE LOAD, MORE MOTOR WORK.
LF-49 · Robotics

How does payload change a robot's battery endurance?

Compare a manufacturer's-approved low payload range on one repeatable ground-robot route. Record time and laps until the first normal low-battery warning; stop there, recharge only as directed, and treat the warning time as a platform-specific endurance proxy.

Grades 7–10Several short sessions; recharge time varies by robotHazard low
A camera-equipped robot arm sorts red, blue and yellow blocks into matching trays; headline reads CAMERA, CLUTTER, SORTER.
LF-50 · Robotics

How do clutter and lighting affect camera-based robot sorting?

Compare a fixed camera robot's sorting in sparse or crowded scenes at two measured, safe room-light levels. Keep the same objects and robot settings, repeat each of the four combinations, and classify detection, pickup, and placement failures separately.

Grades 7–10One or two short supervised sessionsHazard low
Two autonomous mobile warehouse robots carry inventory shelves through parallel storage aisles; headline reads WAREHOUSE ROBOTS NEED SPACE.
LF-51 · Robotics

Which warehouse route layout reduces robot travel and waiting?

Use a small graph-paper warehouse with three robot tokens to compare a single cross-aisle, a second cross-aisle, and one-way aisle directions. Reuse the same task cards for every layout and measure grid distance, waits, junction queues and completion time. This is a simplified model, not a warehouse safety or throughput test.

Grades 7–10One or two class sessionsHazard low
A fixed gray cratered Moon model, neutral gray card, desk lamp and DSLR on a tripod; the headline reads CONTROL THE CAMERA.
LF-52 · Earth & space science

How do Artemis-era lunar observations distinguish surface brightness from camera exposure?

Photograph one fixed, crater-textured target at three manual shutter settings, then compare NASA lunar images taken under different Sun angles. Explain why displayed pixel brightness alone cannot reveal a surface's reflectance.

Grades 8–1260–80 minutesHazard low
Two identical vertical markers cast different shadows as light arrives from different Sun angles; headline reads SAME HEIGHT, NEW SUN ANGLE.
LF-53 · Earth & space science

How does the Sun's angle change a Moon-surface shadow?

Hold a model object's height and ground level fixed while calculating its shadow at four Sun elevations. Compare the ideal relation with NASA's illumination maps and explain what a flat-surface model leaves out.

Grades 8–1250–70 minutesHazard low
A planetary scientist compares a lunar crater model with an infrared thermal camera view; headline reads DIRECT SUN CHANGES THE HEAT.
LF-54 · Earth & space science

Why can permanently shadowed lunar terrain stay cold beside sunlit ridges?

Use a safe crater model to test how reflected visible light can reach a shaded floor. Then analyze NASA camera and thermal-model evidence to explain why being visible to a camera does not mean receiving enough energy to warm a lunar cold trap.

Grades 8–1260–80 minutesHazard low
A researcher reviews ejecta patterns from an instrumented vacuum chamber test; headline reads MEASURE SPREAD AND EROSION.
LF-55 · Earth & space science

How can airflow move lunar-like ejecta, and where does a tabletop model stop matching the Moon?

Measure how a repeatable hand-generated air puff moves large paper pieces as nozzle height changes. Compare the safe classroom airflow model with NASA's vacuum-chamber tests and explain why it cannot predict a lunar landing plume.

Grades 8–1260–80 minutesHazard low
A robotic solar-powered lander sits on a rugged lunar south-polar ridge under a low Sun; headline reads A LOW SUN, A MOVING HORIZON.
LF-56 · Earth & space science

Which lunar ridge orientation can keep a lander in sunlight for the longest continuous interval?

Test how the orientation of one model ridge changes the longest continuous light interval at a marked lander site. Compare the small geometric model with NASA's LOLA illumination products and current south-pole site-selection constraints.

Grades 8–1260–80 minutesHazard low
A small solar-powered spacecraft approaches the asteroid moon Dimorphos with Didymos behind; headline reads A SMALL PUSH CAN ADD UP.
LF-57 · Earth & space science

How can a small spacecraft change an asteroid's path through momentum transfer?

Vary one impactor cart's measured speed and compare the momentum transferred to a stationary target cart. Use DART and Hera sources to explain direct collision momentum, ejecta recoil, orbit measurements and why a classroom collision cannot forecast an asteroid deflection.

Grades 8–1260–80 minutesHazard low
Editorial space illustration of Earth's magnetosphere shaping solar-wind flow, with some charged particles entering near a polar cusp; no scale or data are shown.
SOLAR WIND AND MAGNETOSPHEREA field shapes particle motion.
LF-58 · Earth & space science

How does magnetic-field strength change the predicted force on an identical simulated charged particle?

Measure magnetic-field strength at controlled positions with a Hall sensor, then calculate relative magnetic-force-per-unit-charge-speed for an identical hypothetical particle moving perpendicular to each measured field. Compare this narrow model with NASA research on Earth's magnetosphere, reconnection and Mars' local crustal fields.

Grades 8–1260–80 minutesHazard low
Editorial space illustration of a small exoplanet crossing a bright star, paired with a subtle repeating shallow dip motif; not a measured light curve.
TRANSITING EXOPLANETA small dip can hide in noise.
LF-59 · Earth & space science

How can a repeating exoplanet transit be detected in a noisy light-curve dataset without mistaking it for proof of a planet?

Use a small synthetic light curve with three repeated shallow dips and realistic scatter. Fold the data at three trial periods, compare the mean depth and scatter around transit phase, and identify how instrumental trends, stellar variability, data gaps and eclipsing binaries limit a candidate claim.

Grades 8–1260–80 minutesHazard low
A transiting exoplanet's atmospheric limb filters starlight toward a space telescope, creating an illustrative spectral fingerprint with no measured values.
EXOPLANET SPECTRUMA spectrum is a set of clues.
LF-60 · Earth & space science

What can and cannot be inferred from a telescope's exoplanet spectrum?

Read clearly synthetic transmission-spectrum cases and compare them with current JWST results. Identify wavelength features supported by uncertainty ranges, then evaluate cloud/haze degeneracies, transit geometry, stellar contamination and the gap between detecting a molecule and inferring habitability or life.

Grades 8–1260–80 minutesHazard low
A six-wheeled Mars rover climbs a modest loose slope, leaving clear tracks; an editorial illustration rather than a mission photograph.
ROVER MOBILITYLoose ground changes the climb.
LF-61 · Earth & space science

How does wheel tread change a rover model's slip and sinkage on a loose slope?

Use a small hand-cranked wheel test rig on a fixed low-angle ramp to compare matched smooth, four-rib and eight-rib tread patterns in a repeatably prepared sand bed. Measure distance traveled per three wheel rotations, calculate a bounded slip proxy, and record sinkage. Change slope only in a separate extension and compare with NASA rover testing and current terrain-adaptive research.

Grades 8–1260–80 minutesHazard low