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We present highlights from a series of hands-on physics lab modules developed for remote teaching. The labs were composed of multiple self-guided inquiry modules. Though the labs were developed from scratch, some modules that were central to the design process were borrowed from previous PDP sessions and the guiding PDP principles of mirroring authentic Science, Technology, Engineering, and Mathematics (STEM) practices (e.g., allowing students to raise questions and take ownership of decision making). One notable aspect of this work is that by sourcing and assembling low-cost ($25 per student) lab kits that were sent to each student, the majority of the modules were hands-on despite being fully online. Combining online resources and simulation tools with individual hardware kits and small lab groups allowed for a mix of synchronous and asynchronous exploration. This mixed lab mode was successful in promoting both inquiry exploration and community building. One example of a lab design choice aimed at overcoming online barriers was that in lieu of weekly lab write-ups, groups submitted video checkouts in which students were encouraged to reflect on the lab, self-assess their learning outcomes, and highlight unique aspects of their lab experience. This lab was specifically developed in response to the unforeseen challenges of online teaching; however, multiple aspects of the course will seamlessly transfer to an in-person lab setting. 

Classification is a general tool of science; it is used to sort and categorize biological organisms, chemical elements, astronomical objects, and many other things. In scientific classification, taxonomy often reflects shared physical properties that, in turn, may indicate shared origins and/or evolution. A “hands-on” galaxy-classification activity developed and implemented by Professional Development Program (PDP) participants, for a high-school summer STEM enrichment program, has been adopted for various age groups and venues, from young (K–3) to college students. We detail the basic tools required, outline the general activity, and describe the modifications to the activity based on learners’ ages and learning objectives. We describe the facilitation strategies learned through PDP training and used when implementing the activity, including prompts to motivate the students. We also discuss how we connected the classification process to astronomy and science more broadly during the concluding remarks.