We present an example of a methodologically designed online physics lesson created by using a virtual lab and a Google form that allows both easy transaction of content and statistical insight into student feedback. The paper presents a method of instructionally guided research created in accordance with pedagogical recommendations based on research findings. We explored the extent to which online lessons facilitate first grade students' independent learning on the topic of Elastic Potential Energy and reviewed online resources with the goal of finding easily accessible materials and tools for all teachers. The lessons consist of three parts. The first part begins with observing phenomena in a virtual laboratory and making hypotheses. The dependence of elastic potential energy on individual variables is investigated. By analyzing the results of measurements, students verify the correctness of the hypotheses made and empirically compile the expression for the elastic potential energy of the spring. The second part is devoted to theoretical consideration, in which students arrive at the same expression through theoretical consideration. In the last part, the teacher checks the knowledge of the students in the form of various conceptual and numerical tasks that represent problem situations from everyday life. The evaluation of the lesson was conceived on the basis of the assessment of the learning outcomes related to the study of research of physical phenomena given in the National Curriculum. Thirty first grade high school students participated in the study. Analysis of student responses showed that about half of the students were able to conduct independent research and fully master the learning outcomes.