Most companies offer a one year warranty, and a smaller number have an extended warranty for two years. PASCO’s five year warranty is exceptional and is demonstrative of a company that has immense confidence in the products they manufacturer and also capability to live-up to its promising when an issue arises.
“Happy customers are repeat customers, and keeping our word and your trust is simply good for business.”
PASCO Teacher Support Team
What’s the catch? Will PASCO really repair or replace a defective product for 5 years? The answer is yes! As long as the product was not tampered with or damaged due to misuse, PASCO will repair or replace the unit in a timely and efficient manner
A hassle-free process – PASCO does not want you to waste your valuable time and energy by needlessly jumping through hoops. To process a warranty claim, a simple short conversation is often all that is required. If a repair is required, return labels and shipping instructions will be quickly emailed.
Why PASCO can afford such a long warranty
Products are designed for student use – Student labs can be tough – really tough – on equipment. PASCO has 55 years of experience producing long-lasting high quality instructional equipment and educational technology. Thoroughly testing products before shipping to customers is also a critical step in the process.
Always be prepared – is the famous Scout moto that is central to PASCO’s commitment to honoring its warranty promise. For at least 5 years after purchase PASCO will maintain a dedicated inventory of replacement units – even for products that have been discontinued. In addition, PASCO has an extensive inventory of replacement parts and occasionally surprises customers (in a very pleasant way) by helping revive an old but still valuable piece of equipment that was purchased decades ago.
Download the software or app or update to the latest version.
Built from the ground up to be the most effective tool for all of your spectrometry needs.
FREE download for Windows® and Mac® computers and free apps for iPad® and Android™ tablets.
The Spectrometry application provides support for experiments including, analysis of emission spectra, absorbance spectra of colored solutions and plant pigments, Beer’s law determination of unknown concentrations, and kinetics experiments. The learner-centered interface makes it easy for all levels of students and teachers to integrate spectrometry into the teaching and learning of physics, chemistry and biology.
This software allows students to measure intensity, absorbance, transmittance and fluorescence using either the PASCO Wireless Spectrometer or the legacy Amadeus or Red Tide spectrometers from Ocean Optics and supports both USB and BlueTooth™ connectivity.
Version 2.2.1 was released on 1/17/2019. It is a hotfix release that fixed an issue where Spectrometry showed clipped absorbance data when connected via USB but not when connected via Bluetooth. It also fixed an issue with Chrome OS v71 that caused Spectrometry to crash when a device was paired but not connected. Other known issues were fixed as well.
Version 2.1.0 was released on 6/26/2018. It is a feature release that provides support for the SPARK LX and SPARK LXi dataloggers, initializes the language to the system language on the first run and resolves some known issues.
Version 2.0.0 was released on 10/12/2017. It was a feature release that added the following new features:
Direct Wave Length Entry and Real-Time Digital Readout. Together these new features give the Wireless Spectrometer the same behavior as the Spectronic 20 while providing lots of additional features and functionality as well.
Upgraded user interface, including improved top navigation and new toolbar icons.
Support on select Chromebooks (see below for details)
Last week, AYVA had the pleasure of demonstrating some of PASCO’s newest wireless sensors for a group of science educators at the Ontario Science Centre in Toronto, Ontario. Together we were able to come up with some fun demonstrations to get kids interested in the wonders of science.
First, we used the force platform
to observe the phenomenon of your weight temporarily decreasing when your heart
beats. You can look at the data and see the downward spikes occurring every second
or so but how do we know that it actually corresponds to your heart rate? At
the Ontario Science Centre, they have a stethoscope attached to a microphone so
that we could hear the heart beat and see the weight drop simultaneously.
Next the durability of the Wireless Accelerometer was tested. The first test was standing on a desk and dropping it to observe the sensors freefall, but that wasn’t enough to satisfy these innovative educators. Their next idea was to tape the accelerometer to a baseball bat and hit the force platform covered with a layer of foam and a piece of wood.
The Wireless Temperature Link was a big hit with the science educators. For their first demonstration they placed it in a vacuum chamber along with the Wireless Pressure Sensor and graphed both pressure vs. time and temperature vs. time to look at their relationship. The Wireless Temperature Link was then placed in front of a silver dish at the focus point of a heat producing light bulb a few meters away. Even though the light bulb and the sensor had some distance between them, you could still see the temperature increasing quickly over time.
Overall, our little field trip to the Ontario Science Centre proved to be a valuable experience not only for the science educators but ourselves as well. It gave them a chance to play with some of our new technology, while coming up with new and innovative demonstrations that could be used by teachers in the classroom.
The popular wireless pH sensor is a great sensor with many applications for Chemistry, Biology, Environment Science and General Science. However, to experience the many benefits of this sensor, it is recommended that time is set aside to understand the sensor’s proper operation and care. Fortunately there are a number of fantastic resources available to minimize the learning curve. The purpose of the following information is to emphasize key points and highlight the most helpful resources.
Important information before getting started
The pH sensor is comprised of two
components: 1) The Amplifier (aka the white Bluetooth box, and 2) The Electrode. Please note that many of the support calls
for this sensor relate to improper connection of the Electrode to the
Amplifier. (How to properly connect the pH electrode). The white PASCO Amplifier
is backed by PASCO’s 5 year warranty. The
Electrode, which is manufactured by a 3rd party, features a 6 month
warranty against defects (but not improper use). Despite this shorter warranty period, with
proper care and attention the electrodes can be maintained in good working
order for many years.
A comprehensive user manual
exists for all PASCO’s wireless sensors (as well as other products). But printed manuals are not supplied with the
sensors – PDF files of the manuals can be downloaded from the Find Product Manuals and Resources search engine. For your
convenience the pH manual can be directly viewed by clicking on the following
This comprehensive guide is an
excellent resource to learn how to care for and operate your pH sensor.
Key points from the reference
guide not to be overlooked when getting started
It’s recommend to read the entire
manual thoroughly, including the insightful section on the theory of
calibration. The better you understand
how the pH sensor records calibrated measurements, the less of a black box it
becomes, and the greater likelihood you’ll achieve accurate results. However, if time is limited, be certain to
pay attention to the following:
PASCO continues to expand its
very helpful collection of task specific videos. These videos are developed by their teacher
support department and address common software and sensor concerns. The best place to view these videos is on PASCO’s YouTube channel as it
features an effective search tool. For
pH, there are a number of very useful videos on this channel with the most
important ones linked below:
I recently hosted my first ever professional development event. Usually, at the local level, there aren’t many opportunities for science types. There just aren’t enough of us and we specialize so there isn’t much common talk beyond ‘how can we get the students to love and learn science more?’. That is why I went out of comfort zone to host an event on sensors. I’m still not an expert on my physics equipment from PASCO let along the sensors for the other branches but I thought it was worth the shot.
How do I do a pro-d event that engages the audience? How could I hook the teachers in attendance? The answer was easy. Not for me to stand there and talk at them. No! They needed to do science! They needed to use the sensors. So, that’s what we did.
I set up several stations in my room. One for physics, one for bio, one for chem and outside for earth science. Each station required the use of an appropriate sensor (motion, CO2, pH and weather) and a task. I gave them as little instruction as possible beyond how to use SPARKVue. I wanted them to experience what their students would.
I expected only my department to show up. That is still 13 people. I had middle school and elementary teachers show up as well. How would they do? The hours flew by. I didn’t need to worry about filling the time; we needed more. There was a buzz that you don’t hear at staff meetings. They were engaged. They were loving it. They were hooked on sensors.
What I loved most was the talk on how they could use it for their classes. I wanted to get their ideas because they would know better than I. Every teacher left with an idea on how the sensors could be used…if only we had more.
When the day was over I was asked to host more of these. It was very easy to say yes.
Let me paint you a picture. Not something physicists normally do but I’ll give it a shot.
I teach in a small town in BC. For most of my career it has been lower on the social-economic scale, a true blue-collar place but things are changing. More and more people are being pushed out of the big cities due to high house prices and ending up here where life is more laid back, more affordable, more idyllic?
Again, for most of my career the supplies I have had access to are the same supplies that came with the school when it was built…back in the 1950s. Trying to modernize my lab has been a challenge but just like the city, things are changing.
I’ve used PASCO products since my university days and have always found them to be intuitive and practical. When I had the chance, I purchased some of their GLX data loggers for demo purposes. I started to show the students the power of probeware and they yearned for more. Yes, I used yearn to describe students. I know, almost unheard of.
When I procured the funding to buy a class set of the GLXs after buying one a year for 5 years I was ecstatic. I called PASCO to order and was told that they were discontinued. I was bummed. What now? They told me about their new product, the Spark LX as a tablet data logger. I was intrigued. Many discussions happened, and I started to get on board. PASCO even took some of my suggestions about what I thought the logger should entail. After months of waiting they finally arrived; just in time for the start of a new school year.
I happily got to setting them all up and preparing their first interactions with the devices. I would use the Match-Graph software to give my physics students some hands-on real life to graph interactions. After a few hiccups of the airlinks needing firmware updates which my school computer wouldn’t allow I had the students head out into the school to test out the Spark and the software.
The looks we got from the other students and staff started as bewilderment. “What is his class up to now?” was heard more than once. My students didn’t even hear. They were too engaged to notice. The beginner graphs which were too hard mere seconds ago were now too easy. Harder graphs please. Harder and harder they went and the more competitive they got. “I’m addicted to this!” one student exclaimed. “I get it now.” Yelled another. They were hooked at first use.
I can’t wait to see how the next experiment goes. This is how technology should work in class. Relating physical experience to life experience to learning.
Glenn Grant has been teaching physics, math and science for 20 years in a small town called Mission, BC.
“For most of my career I’ve been using equipment from the 1960s. I was the first person in my district to start using a Smart Board and then started getting into sensors about 10 years ago. Since then I’ve cobbled together whatever I can to give my students access to something from the current century. I believe that technology has a place in the classroom as a tool to further the learning. Using the new PASCO equipment we can do labs 100 times a class and the discussion becomes more in-depth. Why did they choose the data set they are using? What makes that data “better”? Can you replicate the graph on the board using the equipment. It allows for more actual science than just content memorization. As I deepen my understanding of the equipment and its uses, I’ve been teaching the other members of my department and other teachers in the district. I’m not an expert yet but I’m working on it.”