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History of Solar Eclipses

Solar eclipses have fascinated humans for thousands of years, and many ancient cultures have developed their own myths and legends to explain these rare astronomical events.

 

Early Explanations

One of the earliest known records of a solar eclipse comes from the ancient Chinese, who recorded an eclipse in 2136 BCE. They believed that a dragon was devouring the Sun, and civilians would make loud noises and bang on pots and pans to scare it away.

In ancient Greece, the philosopher Anaxagoras correctly predicted a solar eclipse in 478 BCE. He was the first to suggest that the Moon shines by reflecting light from the Sun, and he was imprisoned for this proposal. His research led to his discovery that eclipses are caused by the Moon blocking the Sun’s light when it passes in front of it. However, his scientific explanation for the phenomenon was not widely accepted until centuries later.

Another Greek philosopher, Aristotle, later refined this theory, explaining that the Earth was at the center of the universe and that the Moon’s orbit was slightly tilted relative to the Earth’s orbit around the Sun. This meant that eclipses occurred when the Moon passed directly between the Sun and Earth, casting a shadow on the planet.

The ancient Maya of Central America were also skilled astronomers and recorded solar eclipses in their calendars. They believed that the eclipses were a sign of impending doom, so they would perform elaborate rituals to appease the gods.

In the Middle Ages, Islamic astronomers developed more accurate models of the movements of the Sun, Moon, and planets. The Persian astronomer Al-Battani, for example, refined the earlier Greek models, proposing that the Moon’s orbit around the Earth was elliptical rather than circular.

By the time of the Renaissance, scientists had developed even more sophisticated theories to explain eclipses, incorporating ideas such as the rotation of the Earth and the elliptical orbits of the planets.

Today, astronomers have a detailed understanding of the mechanics of eclipses, and are able to predict the exact timing and location of these rare astronomical events with great precision. Solar eclipses are still a source of wonder and fascination, and astronomers and scientists continue to study them to gain a better understanding of our universe.

 

Famous Eclipses

Eclipses that make it to the status of “famous” are generally those that have led to scientific discovery. Some, though, were noted for the sheer number of people who witnessed them.

One of the first recorded eclipses was the Thales of Miletus Eclipse in 585 BCE. The ancient Greek philosopher Thales of Miletus correctly predicted the solar eclipse would occur during a battle between the Lydians and the Medes; however, historians debate the exact year the eclipse occurred, and Thales’ method to predict the event remains uncertain. Regardless, upon observing the phenomenon in the sky, soldiers on both sides laid down their weapons and called a truce to end the war.

In 1715, the famous astronomer Edmund Halley (of Halley’s comet) correctly calculated the event of a solar eclipse within four minutes over England. Halley used Isaac Newton’s newfound theory on gravitation for his prediction, and he’s credited with funding the publication of Newton’s work in the Principia.

The Total Solar Eclipse of 1919 is famous for providing the first experimental evidence for Einstein’s theory of general relativity; Einstein predicted that some stars would appear in a different position in the sky during the eclipse due to the Sun’s gravity bending the starlight. Astronomers observed this shift in position to be accurate, and Einstein published his complete theory soon after.

The Solar Eclipse of August 11, 1999 was the first visible total solar eclipse in the United Kingdom since 1927, and the first visible in Europe in nearly ten years. It was one of the most photographed eclipses in history, viewable to over 350 million people.

The Great American Eclipse of 2017 was a total solar eclipse that was visible–at least partially–across the entire United States. Millions of people watched, as it was the first total solar eclipse to span the United States since 1918.

Why Carolina Perfect Solution® Specimens?

Safe. Quality. Convenient.

Carolina’s commitment to providing the highest quality specimens has led to Carolina’s Perfect Solution, a unique and revolutionary fixative that is improving the conditions of lab dissections. 

  • No formalin odour
  • Natural texture and colour
  • Non toxic 
  • No ventilation required
  • Regular garbage disposal  

See the difference between Perfect Solution Specimens and Traditional Specimens.

No need to compromise

Provide your students with higher quality preserved specimens, and an enhanced dissection experience while also increasing the safety of the learning environment. Carolina’s Perfect Solution is a great alternative to traditional formaldehyde-preserved specimens.

Carolinas Perfect Solution offers multiple injection options which alters the number of colours visible in the specimens. These injections are useful in helping students better understand the anatomy of specimens. For beginner level students, a plain injection may be best. There are also latex injections that are used for a more enhanced study, with different colour options. Single injection highlights red arteries, double injection highlights red arteries and blue veins, and triple injection includes red arteries, blue veins, and yellow hepatic systems. Vivid colours allow for easy identification of internal tissues, organs, and systems.

Our goal is to provide the best and safest preserved specimens available. Carolina’s unique preservation method provides slow firming action that results in more life-like tissues and organs with natural colours and texture. Tissues are pliable and easy to dissect. Perfect Solution specimens last just as long as formalin specimens, and refrigeration is not required for long term storage, they can be kept at room temperature out of direct sunlight. In addition, no harmful chemicals such as glutaraldehyde are used in the fixing process (common in traditional formalin specimens).

Independent, certified laboratory analysis of specimens fixed in Carolina’s Perfect Solution have found them to be nontoxic and free of dangerous off-gassing. Classrooms and labs using these specimens do not require specialized ventilation. However, some active ventilation is recommended when working with any preserved specimens or chemicals. Due to the safe nature of Carolina’s Perfect Solution, there are no mandated disposal requirements. Be sure to check with local sewer and landfill authorities, as procedures may vary. 


Which Bullfrog Would You Rather Dissect?

Carolina’s Perfect Solution® Specimen

  • Vivid colours allow for easy identification of internal tissues, organs, and systems
  • Expertly injected to facilitate studies of the circulatory system
  • Tissues are pliable and easy to dissect

 

Carolina Biological Products Named Best-in-Class for K to 12 Science Teaching and Learning in National STEM Awards

Educators Pick Best of STEM® 2023 Awards recognize innovative STEM products for education that go above and beyond to inspire today’s teachers, students and science classes

BURLINGTON, NC, Aug. 30, 2023 – Carolina Biological is proud to announce that its products won a number of new science education awards. Leading K-12 science supplier Carolina Biological Supply Company won four prestigious national Educators Pick Best of STEM® 2023 Awards and earned Finalist in two more categories. The awards are the only competition in which products are reviewed and judged only by STEM educators. Thirty-four awards total were given in thoughtful and important categories tailored to STEM education. The awards program, operated in partnership with the National Science Teaching Association (NSTA), MCH Strategic Data and the National Association of Biology Teachers (NABT), spotlights innovative products, technologies, and services that are changing the world of STEM education.

Winners were chosen for qualities such as alignment with NGSS standards, the use of simulations, instructional support for teachers, and the flexibility of implementation for different modes of instruction across all STEM topics. Carolina Biological Supply Company was awarded for: Building Blocks of Science® 3D won “Bridging the Gap—English Language Learners: Science & Literacy,” Smithsonian Science for the Classroom™ won “Best of STEM: Most Comprehensive Culturally Relevant Teaching,” and Carolina® Healthcare Simulations Kit Series: Blood Typing Kit won “CTE Training: Health Science—Training Kits” and Carolina Distance Learning® Online Gateway HyFlex won a “Trailblazer Award: Hybrid Learning Superhero.” Carolina also received Finalist status for 3-D Earth and Space Science Kits for “Best of STEM: Environmental Science” and CRISPR in a Box™ Kit for “Trailblazer: Biotechnology Innovator.”

Products were judged first by an expert panel of judges. Then, more than 267,000 STEM educators were invited to evaluate the finalists via survey. For information about the awards program, visit www.bestofstemawards.com. Carolina has won eight Educator’s Pick Best of STEM awards over the last three years, demonstrating breadth and depth of high-quality products, curricula and teacher resources in K-16 education. Awards have been earned in such subjects as elementary and middle-school science, biology, chemistry, physical science, environmental science, career technical education (CTE), and anatomy and physiology.

“Carolina employees put their hearts and minds into developing new products to support science teachers at all instructional levels,” said Jim Parrish, CEO of Carolina Biological. “It’s rewarding to have those we care so much about affirm our work and mission with Educators Pick Best of STEM® 2023 Awards.”

“Our development staff works closely with science teachers to develop products that will excite and engage their students,” said Mark Meszaros, Vice President of Carolina Biological’s Core Product Management and Innovation. “I am grateful that we were able to address these difficult to teach topics and be recognized by our peers in science education.”

“This recognition highlights Carolina’s dedication to fostering inclusive and effective learning environments that empower students in science and STEM, said Karen Stevens, Vice President of Carolina Biological’s Curriculum. “This is the second Best of STEM award for Building Blocks of Science® 3D, which reinforces Carolina’s commitment to support all students by ensuring that language barriers do not hinder students’ opportunities to excel. And we’re thrilled that Smithsonian Science for the Classroom™ was recognized for Most Comprehensive Culturally Relevant Teaching. Developed with support from the Smithsonian Institution — the world’s largest cultural institution – culturally relevant teaching is crucial for engaging students from diverse backgrounds and making STEM subjects accessible to all.”

“We are thrilled and honored to receive the Educators Pick Best of STEM® 2023 Awards, ‘Trailblazer Award: Hybrid Learning Superhero’ for our groundbreaking Carolina Distance Learning product for college, Carolina Online Gateway, HyFlex,” said Shannon McGurk, Vice President of Carolina Biological’s Carolina Distance Learning. “This recognition reaffirms our commitment to revolutionizing education through innovation and hybrid learning solutions. Carolina Online Gateway represents a new era of educational tools, providing educators and students with a comprehensive platform designed to elevate the college distance learning experience.”

All four of Carolina’s winning products and the two finalists are available now through Carolina. For information, visit carolina.com or call (800) 334-5551 to speak to a customer service or technical representative.

Carolina’s 2023 Best-in-Class Winners:

The first winner, setting the standard in 3D learning and 3D assessment, is the Smithsonian Science for the Classroom curriculum. It provides cohesive storylines, superior teacher support, and research-supported instructional design that is backed by proven results. Smithsonian Science for the Classroom is a high-quality core science and engineering curriculum program specifically developed to meet the NGSS. This elementary curriculum is designed to engage, inspire, and connect grades K to 5 students firsthand to the world around them through engaging and hands-on lessons.

Next, Carolina Biological’s second winner, Building Blocks of Science 3D provides hands-on unit kits for students in grades K to 5. This complete, phenomena-based program combines interactive investigations, literacy components, and digital resources to teach students science content and investigative skills in manageable 30-minute lessons. The program also integrates engineering into every grade and includes everything teachers need for their entire class for every lesson with hands-on materials, print, and digital simulations.

In addition, the third winner, Carolina® Healthcare Simulations Kit Series: Blood Typing Kit, is a Career Technical Education (CTE) series that asks students to practice clinical skills, techniques, and procedures. While performing a series of investigations, in addition to gaining an understanding of human anatomy and physiology, students learn and practice skills that can be used in a healthcare setting using safe simulated samples. Each activity includes a case study that provides students with background information about a patient who presents with relevant symptoms. The series consists of Blood Hematocrit, Blood Glucose, Blood Typing, Urinalysis, and a Vital Signs Kit. More real-world CTE kits in the series are coming soon.

The fourth winner, Carolina Distance Learning® Online Gateway HyFlex, is for college level and includes lab kits and materials that produce great results for college students, at home or on campus. A HyFlex class allows students to attend class in person, synchronously online, or asynchronously online. That flexibility gives students the opportunity to attend class who, due to circumstances, might not otherwise be able to do so. It also gives institutions the opportunity to increase enrollment and the number of courses they can offer.

Fruit Battery Experiment

Using PASCO’s wireless voltage and current sensors, we conducted the fruit battery experiment. We tested 7 different kinds of produce to try and determine which one had the highest electric charge, and would make the best battery.

With these sensors you are able to chart and record voltage and current data right in SPARKvue! Then you can compare and contrast the data recorded across multiple different kinds of produce.

Using copper wire and a zinc coated nail, we connected an orange, clementine, lemon, lime, potato, sweet potato and apple to the sensors and charted their volts and milliamps.

We hypothesized that the lemon would have the highest voltage, due to the fact that it is an extremely acidic fruit. The lime is also an acidic fruit, so that was an alternate option that was considered. Due to the fact that the lemon was a larger fruit, and would maybe be able to hold more charge, we picked the lemon for our theorized winner.

We set the voltage and current sensors to the manual data sampling option so that we could choose when to record data and input it into the table when the voltage and amperage stabilized. We then made an incision in the fruits to insert the copper wire, and pushed the zinc coated screw into the produce. With the citrus fruits, we needed to roll them on the table to get the juices flowing inside of it and gain more acid for the zinc to interact with, making the battery stronger.  After connecting the sensors to SPARKvue, and connecting the negative and positive wires to their proper nodes, we were able to record data for all 7 items into the chart. With SPARKvue we could measure, record, and compare data all in one place.

What may seem like similar results between all the produce is far from ambiguous as by nature the results will be similar between the produce, but there are still outliers that stand out. This experiment allows students to engage in a fun activity by hypothesizing which produce would be the best battery. It makes for a perfect opportunity for your student scientists to strengthen their critical thinking skills and increase their scientific knowledge on electricity!

To advance upon this already fascinating experiment, try connecting an LED in series or in parallel, and see how many fruits it takes to light it up! Have students experiment and determine the best approach to make the LED nice and bright! You can connect multiple LEDS, and multiple fruits, and even compare your voltage and amperage after powering an LED to see if anything has changed!

How The Battery Works

The specifics of the science behind fruit batteries is similar for all types of produce, in using the transfer of negative electrons for creating an electrical current. Specifically in the case of the lemon, it reacts with the zinc and loosens electrons. Copper pulls electrons more strongly than zinc, so negative electrons will move towards the copper when the electrodes are connected by wires, while the positive electrons remain inside the fruit. Moving electrons are called an electric current, so when the electrons move through the wires a charge is detected!


Materials Used:

  • PS-3212 Wireless Current Sensor
  • PS-3211 Wireless Voltage Sensor
  • Fruit Battery Experiment Guide
  • Lemon, Lime, Orange, Clementine, Apple, Potato, Sweet Potato
  • Copper Wire
  • Zinc Coated Nail

 

Growing Tomatoes With the Greenhouse Sense & Control Kit

Over the last couple of months, AYVA Educational Solutions has been growing tomato plants from the Let’s Talk Science Tomatosphere project. In this project, you are given two unknown packets of seeds, labeled T and U. One packet of seeds have been to space, while the other has not. The purpose of this experiment is to germinate and grow the tomato plants from both packets, tracking their growth, and hypothesizing which plants are the space seeds! You can guess which ones you think are the space seeds in the survey at the bottom of this post! Submit your hypothesis and you will automatically be entered into a raffle to win a free PASCO Wireless Temperature Sensor! If you would like to find out which seeds have been to space we encourage you to participate in this fantastic program!! Sign up for your own packet of seeds here.

We used PASCO’s ST-2997 Greenhouse Sense and Control Kit to monitor and regulate conditions for optimal growth! By researching the optimal growing conditions for a tomato plant, we adjusted the levels of the greenhouse system to meet those needs.

Using Blockly, we block coded the Greenhouse conditions we desired, programming a 24 hour sunlight and watering cycle, and ensuring the temperature stayed at 23 degrees Celsius at all times. Once the code was exported into the //control.Node, we planted 3 seeds from each packet on the appropriate sides (T or U).

We tracked the growth of our plants from January 20th to March 31st, as they developed, they went from seeds to leafy plants.

After just one week of being inside the Greenhouse, three out of six seeds germinated and sprouted! As a couple more weeks went by, two more seeds sprouted. Unfortunately, one seed (on the T side) did not germinate. Overall totaling three plants on the U side, two on the T side. At this point, we hypothesized which of the seeds had been to space and which had not, and wrote down our predictions to compare to the results later on. You can share your predictions in the survey at the bottom of this post, and find out which seeds were the space seeds!

In the fourth week of growth we decided to name the plants so that they could be more easily identified, charted, and referred to. On the U side, we named the tomato plants Tennessee, Toby, and Tiny Tim. Then on the T side, we named the plants Thiara and Theodore. Tiny Tim was the smallest plant during the beginning of the growth period, while Tennessee was the largest of the seedlings. Thiara also germinated the latest of any of the seeds, excluding the one seed that never sprouted. She quickly caught up to the others though, and in the 4th week she was the 3rd tallest of them.

After 6 weeks of growth, the plants were beginning to falter as they combatted against one another for nutrients and water. To replenish what they lost, we decided to separate the plants. Three of the plants, Tennessee, Tiny Tim and Thiara were moved to their own pots. However, Toby and Theodore remained in the self-regulating greenhouse to continue identical conditions. Within days of separating the plants, they all began to look healthier as they received the nutrients and space that they needed.

Into the ninth week of the experiment, the plants are growing taller and broader. Now that they each have their own space, they are able to thrive. The featured photo on the right shows Tennessee healthy and strong! With no one contesting him for nutrients, he is tall, green and healthy. At this point, they are almost fully mature, and will be entering the flowering stage shortly. This week we decided to reveal the answer to the lingering question we had been wondering for months – which seeds had been to space? Was it Theodore and Thiara (T Side)? Or perhaps did Toby, Tiny Tim and Tennessee (U side) spend some time in space? Find out the answer below!

Shoutout to the PASCO Greenhouse, as this project could not have been as successful without it! The self-regulating greenhouse allowed us to grow the plants healthy and strong -with minimal intervention from us. We were able to germinate 5/6 seeds and maintain the ideal moisture and temperature levels for the plants to grow, even amidst a cold and dark winter with many days out of the office. PASCO’s Greenhouse is the perfect educational kit for your classroom, teaching students several ecological concepts such as photosynthesis, anatomy of plants, and the ways different conditions affect the growth of plants – all with the new focus and importance of coding. You can start the Tomatosphere project yourself, and facilitate it with the Greenhouse Sense and Control Kit as well.

Make sure to answer the survey below to find out which seeds have been to space and for a chance to win a PASCO Wireless Temperature Sensor! We would love to hear what you think, so share your guesses with us, and your reasoning if you have any!


Featured Products:

PASCO ST-2997 Greenhouse Sense and Control Kit

SPARKvue

Wireless Temperature Sensor


Wireless Sensors are Now Stocked in Oakville!

Here are just a few of the products currently available! If you need something quickly, please give us a call @ 877-967-2726. We can ship across Canada for delivery within a few days for all Canadian stocked items.

Also in-stock & on sale!!

  • OHAUS Triple-Beam Balance (with Tare)
  • Coulomb’s Law Complete Experiment

Many of PASCO’s wireless sensors are now stocked in Oakville, Ontario.

Smart Carts
Red: ME-1240
Blue: ME-1241

Wireless pH Sensor
PS-3204

Wireless Light Sensor
PS-3213

Wireless Temperature Sensor
PS-3201

Wireless Sound Sensor
PS-3227

Wireless EKG Sensor
PS-3236

Wireless Spirometer
PS-3234

Wireless Force Sensor
PS-3202

Wireless Soil Moisture Sensor
PS-3228

Airlink
PS-3200

Wireless Acceleration Sensor
PS-3223

Wireless Colorimeter
PS-3215

Wireless Pressure Sensor
PS-3203

Wireless Rotary Motion Sensor
PS-3220

Wireless Temperature Link
PS-3222

Wireless Conductivity Sensor
PS-3210

 

pH Probe Storage Solution

How do I make a pH probe storage solution to replace any spilled from the probe’s storage bottle?

This solution is appropriate for any of PASCO’s sensors with pH probes, including the pH (PS-2102), Water Quality (PS-2169), Chemistry (PS-2170), Advanced Chemistry (PS-2172) sensors Advanced Water Quality Sensor (PS-2230), and the PS-3204 Wireless pH Sensor.

 

Physics in Soccer: World Cup 2022

The 2022 World Cup has officially begun, and there’s never been a better time to explore the physics of soccer (or in Europe, football) with your students! From predicting the outcome of a crossbar challenge to understanding the science behind Ronaldo’s famous knuckleball free kick, physics plays an important role in determining which team rules the pitch.

Throughout the World Cup, we’ll be sharing soccer-themed content to help you bring the excitement of the World Cup into your physics course. In our first segment, we’ll explore the physics of soccer’s most infamous pre-match event: the crossbar challenge.

The Physics of Soccer: Crossbar Challenge

The crossbar challenge is a popular pre-game competition held between players from opposing teams. To compete, players take turns kicking soccer balls into the crossbar of a goal. The player who hits the crossbar the most wins the crossbar challenge. Seems simple enough, right? Well, not exactly!

In reality, the crossbar challenge is, well, challenging. The average player is lucky to land two of their five shots, which makes the five-for-five performances of superstars like Neymar Jr. all the more impressive. In fact, Neymar’s success in crossbar challenges is so repeatable that it begs the question: what is Neymar doing that other soccer players aren’t? (Check out this video to see Neymar demonstrate his technique in a crossbar challenge against two other professional soccer players.)

As it turns out, there is a secret to Neymar’s success: physics! When a player kicks a soccer ball, its landing position is largely determined by both the aerodynamics of the ball and the angle, direction, and velocity of the player’s kick. If we ignore aerodynamics for a moment (more on that later), then the crossbar challenge becomes a real-world example of projectile motion.

Incorporate the World Cup into your physics course with these soccer-themed projectile motion problems! Download the student worksheet for free below.

Celebrate the World Cup with these Soccer-Themed Practice Problems!

Download the free Physics in Soccer student handout and answer key below.

  • Student Worksheet (Word)
  • Student Worksheet (PDF)
  • Answer Key (PDF)

 

1. While warming up for a match at the World Cup, Neymar challenges Aleksandar Mitrović to a crossbar challenge. Both players must take their shot 11 meters away from the goal, but the angle and speed of their kicks can vary. The crossbar is 2.4 meters above the ground. Assuming air resistance is negligible, answer the following questions:

a. If Neymar kicks the ball at a 40° angle, and it takes .87 seconds to hit the crossbar, what must the initial speed of the ball be?

b. Mitrović launches the ball at a 41° angle with a velocity of 18.4 m/s. It flies through the air, passing 1 meter above the crossbar. How long is the ball in the air?

c. Challenge Question: The next round, Mitrović kicks the ball with an initial velocity of 21.0 m/s. Determine the minimum and maximum kicking angles required for the ball to make contact with the crossbar.

 

2. During a World Cup match, Lionel Messi kicks the ball at a 45° angle from ground level. It reaches a maximum height of 3.2 meters and lands 22.7 meters down the pitch. Assuming air resistance is negligible, answer the following questions:

a. What is the initial vertical velocity of the ball?

b. How long does it take for the soccer ball to reach the ground?

c. What is the initial horizontal velocity of the ball?

 

3. When the soccer ball leaves the field during a match, a corner kick is performed to restart the game. To perform a successful corner kick, the player must kick the ball at just the right angle, so that it bypasses opponents and lands near teammates. During a practice session for the World Cup, Cristiano Ronaldo makes a corner kick at a 42° angle, launching the soccer ball with an initial velocity of 26 m/s. Assuming the ball travels with projectile motion and air resistance is negligible, answer the following questions:

a. At what time does the soccer ball reach its peak height?
b. What is the maximum height reached by the soccer ball?

 

4. While practicing for the World Cup, Kylian Mbappé kicks the ball from the ground at a 41° angle. As the ball launches with an initial speed of 28.5 m/s, an opponent 54 meters away at the opposite side of the soccer field begins running to get the ball. What is the average speed he must maintain in order to make contact with the ball just before it hits the ground?


File Attachments

Physics in Soccer: Projectile Motion Problems – Student V File Size: 81.32 KB
Physics in Soccer: Projectile Motion Problems – Editable File Size: 37.64 KB
Physics in Soccer: Projectile Motion Problems – Answer Key File Size: 55.11 KB

2022 Science Conferences

After almost 3 years of conference cancellations, it was great to be back to meeting with teachers in person.

Please let us know which PASCO product you enjoyed learning about the most!

Your discount and coupon code will be revealed upon submission of this form.

Thank you!
Which PASCO product was your favourite from the conference? *

Here are the draw winners from the October provincial conferences. Thank you to everyone who entered!

ATA-SC (Alberta): Jennifer Wiley

Catalyst (British Columbia): Drew Parkinson

AESTQ (Quebec): Karine Routhier

AST (Nova Scotia): Tanya Smith and Joel MacNeil

OAPT (Ontario): Jonathan Hakvoort

 

 

MatchGraph! Software

Download Free MatchGraph!™ Software

MatchGraph software is the most intuitive way to teach motion graphing. Engage your students with a kinesthetic experience that teaches graphing centered on motion. In MatchGraph, students attempt to match one of the nine provided graphs and are given a score showing how accurately they match their chosen curve. This activity gives them a deeper understanding of interpreting graphs as they see their own position and velocity graphed in real time.

When students use a PASCO Motion Sensor, they can create graphs of their own motion that they can then analyze. When they use a Smart Cart, students view real-time graphs of a cart they move.

MatchGraph is great for teaching:

  • Fundamental graphing skills
  • Basic concepts of position and velocity
  • The concept of slope
  • What it means when the slope is zero
  • How position and velocity graphs relate to each other

MatchGraph is compatible with:

  • PASCO Wireless Motion Sensor
  • PASCO Wireless Smart Cart
  • PASPORT Motion Sensor with a PASCO Interface
  • ScienceWorkshop Motion Sensor with a PASCO Interface
Motion Sensor and Tablet with MatchGraph

MatchGraph Screens

MatchGraph Screenshot

When students see their motion graphed in real time, it helps them quickly internalize and understand concepts around motion graphs.

MatchGraph Screenshot

The relationships between position, velocity, and acceleration are easier to understand when presented visually and connected to motion.

The MatchGraph Toolbar

MatchGraph has an intuitive user interface that allows teachers and students to simply set up and begin matching immediately. You can add students, view high scores, export data, and more with a simple click or touch.

MatchGraph Toolbar

Toggle Between Position and Velocity

Students can choose from nine different position profiles and their derivative velocity curves. MatchGraph also allows students to collect position and velocity data freely, without using a MatchGraph profile.

MatchGraph Freeform Data Collection

Turn science learning into a class activity.

MatchGraph creates a fun and competitive way to let students experience the concepts of motion graphing as well as rate of change. Enter student names and keep track of individual scores for each curve. High scores are tracked for each individual MatchGraph profile.

MatchGraph Learning in the Classroom

 

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Recent Blog Posts

  • PASCO – End-of-Year Equipment Care
  • University of Guelph Visit!
  • Final Greenhouse Update
  • Visiting Brock and McMaster with Helen!
  • OneScreen
  • Greenhouse Update
  • PASCO Greenhouse Tomatoe Experiment
  • TecQuipment’s 2016 Partners Conference
  • PASCO Launches New Wireless Sensors at BETT 2016 in the UK
  • Hanoi University of Technology
  • Proving Santa’s Reindeer Can Fly
  • TecQuipment: New Vibrations Range
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  • AYVA attends the ASEE Conference in Seattle
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  • Mohawk College Prepares for the Future
  • How to Handle, Store, and Repair Microscope Slides
  • University of Trinidad and Tobago
  • Saudi Electricity Company
  • Which Electrophoresis Kit Is Right for You?
  • TecQuipment’s 60th Anniversary Partner’s Conference
  • Owl Pellets in the Classroom: Safety Guidelines
  • Top Five Greatest Engineering Education Challenges
  • Milton Keynes College Takes Off with the TecQuipment AF1300 Wind Tunnel
  • TecQuipment’s Expanded Offering For Flow Channels and Flumes

What Educators Say About Working With Us

  • A big thanks for all the help and support you provided - I want to take some time to say a big thanks for all the help and support you provided me to select the best equipment in order to make the best possible use of the funds available. It is really exceptional that you happily connected with me multiple times even during the weekend and was always motivated to help. Please accept my big thanks for this.

    Gurpreet Sidhu | Physics Instructor | University College of North | The Pas, MB

  • Wireless Spectrometer Big Hit With Students - PASCO’s wireless spectrometer has been utilized very well by our earth science and physical science teachers. It’s an excellent piece of equipment and we have very much enjoyed its addition to enriching our classroom. It definitely brings students to a higher level of understanding wave interaction at a molecular level.

    Matt Tumbach | Secondary Instructional Technology Leader | Tommy Douglas Collegiate | Saskatoon, SK

  • Excellent Smart Cart - I thought the cart was excellent. The quick sampling rate for force will be very useful for momentum and collision labs we do. I'm recommending we include this in our order for next school year.

    Reed Jeffrey | Science Department Head | Upper Canada College | Toronto ON

  • Your lab equipment is of the highest quality and technical support is always there to help. During the 25 years we have used a wide array of lab equipment including computer interfacing. Your Pasco line has a high profile in our lab and will continue to do so far into the future.

    Bob Chin | Lab Technician | Kwantlen Polytechnic University | Surrey, BC

  • Datalogging Activities are Cross-Curricular

    Throughout the province of Nova Scotia, PASCO’s probeware technology has been merged with the rollout of the new P-6 curriculum. We chose a number of sensors for use with our project-based activities. Both the functionality and mobility of PASCO’s dataloggers enable students to collect authentic, real-world data, test their hypotheses and build knowledge.

    Mark Richards | Technology Integration Consultant | Annapolis Valley R.S.B. | Nova Scotia

  • We have a large number of PASCO wireless spectrometers and love how they have improved the learning experience for our students.

    Shawn McFadden | Technical Specialist | Ryerson University | Toronto, Ontario

  • During distance learning due to COVID-19 school shut down, I was given a short window to collect what I could from my classroom to teach online. The PASCO wireless sensors and Smart Carts were my top priority to collect to implement distance learning. By sharing experimental data with students via SPARKVue, the sensors were pivotal in creating an online experience that still allowed students to grow with their lab skills. It was easy to record videos of the data collection and share the data with my students. They did a phenomenal job examining and interpreting the data.

    Michelle Brosseau | Physics Teacher | Ursuline College Chatham | Chatham, Ontario

  • We have recently acquired six KUKA robots for our Controls and Robotics Lab at the University of Toronto. Not only we are very impressed with the quality and performance of the units, but we are also very pleased with the level of service and professionalism we encountered from AYVA. They have provided a continuous channel through which we could interface with KUKAand fulfill our technical demands from the time of procurement, through to installation, training of personnel and commissioning. It has been a textbook case on how to support laboratory work in higher education.

    Bruno Korst | Teaching Labs Director | University of Toronto | Toronto, Ontario

  • I’m often running two lab sessions at one time in two different rooms. Being able to use the base module like TecQuipment's Hydraulic Bench and quickly be able to switch out the experimental modules makes running a tight schedule of laboratory sessions possible. With a few of my own modifications like adding quick connects and valves I can make this changeover even slicker. The AVYA experience is great! Their post-sale technical support is unparalleled.

    Dean Milton | Instructor | University of Regina | Regina, SK

  • We appreciate Pignat's willingness to partner with the university to customize a pilot training system that fits both our needs - and our budget. I want to thank AYVA for arranging a visit to Pignat's factory in France so I could meet the design engineers and see first-hand the attention to detail at every step of the manufacturing process. I especially want to thank my hosts at Pignat for their hospitality during my stay in Lyon. I really had a good time testing our CO2 absorption/stripping unit and seeing all the nice equipment in the plant

    Dr. John Zhang | Lab Manager | University of Waterloo | Waterloo, ON

  • In recent years, there has been a growing demand for engineering equipment in the undergraduate labs at the University of Guelph as we have expanded our program. AYVA has been proactive and assisted us diligently in addressing all our equipment needs. We now proudly showcase both PASCO and TecQuipment products in our teaching labs. The quality of the equipment and teaching material is exceptional. AYVA offers a broad range of equipment well suited to our various engineering disciplines and we look forward to exploring their extended product offering in the future.

    Dr. Shohel Mahmud | Professor | University of Guelph | Guelph, ON

  • TecQuipment's structures line was chosen to enhance the learning experience of our engineering students. The products were delivered in a timely manner and were easy to set up. After-sales support has been very accommodating, allowing us to modify the experiment manuals as we saw fit, giving us flexibility in learning objectives. Students have shown great interest, and have found operating the units to be easy and simple.

    Riad Rajab | Professor | York University | Toronto, ON

  • I’m very pleased with the fast and professional service that I’ve received from AYVA Educational Solutions. I am able to contact an AYVA representative any day of the week and receive a prompt response. AYVA’s representatives are happy and willing to accommodate any changes, modifications and suggestions. I highly recommend using AYVA Educational Services to meet your educational needs.

    Sonny Hegde | Instructor | Southern Alberta Institute of Technology | Calgary, AB

  • I have worked with the AYVA team since they launched in 2008 to equip our Science and Engineering labs. They have consistently gone above and beyond to ensure that we were prepared to meet our curricular goals and deadlines. I have been impressed by the breadth and quality of the lines they represent. We have purchased both PASCO and TQ equipment to enhance our teaching labs.

    Andrew Orton | Lab Manager | Sheridan College | Oakville, ON

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Marie Claude Dupuis

I have taught grade 9 applied science, science and technology, grade 10 applied, regular and enriched science, grade 11 chemistry and physics for 33 years at Westwood Senior High School in Hudson Québec. I discovered the PASCO equipment in 2019 and it completely changed my life. I love to discover, produce experiments and share discoveries.  I am looking forward to work with your team.

Christopher Sarkonak

Having graduated with a major in Computer Science and minors in Physics and Mathematics, I began my teaching career at Killarney Collegiate Institute in Killarney, Manitoba in 2009.  While teaching Physics there, I decided to invest in PASCO products and approached the Killarney Foundation with a proposal about funding the Physics lab with the SPARK Science Learning System and sensors.  While there I also started a tremendously successful new course that gave students the ability to explore their interests in science and consisted of students completing one project a month, two of which were to be hands-on experiments, two of which were to be research based, and the final being up to the student.

In 2011 I moved back to Brandon, Manitoba and started working at the school I had graduated from, Crocus Plains Regional Secondary School.  In 2018 I finally had the opportunity to once again teach Physics and have been working hard to build the program.  Being in the vocational school for the region has led to many opportunities to collaborate with our Electronics, Design Drafting, Welding, and Photography departments on highly engaging inter-disciplinary projects.  I believe very strongly in showing students what Physics can look like and build lots of demonstrations and experiments for my classes to use, including a Reuben’s tube, an electromagnetic ring launcher, and Schlieren optics setup, just to name a few that have become fan favourites among the students in our building.  At the end of my first year teaching Physics at Crocus Plains I applied for CERN’s International High School Teacher Programme and became the first Canadian selected through direct entry in the 21 years of the program.  This incredible opportunity gave me the opportunity to learn from scientists working on the Large Hadron Collider and from CERN’s educational outreach team at the S’Cool Lab.  Following this, I returned to Canada and began working with the Perimeter Institute, becoming part of their Teacher Network.

These experiences and being part of professional development workshops with the AAPT and the Canadian Light Source (CLS) this summer has given me the opportunity to speak to many Physics educators around the world to gain new insights into how my classroom evolves.  As I work to build our program, I am exploring new ideas that see students take an active role in their learning, more inter-disciplinary work with departments in our school, the development of a STEM For Girls program in our building, and organizing participation in challenges from the ESA, the Students on the Beamline program from CLS, and our local science fair.

Meaghan Boudreau

Though I graduated with a BEd qualified to teach English and Social Studies, it just wasn’t meant to be. My first job was teaching technology courses at a local high school, a far cry from the English and Social Studies job I had envisioned myself in. I was lucky enough to stay in that position for over ten years, teaching various technology courses in grades 10-12, while also obtaining a Master of Education in Technology Integration and a Master of Education in Online Instructional Media.

You will notice what is absent from my bio is any background in science. In fact, I took the minimum amount of required science courses to graduate high school. Three years ago I switched roles and currently work as a Technology Integration Leader; supporting teachers with integrating technology into their pedagogy in connection with the provincial outcomes. All of our schools have PASCO sensors at some level (mostly grades 4-12) and I made it my professional goal to not only learn how to use them, but to find ways to make them more approachable for teachers with no formal science background (like me!). Having no background or training in science has allowed me to experience a renewed love of Science, making it easier for me to support teachers in learning how to use PASCO sensors in their classrooms. I wholeheartedly believe that if more teachers could see just how easy they are to use, the more they will use them in the classroom and I’ve made it my goal to do exactly that.

I enjoy coming up with out-of-the-box ways of using the sensors, including finding curriculum connections within subjects outside of the typical science realm. I have found that hands on activities with immediate feedback, which PASCO sensors provide, help students and teachers see the benefits of technology in the classroom and will help more students foster a love of science and STEAM learning.

Michelle Brosseau
I have been teaching since 2009 at my alma mater, Ursuline College Chatham.  I studied Mathematics and Physics at the University of Windsor.  I will have completed my Professional Master’s of Education through Queen’s University in 2019. My early teaching years had me teaching Math, Science and Physics, which has evolved into teaching mostly Physics in recent years.  Some of my favourite topics are Astronomy, Optics and Nuclear Physics.  I’ve crossed off many activities from my “Physics Teacher Bucket List”, most notably bungee jumping, skydiving, and driving a tank.
Project-based learning, inquiry-based research and experiments, Understanding by Design, and Critical Thinking are the frameworks I use for planning my courses.  I love being able to use PASCO’s sensors to enhance the learning of my students, and make it even more quantitative.
I live in Chatham, Ontario with my husband and two sons.
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