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Month: January 2020

PASCO Scientific Joins the Google for Education Integrated Solutions Initiative

Jan 7th, 2020 — Roseville, CA
PASCO Scientific Joins the Google for Education Integrated Solutions Initiative

Roseville, Calif., Jan. 7, 2020 /PRNewswire/ — PASCO Scientific announced today that it has joined the Google for Education Integrated Solutions Initiative. This collaboration integrates PASCO solutions with Google products to improve the efficiency of classroom experimentation and science learning.

PASCO Scientific has collaborated with Google throughout the development process to deliver users a fluid experience. “Teachers and students have been using SPARKvue to collect and analyze data on their Chromebooks and Android devices for years. Partnering with Google feels like a natural step forward in our mission to provide educators with a centralized solution for teaching science. We plan to continue improving global access to science education and data literacy alongside Google,” said Richard Briscoe, President and CEO of PASCO Scientific.

The Google for Education Integrated Solutions Initiative features education apps and tools optimized for integration with Chrome OS, Google Classroom, or G Suite for Education. PASCO’s more than 55 years of experience in science education has made them a well-known leader in STEM education and an ideal partner for the advancement of powerful teaching and learning solutions.

The first set of integrations with Google’s offerings include the ability to connect PASCO sensors to the Google Science Journal app on Android, export data directly to Google Sheets on Android, and easily share lab resources from PASCO.com through Google Classroom.

The partnership extends accessibility to educators by providing them with an affordable and compatible sensor solution. Science Journal app users will now enjoy the same plug-and-play sensor experience as SPARKvue users when using PASCO wireless sensors. A new “Share to Classroom” button exports digital experiments from the PASCO Experiment Library to courses setup in Google Classroom. This feature enables educators to export any of PASCO’s free experiments to their entire class with a single click.

Briscoe is confident in the partnership’s potential saying, “At PASCO, we are excited to be partnering with Google in our mission to promote accessible science learning and data literacy. We are consistently striving to provide educators with innovative teaching solutions that improve the efficiency of their classroom. Hundreds of thousands of learners around the world use Google Science Journal. By enabling PASCO sensors to work with Google Science Journal, we are expanding educators’ tools and helping students engage with science learning.”

For more information about the integration of PASCO solutions into Google products, please visit www.pasco.com/resources/google.

Going Deeper with Newton’s Second Law and PASCO Smart Carts

I’ve been teaching physics for years and for most of the years that meant one thing: ticker tape.  Don’t get me wrong, there is a certain elegance to labs using ticker tape; there just isn’t as much depth.  Enter the PASCO Smart Cart and SparkVue software.

I’ve had the carts for a few years now and I keep learning more things to do with them.  I wanted students to go deeper into Newton’s laws but how could I do that with the Smart Carts and SparkVue?  Here’s what I came up with.

I took my old set-up from the ticker tape days.  Have a cart pulled across a table pulled by a hanging mass over a pulley. Change the amount of mass on the cart and the amount pulling the cart. Calculate the acceleration using kinematics.  Compare the mass times the acceleration to the weight hanging over the edge.

That set-up is lowish friction, which we could hand-wave away, but I never liked doing that.  If we used the carts on a track with the Super pulley would I get better results?  Indeed, I did. Measured accelerations were within 10% of theoretical. Could I do better?

I attached the hook to the carts and used the force sensor to measure the tension pulling the cart.  Using the data from the force sensor I got within 1% of expected values!  This is great accuracy and a starting point for going deeper.  Why does the force sensor start with the force of the hanging mass and then drop?  Why does the force sensor data give better data then using the values of the hanging mass?

The old lab changed the mass on the cart and the mass hanging off the edge to compare the effects of changing the mass of the system or changing the force of the system.  Good but not great. Now I can do the lab over the pulley or run the string through the end stop for increased friction.  The students can compare different variations of the set up in the same amount of time it took with the ticker-tape.

With ticker-tape it took a long time and didn’t go very deep; basic understanding only.  Now with the Smart Carts and SparkVue we can go deeper, quicker.  Isn’t that what we are after?  Critical thinking and deeper learning?  PASCO’s products offer a chance for that and I am grateful for it.

Blockly Coding with PASCO Capstone and SPARKvue

Confidently Integrate Computational Thinking into Any Lesson with Blockly

Introducing students to coding and computer-controlled outcomes is easier than ever before with Blockly coding. Included in SPARKvue 4 and Capstone 2, Blockly offers students a new world of experimental opportunities that focus on computational thinking and data visualization. Blockly’s visual coding environment is intuitively designed to facilitate the success of new coders, while strengthening the skills of more advanced learners.

Blockly’s colored coding blocks provide students with a visual method for developing strong coding foundations. The user-friendly design allows students to simply drag and connect coding blocks that correlate with syntactically correct coding elements such as variables, commands, and loops.

Blockly within SPARKvue and Capstone is compatible with all PASCO sensors and interfaces. When students combine PASCO sensors with Blockly, they are empowered to design and execute their very own sensor experiments. Students can create code that collects sensor measurements, reports data, or controls output devices such as the Smart Fan Accessory. As they execute their code, students can visualize their data using real-time graphical displays that assist with data visualization.

Real-World Coding Activities: Computational Thinking Meets Data Literacy

The integration of Blockly into SPARKvue and Capstone gives students unparalleled control over their experiments. While developing their code, students can press the Record button at any time to execute it and receive live feedback. Students can instantly monitor sensor measurements through live graphs and digits displays that support debugging throughout their code creation process. Once students have successfully coded their sensor parameters, they can collect data in real time, store it, and use it to inform future experiments.

With an unlimited amount of coding combinations, Blockly allows students to customize and create experimental designs, determine data outputs, and use those outputs to inform future decisions. Through the integration of coding and sensor-based technology, both SPARKvue and Capstone provide a platform for the exploration of phenomena through computational thinking and data visualization.

Sample Programming Activities


Entry Level Programming with the Wireless pH Sensor

The Wireless pH Sensor is the perfect tool for introducing young learners to pH and simple programming. In this activity, students use their knowledge of the pH scale and a Wireless pH Sensor to create code that runs along with their data collection. Using a simple set of coding blocks, students can instruct the sensor to identify a sample solution as neutral, basic, or acidic. As their code is executed, live data displays communicate the code’s effect in real time. A text display will correctly identify a solution’s pH. This simple activity gently introduces students to basic programming concepts, sensor measurement, and the pH scale to instill a foundational sense of confidence and understanding in STEM.

SPARKvue Blockly Code
Instruct the sensor to identify a sample solution as neutral, basic, or acidic.
SPARKvue Blockly Code
A live data display communicates the code’s effect in real time.

Entry Level Programming with the Wireless Temperature Sensor

For introductory lessons, students can learn to program a temperature display and a simple text output. The goal of this activity is for students to create a program that gives instructions to cool a liquid to below 15°C. Students can monitor their live temperature reading and a text output that is temperature-dependent. In this example, the text output reads “Add more ice!” when the water temperature is above 15°C, and “Great work!!” when the water temperature is less than or equal to 15°C. The Wireless Temperature Sensor should be placed in a cup containing room temperature water. Once students have developed their Blockly code, they can execute it using the Record button. Add the ice gradually to reduce the water temperature. A successful program will display a live temperature reading and the correct text when the temperature shifts above and below 15°C.

Capstone Blockly Code
In this example, the text output reads “Add more ice!” when the water temperature is above 15°C.
Capstone Blockly Code
In this example, the text output reads “Great work!!” when the water temperature is less than or equal to 15°C.

Advanced Level Programming: Thrust with Blockly and the Smart Fan Accessory

The patented Smart Fan Accessory adds versatility to any dynamics experiment. It features numerous control features when plugged into a Smart Cart. Students can control the fan’s thrust and direction from their devices. They can also set start and stop conditions that power the fan on or off when a particular measurement, such as position, reaches a set value. Students can easily determine a parameter and immediately observe its impact on the experimental outcome, which is a powerful component of active learning.

Students can control the fan’s thrust by programming calculations based on sensor measurements. In this example, a student commands the fan to maintain a thrust of -100*[Position]. This makes the fan blow harder as the cart moves down the track, causing the cart to reverse. When the fan senses a determined measurement, the student’s code is executed, producing a physical change in the experiment and altering data collection. Students can test their code’s effectiveness, make corrections, obtain live data, and complete graphical analysis before exporting their lab for grading. This user-friendly platform is an intuitive and time-efficient method for introducing students to computational thinking without straying from standards.

Smart Fan Configuration Menu
Control the fan’s thrust and direction from their devices.
Capstone Blockly Code
Control the fan’s thrust by programming calculations based on sensor measurements.

Blockly is Compatible with All PASCO Sensors & Interfaces

Get started with these favorites:


Data and Analysis

  • Organize and present collected data visually to highlight relationships and support a claim.
  • Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea.
  • Represent data using multiple encoding schemes.
  • Collect data using computational tools and transform the data to make it more useful and reliable.
  • Refine computational models based on the data they have generated.

Algorithms and Programming

  • Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
  • Create programs that use variables to store and modify data.
  • Create programs that include sequences, events, loops, and conditionals.
  • Use an iterative process to plan the development of a program by including other perspectives and considering user preferences.
  • Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
  • Use flowcharts and/or pseudocode to address complex problems as algorithms.
  • Create clearly named variables that represent different data types and perform operations on their values.
  • Design and iteratively develop programs that combine control structure, including nested loops and compound conditionals.
  • Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

Computing Systems

  • Design projects that combine hardware and software components to collect and exchange data.

Motion and Stability: Forces and Interactions

  • Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • Define a simple design problem that can be solved by applying scientific ideas about magnets.
  • Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
  • Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Energy

  • Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

Waves and Their Applications in Technologies for Information Transfer

  • Generate and compare multiple solutions that use patterns to transfer information.
  • Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

Engineering Design

  • Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  • Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

 


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  • 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

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