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Month: July 2020

Tips for sanitizing your PASCO products

PASCO products are made with a variety of materials, and each material might have specific cleaning requirements. The following applies to all products:

  • Unplug all external power cables and devices before attempting to clean a product.
  • Only use alcohol based disinfectants.  Take care to use these cleaning solutions far from any ignition sources.
  • Never spray cleaners directly onto a product or put liquids directly onto a product. Always use a damp cloth.
  • Do not overly saturate the cloth. Don’t get moisture into any openings.
  • Don’t submerge any product in any cleaning agents.
  • Don’t use aerosol sprays, bleach, ammonia based solutions, or abrasives.
  • Don’t use on fabric or leather surfaces.

Using a 70 percent isopropyl alcohol wipe or mix or Clorox Disinfecting Wipes is generally safe. You may gently wipe the hard, nonporous surfaces of your PASCO product, such as the display, buttons, or other exterior surfaces.

Warranty: Liquid damage or damage cause by harsh (unauthorized) chemicals or cleaning methods is not covered under the PASCO product warranty. For any concerns or questions in regard to cleaning a specific PASCO product, please contact PASCO Technical Support for further guidance.

PASCO Day of Physics – July 24, 2020

Session 1

Session 2

Session 3

Session 4

Session 5: Cool Physics Demos

  • Coupled Oscillators Smart Cart (FFT) & Friction Block+PAScar
  • Inertia Wands
  • Atmospheric pressure Demos
  • Polarizer Demo / Color Mixer / Color Mixer Accessory
  • Genecon Hand Crank Generator Coil & cow magnet on a spring
  • Eddy Currents – magnetic braking
  • Mirror pendulum demo

SPARKVUE – A resource for planning lessons during the pandemic!

With SPARKvue it is possible for teachers to collect data and steam the data to students in real time via a student device also running SPARKvue. This is possible if each device has SPARKvue loaded on it and is connected to WiFi – even if the devices are located many kms apart. So a teacher could schedule a zoom session with his/her students. Students could use a computer for this activity. The teacher could then carry out an activity on another device loaded with SPARKvue and stream this to students who would have a second device such as a tablet, chromebook or smart phone to receive the data. After using the zoom platform for some preliminary discussion the teacher could then turn control of the data over to each individual student and this student could then use all of the tools available to him/her in SPARKvue to carry out the analysis.

Has it been difficult for you to plan lessons for your students that would result in meaningful learning as they tackled them at home?

SPARKvue data collection software can be a great help here for several reasons:

  •  SPARKvue will run on a great variety of devices including smart phones, tablets, chromebooks, and computers. It is free for all of these devices except for computers, for which a license must be purchased.
  • The appearance and function of SPARKvue software is virtually identical ascross platforms.
    • An activity planned and carried out and saved on one device such as a tablet can be opened in another device such as a chromebook.
    • All of Pasco’s sensors can be used with any of these devices

  • Unlike the software of some of our competitors, it is possible to generate a number of pages in SPARKvue (actually there is no limit). This makes it possible to use a number of the displays available in SPARKvue such as a digital picture, a video clip, a graph, a table, a meter, a digital display, an assessment, a text box, and blockly coding.
  • A teacher could design and carry out an activity where most of the analysis is left for the student to complete. For example the sequence of pages could look as follows:
    • The opening page is a title page and gives a brief description of the task to be completed
    • Page 2 shows a digital photograph of the setup to be used
    • Page 3 contains a short video clip in which the teacher gives a brief explanation or where a specific technique is demonstrated – eg how to connect a pressure sensor to a syringe (for a Boyle’s Law activity).
    • Page 4 is a text box which informs students that a data run has been collected by the teacher and the following pages will instruct them how to analyze the results. For example on page 5 the page is split into two parts with the larger part on the left. Students are asked to generate a graph of the data. On the right side there are a number of questions which students must answer by analyzing the graph. This means that the students will have to know how to use the analysis tools found as part of the graph display.
    • On page 6 students could find another split page. Suppose a motion sensor was used to collect data. On the left side students could be asked to plot a graph of kinetic energy vs time. This means they would have to know how to use the calculator in SPARKvue. On the right side of the page there could be a number of questions relating to this graph.
  • SPARKvue can collect data from more than one sensor at a time. For example, an activity could be carried out in which the pH and temperature of a sample of orange juice is measured when AlkaSeltzer is added. Students could be asked to generate a graph showing both the temperature and pH of the juice as the reaction proceeds and then be asked a series of questions on this reaction.
    • As can be seen from the examples above SPARKvue can be used to carry out extensive analysis of collected data.

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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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Toll Free: 1-877-967-2726
Phone: 905-337-8486
Technical Support: 1-877-967-2726  ext. 713
PASCO Support: 1-800-772-8700 ext. 1004
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