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Month: June 2022

Working with TecQuipment’s Wind Turbine Dynamics Apparatus

Last Friday, I was given the opportunity to take a trip to Centennial College alongside a colleague of mine to help a group of professors with the assembly of the TecQuipment AE1005V Wind Turbine Dynamics Apparatus. The apparatus is comprised of a bell shaped mouth and honeycomb to reduce turbulent airflow, a silencer to reduce excessive noise, an anemometer to record wind speed, and a digital display for pitch, yaw, fan speed, and turbine speed, all of which are adjustable. We arrived at the campus early in the morning, where we met with our contact at the school. He led us through the college into the machine shop and we began to assemble the AE1005V.

The assembly process was very simple and easy to follow from the provided instructions. Once the silencer is removed from its stowed position and fastened to the back of the apparatus, we connected the Control Cabinet to a power supply and opened the sliding door to attach the fins to the turbine. We then connected the apparatus to a laptop which was running the Versatile Data Acquisition System, or VDAS, which automatically collects data, calculates experiment parameters, and allows the user to create graphs and tables for the collected data. Once the fins were secured and the security door was closed and locked, we began to experiment with the fan speed, pitch, turbine speed, and anemometer. This data was also digitally displayed on the Control Cabinet.

Now that the apparatus was fully set up, we began to work through the first experiment to determine the influence of pitch angles and turbine speed on the coefficient of performance and power generated. As a future environmental engineer hoping to specialize in air hydrology, I was really grateful to be able to have a hands on experience with this kind of equipment. The option to switch out the included turbine fins for ones that have been 3D printed by students made the AE1005V even more interesting to use, with students being able to create and test different fin designs to determine optimal performance, and this really piqued my interest.

Eventually, I would like to spend more time using and learning about the AE1005V Wind Turbine Dynamics Apparatus, and other technology like it, and I am grateful that I had the opportunity to speak with the professors about what they plan to use theirs for throughout the upcoming fall semester.

Stream data from PASCO Wireless Sensors directly to Microsoft Excel with the PASCO Data Streamer app

The PASCO Data Streamer app enables Windows® 10 users to stream real-time data from PASCO Wireless Sensors into Microsoft® Excel. All that’s required is a compatible PASCO Wireless Sensor, the PASCO Data Streamer App, and the Office 365 Excel® Data Streamer Add-in.

PASCO Data Streamer
Data Streamer Information Graphic

1 Download the Windows® App

Install the PASCO Data Streamer app for Windows® 10 by opening the Microsoft Store on your Windows computer and searching for PASCO Data Streamer.

The Windows® app is free. Visit the app’s product page in the Microsoft Store »

2 Download the Excel Add-in

Download the Microsoft® Excel Data Streamer Add-in using your O365 subscription.

Don’t have a subscription? Click here to get free access to Office 365 Education for you and your students.

For complete installation information, please visit the PASCO Data Streamer Help Guide.


Boyle’s Law Sample Excel Workbook

Boyles Law Workbook

Acid Base Titration
Excel Workbook

Acid Base Titration Workbook

Conductivity Sensor
Excel Workbook

Conductivity Sensor Workbook

pH & Temperature Sensors
Excel Workbook

pH & Temperature Sensor Workbook


The following PASCO Wireless Sensors can be used with the PASCO Data Streamer app:

  • Wireless Acceleration/Altimeter
  • Wireless Blood Pressure Sensor
  • Wireless CO2 Sensor
  • Wireless Conductivity Sensor
  • Wireless Current Sensor
  • Wireless Current Sensor Module
  • Wireless Diffraction Scanner
  • Wireless Drop Counter
  • Wireless Force Acceleration Sensor
  • Wireless Light Sensor
  • Wireless Load Cell and Accelerometer
  • Wireless Magnetic Field Sensor
  • Wireless Motion Sensor
  • Wireless Optical Dissolved Oxygen Sensor
  • Wireless Oxygen Gas Sensor
  • Wireless pH Sensor
  • Wireless Pressure Sensor
  • Wireless Rotary Motion Sensor
  • Wireless Temperature Sensor
  • Wireless Temperature Sensor Link
  • Wireless Voltage Sensor
  • Wireless Weather Sensor with GPS

OAPT 2022

 

On Monday, June 6th, the AYVA team attended the OAPT 2022 Conference at McMaster University! Thank you to everyone who visited our table, we hope you enjoyed engaging with many PASCO products. A special thanks to the CAP and OAPT organizers for an awesome event, we are looking forward to connecting with everyone again next year!

Coding with Blockly: Displaying a Smart Cart’s Velocity Vector

Today I got to work through an experiment using PASCO’s Wireless Smart Cart and Blockly code on SPARKvue.  I followed the Blockly Extension: Vector Display lab from the PASCO Experiment Library. This lab guides you to use Blockly code to display text on the screen depending on the speed of the Smart Cart.

I connected the Smart Cart through Bluetooth to SPARKvue and read through the lab procedure. I started off by slowly moving the Smart cart along my desk while observing the velocity graph. I conducted three runs, one to determine a low velocity, a medium velocity, and a high velocity. I took note of these three velocities, as shown in the image on the right, so that they could be included within the code. After getting familiar with the lab, I copied the example code, adjusting the velocity values to the ones I recorded, as shown in the image on the left. I tested my code by clicking start and moving the Smart Cart. At first, I was not sure where to look for the displayed text. I realized I had to change my display from a graph to digits. Then, by clicking the variable being displayed, I switched from Sensors to User-entered and chose Velocity Vector (the variable I created in the Blockly code). This time when I pressed start, the vectors I assigned to each velocity displayed on the screen depending on the Smart Cart’s speed. I decided to change the text displayed from vectors to words. As shown in the video below, I used simple terms such as slow, medium, and fast to describe the carts’ velocities.

I found this lab super cool! It was my first time experimenting with the Wireless Smart Cart using Blockly code and I am looking forward to coding more products.

Getting Ready for OAPT using the PASCO Basic Optics System

This past week we got to work with the PASCO Basic Optics System, OS-8515C. Using components of the kit, we were able to try out some introductory optics experiments. To start off, we used the Ray Table, the D-Shaped Lens, and the Light Source to perform a simple refraction experiment, using the PASCO Refraction lab as guidance as shown in the image on the left. This experiment was very easy to set up. All you need to do is plug in the Light Source and follow the instructions in the Refraction lab document. This experiment explores Snell’s Law, describing the relationship between angles of incidence and refraction.

We also conducted the PASCO Virtual Images lab which involved the use of the PASCO Optics Track, Light Source, Lenses, and Viewing Screen. This allowed us to make observations on the virtual image produced by the light source and lenses. By going through this lab, we made multiple observations, for instance, when using the -150 mm concave lens and looking through it the image is upright, smaller, and closer to the lens than the object. When we add the +200 mm convex lens between the concave lens and the screen, a real image is formed on the screen mirrored, inverted, and smaller. After removing the concave lens, the image remained mirrored, inverted, and the image became blurry. The Light Source had to be moved closer to the screen for the image to become clear. We found this lab to be very interesting, making use of many of the components from the Basic Optics System and expanding our knowledge of optics.

If you want to know more about this product as well as other interesting PASCO products, come see us at the OAPT Conference at McMaster University on Monday June 6th!


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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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