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  • HOME
  • ABOUT
    • Why AYVA?
      • Meet the Team
      • Careers
    • Contact AYVA
    • Technical Support
    • Testimonials
  • PRODUCTS
    • All Products
    • What’s New
    • Quick Quote
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      • Sensors
      • Software
      • Lab Stations
      • All Datalogging
    • Physics
      • Experiments
      • Smart Carts
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      • All Physics
    • Chemistry
    • Biology
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      • Material Testing
      • Bio-Medical
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    • PASCO Price List
  • HIGHER-ED
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    • Physics
      • Physics Equipment
      • Signature Series
      • Experiments
      • Advanced Experiments
    • Chemistry
    • Biology
    • Environmental
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MatchGraph! Software

Written by Rhonda MacDonald on October 18, 2022. Posted in Uncategorised.

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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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

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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.