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Submersible Audio Light Sensor (SALS)

SALS makes science activities more accessible than ever! The device has a plastic-covered glass tube with a rectangular box on one end. The tip of the glass tube detects light, and the box converts light to a tone and sends the signal to an app (compatible with iOS®, Android™, and MATT Connect™).

Shipping Limitations: This product only ships to the United States and Canada. Orders outside these regions will not be processed.


Federal Quota Eligible

221 in stock

Catalog Number: 1-03995-00

UEB Compliant: Yes

Product Description

Make science activities more accessible than ever with the Submersible Audio Light Sensor (SALS). SALS comprises a 10-inch black plastic-covered glass tube and a small box attached at one end. The tip of the glass probe (opposite to the small box) is not covered with plastic and detects light. The small box converts detected light to an audible tone and transmits this signal to an iOS or Android app via Bluetooth®. The SALS app can be downloaded to an iPhone®, iPad®, Android phone, and the MATT Connect.

Download SALS from the AppStore

Download SALS from the Google Play Store

Like many other light detecting devices, SALS can be used in the air to detect differences between light and dark-colored objects. What makes SALS unique is that its probe can also be used in liquids. The device will alert the user to a change in an experimental feature, such as the formation of a precipitate in a test tube, which would decrease light within.

    • Waterproof probe
    • Free iOS or Android app
    • Makes many science activities accessible to students with vision impairments
    • Can be paired with Adapted Science Materials Kit
    • Boxed SALS probe
    • Print and braille insert
    • Downloadable print (accessible PDF) and braille (BRF) user guide (available under Manuals tab)
    • Downloadable activities (accessible PDF and BRF) (available under Downloads tab)
    • “the students loved this one [activity] because of the dramatic differences in sound!”
    • “The students like this [activity], thought it was fun.”
    • “The students like that the sensor was submersible.”
    • “Loved this! They formed a solution of hard water (Epsom salts) and placed in a solution of soapy water which formed the precipitate. They could determine the differences and the levels of density. By lowering and raising the probe they knew that the precipitate was more dense on the bottom, making a lower tone.”
    • “We also used the SALS to identify clean water versus water with dirt and mud floating in it. We would use this activity in our environmental science unit.”
    • “Overall a really neat tool that we will obtain as soon as it becomes available. The possibilities for instructional applications is exciting – especially when comparing astronomical images in the infrared energies.”
    • “Whenever a student with a visual impairment can participate with sighted peers it helps them realize their capabilities. I like to turn off all lights and have students who are blind lead the class or read braille to the others who are low vision. This instills confidence and a sense of accomplishment for them. The SALS is one instrument I used to help the class realize you do not need vision to be a success.”
    • “This tool allowed my Braille students be more in control of the lab. When we work in partners my Braille students are limited and the SALS took away their limitation in this lab. I LOVE this product and hope to have one in my lab soon.”
    • “The SALS helped the blind become more a part of the lab exercise by giving auditory input when the student was performing the same tasks as their sighted classmates. The SALS is one of the most exciting devices to see coming available in the science lab for the education of blind students.”
    • “The short time in which I had the SALS for field testing let me know that it is a ‘must have’ device for science when teaching blind students. While testing the SALS, I was reminded of the various activities I have had to rely on verbal description to let the blind know what was happening and opened my eyes to how my blind students could be more independent when performing a number of labs in class.”
    • “Let me know when I can get one for my classroom please!”
    • “It has been a need, especially in Chemistry.”
  • Manuals


  • Federal Quota Funds: Available

    UEB Compliant: Yes

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