Deepanam school children learning electronics in STEMland(Udavi)


One of our intern his name is Abilash he is taking electronics class for Deepanam school children. Children come weekly once which is on thursday. Before they are coming Abilash will prepare for the circuit which he is going to take on that day. It was quiet prepared class. He took classes on how to make inverter and how to make charger etc…

I remember  we conducted course on basic electronics for in and around auroville youngster. He came for that course and whatever he learnt through that course he is spreading(by teaching).

Electronic class



I was attending electronics class with sanjeev friend sanjay. I felt that the electronics class is for my growth. I am recollecting all my keywords(that I have learnt it during my college) and doing it in practical. I got a such a wonderful place to grow for my self and for others.

I did a basic circuit experiment on diode. I assumed that I knew about diode but when sanjay gave a small circuit I couldn’t find how much current and voltage is flowing in the diode circuit. He gave me everyday assignment. It was a same diode circuit. During my college days when I do experiment at that time only I measure the values(voltage and current) but with sanjay first I do calculation(estimation) then only I do experiment to check with my calculation. I felt happy when my calculation and measured values were very closer. Some snapshots(of my calculation) are here.

AV Marathon ’19

The Auroville marathon ’19 took place on Feb 10 it had started early in the morning ~ 5AM for the full marathoners, and by 7 AM the 10 km was about to start and the STEMLand team had gathered near the start line.

From left to right (Arun, Saranya, Sundar, Poovizhi, Ranjith, Sanjeev, Abilash, Pratap, Sandhiya, Logeshwari, Murali)

During the run;

Mission Accomplished;

Some Reflections;

“It was my first AV marathon. 10 km seemed to be a long distance and i thought i won’t make it.But with a couple of days practice in the morning(3.5 km) helped me to complete the whole 10 km. We started at 7.15 AM, The first 2 km I didn’t stop anywhere but later took few breaks as my legs started to cramp. Arun and I ran the whole 10 km together talking to each other and motivating each other that we can make it to the finish line. We both completed the run in 1hr 20mins which was quite impressive as we didn’t practice much and was my first marathon.Finally it was a great experience and i felt really happy that my entire team completed the marathon successfully.”~Murali

(There was a open event organized for all age participants it was a 5 km run/walk, a lot of children had participated in this event)

“Last time I thought that I will complete 10 Km without practicing but I got some allergy so I couldn’t complete. So this time I decided to run 5 km and to complete it. There were lot of small children who were running the 5 km. Before starting I was little hesitate and was afraid to run with the small children. Then I felt I should not compare my self with anyone. Since I have committed to my team that I will run 5 Km and I started my running. I remembered what Sanjeev told about how to run. I kept that in my mind and slowly started running. I didn’t want to stop any where and I was continuously running and I was able to complete in 17 minutes and came 3rd”. ~ Pratap








Some reflections from the team;










MES10 Reflection by STEM Team

Mathematics Education and Society 10th International Conference, Hyderabad, India Jan 28th – Feb 2nd, 2019

We went for an International Conference Which happened first time in Asia. It happened in Hyderabad university. The were 160 people from 20 different countries. It was a five day conference. We went to present a paper and a poster. In this conference they a plenary session in which one people will present a p[aper and the other 2 will respond to the presenter. Then 160 were divided into 5 small groups. Each group was about 20 to 25 people. Based on the plenary session from 25 people we again split into small group and discuss about the topic that happened in the plenary session. They also gave change for each group to ask a question. Then gathered in our group and discussed the questions. Among these question we selected a question and asked it to the presenter. The presenters answered the questions. Everyday in the afternoon we had a parallel session on presenting the paper. Paper presentation

Pratap and Poovizhi presented a paper on “factors that influence children attitude towards mathematics”. To read the paper click here.

There were about 55 people for our session and we presented in front of them. Generally it was 10 minutes presentation and 20 minutes for discussion about the paper. But for us we presented for 10 minutes and discussion happened for 40 minutes the paper was well receive by the people. After presenting the paper one of the parent came to us and she wanted her child to admit in our school. That moment we felt that we are doing a big change in the world. Some of them wanted to set-up STEM in their school and they were asking many question about the STEM land school.

Poster Presentation

On the  next day Arun presented a poster on Deep learning of mathematics by building projects  and we supported him. It was also well received by the people and some wanted to  implement our method in their schools.


Reflections of the team




Fraction piece – 3D printer

~saranya & Naveen

In our STEM land we have lost 1/8 of fraction piece. We wanted to have permanent solution instaed of having temporary solution so we discussed with our team then we came up with an idea of printing through 3D printer. Naveen taught us how to make the fraction piece by using blender software and also he taught how to print it with 3D printer.








We did the fraction piece together and we printed out by using 3D printer. It was very nice experience and it gave us permanent solution for the issue that we had faced.

Back to Kapla, Mindstrom and 3D printer


During activity period children worked on mindstrom. Children again started using mindstrom also they were back to kapla game. 8th grade children few of them build strong building by using kapla. It was quiet interesting also amazing. They built motor bike.(image is coming soon)

Peer learning:

During activity period 7th grade wanted to work on their scratch projects(They were creating projects according to their plan) so 8th grade wanted to help them.

Also children were back to kapla. They worked individually also in group. They built one nice building by using kapla. I was able to see peer learning was happening with our children.


Curious to learn new things


During Math and activity period children suddenly picked up instruments and they came and asked how it works and it is  used for what? The instrument that they picked was BP(Blood Pressure)  instrument, temperature instrument  and ph meter……..Then we started explaining how to use also why it is used for. Children wanted measure the  BP also wanted to measure for their friends. They did it  and they were very happy.






Nirmal started working on waste batteries and he built one beautiful pen stand. It was not completed so agalya want to work on the waste batteries with poovizhi support. Finally they built one nice well shape. Now the well is using for breadboard stand.


Development through drama course


Three of us went for this workshop. It was happening past two weeks. Through this workshop I know to take class with only the instruction. There were few new activities I learnt from this workshop. It was really good. It help children to concentrate.

We can use the body to stimulate imagination and the imagination to stimulate movement.

It’s my treasure/ Stolen Treasure – change the name to suit group

Set up a semi circle of ‘treasure’ around the person who is ‘on’. This person closes their eyes or wears a blind fold if they are younger. The class are invited one at a time to have a go to ‘steal’ the treasure (with some groups ask them to put hands up if they want a go and teacher makes sure everyone gets a go – in silence). They creep forward, take one piece of treasure and return to their place without making a sound. The person who owns the treasure must try to hear where they are and if they point in that exact direction then the person must finish their go/ return their treasure.

Traffic Light – using the colours to move/slow down and freeze. Variations include swapping the meaning of colours eg Red= Go- this demands more concentration; or adding in further instructions as people are moving in one mode, eg Amber means walking on tiptoes, Green means walking like a gorilla etc.

Snake Lines

Starting with one long line, give each child a number from 1. Explain you would like them to move around the room like a snake, staying together in one long line. Practice this.

Then explain that when you call a number you want that number person to be at the front of the snake. Anyone whose number is lower, must walk quietly to the back of the line. Practice this.

Once the group have mastered these first stages, then make 2 lines, standing shoulder to shoulder. Give each pair a number and repeat the exercise as above. When the pairs are going to the back of the line they should separate in different directions – person on left goes left, person on right goes right.

Once all of this has been mastered add one further challenge, when you say ‘Split’ the 2 lines separate out and follow their own path. When you call ‘unite’ then they must try to come back together again without stopping if possible.

Paired film-making

In pairs label yourselves A & B. A’s must think of an activity they can act out- something from everyday living, eg washing, eating, cleaning, gardening. Staying where they are (not moving around the room), A’s begin their action.

B’s are the film-makers and they are filming the action. They can choose long shots, medium shots or close-ups. Let this run for a couple of minutes while everyone is absorbed. Then swap roles.

Afterwards give pairs a couple fo minutes to chat about what shots they would keep in their films.


Standing opposite your partner one person begins to move their hands slowly and the other follows. The aim is to move slowly enough so that the action is perfectly mirrored. Swap roles so that the other person leads for a while.


  • Have no leader- try to co-lead it
  • Lose the strained staring at each other- aim for a soft gaze
  • Add music for a longer, more sustained actionAsk the pairs to Freeze at certain moments and decide if they were in a story right now who might they be and what might the story be?
    1. You can keep changing partners for this exercise so pupils get used to working with each other 
      1. Moving in different ways

      In this exercise the class is moving around the room responding to instructions and narration given by the teacher. Begin form normal walking and then introduce:

      • Medium: in sea, on land, in air
      • Purpose: searching for food/treasure, escaping, moving from one place to another eg out of the sea, out of a hole
      • Surfaces: dry earth, into mud, onto hot rock, thick undergrowth, marbles, wet tar, sharp stones, on ice
      • Conditions: light, darkness, hot, cold, windy, stormy
      • Physical condition: strong becoming weak, determined then giving up, disappointed then hopeful.
      • Adverbs: happily, sadly, excitedly, lazily, determinedly, nervously

      It is best to alter the energy of the types of walking to maintain interest. If a group are engaging in one well then perhaps you can add more detail to allow a story to build around it.


    2. Group movement journeys

    In small groups, ask the class to choose scenarios (or give them scenarios if they are younger) for a journey that requires them to be in silence. Remind them to use other imagined senses including imagined touch, smell, vision, listening etc. This can all be done at the same time using some music, or individually.

    1. Body as Objects

    Walk around the room. When a number is called get into groups of that number. Call out an object and then tell the groups to make this object suing all of their bodies together. Countdown 10-1 and then FREEZE. Repeat as long as the class are absorbed in the task. Explore everyday objects, but also include difficult or even ‘impossible’ objects eg helicopter, Eiffel tower, wind turbine.

    This can be developed from objects that do not move to electrical objects, or objects with switches etc to add some movement.

    1. Estate Agent

    Using the Body as Objects exercise the teacher becomes the estate agent. Ask one other child to be the house buyer. Show them around the house explaining what objects are there and asking the other children in the class to make the objects spontaneously.

    With older children this can be done in groups, and the teacher becomes the buyer. Give the groups time to practise and then share each one with the class.

    1. Pop-Up Stories

    Tell a story with the class in a circle. Explain that when you mention an object, you would like some children to come into the centre of the circle to make that object. When that part of the story is finished they can sit down again. With younger children who might want to be in the picture all the time, you could use a story with full settings- eg gardens with many trees, flowers, creatures or a bedroom with a bed, wardrobes, lights and beautiful silk curtains. This way they can all be in each picture.

  • Images: Will be coming soon


Discussion with Krishnan Maharaj from Ramakrishna mission

~Ranjith, Poovizhi

We met Krishnan maharaj from Ramakrishna mission in Chengalpattu. He is in the management of the polytechnic and works in building personality and leadership. We had a discussion about the situation of engineering graduates now a days and what are the causes for it. We also discussed about how to solve them.

Few of us brought up the following causes:

1. Students just mug up to score well in their exam without understanding anything out of it. Since the graduates are not trained in doing more practical and hands on stuffs during the course they are not skilled enough for industrial requirement.

2. Some students are forced to study engineering by their parents, neighbours and relatives to get a status in the surrounding though the student is not interested in it.

3. After completing the course students are forced to go to any kind of job to repay their education loan and debt. This itself becomes a barrier for their higher education and the exploration to other opportunities to learn.

After sharing our point of views and they all were more about technical solution (skill development), he shared his point of view “White hot desire” which motivates constantly to achieve higher goal.

White hot desire has a following three step: