Learning Scratch programming (Gujarat Team )

~Saranya and Murali

(They refer to Gujarat team) Rahul  and his team from Gujarat came to visit Udavi STEMland and Isai Ambalam school STEM land. They were 4 of them and they run residential school at gujarat. They take mathematics and science for their children. They want to observe the classes (@STEm land) how we teach at STEM land. They were very surprised that we don’t teach in STEM land. They came to know about us through internet. Suddenly they planned to visit. They came only to visit STEM land ( March 28th ) . They also stayed with Isai Ambalam children for their sleep over. They wanted to observe the classes and activities. During sleep overs children go for their drumming circle they were curious to go with children and they want to learn drumming.

In Udavi children presented their projects and children shared their experience with them. They wanted to learn about scratch. I and Murli took scratch course for them with help of my team. We started with basic and Rahu tried his best and he helped his team to familiar with scratch. The did their best and they are continuing relationship with us. We are organizing robotics course for in and around Auroville youngster.  Rahul is signed up for this robotics course.

Volunteer learning Mindstorm from children

~Saranya
Visitor from Pondicherry. He has an experience in robotics by using Arduino. He wants to learn mindstorm so he visited STEM land. In our STEM land there is no hierarchy. If children knows which I don’t know I can learn from children also. That what happened at STEM land. He actually learnt from children only. He already knew how the mindstorm works but he didn’t do it by practically. He started coming to STEM land then he worked with our children and he learnt mindstorm. Now he is offering course on robotics. Here I am able to see sharing knowledge each other. Whateer we learnt we shared with him now, he is going to share about robotics.

 

 

Visit to Vedandhangal

Children of Isaiambalam school have been studying about birds for some days. The 4th grade children were learning about local birds and their habitats. They were also interested in learning about beaks and legs of different birds and why they are different. We gave them access to computers, books and bird cards to learn and research. We also showed them documentary on Humming birds. They were fascinated to see humming birds being so swift in flight. Since they have learnt about flowers in the past children also picked up the fact that humming birds and flowers are interdependent on each other. Children cut out shapes of birds and hung them in strings to make them fly. Some of them were very happy to draw birds and colour them.

We also decided to take the children to Vedanthangal to visit some of the migrating birds.

Reducing fraction to its lowest form

The following scratch program asks and reduces a random fraction generated to its lowest form. The code uses mod function to check and evaluate if the numerator and denominator can be divided without any remainders by a certain given number by the user. At the same time a pictorial representation of the fraction is drawn so as to see all the reduced parts are equivalent and look the same.

link to download:

Reducing Proper Fractions with picture

 

Security system for Old Puzzle Solution Box

~sandhiya

Bharani from 9th grade has set an emergency alarm system in old puzzle solution box which gives a buzzer sound if someone opens the box.This prevents student from opening the box to see others answers.He used few materials like Battery,Buzzer,wires and clip.

 

 

 

 

 

The principle of this alarm is very simple.when someone opens the solution box ,the needle separating the clip is released , and the clip makes a closed circuit for the current flow which makes a sound.And also Bharani presented his project to his classmates and younger children in ISMART class. And students also tested his project.

Triangle inequality rule

We were working with area and construction of triangles with the 6th graders in Isaiambalam school initially children started to construct a triangle with compass on their note books. Then to make things a little interesting children were asked how they would do it in scratch.

They initially started to draw three sides and found out that is was only possible to do, when the user gave three sides and two angles. Then one of then came up with using the arc function. He first drew the base, then two circles with the radius as the other two sides. Now he got the intersection point,  by this time I was confused as of how to get the third point in scratch. The solution was tracing the distance from one circles center to the other circles circumference and when they meet to set a variable to the x and y location and that did it.

Link to scratch code : link to program

More work done by children at Isaiambalam School :

Shapes and angles with 5th grade

 

 

Scratch Course for Sunflower team from Rajashtan

~Saranya

Tamara Moss visited our STEM land in February. She is running Sunflower Learning C enter in Rajashtan. When she visited STEM land she was inspired by children’s projects in scratch. She wanted their children from SLC also want to learn scratch programming. There were 3 teachers and one student  from Rajashtan. STEM land facilitators, two of us (Saranya and Muralidharan).

Day 1 :

We started with the tasks. First, we want them to understand about scratch, so we asked them to drag the code and click on now you say what is happening?. It was like conversation then they got whatever the command that they are dragging the sprite is doing it. Finally, they found that. Then we gave the first task to tell a story.

Here is the outcome which we got from them.

Day 2:

The task 2 was interacting with computer by asking questions (general knowledge question). We explained what we are going to do, but we didn’t do it. We asked them  to try. When they struggled we helped them.

Here is the outcome which we received from them.

Day 3:

We want to make different shapes which are related to Mathematics. This task also we didn’t do it. We want them to think about it and we got their suggestion of how to draw a circle. Before this we explained about all the blocks in the scratch. Then we showed the demo of how to draw a circle by using that they played a lot also they got those different shapes.

Here is the outcome of this task.

Day 4:

It was continuing the last session. When they completed all the shapes we asked them to use the control function to repeat the shapes. They did that task also they got different Mandala’s. It was very nice.

Here is the outcome of this task.

Day 5:

We gave Maze game task to them. Before  doing, we explained about backdrops and filling colour in the backdrops also we  a gave small demo to make a Maze game. They were very excited to make maze game. Finally, they did the maze game also they have used scores. They learnt to use data blocks in the scratch.

Here is the outcome of this task.

Day 6:

We continued with Maze game to add life in their game. This was the last task for them. They did the life by using data blocks. Then we told them how to use write expression, arc sprite and why it is being used. We asked them use hep function to get more clarity on what they have learned. It is like tutorials. Also we had 15 min questions for clarity.

Here is their feedback for the scratch course.

New Doc 2019-03-09 14.36.28_3

New Doc 2019-03-09 14.36.28_2

New Doc 2019-03-09 14.36.28

 

Mindstrom Guitar by children

~Saranya

Last week children started to work on Mindstrom. Children from 9th grade his name is Diva he made Guitar using Mindstrom. Children from 7th grade they inspired by Diva they also started working on Mindstrom.

Radical Transformational Leadership: What does this imply? Guest Speaker: Dr. Sanjeev Ranganathan

   02-05-19 Radical Transformational Leadership : What does this     imply?Guest Speaker: Dr. Sanjeev Ranganathan

Audio Link: https://www.audioacrobat.com/email/EDvYwfxsq

 

Conscious Business – Conscious Learning

Join us for a conversation with Dr. Sanjeev Ranganathan, who received his PhD in Electronics from Columbia University in New York City. He is motivated by his growth as a human being and supporting the same in others. He believes that this can be achieved by deep meaningful educational experiences for both facilitators and children in the schools, at STEM Science Technology Engineering Mathematics) centers and Aura Auro Design, a technology business he coordinates.

Sanjeev will share how he invests in developing skills, competencies and inner capacity. He finds these practical, effective and a time saver. Offering and attending courses through technology experts improves skills; applying in contexts of different projects helps improve our competency and the stewardship tools as well as meditation helps us ground ourselves and be present in what we do.

He shares how the tools and templates for radical transformational leadership have allowed the work they do with the children to be profound; and, at the same time, supportive of the growth of the team members, enabling them to be intensely engaged in the technology. Working with children gives meaning to what they do and be more responsible. Similarly, interacting with a high quality team at Aura helps us reflect on how to do our technology job well and reflects on how we facilitate or teach.

Sanjeev says that true creativity comes from a deep space of oneness and knowing that creates breakthroughs not possible from linear thinking. We always think of creativity as a mental function, but find its more the heart that yearns to make something possible and then the brain kicks in!

Seventeenth Episode: Guest in the 2nd segment : Dr. Sanjeev Ranganathan

Bio:Dr. Sanjeev Ranganathan received his PhD from Columbia University in Electronics. He is the recipient of the Lewis Winner award for best paper at ISSCC. He also volunteered for Asha for Education in various capacities and interacted with over a 100 NGOs in India working on education. He has worked at Silicon Labs, NXP, ST-Ericsson, Aura Semiconductor and has built chips used by over a billion people.Sanjeev is passionate about developing critical thinking skills with children and in helping them learn and connect with their deepest self.

Since Jun 2013 he has been working with children in Udavi School and Isai Ambalam School, both outreach schools of Auroville. In Jan 2015 he founded Aura Auro Design (AAD) along with engineering graduates in and around Auroville and in Sep 2015 with them established STEM Land (Science Technology Engineering Mathematics Land) a space of learning for children and adults. STEM land-AAD build skills, competence and inner capacity in youth to be contributing members of the community and society as a whole. He is also the executive of the Isai Ambalam school. His contact information is: sanjeev.ranganathan@gmail.com and +91 8940262969.

~sandhiya

Puzzle Solution Box

~Saranya, Murali, Abilash

Each week a Mathematical puzzle is placed on the STEM Land notice board, where the interested students who wants to solve the puzzle writes the answer and drops the answer in the Solution Box. The Solution box which they have been using was made of cardboard,that was pretty weak and did not have a Lock on it.The Students were worrying that the answers which they drop into the box may get spread among the others and wanted a Permanent solution where their answers were safe.

                            

So we(Saranya,Muruli,Abilash) planned of making a Stronger Solution Box. So we cut out the plywoods into the measured size and started nailing it. Seeing the half Solution box being ready, the students showed their interest by asking us if any help can be done by them.As still the Box was not completely ready and the hinges and latch needs to be fixed.We gave the remaining work that needs to be done to them.Though they were struggling a bit at the beginning ,soon they competed their work.And guess what….The Solution box was ready.