India map

Students from 6th and 7th graders made India map using red soil, clay, bricks, pebbles, sand, alluvial soil, black soil. They first wanted to make it on the loft. First they drew a three meters height and three meters width box. Each student were given separate parts of the country to draw. By using graph sheets they drew the map of India.

They made the structure of India using clay. Since there was heavy sun on the loft, the clay got cracks. So students decided to make in on the ground. They did the same thing in the ground. Now they gave shelter to it. But still after a few days it had cracks. Then students came up with a solution that since the layer of the clay is so thin, it had cracks. We had some remaining soil left after the work of oven Education By Design (EBD), so students used that red soil and created another layer above the clay. By using bricks and red soil students built the mountains. In order to differentiate between desert, mountains and rivers they used different materials. For the rivers they mixed the cement with water and built many rivers in India. For desert, they put normal sand. In the eastern parts of the country, they put the alluvial soil. Because the rivers take the alluvial soil and leave it in the delta before joining the sea. Tasks were properly divided among students and it took about two weeks for them to complete the map. The final output of the map was looking good with mountains, rivers and other geographical features. By doing this EBD they learnt Geography of India. Their teacher Ragu supported them.

 

 

designing 4-bit microprocessor using magic tool

I started designing 4-bit microprocessor in magic tool, it consists of three block:

  • 4-bit full adder
  • register to store an input data.
  • 4-xor gates and one carrier input is used to 2’s complement for subtraction

Inputs which are used in it :

  • two 4-bit data A and B
  • carrier input
  • clock

 

 

In this microprocessor, the adding operation is takes place when carrier input is 0, and the subtraction operation takes place when carrier input is 1. During subtraction, one’s complement block takes one’s complement B data and it send to 4_bit adder. The carrier input value is 1 at subtraction. so it’s form two’s complement of B data in 4-bit full adder.

And also sanjeev taugth me, to align block in order to reduce area and to create data bus with multiplexing two inputs.

STEM land presentation at The Bridge

We presented our paper about STEM land in Udavi and Isai ambalam in The Bridge a collaborative research in Auroville. Our paper was under unending education on 25th Feb 2018. We started the presentation with the core values of STEM land and about the activities and interventions in STEM land. And continued with the plans and tracking method that we follow in STEM land. Then we shared about the Leadership in action program that we do with children and few examples of how it had benefited them to be responsible.

Then we shared about the learning environment in STEM land where there is no hierarchy and learning becomes a social activity and spreads without one to one inputs from facilitators. We also pointed out how STEM is moving towards STEAM and the outcome of children after coming to STEM land. Then we shared about STEM land in Isaiambalam.

We explained about the real life challenges that children take up and how they solve it through EBD. People enjoyed the session and happy to see children work. We showed them few pictures of children working on their EBD and the designs they have build like, Pond, honey bee, Bamboo torch, garden and kitchen waste water management. People enjoyed the presentation and were interested to know more about STEM land.

Azim Premji and teachers from Government school

Around 37 government school teachers and a team from Azim Premji unversity visited STEM land. We presented a paper on “STEM land in Isaiambalam school” at Sindhanai Sangamam symposium. Some of them were inspired from our talk and they came to visit STEM land. The teachers saw what the children were working on in Isai Ambalam school. We had a Saturday school and all the children were working on the EBDs. The teachers interacted with us as well as with the children. One of the teachers reflected that we were thinking of each child and addressing his or her need differently and that was something she wanted to do in her classroom.

After that they visited STEM land in Udavi school. Children showed them few projects. The teachers also tried to solve caste puzzles. We also conducted a Stewardship session for the them lead by Sanjeev.

At Isai Ambalam School

   

Linear Equation with story

saranya

We have started with the story of linear equation. Linear equation is nothing but a straight line and choice. For an example we have taken x+y=10. The story of the linear equation is, I and my brother likes chocolates if I get more chocolate obviously he is going to get less chocolate that is the story of the linear equation. After that we have entered into the problem. We started drawing the line for that equation.First I have drawn wrongly for that equation x+y=10. What I have Thought is when the x increases y also get increase equally so the point is (10,10) that is why I have drawn like that.  After that I have understood the function of linear equation. In that linear equation it will get increases by 10 on both the axis.

When I learned how to draw a linear equation. I have made my own question that is x+y=20. Then I have checked my equation using geogebra.