Buzzer and LED c connection using Switch

Children  in Deepanum have been learning simple electronics once in a week . They have been learning it for almost 1 and half month. There are about 15 to 20 children. In this one child  doesn’t  show interest and he would do some thing else but he wont disturb the class. All the other children work together and does something interesting. Last class we were building a circuit with switch, battery, LED and resistor. I drew the circuit diagram in the black board and asked the children to connect . All the children were able to complete the circuit on their own phase. This boy got inspired and he also started to engage in the class . He built his own circuit and  without bread board. As a teacher when I asked him to use bread board he didn’t listen to me. At that time i still my self and noticed that if in ask him to use bread board he would not do it  and the learning will stop  at that moment itself so I let him on his way and he was able to complete his circuit .  The session was so good that I realized that children are able to build the circuit on their own. I also realized that my contribution to this children growth is valuable.

Powers of Three

-Pratap & Logeshwari

Children from 8th  in Udavi were learning about the powers and exponents.  In order to demonstrate powers of three. I was thinking about how to make the cubes and I had a question of with what materials do I need to make.

Image result for dienes blocks

Finally, I thought of making the cube using Dienes blocks. I took all the 10 cm rods and started. making making the cubes. I wanted to show  31  to  35.

I took a 10 cm rod and cut them into 3 pieces of  3 cm. I stuck them together to get 3^2. when I add three of the 3^2 I get 3^3.

This the visual representation of 3^1






This the visual representation of 3^2
 This the visual representation of 3^3

This the visual representation of 3^4

This the visual representation of 3^5

Here are some simple rules to use with exponents.

  1. a1 = a
    Any number raised to the power of one equals the number itself.
  2. For any number a, except 0, a0 = 1
    Any number raised to the power of zero, except zero, equals one.
  3. For any numbers a, b, and c,
    ab x ac = ab+c

    This multiplication rule tells us that we can simply add the exponents when multiplying two powers with the same base.

The above is a visualizing 3 power n in three dimensions. We did the same for two-dimension also.

We had a session with Ravi Alungati with all the teachers who work on Mathematics. Everyone chose their own topic that they are working on. Pratap and I chose powers since the eighth graders are working on it. We built these two dimensions of representation using the cardboard. We marked the cardboard cut them and painted them in alternate colors.

Two-dimension model for 3^2
Two_dimenstion model for 3^3























Scratch Madala at Aikiyam school


This week me and Murali went to Aikiyam to teach shapes using scratch. We started with the drawing a straight line. Then asked children to draw a triangle . Children took some time and then figured out the angle to draw a triangle. Then we asked them to draw the following shapes like square, pentagon, hexagon, heptagon , octagon. Then using this shapes we asked then to draw mandala. Children were interested to  draw their own mandalas . Children understood the concept of repeat loop. They were familiar with the  pen function in the scratch. Children were able to connect the angles for different shapes.

Aikiyam school STEM land

Me  and Murali went to Aikiyam STEM land and gave a session on Geogebra. We started with  asking children how to  find the area of the square and rectangle. Children started tell all the misconceptions related to the topic. Children told all the key word that they knew. Then i drew and explained on the black board. Murali then explained and showed step by step to the children. Children understood how to find the area and perimeter.  we wrote few questions on the black board and asked them to draw and to find the area using Geogebra software. Children learnt the unit to find the area. All the children were able to build build and solve the questions . Children also understand how many 1 cm / m  square can be fit inside for the given area.  The session went really well and children were able to find the area and perimeter at the end of the session.



Friday session with STEMLand scaling group – Ganit Rack,Ganit mala

~Pratap , Murali, Poovizhi

On 2019/10/11 we had the third meet with the Scaling group. More information on the second meet can be found at : Link to previous session

This time Abilash started by sharing what he did in Auroville schools .We did the Siphon experiment which  involves air and water pressure between two containers of water connected through a pipe.When the water levels are equal in the both containers,it attains equilibrium state.For more information refer the link below: Siphon experiments

Saravanan from Aikiyam has made maths materials like 1)integer game using number chart and 2 dice.It contains numbers starting from 0 to 89 (both positive and negative side).A target has to be set before starting the game i.e 25 (both positive and negative side). One die contains numbers from 4 to 9.Another die contains three (+) symbols and (-) symbols.Both dice should be rolled simultaneously.The number indicates number of boxes to move while the symbol indicates the direction to move.

2)A tool for Quadrilateral shapes with different angles using scales and pro-circles.

Sanjeev suggested Ganit mala and ganit rack to do integer calculations which should be easy for children to visualize and do calculations faster.



Intern ship at STEM land


Three students from college came to STEM land for intern-ship for two weeks  to learn programming in Scratch. We have asked them to create some project in scratch. They have created some videos projects on addition ,fraction, number line, multiplication, representing and arranging  ascending order and descending order with squares. People from STEM land took Steward ship for new emergence for them . They took few tools from that session for them like stand , fear,  deep listening and back ground conversation , four profile , CFSR  sheet.

Reflection of the interns

Here are the list of  projects that they made in scratch.


Art of Meditation

Dhruva’s step mother: If you want to sit on your father’s lap, you should ask God to make you be born as my son.

Dhruva’s step mother: If you want to sit on your father’s lap, you should ask God to make you be born as my son.

Dhruva tells his mother everything that happened.
Mother, I was told to ask God for permission to sit on father’s lap.

Mother: Yes, my child, you ask Vishnu.
Dhruva: Where will I find him, Mother?
Mother: I have heard people meditate on him in silent, deep forests.

Dhruva meets Narada on the way to the forest.

Dhruva meditated for months. He meditated on Vishnu in his heart. He forgot to take food and even water.

O Lord, I want to sing your glory. I don’t have the knowledge to compose a song. Please grant me the knowledge.

And Dhruva became the Dhruva nakshatram.
The star that is steady, it never moves. May we all learn from him.

Number line scratch project.


Children in 8th were doing rational numbers and they wanted to build a project to demonstrate their learning . They have build a project in number line. This scratch program shows how to find the fraction in a number line. The  numerator is ( a  random number is asked from the user. The program chooses a number 0 to  3 x the user  number ) and the numerator is also generated  randomly (2 – 10).  The user needs to find the answer for the question. The user needs to give to a value for numerator and a value for the denominator.

7 Segment session in Bangalore.

From STEM land 3 people went to Bangalore for one intern in Aura. Their we wanted  to do a session on electronics for the younger grade. Sanjeev’s sister is running a learning centre for the children. So we proposed her that we can conduct a course on electronics for about a 3 hour session for the children. we started the session at 10AM and ended at 1PM.  First they learnt about Seven Segment Display(SSD). Children worked in a group of 3 in  which boys and girls were mixed together. Then we introduced all the components that are required for lighting up their names using seven segment display. We had asked then to  draw the structure of the seven segment display and to pin connection for each LED. Once they had found the pin connections , we introduced the bread board to them. Then children wrote their names in their notebook as it looks like in the seven segment display and understood how to lit up their name using SSD.

Children learnt how to how to use multimeter and check the voltage of the 9v battery, use 1k resistor and using breadboard and wiring up the circuit. Children were fully engaged for 3 hours and they didn’t get distracted by some things.I was inspired by the children when the class got over children collected all the components and kept them in their corresponding boxes. This shows that the children are responsible and want to keep their place clean.

At the end of the session we closed with reflections from each one of them. We had asked them what they learnt . Many of them said that they.

Learn to connect wire and connect a circuit. Cutting wire, Light up SSD,
Group made a word CAT using SSD, Connect a circuit using breadboard. Group MIA learnt to connect wire and build circuit and light up segment. One group made 39.76C using SSD. All things were new stuff for the children and they learn to work together as team. learnt to communication in group


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