GCD Scratch program

GCD program:

Counting number iteration( in step variable) taken to calculate GCD using Euclid’s Division Algorithm.

Draw rectangle for given two numbers and then draw squares using GCD value to show “Two given and their product” are divisible by GCD.

Link to scratch code : link to program

An alternate scratch program, user name : udavi

 

Program For Math Educators – Day 7

In the morning session, insights sharing from the previous day tool and Powerful speaking was handled by Sundar. In Powerful speaking, participant given an inspirational speech from their stand and generate commitment for action for their projects within 3 minutes and given feedback to other participants for their growth.

After the morning break, few of them presented their projects in scratch which they made at home.

Then we had a scratch session. In which Triangle Inequality, handled by Sundar and Nuclear Fission projects by Ranjith.

After the lunch break, we watched “Everyday Creativity” video.

After the video, we had a Geogebra session. Sandhiya took circumference, and Ranjith took Function, Sequence command for finding the ratio between the perimeter of the circle and polygons inside the circle.

At the end of the day, participants learned to create arc functions (Triangle Inequality) and cloning sprite in Scratch. In GeoGebra, they learned Rotate, Function and Sequence command, and they were able to do a project using that commands.

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:

 

REFLECTION ON STEWARDSHIP FOR NEW EMERGING

What I learned about myself:

Session 1:
  • I care about happiness for myself and others.
  • I have background conversation, what I have to say next.
  • Background conversation within me, putting me into fear
  • How my values are connected with my emotions, which help me to grow and overcome my fear.
Session 2:
  • My past is influencing my interpretation about facts.
  • I noticed that I don’t feel Overwhelm, when I took problem as a challenge.
  • I noticed that I am mostly in 0-3 stages in Stage of leadership.
  • I noticed, my root cause of my unhappiness, is condoning the action.

What I will do differently because of what I learned:

Session 1:
  • Don’t care what project I’m choosing, but it should make me and others feel happy.
  • Start conversation from wisdom (value) profile to make commit request.
  • Eventually I will overcome my weakness (gender bias)
  • Practice deeply listen my thoughts (when thinking) and deeply listen others( when having conversation)
Session 2:
  • Use Phrase” I don’t want your gift”.
  • Step into action instead of feeling overwhelm.
  • Use integrity tool to complete my action.
  • Practice discernment.

Addition of one digit numbers

1st grade children are studying about numbers 0-10 and addition of one digits number. They taught to use Cuisenaire rod for learning numbers (because children like color very much and they learned number easily using it). Then they are asked to find out what are possible ways of getting 10, 9, and 8 by adding two numbers.

It was interesting to see children figure out a pattern in adding number using Cuisenaire rods.

Children are teaching their friends about adding two numbers using Cuisenaire rods.

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Experience in 2 days stewardship workshop,

I have learned few new tools which are very useful for personal and professional life. The following tools that I learned from that workshop are:

  • Integrity (complete or in full potential )

Using this tool, I noticed that I’m not full potential in doing work and practicing to be full potential.

  • Judgement ( from background conversation ) and discernment ( from inner source or stand)

Using this tool, I stopped taking decision / Judging instantly, and start analyzing the situation from my inner source.

  • Powerful speaking (3min)

Using this tool, I learned how to convey information and making a committed request for action

  • Story of solution

Using this tool, I learned what values are should consider before creating new solution/Goal for existing problem:

G – Gives people more power people.

O – Open people’s eyes to truth of happiness.

A – Account for all the cost involved to achieve goal.

L – Lessen the wealth gap

  • Commitment for action.

Using this tool, I started saying ‘no’, when I cannot do what other request me to do and learned how to make counter request.

Constellation

-Ranjith, sanjeev, saranya, and Logeshwari

In this week sleep over, children wants to see a moon in telescope. we setup the telescope, but we did not see the moon in our telescope. Then two persons came from Puducherry science center & Planetarium and they tried on telescope. They found out there is some parallax error in telescope and all of us get disappointed. One person from planetarium show us group of seven stars { ( hindu astrology: saptarishi mandalam ) , ( astronomy: Big dipper ) } and told us name of stars in that constellation and way to find the north pole using pointer star on Big dipper constellation. After that we all went to terrace to see more constellation and he show us Leo Zodiac constellation, and children ask him to show Libra and Cancer zodiac constellation, but we can’t see that. Then children ask him why there is not star. He explained that, there is stars but we can’t see due to light pollution ( bright moon light ). After that he show us presentation which consist of information about constellations, Galaxy, and life cycle and star ( change in color over it life time ).

EV3MEG Robot

In Saturday of this week in Isai ambalam school, students are doing different tasks. One group of students was building EV3MEG robot using Build a Robot documentation of MINDSTROMS EV3. The day before (Friday) students had partially completed the Robot structure. Remaining structure of Robot is finished on Saturday and they played with a Robot manual by controlling motors on EV3 brick. Students felt it is annoying and they want It to do task automatically by programming. But there is problem in a laptop which was used to program it. Then they found out LEGO MINDSTROMS commander mobile app with help of volunteer in their school. Using the mobile app (which had GUI mode)  they created GUI command for controlling motors and they connected their Robot with mobile app using Bluetooth and presenting their Robot to all students and teachers in school.

 

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.

scratch programming for teaching physics concepts

I started to learn a scratch program software to create interactive model for learning. Then I got a task to create a model for: How pressure of gas change with respect to temperature and volume to container: I chose to represent it using Scratch. Initially, I had a problem on bouncing of gas molecules with same angle when it hit the wall of container. Then sanjeev helped me to solve it. In the model, I scaled the pressure in range of 0 to 150 and temperate in range of 0 to 300. But it didn’t give exact value of pressure for given temperature ( I will figure out it soon), because main goal of this model is show how pressure (no. of hit in wall by gas molecules) is affect by temperature and volume. I shared the model in scratch.mit.edu website. click this link to see the model https://scratch.mit.edu/projects/205711792/