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.

Paper Glider

Murali, Arun, Madhavan

We made paper gliders with Ravi Aluganti on 29th Feb. It was easy to make and fun making them. In the end, we made a bigger one along with the children and made it fly.  Here’s a video of it.

The video also has wing model of an airplane with paper. We did this to understand the physics between the wind and the shape of the wings.

 

Movement Activity

~Saranya, Ranjith and Pratap

We had a session with Mrinalini on movement based activity.

1.Activity (Instruction based ):

First she asked us to walk around in the room without touching others. Next she asked us to smile when you see a person without stopping your walk. Then she asked us to turn a face when you see people in front of you (basically avoid them). Then she said  welcome everyone by one word and that word can’t be repeated. Everyone should say new word it can be anything(language was optional) (for example: object name,  welcome words,hai, hello etc….)

From that I was able to notice that how much I contribute I will received more than what I contribute.

2. Supporting activity:

She made us into few groups ans asked one person to sit in the center of their circle that person will be covered by scarf. We(person sitting in the center) need to think the scarf covered person as a snail/butterfly egg and it is suffering we(remaining people) need to help that snail/butterfly egg to get out of from suffering. Remaining people need to think of animal and they need to act like that animal without talking (need to use only sounds). Then she said everyone to start…..then she stopped us asked one question which was do you asked that snail/butterfly egg that what kind of help that need from us?….everyone said No.

In that room everyone were willing to help but without asking that question to themselves what kind of help that others need?.

3. Paper sharing:

We get into pairs and kept sheet on the floor then we(partners) kept one leg on that paper then she asked us to bring that sheet one side of the room to other side and check whether the paper is tared or not.

During this activity we were able to listen her instruction carefully and follow it also we were able to  build coordination between us etc…

These activities helps me to reflect on what I was doing. In STEMland that what’s we actually do. If children were struggling we let them struggle on their own if they can’t at that time only we step in. Then we track children progress and we knew at what levels they (each children) were there.

TLM for Percentage

~Saranya , Poovizhi & Madhavan

Ravi from asha came to teach us to make material for learning. Each and individual choose one topic to make material. We selected topic call percentage.

WORKING:

In that we have made a rectangle from the circumference of a circle with the radius 5cm ,total height of the rectangle is 31.4cm as same as the circumference of the circle, from that we have assumed it as the 100% so that we have combined the circle at the top rectangle and it is been measured with the thread from the top of rectangle so that students can imagine the percentage and we have used to calculate the various percentage.

 

Udhayan and his craft-work

~ Arun

Udayan (7th-grade child) was sent to me when I was taking a class for 4th grade in Isaiambalam. That is when I first met him. He was sent to learn basic maths and teachers said that he is weak and not able to follow the regular classes. He then learnt the multiplication table and basic operations in math.

I see him sometimes playing in the playground but he never came back to me asking help in learning mathematics.

I was busy working on an afternoon when he came with a few handmade pieces of work and was happy to show his work to me. Some of the children from Isaiambalam school was sent to a workshop called “Craft mela” to learn crafts in Auroville. I was amazed at his potential and how much he could do with his hands at such a small age. I then remembered the days in my school when I used to do soap carving with my craft teacher.

Each child is special in their unique way. They need the right kind of motivation and environment to blossom. This child has truly found his way.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Government school teachers visiting STEMland 

~ Arun

Government school teachers from Cuddalore visited STEMland a couple of weeks back. Lakshmi who works for Tata consultancy was inspired by the model of STEmland and she has been engaging with us since then.

We are working on a project right now called “mobile STEMland”. The idea is to carry teaching materials from schools to schools and teach math and science (This is ongoing).

Lakshmi is also interested to implement the idea in a government school in Cuddalore. As part of this, the math teachers and the school Headmaster from the school visited us. Children and STEMland facilitators showed some of the projects they did and also briefly brainstormed what STEMland is about. As part of their visit, we also conducted a session for them on “Stand and Fears “(A tool from Stewardship programme).

For more info on Stewardship programme, please see

  1. http://wiki.auroville.org.in/wiki/SAIIER_2019:Stewardship_for_New_Emergence
  2. http://smallisbeautiful.blogspot.com/2014/03/stewardship-for-new-emergence-monica.html
  3. http://www.auraauro.com/research/epi8-proceedings-full.pdf

The teachers gave us positive feedback and wanted to implement this in their school.

NON NEWTONIAN FLUID

~ Madhavan, Arun

non-Newtonian fluid is a fluid that does not follow Newton’s law of viscosity, i.e., constant viscosity independent of stress. In non-Newtonian fluids, viscosity can change when under force to either more liquid or more solid. [more..]

PREPARATION : 

Preparation of the non Newtonian liquid:

Needed materials:

  1. Corn powder (50 gm)
  2. Water (50 ml)
  3. Shampoo (5 ml)
  4. Honey (1 table spoon)

Mix all the ingredients slowly and make sure you mix them properly. Mixing might be a little harder and might take around 10 to 15 minutes.

WORKING :

After the preparation of the liquid ,the surface looks like a liquid. When one puts a finger slowly into the liquid it will go inside. When we increase the speed of our hand our finger will not go inside. Please check the video below. We should this to the school children.

Unit digit of a cube number

-Logeshwari

8th graders in Udavi School were learning about the squares and cubes. This is a simple scratch project to show the unit digit of cube of a number.

https://scratch.mit.edu/projects/366990201/