Python course

~Logeshwari, Sandhiya

We had interns coming to STEMland to learn to program. A few of them were learning Scratch and making projects. We conducted a course on the basics of Python. It was a five-day course for one and a half hours each day. There were about 15 of them attending the course. Everyday based on what the interns learned assessments were given accordingly.

People shared their assessments with others at the beginning of the class for about 10 minutes.

One participant sharing his assignment

In the five days of the course, everyone learned the following.

  • Print statements
  • Variables
  • Data structures/data types (tuples, list, dictionaries, etc.)
  • Data type conversions
  • Functions
  • Imports
  • Global variables
  • Scope of functions
  • Classes


This is the first time that I took a technical course. It was a new experience of teaching/ sharing what I learned to adults.  I planned for the course and I decided the assignments before the day which made me clear on what I wanted to do. Instead of going to more advanced it is always good to review the basics not only in programming. It was a nice opportunity for me to review my basics in python

Where to improve:

I felt that I need to follow the time properly. I missed a few important things which I added later which I should have told initially itself.

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.

Electronics Session – LDR + Arduino – Street Light Concept

~Vimal , Jenifa & Abilash

As a part of the “People Counter Project”, the children were given hands on learning about the LDR(light dependent resistor) and the interfacing of the same wit the arduino platform. children built the circuit, wrote the program with support and understood the concept LDR , differentiation of analog and digital values, serial communication between arduino and pc. They visualized the value of the ldr on the serial monitor tool. Further a task was given to them to build the concept of automatic street light, with little help from us they understood and wrote the code and demonstrated it. Also threshold concept was explained to them and asked to write a code for switching on two leds based on the threshold limit of the sensed value of the LDR connected to the arduino. They did that also.

Hands On Training session with Mr.Ravi Aluganti

~ Kalai & Siva

In this session we learn about project plan that covers project definition, scope, schedule, resources, quality and budget . We gain practical experience and learn how to complete successful projects. We worked together as a team to complete a task of creating A TLM for Algebra formula in the most effective and efficient way. Hands-on tools make math a lot easier for young children to understand.

Equation:

a2-b2=(a + b)* (a + b)

ais the area of a square whose side is equal to a . 

a square with side “a” & a square with side “b”

Now we have to subtract (remove) a square whose one side is equal to b from the above square.

We cut the figure from here,And join this over here before joining turn it by 900

This means a rectangle whose length is equal to (a + b) and breath is equal to (a-b)

Then the area of rectangle is l*b which means (a + b)* (a + b)

So here we get ,

a2-b2=(a + b)* (a + b)

two squares with side “a” & side “b”
a2-b2
a2-b2 ready to remove
after removing b2 from a2

a2-b2=(a + b)* (a + b)

hence proved !!

Interview with Prathul

A volunteer named prathul visited STEMLAND about 5 months ago.

He was supporting the English content team in improving children’s english skills. He also handled Geography classes for 8th graders at Isai Ambalam.

Who is Prathul ?

A young energetic man who once was a fashion designer living a luxurious life and then all of a sudden left this ordinary life to explore the world. He always believed that there is more to life than just making money, having high social status, and high paying career. There was a part of him that wanted the adrenaline rush, adventure and curiosity. The man who has explored  all the continents and many countries with just his backpack.

For more info visit:  https://backpackwithprat.com/

Prathul’s  message :
Some places leave an inedible mark on our lives. Auroville was and will always be that place that I would keep coming back to… It resonates my love for learning and living…
Though I’ve come to Auroville few times in the past, this time it has been the start of a new chapter in my life. I couldn’t have asked for a more gratifying, loving, resourceful and humbling 5 months. 5 months!!! The longest I have ever been in a place… And I owe it all to the wonderful people I met here, the initiatives I have been a part of, the people I worked with, the immense knowledge that I have gained, the laughs we shared…. And so much more. I hope I will come back soon to learn, contribute and grow more together.
Thank you. My heart is full and overwhelmed with all that I have received. Thank you. Thank you.

 

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.

Divisibility Rule by 3?

~Sandhiya, Ganesh Shelke

We, as a team of two, worked on creating the model to demonstrate the divisibility by 3 rule for 3 digit numbers so that students can actually see and visualize the concept. 

The basic concept is as follows:

Let’s take the number e.g.  498

The Theory:

To see if it is divisible by 3 or not, we will simplify the number as follows:

First, we will simplify it as Hundred’s place, ten’s place, and one’s placed by splitting these places into 1 + remaining term (9, 99, 999, …)

498 = 4(1+99) + 9(1+9) + 8

Simplifying brackets:

498 = 4 + 4*99 + 9 + 9*9 + 8

Rearranging the terms: 

498 = 4(99) + 9(9) + 4 + 9 + 8  (Observe that we get original number back 498)

So, we have 9, 99, 999, … that is completely divisible by 3 and if we multiply these numbers by any number, then also it will be completely divisible by 3. And we will add remaining numbers (4+9+8=23) We put these numbers and divide them as complete blocks of 3 squares. If all blocks are complete, then the number is divisible by 3, otherwise, it’s not. Here in our case, it’s not divisible by 3

Demonstration: 

To demonstrate this, we have created squares of 100 i.e. 10*10 and 10 i.e. (1*10) and painted every 3 squares in the same color (this demonstrates that it is completely divisible by 3) and then we have one square left from every 1000, 100, 10 blocks. We will add these blank squares, count them and see if we get all complete blocks of 3 squares or not. If we get all the complete blocks of 3 squares, then the number is completely divisible by 3 otherwise it’s not.

 

 

 

Session with Ravi Aluganthi

~ Abilash

During the Ravi Aluganthi session we worked on mathematical projects which shows off the concept of transverse angles.

Through this we learned some mathematical concepts, how to use the tools efficiently and helped me impove my hands-on skills. It helped me to revisit and understand the interior and exterior angles of a parallelogram.

I was able to connect with the concepts when seeing the model visually, which also increased my confidence on hands-on skills. I express my gratitude to Ravi Aluganthi for creating the opportunity and space with us.