The following class a similar battery model was shown and the children figured out on how to connect the rods ( Cu and Zn ) so that electricity could flow from one bottle to another and so on until the terminals reached the led tower, thus building a small battery unit to power the led up. the children found out that the rods should be kept in series manner to achieve the working of the experiment. They also noted that the copper rods colour was fading eventually with time.
The sixth grade children are super interested when you do something new in class, that’s what happened when we all together build battery models using lemon, copper and zinc rods to produce sufficient electricity to turn on a led 😉 and a digital watch.
At Stem Land we have a huge collection of disentanglement puzzles, and the students decide that they had to figure them out. The atmosphere was covered with low conversations and sudden bursts of joy, suddenly a child will be ‘like yeah i figured it out’ Then the part came when you would become confused again, in order to put it back together the same way it was. This was the tricky part 😉 .
The children and their teacher really enjoyed solving together, so did I 🙂 .
Along with a Sixth Grader, who was interested in medieval times, and so came the thought of building a miniature catapult with him. It consisted of blocks and nylon ropes that acted as the torsional element.
after building it, he tried a few test fires and realised that the distance covered by the load (wooden Ball) was not as expected.
Then a few more twists were added to the rope and the Catapult started to really acquire a huge range in its firing capacity.
When i was a little shorter and a little smaller 😉 ‘Age of Empires’ is what i was into during my week ends.
This was a really beautiful refresher along with Ablilash 🙂 to physically build and learn how the catapult was used to haul heavy pay loads over a distance during sieges in the middle ages.
Alice is an innovative 3D programming environment that makes it easy to create an animation for telling a story, playing an interactive game, or a video to share on the web. Alice is a freely available teaching tool designed to be a student’s first exposure to object-oriented programming. It allows students to learn fundamental programming concepts in the context of creating animated movies and simple video games. In Alice, 3-D objects (e.g., people, animals, and vehicles) populate a virtual world and students create a program to animate the objects.
In Alice’s interactive interface, students drag and drop graphic tiles to create a program, where the instructions correspond to standard statements in a production oriented programming language, such as Java, C++, and C#. Alice allows students to immediately see how their animation programs run, enabling them to easily understand the relationship between the programming statements and the behavior of objects in their animation. By manipulating the objects in their virtual world, students gain experience with all the programming constructs typically taught in an introductory programming course.
The 8th and 9th grade children have started to use this program. As they are quite familiar to Scratch programming, they should get the nuances of Alice also. They have not made anything substantial yet as they have been playing around with Alice only for the past 2 classes. They seem eager to learn and are liking it also. So, they should be doing something interesting over the week!
We inaugurated the STEM land on 9th October 2015. It was one of my awesome moment in my life. I learnt a lot in that period( like organizing the materials, maintaining the STEM books, planning for inauguration and 3D printing).
STEM land inauguration started with lighting ‘floating candles’ followed by small speech on STEM.
Isai Ambalam & Udavi school students were put stalls on Robots, Puzzles, Strategy games, , Measurement equipments, 3D printer, Fraction kits, Scratch programming & Arduino programming. “Well beginning is half done“.
Making, tinkering and engineering their way to knowledge
School uses theory of constructivism, which says knowledge is not taught to a learner
At the STEM (Science Technology Engineering Mathematics) Land and Resource Centre at Udavi School in Auroville, young Hemasundar is busy tinkering with the robot he has made using a kit. “We can make different robots with different functionalities . I have picked up some programming with this, and how to give different commands for the robot,” he says.
The class-VII boy dreams of becoming an archaeologisit, he says, and wants to design a robot which can used at excavation sites. His friend Vignesh adds that he wants to become a scientist, and make a robot that can help in astronomy.
The STEM Land and Resource Centre that was inaugurated on Friday has been created by Aura Auro Design (a technology unit in Auroville) and is a project of SAIIER (Sri Aurobindo International Institute of Educational Research). It is supported by the Bengaluru based comapany, Aura Semiconductor.
Heading the initiative is Sanjeev Ranganathan, who has worked at Silicon Labs, NXP, ST-Ericsson and volunteered with Asha for Education and worked on innovative education projects with them. For the last two and half years, Mr. Ranganathan has been in Auroville and teaching Isai Ambalam School. On his team are Vaidegi G., Sundranandhan K. and Bala Anand.
STEM Land and Resource Centre takes from the theory of Constructivism, which implies that knowledge is not taught to a learner but recreated by the learner on his or her own. It encourages learning by doing and discovery learning.
“When you build something outside your knowledge, you learn something better. At STEM, the learning is through the ‘Making, Tinkering, and Engineering’ concept. The idea is to make the child understand the principle and give her the ability to predict a situation. They are equipped with implicit knowledge that can be applied to different situations,” says Mr. Ranganathan. While the centre primarily targets children between class VI and IX, the resource centre is also for adults to experiment and create at its ‘maker space.’
With a material room and a building room, it is equipped with 150 puzzles and strategy games, apart from variety of learning materials in maths and science. The students get to use the Arduino technology, an Open-source electronic prototyping platform to create interactive electronic objects.
Maniyammai, a system engineer with Saracon in Auroville, is one of the adults who have come to interact with the students and learn in the process.
“The children learn programming and coding. It is good to come here and share our knowledge,” she says.
The center has come about with help of several youngsters in and around Auroville, like Arun who is working on an oscillator circuit that can be used in radios, and audio and video signalling.
Mr. Ranganathan says the present education system has oversimplified learning where undergraduates have to be trained from scratch. “The purpose of education has been narrowed down to just getting a job,” he says.
Education must be geared towards not just fitting in, but also standing out, he says. And in Auroville, education is also about figuring out what one wants to do, he adds.
“The purpose of education should not be about just getting a job”
Sanjeev Ranganathan, teacher, Udavi School and Isai Ambalam School
The inauguration of STEMland has just happened. It feels good to be part of something different and useful for children as well as adults who are into math, technology, electronics etc… Over the past month and a half STEMland has given me the space and opportunity to learn and grow with the children. This process of learning(peer learning) in STEMland will always grow as I think there is enough scope there. This place should get well used and benefit everyone related to STEMland!
I encountered a situation where I had to check if a function is running for a certain time. The below method called ‘after’ was very useful. This registers an alarm callback that is called after a given time.