Shifu students visiting Savitri Bhavan

Being and Becoming Shifu program provides opportunities for students to explore and integrate in Auroville. As part of it we visited Savitri Bhavan last Friday and Dhanalakshmi shared about Sri Aurobindo and Mother and also about Savitri Bhavan and the art gallery.

Following are our reflections  after the visit.

Saranya
It was a wonderful visit and I really came to know about Sri Aurobindo’s and Mother.
I specifically came to know about Sri Aurobindo’s 3 madness.
First madness, it is my firm faith that all the virtue, talent, the higher education and knowledge and the wealth God has given me, belong to Him. I have the right to spend only so much as is necessary for the maintenance of the family and on what is absolutely needed…

The second madness has recently taken hold of me; it is this: by any means, I must have the direct experience of God.

The third madness is this: whereas others regard the country as an inert piece of matter and know it as the plains, the fields, the forests, the mountains and the rivers, I know my country as the Mother, I worship her and adore her accordingly.

Mano
We went to Savitri Bhavan and learned about Sri Aurobindo’s life journey and mother’s life journey and learned how mother’s participation in paintings and how she thaught it to others. By looking at the paintings I have recaptured the stories of “Savitri”. Then learned about Savitri Bhavan’s architectural importance and how much people are interested on architecture design.

Sandhiya

My name is Sandhiya I stand for progress as happiness and love for myself and others. Visit to Savithri Bhavan was new to me . I have heard of it but I learnt about the history of Savithri Bhavan, mother, Sri Aurobindo and the interconnections between them only after the visit. Some of the incidence in that story was hard to believe but was inspiring. I felt grateful to be a part in Auroville. I learnt that art of keeping mind calm is a step to reach my goal and meditation is important to calm myself. In addition I also learnt that everyone is having their own perspective of looking at things and I should respect them.

Kathir
I learned Sri Aurobindo life journey and how he and Mother joined together and build Auroville. I get inspired from sri Aurobindo transformation of his spiritual journey and the involvement, dedication he had on that, also the different aspects of life he has been through
I have read Sri Aurobindo’s quote in savitri bavan
“The first principle of true teaching is nothing can be taught” it inspired me.

Sundar
I was excited to the structure and construction of the Savitri Bhavan and learned about Savitri and Sri Aurobindo’s history. The major part of the visit is the painting of the Savitri. On watching the photos inside of my mind was creating a movie about the Savitri related to the order of pictures.

Sri Bhavani

My name is Sri Bhavani. I stand for love and equality for myself and others. From this visit, I have learned about the life journey of Sri Aurobindo and Mother. How much Savitri is important to Sri Aurobindo and Mother. The way Mother portrayed Savitri in the form of paintings made me think of art can communicate effectively.
What did I learn about myself is that I should always compete with the person who is highly skilled than me so that I can learn from them.

Poovizhi

I learnt that it is not always necessary to think a lot to complete a task or solve  problem. Instead calm my mind and concentrate. Earlier I did not know that mother gave the sketches of the paintings and directed the person who painted Savitri. I found Savitri Bhavan as a place for creativity and inspiring.

 

Vim Editor Session

Vim Editor Session

~SriBhavani and Bakyalakshmi

On 18th Jan 2022, we had a session on vim by HarshaVaradhan from AuraSemiconductors. In this blog, we share what we have learned about vim and how we use it.

Introduction:

Vim is a highly configurable text editor built to create and change any kind of text very efficiently. Vim Editor has its own configuration file called vimrc.  This can be customizable based on how we want to see GVIM

  • Vim has the Two modes of operation
    • Command Mode
    • Insert Mode

Command Mode:

To enter into the command mode press ESC.

There are two sub-modes in the command mode.

  1. Command Line Editing 🡪  “:” followed by the command

(eg) :q- to quit the editor window

  1. Command-line window 🡪 Directly enter the command It will automatically execute once it got the valid sequence

(eg) dd – delete the current line

Insert Mode:

There are two ways to enter into insert mode.

  1. i 🡪 Enter into the Insert mode at the point where the cursor present
  2. o 🡪 Enter into the Insert mode with the new line, next to the Cursor line

Few commands to access vim editor in the Command line window:

  • dd 🡪 Delete the cursor line. 
  • ndd 🡪 Delete the n lines from the cursor position
  • gg 🡪 Go to File Starting. 
  • GG 🡪 Go to End of the File.
  • Ngg 🡪 Go to nth line in the file.
  • yy 🡪 Copy the Cursor line
  • Nyy 🡪 Copy N lines from the cursor line
  • u 🡪 undo the changes
  • ctrl+R 🡪 Redo the last changes
  • ggVG 🡪  This will select all the file data
  • y 🡪 copy the selected content
  • p 🡪 paste copied content

 

Few commands to access vim editor in Command Line Editing

  • :w 🡪 To save the file
  • :q! 🡪 close the editor without saving the changes
  • :vsp 🡪 Split the same vim editor file in two windows vertically
  • :sp 🡪 Split the same vim editor file in two windows Horizontally
  • :tabnew 🡪 Open newtab
  • :E 🡪 To open the file tree
  • :se nu 🡪 Show line numbers in the text editor
  • :se nonu 🡪 Remove line numbers in the text editor

 

Search 

  • Type ” / “  to search a word or sentence in command mode

(e.g.) /cat – it will highlight all occurrence of word “cat” in the file

  • n 🡪 show next occurrence from current to bottom
  • N 🡪 Show search word occurrence from current to top

Search and replace: 

:%s/Old/New/gc Search for word “Old” and replace by “New”, ask confirmation before replace
:%s/old/NEW/gi Case insensitive, Search all possibilities of word “old” and replace by “NEW”
:%s/Old/New/gI Case sensitive, Search “Old” replace by “New”
:%s/Old/New/g Replace all occurrence of “Old” by “New”, without asking for confirmation 

 

MAKEY MAKEY

Makey Makey is an invention kit by the MIT media lab. With Makey Makey, everyday objects are transformed into touchpads empowering students to interact with computers as creative tools. The computer becomes an extension of their creativity, fostering imaginative play and discovery.

“Makey Makey” is a play on words – students having the ability to Make their Keyboards (“Ma-Key”). The mundane and boring keyboard is replaced by any object that conducts electricity – pie pans, Play-Doh, bananas, and even potted plants – the list goes on.

The heart of Makey Makey is its circuit board that connects to a computer via a USB cable. Building circuits that can be used like a joystick or a keyboard key allows users with no coding experience to use Makey Makey to learn, experiment, and invent.

Makey Makey paves the way for “Integrative STEM Education”. “Integrative STEM education” refers very specifically to instructional approaches that intentionally situate the teaching and learning of science, technology, engineering, and /or mathematics concepts and practices in the context of hands-on engineering, designing, and making.

The Makey Makey kit includes the Makey Makey board, a USB cable, seven alligator clips, six connector wires, and an instruction sheet.

Working of Makey-Makey:

  • Plug in the USB of Makey Makey to the computer.
  • Connect to Earth-Connect one end of an alligator clip to “Earth” on the bottom of the front side of Makey Makey.
  • Hold the metal part of the other end of the alligator clip between your fingers.
  • While you are still grounded, touch the round “Space” pad on the Makey Makey. A green light should appear on the Makey Makey, and the computer will “think” the spacebar was pressed. Also, complete the circuit by connecting another alligator clip to “Space.
  • Experiment by turning various items, objects, or substances into a computer key.

Using Makey Makey with scratch:

Scratch is a programming language where interactive stories, games, and animations can be created. The Chase game is an example of a program made using the Makey Makey. The game is played with the arrow keys and the notes can be remixed for an array of versions.

This chasing game was coded from scratch and used the Makey Makey kit as a joystick controller.

Reflection from Sri Bhavani:
From the Makey Makey hands-on projects with children, they have learned about conducting and non-conducting materials. Current doesn’t flow in an open loop. They learned the open-loop and closed-loop of a circuit. x,y coordinates while moving the sprite.

Piano using Makey Makey.

Area of the circle using the derivatives of the rectangle in GeoGebra.

Area of circle:

The area of a circle is the region covered or enclosed within its boundary. It is measured in square units. The area covered by one complete cycle of the radius of the circle on a two-dimensional plane is the area of that circle.

 

Area of circle formula:

Let us take a circle with a radius r from the center ‘o’ to the boundary of the circle. Then the area for this circle, A, is equal to the product of pi and the square of the radius. It is given by; 

Area of a Circle, A = πr2 square units

Here, the value of pi, π = 22/7 or 3.14, and r is the radius.

Deriving the area of the circle:

The area of a circle can be visualized & proved using two methods, namely

  • Determining the circle’s area using rectangles.
  • Determining the circle’s area using triangles.

Using the area of a rectangle:

The circle is divided into equal sectors, and the sectors are arranged as shown in fig. 3. The area of the circle will be equal to that of the parallelogram-shaped figure formed by the sectors cut out from the circle. Since the sectors have equal areas, each sector will have an equal arc length. The blue coloured sectors will contribute to half of the circumference, and the yellow-coloured sectors will contribute to the other half. If the number of sectors cut from the circle is increased, the parallelogram will eventually look like a rectangle with length equal to πr and breadth equal to r.

The area of a rectangle (A) will also be the area of a circle. So, we have

  • A = π×r×r
  • A = πr2

Let’s see the practical execution of the area of the circle using the derivatives of the rectangle in GeoGebra.

Step 1: By using a slider operation, create a number slider (n) with the following values.

  • Set Min – 1; Max- 100 and increment as 1.

Step 2: By using a slider operation, create a radius slider (r) with the following values.

  • Set Min – 4; Max- 10 and increment as 0.1.

Step 3: Plot a point A and draw a circle with radius r by keeping A as the center.

Step 4: Plot a point B anywhere on the circle.

Step 5: Give input as Rotate (B,360°/n, A).

Step 6: Now point B’ appears.

Step 7: Draw a segment between B and B’.

Step 8: Plot the midpoint C and draw a segment connecting the center and point C.

Step 9: Give the following set of inputs:

  • List1=Sequence (Rotate(B,j(360°)/n,A),j,0,n).
  • List2=Sequence (circularsector (A, Element (List1, j), Element (List1,j+1)),j,1,n,2).
  • List3=Sequence (circularsector (A, Element (List1, j), Element (List1,j+1)),j,2,n,2).
  • List4=Sequence(circularsector((jf,0), (jf+f/2,g)(jf+(-f)/2,g))),j,0,n/2-1).
  • List5=Sequence (circularsector((jf+f/2,g),(jf+0,0),(jf+f,0))),j,0,n/2-1).

Step 10: Now we can observe the sectors getting formed and listed as per the input.

Step 11: Colour the sectors accordingly and insert the text for the area of the rectangle.

Step 12: By moving the number slider we observe the desired output. i.e., Area thus formed by the sectors forms a rectangle.

https://www.geogebra.org/calculator/sczjra48

Trigonometric Functions Graph of Sin𝛉 and Cos𝛉 using GeoGebra

Trigonometry is the branch of mathematics that deals with the relationship between ratios of the sides of a right-angled triangle with its angles.

Trigonometric Functions

There are six basic trigonometric functions used in Trigonometry. These functions are trigonometric ratios. The six basic trigonometric functions are sine function, cosine function, secant function, co-secant function, tangent function, and co-tangent function. The trigonometric functions and identities are the ratio of sides of a right-angled triangle. The sides of a right triangle are the perpendicular side, hypotenuse, and base, which are used to calculate the sine, cosine, tangent, secant, cosecant, and cotangent values using trigonometric formulas.

Unit Circle and Trigonometric Values

Unit circle can be used to calculate the values of basic trigonometric functions- sine, cosine, and tangent. The following diagram shows how trigonometric ratios sine and cosine can be represented in a unit circle.

Trigonometric Functions Graph

The graphs of trigonometric functions have the domain value of θ represented on the horizontal x-axis and the range value represented along the vertical y-axis. The graph of Sinθ passes through the origin and the graph of Cosθ does not pass through the origin. The range of Sinθ and Cosθ is limited to [-1, 1].

Let’s see the practical execution of the trigonometric function graphs of Sinθ and Cosθ using GeoGebra.

Steps for trigonometric function graphs of Sinθ:

  • Plot two points A and B and draw a unit circle (radius=1cm).
  • Mark a point C on the circle and measure angle BAC. Rename the angle as a.
  • Change the settings of the x-axis by giving the distance as π/2.
  • Draw a line segment between points A and C.
  • Now give the input as Segment (C, (x(C),0)).
  • A line drawn from C to the x-axis and point C changes with the angle change can be seen.
  • Now click on settings and change the line style and colour.
  • Now give input as f(x)=sin(x),0<=x<=a.
  • A sine wave has drawn as per the given range can be seen.
  • Now plot a point on the curve end D.
  • Now, to see the change between 0 degrees to 360 degrees, give the input a     Dynamic coordinate (D, a, y(C)).
  • We can see the graph is drawn for every change in angle of BAC and a sine function graph simultaneously.
  • Random point E appears along with the curve.
  • Now give the input as Segment (E, (x(E),0)).
  • Now click on settings and change the line style and colour.
  • By clicking on the animation icon, the desired output can be visualized.

The figure shows the sine wave obtained using GeoGebra. It can be observed that the graph of Sinθ passes through the origin.

https://www.geogebra.org/classic/cdkf3rme

Steps for trigonometric function graph of Cosθ:

  • Plot two points A and B and draw a unit circle (radius=1cm).
  • Mark a point C on the circle and measure angle BAC. Rename the angle as a.
  • Change the settings of the x-axis by giving the distance as π/2.
  • Draw a line segment between points A and C.
  • Now give the input as Segment (C, (x(C),0)).
  • A line drawn from C to the x-axis and point C changes with the angle change can be seen.
  • Now click on settings and change the line style and colour.
  • Now give input as f(x)=Cos(x),0<=x<=a.
  • A sine wave has drawn as per the given range can be seen.
  • Now plot a point on the curve end D.
  • Now, to see the change between 0 degrees to 360 degrees, give the input a Dynamic coordinate (D, a, y(C)).
  • We can see the graph is drawn for every change in angle of BAC and a sine function graph simultaneously.
  • Random point E appears along with the curve.
  • Now give the input as Segment (E, (x(E),0)).
  • Now click on settings and change the line style and colour.
  • By clicking on the animation icon, the desired output can be visualized.

The figure shows the Cosine wave obtained using GeoGebra. It can be observed that the graph of Cosθ does not pass through the origin.

https://www.geogebra.org/classic/bcqtxcjr

Aadu Puli Attam

The Lambs and Tigers Game locally referred as the Game of Goats and Tigers (TamilAadu puli aatamTeluguMeka puli aataKannadaAadu Huli aata) or Pulijudam, is a strategic, two-player (or 2 teams) leopard hunt game that is played in south India. The game is asymmetric in that one player controls three tigers and the other player controls up to 15 lambs/goats. The tigers ‘hunt’ the goats while the goats attempt to block the tigers’ movements.

  • This is the ancient game played in southern part of India especially in the states of Andhra PradeshKarnataka and Tamil Nadu.
  • The board is drawn on parapet inside the mahadwara of the Chamundeshwari temple atop Chamundi Betta (hill) in Mysore, Karnataka
  • This game helps people to develop strategy and concept of teamwork by teaching that even though weak, if united, one can vanquish the stronger enemy as a team.
  • This game is very similar to the Korean game of Yut.

Shifu program Research paper review

 

———————– REVIEW 1 ———————

SUBMISSION: 8

TITLE: THE POSSIBLE MISSING INGREDIENTS IN ENGINEERING HIGHER EDUCATION –MASTERING SELF, AGENCY TO SHIFT DISEMPOWERING NORMS AND SOCIALIZATION AND MASTERING TECHNICAL SKILLS

AUTHORS: Arun Arul Selvam, Sri Bhavani Arul, Narmadha Anandavelu, Santhosh Kathiresan, Sivaraman Ramamoorthy and Sanjeev Ranganathan

 

———– Overall evaluation ———–

SCORE: 2 (accept)

—– TEXT:

The authors need to be appreciated for writing a reflective article on the gaps in their learning and how they overcame these gaps. Anyone who has had a moderate engagement with engineering students in India, especially those in the average technological institutions, recognizes  the seriousness of the problem. The authors correctly point out that an educational system that merely focuses on making the students pass the examinations cannot provide comprehensive education.

 

It is often pointed out that in higher education institutions in India, including engineering colleges, students are not trained to think on their own. Relatedly, they are also generally not encouraged to build their ethical consciousness based on rationality, develop the ability to connect with others, learn something independently as well as give and take feedback in mutually helpful ways.

 

The authors of this article, three young men and two young women of ages 23 and 24, are engineering graduates from engineering colleges in villages around Pondicherry. They attend a program — titled BnB Shifu — which is aimed to make participants highly skilled in technical areas such as programming and VLSI Design. The stated goal of this ‘shifu’ (‘master’ in Mandarin) program is to build the skills necessary for success in the IT and electronics business by laying a strong intellectual and spiritual foundation that emphasizes “self-awareness, self-regulation, responsibility, dignity, equity and courage to create.”

 

The participants note that they went through several exercises as a result of which they increased their ability to focus, to learn things independently, synthesize old information and new information and get feedback from a mentor. Unlike the stressful and exam-oriented classroom practices that they had experienced in their engineering colleges, the participants were given the space to learn in a relaxed manner at their own pace. As a result of these exercises, they became more disciplined individuals and better learners; socially they became as caring about others as they were about themselves. While interacting with people in the Auroville community, they also became more courageous, which supplemented their efforts to be independent learners.

 

As someone teaching humanities to engineering students, this reviewer gets the sense that the “Shifu” training addresses the general gaps in technical education, especially the problems experienced by students from non-privileged and non-urban backgrounds. This paper needs our attention and the authors have an important message to convey to the planners of engineering education. This can also be seen as a plea for weaving a greater component of humanities into the engineering curriculum, which would give the students a holistic outlook and integrity in character.

 

However, this reviewer has some problems with the authors’ use of ‘universal values’, which purportedly are cultivated by the students through this program. In some sense, it is correct, as all students need to learn to be disciplined, focused, ethical and interactive to function optimally in academic and industry situations. However, ‘universality’ seems to erase out certain important cultural, linguistic and personal qualities, which each individual brings in as a valuable contribution to an organization.

 

———————– REVIEW 2 ———————

SUBMISSION: 8

TITLE: THE POSSIBLE MISSING INGREDIENTS IN ENGINEERING HIGHER EDUCATION –MASTERING SELF, AGENCY TO SHIFT DISEMPOWERING NORMS AND SOCIALIZATION AND MASTERING TECHNICAL SKILLS

AUTHORS: Arun Arul Selvam, Sri Bhavani Arul, Narmadha Anandavelu, Santhosh Kathiresan, Sivaraman Ramamoorthy and Sanjeev Ranganathan

 

———– Overall evaluation ———–

SCORE: 2 (accept)

—– TEXT:

Autoethnography of 5 Youth (case study-like) in 1 year residential program

 

–       There are several long lists of what the paper is addressing (eg. self-awareness, self-regulation, responsibility, confidence, socialization, system thinking, five minds of the future etc.) It’s not clear in the beginning exactly what components of this program will be discussed and how they are all assessed. This was somewhat clarified with the research questions, but the paper could still benefit from more focus. After reading the ‘Higher Education in India: Challenges and Opportunities” section, it would be most clear if the paper were organized by the five minds of the future and to discuss all other constructs as subsets of those five main topics.

–       For research methodology, the use of autoethnography is a strength and aligns with the goals of the paper since it allows for the authors to tell their own story of their own experiences. It is also a strength that both male and female students are included in the study.

–       It is helpful that the authors describe the program before addressing the research questions. It is especially helpful to hear what daily life in the program is like, since it is such a holistic and immersive experience.

–       It is beneficial for readers that the authors included specific details of components of the program that were helpful to them (eg. Coursera, code-wars, etc.)

–       It is briefly mentioned at the end that the authors found meaningful employment. It would be helpful to learn more about the employment outcomes that have come after completion of the program.

–       Overall, it is important to share this information about the authors’ experiences with this program with a wider audience. My main suggestion to the authors is to be sure the talk is organized to focus on just a few main points. When there are too many topics included, it gets confusing and difficult to follow. I wouldn’t want the important points to be lost among too much information.

 

Our Reflections: 

 

Arun : 

My name is Arun. I stand for happiness for myself and others. While writing the paper, it helped to recall what are all things we came through and how we worked in pears. While working with peers, I learned a lot. It helped me to break through my barriers. I’m excited to do it further because our paper got selected. I acknowledge all the people who all supported the Shifu program and gave me a valuable opportunity to write up the paper. The one that I have been through helped me to learn new things. While writing up the paper, I can easily compare my past work experience and how I’m working now.

 

Narmadha: 

My name is Narmadha and I stand for equality and happiness for myself and others.The first time I had a chance to write a research paper and I learned how to write a research paper. While writing the research paper I have noticed how much I developed my skills and competency I learned to synthesize what I have learned and I am able to see the difference in me. We have got a positive review from researchers for our work and I felt happy and I am thankful to everyone who ever supported the Shifu program.

 

Santhosh:

My name is Santhosh, I stand for kindness and equity for myself and others. I had a good opportunity to share my experience in Research paper about Shifu program. When I started narrating it, I felt very happy because this will be a cultural shift and also while narrating it, I had noticed all my benefits and opportunities in learning comparing with my College learning.

 

Sri Bhavani :

My name is Sri Bhavani. I stand for love and equality for myself and others. It is a new and great experience for me while writing the research paper. I had a chance to reflect on my learnings

in the past year. I noticed my system shift from this course, it is shifted from marks focused to acquiring skills. We experimented with a different methodology of learning which helps us to enhance mental, physical as well as competency to work in the technical field. I am very much happy when we receive the reviews for the paper. It conveyed the essence of the paper to reviewers. I am greatly looking forward to the paper being published.

Teacher’s support website

To provide topic overviews to teachers based on content and videos.

  • Who will use it
    • Teachers
      • For preparation
      • Adding content and organizing it
    • Resource people who are adding content and curating what teachers add themselves
    • Reviewers who look at the history and teacher’s notes for teachers to give feedback.
    • Administrators (permissions/reset password/change format, etc)

Old Youtube channel : https://www.youtube.com/channel/UCnaq8X41wWMlTdFw70-M8dQ

Our new Youtube: https://www.youtube.com/channel/UCE4evifjDjoOMzNfT8PQN2A

Please find our new upcoming website link for new videos.

~https://c3stream.herokuapp.com/~

website link    : https://stemland-auroville.herokuapp.com/

Angle sum property of a triangle using GeoGebra

A triangle has three sides and three angles, one at each vertex. The angle sum property of a triangle states that the sum of the angles of a triangle is equal to 180º. Whether a triangle is an acute, obtuse, or a right triangle, the sum of its interior angles is always 180º.

The angle sum property of a triangle is one of the most frequently used properties in geometry. 

The angle sum property is used to find the measure of an unknown interior angle when the values of the other two angles are known.

Let’s see the practical execution of the angle sum property of the triangle using GeoGebra.

Step 1:

  • Plot two points and draw a triangle using the polygon.
  • Let’s name it ABC.
  • Now find the midpoint of AC and BC by clicking on the midpoint or center icon.
  • That midpoint is named point D. 
  • By using a slider operation, create an angle slider (r) with the following values.
    • Set Min – 0 degree; Max- 180 degrees and increment as 10 degrees.
  • Now by using rotate around point operation, click on point D and set the degree of rotation to slider r and set it as clockwise direction and click ok.

   

                   

  • The same way create another slider operation for p and set the corresponding angle value as p.
  • By using the Angle measure operation measure the angles and label and colour them accordingly.
  • Give the input as the Sum of the angles and we can see the output as 180 degrees.
  • Now the slider can be moved and the angle sum property can be observed.  
  • Even point C can be moved to observe the angle sum property for different angle combinations.

Please find the link below:

https://www.geogebra.org/classic/u6eer35p