Chevalier Sellane Government Higher Secondary School Visit STEM land

-Soundhariya, Ajay, SandhiyaBala, Jayabharathy, vasanth, Premkumar, pratap, Kethsiyaal ,sivaguru, poonguzhali, Durai, Sandhiyasaravanan, Arunkumar, Pachai and Poovizhi

On 29^th September 2025, students from Chevalier Sellane Government Higher Secondary School visited STEM land. Their visit was a wonderful opportunity to bridge curiosity with real-world technology and hands-on exploration. We started the session with what the students care about, want to become and the choices they make in lives. We explored how to overcome fears by connecting with universal values and shared their insights with partners.

After the session, the students visited the technical teams. They learned how technology is used in real life. Each team explained what they are working on and why it is important.

Technical Teams:

In testing team explained why testing is important in technology and students also understood that testing helps ensure that products work properly before they are used in the real world.

Embedded Software

 Embedded software team works on developing GUI that communicates with the chip. We work on both frontend and backend.

Driver group team

They develop software drivers that help the operating system and applications communicate with hardware.

In Layout team

 Layout is the physical design of an integrated circuit (IC). It decides the chip’s size, speed, power and reliability and the Automation team works on creating scripts, tools and programs to reduce manual work in chip design and testing.

Verification Team

In SPS team, we test the chips before it gets manufactured. Our job is to ensure that the Verilog code (which describes the hardware) works correctly before the design is fabricated or synthesized. We write and run testbenches which are special Verilog programs used to simulate and verify that the design behaves as expected under different conditions.

To explain the concept of verification, Vasanth drew a parallel to real life—how companies rigorously test products before releasing them to the market. He asked the students to imagine they were designing a washing machine and to think about what they would test. One child said, “How much load can I put in?” Another added, “I’ll test it with different kinds of water,” and a third chimed in, “I’ll try different detergents to see how it works.” Their responses were thoughtful and insightful.

He then summarized the idea: just like in engineering, we test systems with different inputs and observe the expected outputs. Later, he showed them a schematic and asked which symbols they recognized. They confidently identified resistors, capacitors, and voltage sources like batteries.

Design Automation Team

The team works on automating and reducing manual work in chip design. As they were just learning about chip design it could have been trickly. But today’s children are very smart and curious—they understand technology and have a broad view of the world.

One child asked, “How do you find if a single wire fails in a chip?” I explained that each block is built separately, and we use LVS and other checks to find connection issues. They were also excited to learn how bind keys work and make work faster.

STEM Land Activities

After exploring the technical teams, the students moved on to STEM land. We divided them into three teams, and each team explored a different STEM land activity.

Students saw how to use games and Math materials at STEM land to teach math and problem solving. These games and maths materials make them feel like understand concepts in different manner.

• Then, students worked with the Finch robot and drones, learning how to give commands and how to use its features to control its movements.

One of them asked how a drone balances on the surface, which sensors are used in drones, and what they should do if they want to make one.

They explored the Scratch program which is used for animations, games and programming. Using the simple code, they explored Makey Makey and students used leaves to play piano and drums sound.

They worked on scratch programming with an example based on square formulas. The four students quickly understood Scratch and also played with the variables in the project. Theu understood the concept and we could see the value of visual mathematics for students along with programming.

Conclusion

The visit to STEMland was a valuable and inspiring experience for the students. They learned that teamwork, planning, practice, and patience are important in technology projects. Students enjoyed the activities felt braver and became curious about STEM land.

Student Reflection

Our Team Reflections

My name is Ajay, and I stand for self-awareness for myself and others. acknowledge Soundhariya for her care toward the children who rarely get this level of industry exposure and I emphasized practical and project based learning over as we do at AIAT over the theory-based approach generally in education.

My name is Sandhiya Bala. I stand for courage, care, and happiness for myself and others. I felt motivated and also inspired them to understand real world work and how at C3STREAM Land we do it along with supporting students, including the BnBShifu program.

My name is Jayabharathy. I stand for care and courage for myself and for others. I felt excited while explaining what I was working on to the students and helped them connect with what they already knew like resistors and capacitors. I the joy of learning among the students that I will carry that with me in my own life.

My name is Vasanth and I stand for Equality and Full Potential for myself and others. It was a truly enriching experience to interact as I need to take complex engineering concepts and break them down into simple, relatable ideas for 10th-grade students to grasp. It was heartwarming and inspiring to see their curiosity and enthusiasm. Moments like these remind me of the power of simple explanations and the joy of sparking young minds through meaningful conversations.

My name is Prem Kumar andI stand for self-confidence and equality for myself and others. The students were excited and enjoyed learning Math through materials, and the activities helped them think with logic and strategy. They had fun while learning and I felt happy

My name is Pratap and I stand for Happiness and Sincerity for myself and others. I realized how naturally curious young minds are when they are exposed to real world applications and have an environment where they feel comfortable asking questions.

My name is Kethsiyaal. I stand for courage and wisdom for myself and for others. I felt happy and excited to explain the basic concepts of Schematics and Layout in VLSI, and I explained how it is used in the real world as an appliance. They were very interested and asked many questions that I was happy to answer.

My name is Sivaguru Prasath and I stand for courage, reaching full potential, and equanimity for myself and for others. When I interact with and guide children in their learning I felt motivated and accomplished. It has been such a meaningful part of my journey.

My name is Poonguzhali. I stand for courage for myself and for others. When the students explored different activities like solving puzzles and using math materials. They discovered that learning can be fun and practical. The students were very interested and I saw qualities of progress, happiness, and kindness in them during the visit.

My name is Durai. I deeply care about dignity, wisdom, and freedom for myself and others. Conversation with children and sharing the knowledge with them needs to be thoughtful and interactive that allows them to ask many questions. I remembered the mentors who guided me in new technologies.

My name is Sandhiya Saravanan. I stand for progress as happiness and love for myself and others. I showed them the materials and explained the Genius Square game at STEM Land. What I liked most was that even during their break time, they did not go out and spent their time here with interest and excitement. This showed me that when children get a good space and freedom, they enjoy learning on their own

My name is Arunkumar I stand for peace and equity for myself and for others, I was a bit nervous at first, wondering if they will understand design automation. I’ve learned that I can explain even tough ideas clearly when I stay calm and true to my values. I don’t have to be perfect—just open and present. The children’s curiosity and excitement reminded me that learning becomes better when there is involvement and perseverance. Overall, it was a fun and interactive experience.

My name is Pachai. I stand for peace for myself and others. I truly appreciated their eagerness to learn new things through practical exploration.

My name is Poovizhi I stand for equality and equity for myself and others. While explaining what we do as a software Engineer for the students I felt that they were interested and asked questions like how it work and how long will it take to communicate with the chip. They were curious and were happy to learn new things. I felt connected when I explained to them.