A Session with Mr. Thiyaragaraja Kumar

An enthusiast researcher Mr. Thiyaragaraja Kumar visited STEM land on 20th June 2022 to exhibit the projects made by him and to inspire young minds.  He is an inspiring, energetic, curious person who makes projects, and teaches and guides children to invent projects. He plans to take project-based learning for the children.

The projects include a wireless charging unit, a quiz breaker, and sun-directed solar panel motor drive equipment. The wireless charging unit works based on the principle of mutual induction. The Quiz breaker model is based on relays. It finds its Industrial usage mainly in industry automation and helps in finding the valve tripping or if there is any fault. Using this model, faults in the high boiler plants can be easily found and repaired accordingly.

The sun-directed solar panel motor drive model was interesting and inspiring. It works based on the principle of movement of the sun.  this exhibit was presented at the Japan conference in 2015. According to the movement of the sun the solar cell panel moves which is driven by the motor using an LDR. This model gained more attention than other models.


He had a session with our team and explained the working methodology of the exhibits. He also enlightened the people on the topics of BCD, the Fibonacci series, Pascal’s triangle (Mahameru), Mehruprasta, Base10 calculations, Base16, and Base20 calculations.

He threw light on various number systems like the Roman number system, Greek number system, Mayon number system, and Egyptian number system. He also elucidated the shortcuts in simplification, Vedic math which is used in quantitative aptitude. 


The whole session was inciting, encouraging, and enlightening. Mr. Thiyagarajan enjoyed sharing his exhibits, got fascinated with the framework of STEM land, and wanted to support us in encouraging children to invent more projects.

Reflections from the team: 

  1. The session was inspiring. We learnt more facts and it was interesting too. 
  2. It motivated us to make more projects on automation.
  3. It was interesting. The BCD chart was good. The Sun directed solar panel equipment was stunning. It stirred up to do more research on it.


On 13th May 2022, our C3Streamland team visited AIAT as a part of the BVOC program. The team was led by Dr. Sanjeev Ranganathan. AIAT is situated in Thricurtamburam, Koot Road.

AIAT, a non-profit Industrial Training Centre, aims to create prosperity in rural areas through vocational education and self-empowerment.

AIAT was established in 2004 with the support of the German Government and the non-profit organization VFAVR (Association for Development of the Region around Auroville).

AIAT focuses on technical education as a holistic approach based on learning by doing, enabling youth to become independent thinkers and to be able to provide solutions.

AIAT’s two campuses have a favourable ambience for learning, experimenting, and for creative activities.  The Irumbai campus focuses on segments of Computer Science, Electronic and Electric, and Civil; at the Palmyra campus, the focus of training is more on manufacturing and production.

The visit gave us exposure to the newly constructed Electronics lab, Electrical lab, and ICTSmartroom. The facilitators guided the team and gave a demonstration about each and every lab present.

The latest constructed Electrical lab is fully equipped with the prescribed tools and machine list. Different types of motors like series, shunt with AC and Dc supply were present. Generators, coupling units and several equipments like fridge, washing machine, solar bike and its working were also demonstrated.

In the manufacturing lab, The Fitter trades Turning, Milling, and Sheet Metal are present. Workshop halls for Fitter, equipped with 6 lathe machines, a universal milling machine, and CNCC training facilities.

The welding workshops practice various types of welding technologies such as Arc, MIG, TIG, and Gas welding machines.

Pic: Electrical lab, Electronics lab, Palmyra campus.

The Electronic Machines includes solar system maintenance. In electronics lab the wide range of projects like solar table lamp, Bluetooth car, Automatic dustbin were displayed. LED tv, WIFI router, and several equipments were illustrated.

Overall, this visit gave a versatile knowledge about the hands-on projects and experiments. The team had a wonderful time learning and observing by visiting the campus.

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.


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



  • 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 


Aurovidhiya seminar


The schools of Auroville and C3SL work on the philosophy of Sri Aurobindo and The Mother of Integral Education. The philosophy of Sri Aurobindo of the integral development of the child (Aurobindo, 1921, pp.1-8) emphasizes self-knowledge and assumes an important relevance in the recent National Education Policy that is based on his work and states that “knowledge is a deep-seated treasure and education helps in its manifestation as the perfection which is already within an individual.” The philosophy creates guiding principles for teachers and in how we engage with children. The three principles of true education by Sri Aurobindo are:

  • Nothing can be taught
  • The mind needs to be consulted in its growth
  • From near to far

The first principle can be linked to the constructivist theory that knowledge cannot be forced into a child’s mind. The role of a teacher is not to mould or hammer a child into the form desired by the adult. The teacher is a guide, or mentor that supports and encourages a child in the process of learning, enabling them to evolve towards perfection. Our engagement with children follows this principle.

The second principle indicates that the child needs to be consulted in his/her learning. This is done at C3SL as the elder children plan what they want to work on and how they want to organize themselves to do it with the broad ground rules of respecting themselves, others, and the materials. With younger children, this aspect was put into practice in the co-creation of challenges along with them.

The third principle is to work from near to far. To work from what is tangible and accessible to children to what is abstract to them. The children work on projects they care about in the environment they engage with and as they grow older move towards more abstract ideas. This paper will present projects both in the physical world and also in the abstract world.

Such an education addresses the purpose of education beyond fitting in and standing out and knowing oneself and one’s purpose in the world. The environment most suited for Integral Education is one where the child progressively learns about himself/herself and can make choices on their own. This environment is broadly referred to as ‘Free Progress’, where children are provided the freedom to make progress towards learning and understanding themselves deeply. At a practical level, this appears as freedom with responsibility in learning. While the responsibility of learning rests with the child, it is the teacher/facilitator who has a big role in creating a meaningful learning environment and this role is far larger than that of a traditional didactic teacher.

Values form the essential basis of actions and are required for the improvement of the social aspects of learning and for forming a learning community. However, ‘teaching values’ has its limitations, and incorporating them in society and in our work can be challenging. Self-awareness and personal transformation are necessary, but not sufficient for social transformation. We also work on RTL (Radical Transformational Leadership) with children by looking at system thinking and noticing patterns and how we can align our actions, and thoughts to the values we care about for a Conscious Full Spectrum Response capacity-building framework. This also provides us with a more holistic view of how we would like to access our work beyond academic achievement.


In this workshop, we will look first at the exploration of inner capacities through leadership tools and how it has the potential for transforming reactions of fear into conscious responses based on the highest possibility in both teachers and students. We will then engage with some technical aspects of developing the mental being through technology while holding these values and interacting in the kind of environment we would like to create for children with an introduction to some of the hands-on work we do.

‘The progress of the child guided by the soul and not subjected to habits, conventions, and preconceived ideas is illustrative of a system of free progress’ (The Mother, 1956). By the end of the workshop, we hold that we would have conveyed how at C3SL we develop the values of responsibility, equality, and the courage to create in children and you can take back some reflections on how you will do this with the children.

We presented in the mental domain.

Plan for the workshop:

Day 1:

Introduction to STEM land

Stewardship – Knowing who I am?

Stand(Universal value)  and Fear (socialized ):


Knowing who I am is a possibility

Seven segment display

Day 2:

Deep listening and conscious  full-spectrum response (CFSR)


Programming Scratch projects






Business Simulation

~Shimalini and Aravindh

Business Simulation is an experimental learning tool where participants learn by running a virtual business in an interactive, risk-free and hyper – realistic environment. It helps in practising and improvising business skill such as Business insights, market analysis, operations, decision making, problem-solving, communication and leadership.

The advantages of this tool are:

  • Puts theoretical concepts into practice
  • Increases decision-making skills
  • Boosts participants engagement 
  • Provides a practical environment for soft skill development
  • Allows us to overcome loss aversion

Last week we had the opportunity to do the business simulation with the overall team. It was a different experience where we learnt a lot of things. The interaction happened through zoom meetings. We got the chance to interact with the Quilt.ai team globally. Each round of competition indicated one production year. The simulation system consisted of four sections: Research and Development, Operations, Marketing and Finance. There were four countries to set up our manufacturing plants – the United States, Germany and China. The game consisted of six years to develop their company’s productivity, capital, market, etc. 

The Capsim business tool is beneficial to both participants and instructors. The initial training and assessment gave us basic knowledge to operate the game. In the first three rounds, we were randomly tuning the values to get good results, encountered lot of difficulties, like running out of funds and triggering emergency loans. After 3rd round, we had some clarification in the process improved our performance by analysing the feedback, comparing other team’s performance and made conscious decisions. 

The overall process was very new to us. There were experienced members in my team; I had the opportunity to interact, learn and hear their thoughts. Our part in this simulation was minimum. The key takeaway from this business tool is that it allowed us to realise that we should undertake calculated risks. We are looking forward to having a similar experience in the future.

Backyard cleanup for garden

Since STEMland is moving very next to our office, We as a team  decided to cleanup the area between the two buildings(AAD office and STEMland) which was full of bushes and thorns. We want to make sure that everyone using this place is safe as this place was full of insects ,termites, scorpions, snakes, etc..,







We cleared all those unwanted plants/grasses and stones. We have planned to build a table at the center which we could use for meetings and the children can also use this open space for studying outside if they wish. We will be covering the whole space with green shade nets and plant some plants to make it look like a beautiful garden.




















Note:-This work is yet to be continued once the summer is over.

MES10 Reflection by STEM Team

Mathematics Education and Society 10th International Conference, Hyderabad, India Jan 28th – Feb 2nd, 2019

We went for an International Conference Which happened first time in Asia. It happened in Hyderabad university. The were 160 people from 20 different countries. It was a five day conference. We went to present a paper and a poster. In this conference they a plenary session in which one people will present a p[aper and the other 2 will respond to the presenter. Then 160 were divided into 5 small groups. Each group was about 20 to 25 people. Based on the plenary session from 25 people we again split into small group and discuss about the topic that happened in the plenary session. They also gave change for each group to ask a question. Then gathered in our group and discussed the questions. Among these question we selected a question and asked it to the presenter. The presenters answered the questions. Everyday in the afternoon we had a parallel session on presenting the paper. Paper presentation

Pratap and Poovizhi presented a paper on “factors that influence children attitude towards mathematics”. To read the paper click here.

There were about 55 people for our session and we presented in front of them. Generally it was 10 minutes presentation and 20 minutes for discussion about the paper. But for us we presented for 10 minutes and discussion happened for 40 minutes the paper was well receive by the people. After presenting the paper one of the parent came to us and she wanted her child to admit in our school. That moment we felt that we are doing a big change in the world. Some of them wanted to set-up STEM in their school and they were asking many question about the STEM land school.

Poster Presentation

On the  next day Arun presented a poster on Deep learning of mathematics by building projects  and we supported him. It was also well received by the people and some wanted to  implement our method in their schools.


Reflections of the team




MTA (Mathematics Teachers’ Association (INDIA )) Conference at Mumbai

The conference was happening for three days. There were about 100 people from different states. We wrote a paper on how children can  learn mathematics by building project using physical technology eg. building /  construction. Virtual technology such as programming. Children can also learn conceptual ideas by programming a computer.  It helps them to break down their ideas into smaller bites for a computer to follow.  At the conference we met many people who are working on the Maths education. People who were attending the conference were school teachers, college professors and some research people.

They were many  paper presentations happening and debate were happening about mathematics. Most of them talked about the Mathematics at college level. There was a technology session happened using with GeoGebra. Where they introduced how to use this software. They showed how to find the angles and how to draw a parallelogram. They introduced all the tools to us on how to use GeoGebra. To learn more about Technology  session  Click here

Other Posters at the conference:

As I went for Epistemy7 conference. From my conference experience going with Sanjeev to the Epistemy7 I had just followed everything what he had told in Epistemy7. I followed those things in MTA conference. I had a check list and also created a directory structure with everything that I am going to present. There were about 30 poster and we need to present in an hour. Most of the people visited our poster and I was happy that we were able present our poster to everyone.  We also asked people to sign up their Email ID  to send further information. Since I took initiative to present the paper I was well prepared for the presentation. I also met many people who had already came for the  Epistemy7 last year.


Babaji Vidhyashram School visit to Isai Ambalam and Udavi

—Pratap, Poovizhi

A group of 44 teacher came to visit Isai Ambalam. Sanjeev, Logeshwari, Saranya and Pratap welcomed them. Sanjeev started introducing about the school and what we deeply care about the children.

Then we each explained Some of the EBD that children made. Saranya took them to the pond and explained the history of the pond.Pond

Then I took them to the clay room and explained about the clay room Clay Room. During this time the children were not their at the school. They went to visit Matrimandir and they came back while I was explaining about the clay room. The moment children came inside the school I felt that they got blessing from the Mother since they visited Matrimandir.

Then children took initiative to explain about their EBD projects. They started with the tree house. They explained in English and it really touched me to see how much the children had progressed in the last year to be confident in front of 40 teachers to talk so confidently . They explained the entire process that took to build the tree house. Tree house

Then they took the teachers  to the clay oven that they built during sleepover Clay oven. They also explained about the India map EBD. Yuvasri and Kaviya from 6th standard explained about the India map India Map.


Then they took them to the garden EBD and Sabari and Suresh from 7th standard explained about the garden Garden EBD.

Then Logeshwari explained about the Kitchen waste water EBD. She answered the questions  when the teacher asked to her Kitchen waste water.

Finally all the teacher visited the class room and interacted with the teachers and students.

The UKG students told the months when the teacher were asking to them. The 6th and 7th took them to their class and showed the 5S circle that they do in their class room. They also showed the Mindstorm robot that they built in STEM land.


They also showed that they submitted projects for Raman Award and got a participant certification. Then they sang a song for teacher.


Ayush from 7th standard presented the project in Scratch.


Then Saranya took the teacher to the STEM land and explained what we do in STEM land. She explained the ground rules and the check in check out system that we follow in STEM land.

In Udavi

They came to Udavi after their lunch. We gave a presentation on STEM land in the i-SMART class room. They also attended the stewardship session held by Sanjeev. During the session teachers were able to find what they stand for and also were able to find their fear.

Every teacher was able to process what they really care about and found what they stand for. The teachers were happy and also took the stand and fear chart to put it on their notice board in their school.

Vipassana Experience


Vipassana Technique was so good for me. It is good to practice for me everyday in life. When I went for Vipaasana I found the first three days difficult after that I realized and understood the universal truth of Dhamma. I learned to live in present moment. This made me to feel better and brighter. I noticed my monkey mind is always jumping thinking about my past and future, but not knowing how to live in present. I am practicing Vipassana everyday it helps me be concentrated, present and peaceful.

They have some ground rules, that is we should not talk to anyone, touch anyone, etc and maintain this noble silence for 9 days. These ground rules support the following the three principal ideas in Vipassana technique – Sila, Samadhi and Panya. Poovizhi has already described these and the theory in her blog and you can read this if you want to learn more.

I enjoyed the real peace and harmony. I understood through my own experience the meaning of Dhamma, it means universal flow of nature and of impermanence. Whatever sensation I feel in my body I was able to accept it and not react to it with either craving or aversion. That helped me train the habit pattern of my unconscious mind and come out of my misery. First day to 10th day I followed the rules and regulation and it helped immensely. In the final day I shared my peace and harmony to others with Metta. Whoever is reading my blog please give a trial for 10 days Vipassana course that makes you feel better and brighter and I am sure you will also come out of all your miseries.