Learning through the field visit s
Title: "Industrial and Scientific Field Trip"
Author: Ramesh Vanapalli
Physics Teacher , Atal Tinkering Lab in charge
Date: February 22, 2021
As pre-planned, I, along with ten students who had done excellent projects at the Atal Tinkering Lab, and Mr. G. Jayaprakash Babu, who had come from Hyderabad, reached the school by 8:00 AM. Mr. Prakash, a senior consultant at a solar company, had conducted a solar workshop in the lab the previous day. He taught students about solar energy generation, integrating solar panels with bulbs and motors, and creating small projects. It was delightful that he agreed to guide us on this one-day industrial and scientific field trip. It was a new place for him, so he was very enthusiastic.
Concepts Covered:
Students learned about different energy sources, solar energy applications, making solar panels, connecting them to bulbs and fans, and understanding series and parallel circuit connections.
We, two mentors, and ten students, started in a Scorpio vehicle at 8:30 AM. All students wore T-shirts with the ATL DVM logo and carried field trip logbooks in hand. Soon after starting, I asked them to submit the parental consent forms I had informed them about earlier. To my disappointment, only four students had brought the correct forms, two hadn’t brought any, and the rest had incorrect formats. I felt both angry and sad. A field trip is a constructive learning activity where students can learn both curricular and additional topics, gaining meaningful experiences. We had organized this trip with such intentions, and it was funded by ATL, meaning students didn’t have to spend any money. All they had to bring was a consent form from their parents. Why didn’t they bring it? If any unforeseen incident occurred, would the teachers be held responsible? This is why teachers are hesitant to take the initiative for such activities. Without the support of authorities and parents, how can teachers take on such responsibilities? This is why teaching has become confined to the four walls of the classroom.
I scolded the students and said, “You listen to others, but why don’t you respect what your teachers say?” By then, we had reached S Kota. I told the students who had brought the correct forms to stay, and I handed money to the others to go back to school by bus. They pleaded with me to call their parents and get the forms sent over WhatsApp immediately. One by one, I called their parents, and by 9:30 AM, we managed to collect all the forms. We arrived at the **Kailix Company** and got out of the vehicle. I gathered the students and said, “See! If you are determined, you can achieve anything. You managed to get all the forms in just half an hour. You should take everything seriously and not cause problems right from the start.” The students apologized, and I told them, “What’s done is done. Now, enjoy the trip.”
Learning Aspects:
"Field trips are a structured and constructive approach to learning."
"Coordination, cooperation, and support among authorities, school management, parents, teachers, and students are essential for implementing constructive teaching-learning approaches."
I pointed to the company board and instructed the students to note down the details in their logbooks. I guided them to interview the technicians inside, asking questions about what products are manufactured, which minerals are processed, how they are sourced, and where the products are exported. They were also to inquire about the workforce, production capacity, and the challenges faced by the industry. We entered the industry after receiving permission, and an operator showed us the flotation chamber, where high-quality, uniformly colored and sized minerals are separated. The students learned about **relative density** in this process, where different materials like mineral particles and soil are separated based on their densities.
Concepts mapped:
* Interviewing as a constructive approach to learning.
* Developing skills like enthusiasm, imagination, planning, questioning, listening, conceptualization, and communication.
* Differences between ores and minerals, exploration and purification methods, uses of calcite, machinery design, and environmental and social issues related to mining.
After witnessing the purification of minerals, the students saw piles of red sand, known as "gangue," discarded as waste. I encouraged them to think about how artificial sand could be made from this waste material. We then proceeded to the unit where the ore is crushed, and the students observed how calcite (CaCO₃) is transported via conveyor belts to the crushing chambers. They excitedly expressed their desire to create similar machines. The operator explained that these limestone rocks were transported from **Nimmalapadu** village and that the processed powder is exported to cities like Guntur, Vijayawada, and Chennai. The powder is used to make **white cement, bleaching powder, putty, and washing powder**. I further explained how calcium carbonate is used in chemical reactions to produce carbon dioxide, which is used in soda manufacturing and fire extinguishers.
The operator also discussed how calcium carbonate, when heated, produces **carbon dioxide and calcium oxide** (quicklime), which, when mixed with chlorine gas, forms **bleaching powder** (CaOCl₂). We discussed its importance in killing germs and cleaning environments. We also learned that the powder is used in cement factories to make **clinker**, a key ingredient in cement.
Concepts mapped:
Uses of calcium carbonate, carbon dioxide, chemical reactions, manufacturing of bleaching powder, environmental issues surrounding mining, and the socio-economic implications for tribal communities.
By noon, the vehicle proceeded toward Borra Caves. Along the way, the students enjoyed the natural beauty of the forest and noted the environmental damage caused by plastic waste and landslides. I reminded them of recent incidents where railway tracks had been blocked by landslides. The students asked about the causes of landslides, and I explained how deforestation and sand mining contribute to soil erosion, increasing the risk of landslides.
Concepts mapped:
Natural beauty, the impact of tourism pollution, erosion, landslides, and environmental conservation.
At noon, we reached Borra Caves, hurriedly purchased tickets, and entered. The students read the information boards detailing the caves and noted down important points in their logbooks. As we entered the caves, the students were awestruck by the natural sculptural beauty of the rocks and took photographs. They touched the cool water droplets dripping from above and felt the chill, while Sree Harsha immediately began asking questions. As we went deeper into the caves, it became noticeably cooler, almost like an air-conditioned room. He asked, "What are these needle-like structures hanging from the ceiling, and the brain-like formations on the ground? How do they form?"
I replied, "Great questions! The formations hanging from the ceiling are called stalactites, and the ones rising from the ground are called stalagmites. When these two structures meet, they form what's called a stalactite pillar. These are formed by water seeping through limestone, and as the water evaporates, the dissolved limestone hardens into these formations. Stalactites are conical in shape, with a larger volume at the top and a smaller one at the bottom. According to Charles' Law, the water cools as it drips from the low-volume tip to the higher-volume surface, causing the dissolved limestone to solidify into a stalactite. Similarly, when water drips onto the ground, it cools, and the limestone it carries forms a stalagmite. As we go deeper into the cave, the shape of the tunnels becomes more conical, similar to stalactites and stalagmites."
He then asked why it felt like there was an air conditioner inside the cave. I explained that because of the moisture content and the high humidity, the water inside the cave evaporates quickly due to the low pressure, giving the effect of natural air conditioning. I encouraged the students to think about whether we could create such a natural air conditioner.
Ganesh then asked, "How are these caves formed?" I explained that when there are layers of limestone above sandstone, the sandstone erodes quickly due to water flow, leaving behind the limestone as the roof of the cave. This is how natural caves like these are formed.
We discussed these topics as we ventured deeper into the caves, finally reaching the end, where we took a group photo before heading back. I pointed out the water droplets still falling from above and explained that all these streams eventually merge to form a river—specifically, the Gosthani River. It originates here in the Borra Caves and flows through our town before reaching the sea at Bheemunipatnam.
Time had flown by without us realizing it. We quickly exited the caves and had lunch at Haritha Restaurant. On the way back to the vehicle, we saw various handmade crafts, bamboo art, and traditional items made by the local tribal people. Jai Prakash purchased some bamboo art pieces to take to Hyderabad. The tribal people were selling snacks like tamarind seeds, cashew nuts, roasted peanuts, coconut candies, jowar sticks, ice cream, halwa, and boneless chicken, earning a modest income from these sales. They also sold coffee beans and powder in plastic containers.
Concepts Mapped:
- Formation of caves
- Types of rocks
- Formation of sandstones and limestones
- Stalactites and stalagmites
- Charles' Law
- The Joule-Thomson Effect
- The relationship between cooling, pressure, and evaporation
- Origin and destination of rivers
- Tribal income sources (e.g., coffee and tea cultivation, marketing)
By 2:00 PM, we set out for Araku Valley, passing through Ananthagiri. Along the way, we saw many tribal people selling "bongu chicken" to make a living, though their clothing and economic conditions seemed quite poor. The forest had thinned significantly. As it was February, the crops had already been harvested, leaving the fields empty. As we neared Sunkarametta, the wind-swept hills came into view. The students, curious about the barren hills with no vegetation and appearing wrinkled, asked what they were.
Our driver stopped the vehicle, and I showed them the rocks. These rocks contain a high percentage of aluminum and are known as bauxite ore, which is primarily composed of aluminum oxide. The extracted ore is processed to obtain aluminum, which is used to make utensils, pipes, solar panels, and airplanes because it is lightweight and malleable. I explained that the government had allocated land near Boddara for the Jindal Company to extract and process the bauxite, but the project was halted due to opposition from local tribes and the forest department's refusal to grant permissions.
Concepts Mapped:
- Causes of tribal poverty
- Bauxite ore and its uses
- The morphology of ore-bearing areas
- The extraction process of aluminum from bauxite
The students were fascinated by this vast landscape. I asked them if they knew about gemstone mining in the region. They asked, "What are gemstones?" I explained that gemstones, such as diamonds and corundum, form under high pressure and heat, especially in rocks rich in elements like aluminum and chromium. In this region, traces of gemstones like corundum, rubies, topaz, moonstones, pink stones, and cat’s eyes have been found. I also shared a personal story: during my interview for the teacher's job, I was asked two questions—"Where are the bauxite mines in our state?" and "What is the difference between a mineral and an ore?" I answered that the bauxite mines are in Ananthagiri Mandal of Visakhapatnam, and the difference is that minerals have a higher concentration of native elements but are not always economically viable to extract. If they are found in large, concentrated areas, they are called ores.
I encouraged the students to think about their local resources and their significance, as they would need this knowledge in future interviews. We continued our journey, passing by many tourism resorts, tent houses, and honey production units. These were all initiatives by the government to promote tribal livelihoods. I gave the students a task to think about how they could further improve tribal development.
Concepts Mapped:
- What gemstones are, their properties, and uses
- How gemstones form and are extracted
- The importance of local resources
- Economic and cultural challenges faced by tribes
- The need for modern skills and self-employment opportunities
We arrived at Araku Valley at 3:00 PM and visited the Tribal Cultural Museum. The students were amazed by the sculptures and artifacts reflecting tribal festivals, traditions, and customs. They enjoyed activities like cycling, the ropeway, and boating, and they watched a traditional Dhimsa dance performance. The students were also impressed by the design of the museum and its blend of tribal traditions with modern architecture.
I used this opportunity to remind them of the tribal lifestyles and customs in northeastern states like Assam, Darjeeling, and Meghalaya. I told them that the development seen in these regions could also be implemented here for the betterment of our tribal communities. I suggested that efforts must be made to document and promote tribal literature, music, and traditions through documentaries, short films, photography, and multimedia, and that skilled youth should be trained in these areas.
Concepts Mapped:
- Tribal culture and its preservation
- The impact of modern influences on tribal communities
- The importance of education, skills training, and media in preserving tribal heritage
By 6:00 PM, we had tea and snacks before beginning our return journey. We visited a honeybee farming center between Araku and Ananthagiri. The students asked questions about the types of bees, their lifecycle, how they contribute to environmental sustainability, and how they detect weather changes.
We dropped off all the students at their homes by 8:30 PM and assigned them the task of compiling a report on their field trip experiences. With that, Jai Prakash and I returned to our homes.
Concepts Mapped:
- Apiculture and its challenges
- The role of honeybees in environmental sustainability
- How to write a field trip report
In conclusion, this field trip provided the students with hands-on learning about energy sources, minerals, environmental conservation, and the importance of coordination in executing such constructive educational activities.
Comments
Post a Comment