Date: Friday, 3 July 2026
Venue: SASEP 2026
Group: C
Modules Attended: Module 3 (Morning Session) and Module 2 (Afternoon Session)
The first official day of the South Asian Science Education Programme (SASEP) 2026 commenced with participants rotating into their assigned modules. As a member of Group C, I began the programme with Module 3 during the morning session and attended Module 2 in the afternoon, as outlined in the official programme schedule.
Morning Session (9:30 a.m. – 11:30 a.m.)
Module 3
Facilitator: Professor Joe (Los Angeles, USA)
The first learning session was intellectually stimulating and focused on Science as a Process rather than merely a collection of facts. Professor Joe emphasized that scientific knowledge develops through continuous observation, questioning, experimentation, and refinement of ideas.
He began by discussing the historical development of our understanding of the universe. The session explored the transition from the Earth-centred (Geocentric) Model to the Sun-centred (Heliocentric) Model of the solar system. Through this historical journey, he illustrated how scientific theories evolve when new evidence becomes available. One of the key concepts discussed was stellar parallax, which eventually provided strong evidence supporting the heliocentric model and disproved many limitations of the earlier geocentric belief.
Professor Joe stressed that science is self-correcting. Ideas that were once widely accepted can be replaced when better observations and stronger evidence emerge. This discussion reinforced the importance of evidence-based reasoning and critical thinking in scientific inquiry.
Understanding the Night Sky
The facilitator further explained how ancient civilizations studied patterns of stars to understand the movement of celestial bodies. Special emphasis was given to the North Star (Polaris), which appears almost stationary in the night sky because it lies nearly along Earth's rotational axis. This observation has historically served as a reliable reference point for navigation and demonstrates how careful observation has contributed to scientific understanding.
Outdoor Investigation
One of the most engaging components of the session was an outdoor hands-on activity. Participants observed the position of the Sun and the direction and length of shadows cast by objects. Through direct observation, we examined how the Sun's apparent movement across the sky changes shadow orientation and length throughout the day.
This practical activity demonstrated that scientific understanding begins with simple observations of natural phenomena. It also illustrated how evidence collected from the environment can be used to explain Earth's rotation and the apparent motion of the Sun.
Galaxies and the Expanding Universe
The session then shifted to modern astronomy. Professor Joe showed several educational videos illustrating galaxies and the large-scale structure of the universe. A particularly interesting topic was the red shift observed in the spectral lines of hydrogen.
Using the hydrogen emission spectrum, he explained how light from distant galaxies shifts toward longer wavelengths when those galaxies move away from us. This phenomenon provides convincing evidence that the universe is expanding. The discussion effectively connected spectroscopy, atomic physics, and cosmology, demonstrating how concepts learned in school physics contribute to our understanding of the universe.
Demonstration of Earth's Rotation
Another fascinating demonstration involved videos illustrating the Foucault Pendulum, which provides direct experimental evidence of Earth's rotation. Watching the gradual change in the pendulum's plane of oscillation offered a simple yet powerful demonstration of one of Earth's fundamental motions.
Practical Investigation: Measuring the Height of a Building
The session concluded with an enjoyable field activity in which participants estimated the height of a building using simple, inexpensive materials:
A straw
A protractor
A pendulum (string with weight)
The straw and protractor were assembled to create a simple clinometer. By measuring the angle of elevation to the top of the building and applying basic trigonometry, participants calculated the building's approximate height.
This activity demonstrated how meaningful scientific investigations can be carried out using readily available classroom materials. It highlighted inquiry-based learning and showed how mathematics and physics can be integrated into authentic real-world problem solving.
Afternoon Session (1:30 p.m. – 3:30 p.m.)
Module 2
Facilitator: Colin (Australia)
The afternoon session was equally engaging and centered on constructing mathematical concepts through explorationrather than memorization.
Discovering the Area of a Triangle
Colin began with a simple but powerful paper-folding activity. Using sheets of paper, participants investigated how two identical triangles can be combined to form a rectangle or parallelogram. Through guided questioning and manipulation of the paper, we derived the familiar formula:
A=1/2bh
Instead of simply presenting the formula, the facilitator allowed participants to discover it independently. This inquiry-based approach demonstrated how conceptual understanding can be developed through active learning.
Circumference of a Circle
The second activity explored the circumference of a circle. Colin guided us in understanding how the circumference relates to the radius and discussed the mathematical idea that as the central angle ((\theta)) becomes extremely small ((\theta \rightarrow 0)), curved sections increasingly resemble straight lines. This limiting process naturally leads to the familiar relationship:
C = 2pi r
The activity beautifully connected geometry with the concept of limits, illustrating how higher-level mathematical ideas can emerge from simple classroom investigations.
Introduction to Arduino
The session then shifted from mathematics to educational technology with an introduction to the Arduino platform.
Colin explained:
the purpose of Arduino,
its hardware architecture,
common applications,
input and output components,
and its potential in STEM education.
He emphasized that Arduino provides students with opportunities to integrate science, mathematics, engineering, and programming within authentic project-based learning.
Programming an LED
Participants were introduced to a basic Arduino program that controlled the blinking of an LED. The coding activity explained:
digital output pins,
HIGH and LOW signals,
the
setup()andloop()functions,and especially the role of the delay() function.
The facilitator demonstrated how changing the delay time directly influences the blinking speed of the LED, helping participants understand the importance of timing in embedded programming.
Understanding LEDs
Colin also discussed the design and characteristics of Light Emitting Diodes (LEDs). He explained their polarity, energy efficiency, current requirements, and the necessity of using appropriate resistors to protect the components from excessive current.
Arduino Simulation Using Tinkercad
The session concluded with a live demonstration using Tinkercad Circuits, where Arduino circuits and programs can be designed, simulated, and tested virtually before assembling physical hardware.
This demonstration highlighted the value of digital simulation in STEM education, particularly for schools with limited laboratory resources. Tinkercad offers students a safe, cost-effective environment to develop coding and circuit design skills before working with actual electronic components.
Personal Reflection
The first day of SASEP 2026 was both inspiring and intellectually enriching. The sessions reinforced the idea that effective science education extends beyond textbooks and emphasizes inquiry, observation, experimentation, and evidence-based reasoning. Professor Joe's presentation demonstrated how scientific knowledge evolves through continuous questioning and empirical evidence, while Colin's activities illustrated how learners can construct mathematical and technological understanding through active participation.
One of the most valuable takeaways was the emphasis on hands-on learning. Simple activities—such as observing shadows, constructing a clinometer, folding paper to derive mathematical formulas, and programming an Arduino—transformed abstract concepts into meaningful learning experiences. These approaches foster curiosity, critical thinking, collaboration, and problem-solving, which are essential competencies for twenty-first-century learners.
As a Physics teacher at Babesa Higher Secondary School, I found many ideas that can be directly incorporated into my classroom. The low-cost practical activities, inquiry-based teaching strategies, and integration of digital technologies like Arduino and Tinkercad will undoubtedly enrich my teaching practice and enhance students' engagement with science.
The first day of SASEP has already broadened my perspective on science education, reaffirming that meaningful learning occurs when students actively investigate, discover, and construct knowledge for themselves rather than simply receiving information.
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