STEM TINKERING VIRTUAL LAB
Why STEM?
STEM (Science, Technology, Engineering and Math) a revolution in the Education system worldwide.
Tinkering is intended towards life and creative skills.
Helps all the students get the required competency in the subjects of Science and Math by their practical manifestation in Engineering and Technology.
Empower students with the 21st century core skills like problem solving, innovation, collaboration.
STEM encourages students to tinker and empowers them with open-ended experimenting, with no single solution.
EdgeFX STEM kits have a directional curriculum that is not restrictive and provides students with the scope to create and innovate.
EdgeFX offers a range of STEM kits from Electronics to Arduino coding to Robotics!
A few Concepts Covered
Voltage, Current and Resistance
Series and Parallel Circuits
Short Circuits
Good and Bad conductor of electricity
Open and Closed circuits
Transistor as a switch
Use of Fuse
Polarity in circuits
Sound, Light and Mechanical energy
Motors & Electricity
Amplification of current
Logic Gates concepts
Primary and Secondary color generation
Latching Circuits
Learning to use IDE for Arduino
Arduino Programming
Building Arduino projects in simple steps
Step by Step Building a Remote/ Robot with different Inputs/Sensors
EdgeFX Virtual Lab Focus on UNSDG
STEM TINKERING VIRTUAL LAB PRODUCTS
S.No. | Name of the Product | Grade |
---|---|---|
1 | STEM Electronics Design And Prototyping Virtual Lab powered by Real-time Circuit Design and Simulation with 75+ inventions. + Complementary (Industry 4.0 + Innovation Life Cycle) | Grade V till Grade XII |
2 | STEM Arduino Step By Step Programming, Design And Prototyping Virtual Lab powered by Real-time Circuit Design and Simulation. + Complementary (Industry 4.0 + Innovation Life Cycle) | Grade VIII till Grade XII |
3 | STEM Robotics Step By Step Design And Prototyping Virtual Lab powered by Real-time Circuit Design and Simulation. + Complementary (Industry 4.0 + Innovation Life Cycle) | Grade VIII till Grade XII |