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1State Level Science Exhibitions 2008-09Guidelines

Department of Education in Science and MathematicsNational Council of Educational Research and TrainingSri Aurobindo Marg, New Delhi 110 016

STATE LEVEL SCIENCE EXHIBITIONSSTATE LEVEL SCIENCE EXHIBITIONSSTATE LEVEL SCIENCE EXHIBITIONSSTATE LEVEL SCIENCE EXHIBITIONSSTATE LEVEL SCIENCE EXHIBITIONS

FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009

ANDANDANDANDAND

3636363636THTHTHTHTH JAWAHARLAL NEHRU JAWAHARLAL NEHRU JAWAHARLAL NEHRU JAWAHARLAL NEHRU JAWAHARLAL NEHRU

NATIONAL SCIENCE EXHIBITIONNATIONAL SCIENCE EXHIBITIONNATIONAL SCIENCE EXHIBITIONNATIONAL SCIENCE EXHIBITIONNATIONAL SCIENCE EXHIBITION

FOR CHILDREN - 2009FOR CHILDREN - 2009FOR CHILDREN - 2009FOR CHILDREN - 2009FOR CHILDREN - 2009

GUIDELINES FORGUIDELINES FORGUIDELINES FORGUIDELINES FORGUIDELINES FOR

PREPARATION OF EXHIBITS AND MODELSAND

ORGANIZING THE STATE LEVEL SCIENCE EXHIBITIONSFOR CHILDREN 2008-09

STATE LEVEL SCIENCE EXHIBITIONS PROGRAMMEDEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICS

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAININGSRI AUROBINDO MARG, NEW DELHI 110 016

Telefax: 011-26561742Website: www.ncert.nic.in




FORFORFORFORFOR

CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009

AND

3636363636THTHTHTHTH JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION

FOR CHIDLREN - 2009 FOR CHIDLREN - 2009 FOR CHIDLREN - 2009 FOR CHIDLREN - 2009 FOR CHIDLREN - 2009

CONTENTSPage No.

1. Guidelines for the Preparation of Exhibits and Models 3

2. Guidelines for organizing one day Seminar on Popularisation of Science 17

3. Guidelines for organizing the State Level Science Exhibitions for Children 2008-09

� Objectives 18

� Call for Entries 19

� Screening, Evaluation and Monitoring of Entries 21

� Criteria for Evaluation of Exhibits 23

� Expenditure Norms 25

4. Proformas

I. Maintenance of Accounts 27

II. Information about Participating Schools 28

III. Information about Nature and Number of Exhibits Displayed 29

IV. Panel of Judges- Sub Theme Wise 30

V. Information about the Exhibit/Model 31

5. Exemplary Write up of an Exhibit “Vermiwash for Sustainable Development”

displayed in the 33rd Jawaharlal Nehru National Science Exhibition

for Children 2006, Pune 33

6. Contact Address 37



GUIDELINES FOR THE PREPARATION OF EXHIBITSAND MODELS

INTRODUCTION

All children are naturally motivated to learn andare capable of learning. They are natural learnersand knowledge is the outcome of their own activity.Children learn through interactions with theenvironment around, nature, things and people -both through actions and through languages. Theyconstruct knowledge by connecting new ideasto their existing ideas based on materials/activitiespresented to them. The structuring andrestructuring of ideas are essential features aschildren progress in learning. They actively engagewith the world around them, exploring,responding, inventing, working things out, andinterpreting. In order to stimulate creativity andinventiveness in science, National CurriculumFramework 2005 emphasizes on activities,experiments, technological modules, etc. NCF-2005 also encourages implementation of co-curricular activities (even if these are not part ofthe examination) through a massive expansion ofnon-formal channels such as organization ofscience exhibition at the national level for schoolstudents, with feeder events at school/block/ tehsil/ district / region / state levels. The objective mustbe to search and nurture inventive/creative talentamong students. NCF-2005 further envisages theup-gradation of current activity in this regard bymany orders of magnitude, through co-ordinationof state and central agencies, NGOs, teacherassociations etc., financial support and mobilizationof experts in the country. Such a movement shouldgradually spread to every corner of India and evenacross South Asia, unleashing a wave of creativity

and scientific temper among young students andtheir teachers.

The teaching of science must enable childrento examine and analyze their everydayexperiences. Every resource must be explored toenable children to express themselves and tohandle objects. Concerns and issues pertainingto the environment should be given importanceon all possible occasions through a wide range ofactivities involving outdoor project work. Someof the information and understanding flowing fromsuch activities and projects could contribute tothe elaboration of a publicly accessible database,which would in turn become a valuable educationalresource. Well-planned student projects may leadto knowledge generation. Such projects may thenget a place for display in various scienceexhibitions.

The National Council of Educational Researchand Training, New Delhi organizes JawaharlalNehru National Science Exhibition for Children(JNNSEC) every year for popularizing scienceamongst children, teachers and public in general.This exhibition is a culmination of variousexhibitions organized in the previous year by theStates, UTs and other organizations at district,zonal, regional and finally at the state level.Selected schools from all States and UnionTerritories, the Kendriya Vidyalaya Sangathan, theNavodaya Vidyalaya Samiti, Department ofAtomic Energy Central Schools, CBSE affiliatedpublic (independent) Schools and Demonstration



Multipurpose Schools of Regional Institutes ofEducation participate in this national levelexhibition. Like past several years such exhibitionsare to be organized from district to state levelduring the year 2008-09 too. These would formthe first phase of preparation for the 36th

Jawaharlal Nehru Science Exhibition for Childrento be organized in November 2009.

The main theme for the State Level ScienceExhibitions for Children (SLSEC) 2008-09 wouldbe ‘Science & Technology for GlobalSustainability’.

Over the last few hundred years, the humanimpact on the global environment has increased.Various activities of human are affecting natureand threatening environmental system. Childrenneed to understand linkages between local andglobal issues. They also need to explore how theycan contribute to the cause of global sustainability.Global sustainability addresses the challenges ofreconfiguring human activities so that our society,environment and economy are able to meet ourpresent needs while also preserving biodiversityand natural ecosystem indefinitely. In the days tocome, global sustainability will be the driving forcechanging the way we work and live.

The main objectives are:

♦ to provide a forum for children to pursuetheir natural curiosity and inventiveness toquench their thirst for creativity;

♦ to make children feel that science is allaround us and we can gain knowledge aswell as solve many problems also byrelating the learning process to thephysical and social environment;

♦ to lay emphasis on the development ofscience and technology as a majorinstrument for achieving goals of self-reliance and socio-economic and socio-ecological development ;

♦ to encourage children to visualize futureof the nation and help them becomesensitive and responsible citizens;

♦ to develop awareness about theimportance of science and technology ineffectively managing the resources ofplanet earth leading to nationaldevelopment vis-à-vis the globalsustainability;

♦ to develop critical thinking aboutglobal issues to maintain healthy andsustainable communities;

♦ to emphasize the role of science andtechnology for producing good qualityand environmental friendly materials forthe use of society;

♦ to enable managing agriculture, food,water, health, energy and naturalresources keeping in view the globalsustainability;

♦ to appreciate the role of science andtechnology in opening new avenues in thearea of agriculture, fertilizer, foodprocessing, biotechnology, waterharvesting, water management, energyresources, disaster management etc.;

♦ to apply mathematical modelling tovisualize and solve problems pertaining today to day life.

It is envisaged that teachers and studentswould try to analyze all aspects of humanendeavor with a view to identify where andhow the new researches and development inscience and technology can bring effectivemanagement of the resources of the earth forglobal sustainability. The organization ofscience exhibitions would also provideopportunities to all participating students,teachers and visitors to get acquainted withdifferent kinds of equipment, devices and



techniques. This exercise would enable thestudents and teachers to generate scientificideas for addressing various problems of thesociety. In order to facilitate the preparationof exhibits and models for display and theorganizat ion of State Level ScienceExhibitions during 2008-09, six sub-themeshave been identified. These are:

1. Agriculture and Food Security

2. Harnessing Energy

3. Conservation of Natural Resources

4. Combating Climate Changes

5. Disaster Management

6. Mathematical Modelling

The importance of each sub-theme in the contextof the main theme and a number of ideas fordevelopment of exhibits are given as follows.However, these ideas are only suggestive.Participants are free to develop exhibits basedon other related ideas of their choice.

THEME: Science & Technologyfor Global Sustainability


Agriculture, directly or indirectly has been the mainsource of livelihood for the majority of Indianpopulation. Despite industrialization, Indianeconomy is heavily dependent on agriculturalprogress. About 700 million people of our countrydepend on agriculture and related activities fortheir livelihood. Agriculture contributes nearly30% to the national income and accounts for nearly20% of the total value of India’s export. It is themain source of food grains and it provides rawmaterials to many industries. Initiatives started foran overall agricultural development in the countryinclude improvement in science and technologycapabilities, production and supply of agricultural

inputs like seeds and fertilizers, public policymeasures like land reforms etc. One of the greatestassets in rural areas could be an intelligent andeffective use of emerging technologies such asbiotechnology, microbiology, genetic engineeringetc. It is important to emphasize on all fronts, likeresearch, education, training and extension to fullyrealize the agricultural potential of the country byintegrating agriculture with other allied areas likehorticulture, cash crops and energy cropsproduction, livestock production, fisheries, agro-forestry, etc.

In view of the above, the agricultural activitiesthat lead to food production are no longer asubject of classical farming only. The modernagriculture cannot sustain itself without the supportof research work done by scientists in the field ofplant breeding; improved variety of seeds; geneticengineering; biotechnology etc.; industries(chemical fertilizers and pesticides, tractors,farming machines and materials); transports (road,rail, waterways); energy (electricity, diesel, petrol);management (storage, processing, preserving,quality control and maintenance) and many othersectors.

The main aim of this sub-theme are to makeour school children and teachers realize the needof studying and removing the constraintsresponsible for knowledge gap on ruralprofessions and building capacity in food security.

Food resources development is one of themost important areas of human activity.Application of the knowledge of various scientificprinciples has played an important role inproviding new technologies for improving foodproduction. For the first time in human history,the world is able to grow sufficient food for its6.6 billion inhabitants. But it is also a reality thatone in 8 people still do not have enough food toeat and almost one in 3 people is malnourished. Itis ironical that quite a large amount of food isgrossly wasted by some sections of our global



society. This problem needs immediate andappropriate attention. About 18,000 children of theworld die daily as a direct or indirect consequenceof inadequate nutrition. People can reach their fullintellectual and physical potential to contribute tosocial and economic development of a country onlywhen they are well fed and well nourished.Therefore, it is important to achieve food securityfor all. Food security exists when all people at alltimes have physical, social and economic accessto safe and nutritious food to meet their dietaryneeds for a productive and healthy life.

With the help of science and technology, wecan enhance our agricultural knowledge to achievefood security to reduce hunger, malnutrition andpoverty and facilitate equitable, environmentally,socially and economically sustainabledevelopment.

The exhibits/models in this sub-theme maypertain to:

• studies of impact climatic changes on theagriculture;

• managing changes in crop yield which mayresult due to climatic changes arising fromglobal warming;

• eco-forestry to protect and restoreecosystem for sustainable forest practices/preserving and enhancing forestbiodiversity;

• preservation and conservation of soil andjudicious use of water;

• conventional biotechnological practicese.g. breeding techniques, tissue cultureetc.; application of biotechnology,microbiology, genetic engineering andgenomics to agriculture for improved andhigh yielding varieties;

• organic farming/ organic fertilizers versuschemical fertilizers; biodynamic liquidmanure/green manure;

• planning and managing energy crops(Salix, Poplar, Jatropha, Jojoba etc.);

• use of biotechnology for economically andecologically sustainable biofuels;

• environment friendly measures of pestcontrol;

• application of biotechnology and geneticengineering in improving animal breedsand production of animal products thatare used as food;

• growing fodders in hydroponicsenvironment;

• innovative/inexpensive/improvedi n d i g e n o u s t e c h n o l o g i e smethods of irrigation /harvesting/storage/processing/preservation/conservation/transport of agricultural products and foodmaterials;

• innovative/improved practices forreducing cost of cultivation;

• growing plants/fruits without seeds;

• identification of medicinal plants and theirapplications;

• effect of electric and magnetic fields onthe growth of plants;

• sugar levels in plant sap at different timesand dates;

• genetic variations among plants;

• factors affecting seed germination;

• best conditions for mushroom productionand growth of ferns;

• tropisms in plants and growth hormonesetc.;

• indigenous des igns of farmmachinery, agriculture implementsand practices;



• strategies to eliminate food insecurity;

• cultivating biofuel as windbreaks atagricultural land/restoration of degradedareas/habitat of natural biodiversity;

• maintaining balance of cultivationbetween food and biofuel;

• issues related to animal health and foodsecurity;

• food production and demand of qualityfood/food stability;

• advantages and disadvantages ofgenetically modified (GM) food;

• food security and food quality measures;

• nutrition education/healthy eating habitsand food utilization by body;

• consequences of inadequate consumptionof nutritious food, deficiency diseasesresulting from inadequate /unbalanceddiet of food insecure people;

• peppering/ mulching for weedmanagement and root development insoil; etc.


After food and water, energy is our most basicneed. All activities require energy to perform. Thesocial and economic development of a countryand living standard of its inhabitants depends onthe availability and proper utilization of energyresources of that country. Energy is an importantconcern that differentiates the global rich and theglobal poor and the social and economicinequalities that result.

All conventional sources of energy areexhaustible. Fossil fuels supply nearly 75% of theworld’s energy. But fossil fuels are being depletedhundred thousand times faster than they are beingformed. At the current rate of consumption,known reserves of petroleum will be exhausted

in about 35 years, natural gases in about 52 yearsand coal sometime within 200 years.

In the context of global sustainability, the greatconcern about energy is not about diminishingsupplies. It is rather that our current models ofharnessing energy are unsustainable because ofenvironmental, economic, geographical and equityissues. Our current energy models rely on (i) fossilfuels that cause smog and acid rain and are linkedwith global warming; (ii) traditional biomass fuelsthat provide about 10% of world energy, butcontribute to deforestation, desertification and airpollution; (iii) hydroelectric power stations thatprovide about 5.5% of energy consumed butlinked with environmental refugee; (iv) Nuclearpower stations that provide just over 6% of worldenergy but generates radioactive wastes thatrequire long term safe disposal. Redesigningsystem of harnessing energy could not onlyminimize environmental impacts but also providetremendous economic opportunities to fastdeveloping country like India.

One of the important and obvious way ofredesigning system for harnessing energy is todevelop and shift to clean and non-conventionalenergy resources which are either non exhaustibleor renewable such as solar energy, wind energy,geo-thermal energy, energy from biomass andbiogas, ocean thermal energy, wave energy andenergy from other emerging technologies. Ourcountry is making efforts in this direction. Thetechnology to exploit such non-conventionalsources of energy must have to be efficient andcapable of being operational. Another importantpoint is to make efficient use of existing energyresources and their more equitable distribution.As per the data available, two third of energy iscurrently wasted worldwide.

Our country is endowed with enormous solarenergy. It can generate upto 20 MW solar powerper square kilometer land area that can be usedfor variety of applications. The gross wind power



is estimated to be about 45,000 MW, butpresently our country is producing only 13,000MW wind power. The demand of electric energyis growing at a rate faster than any other form ofenergy. Its requirement in India is primarily metthrough a network of thermal (about 70%)hydroelectric (about 14%) and nuclear (about4%) power station and remaining from otherresources. Nuclear electricity holds much greaterpotential of power supply in future.

In this scenario, we need to design, developand innovate new and economically viabletechnologies to harness energy from alternativeresources.


• various ways of harnessing geothermalenergy such as energy from hot springs/geothermal desalinization/geothermalheating – controlling heating and coolingof a building using underground heat byvertical/horizontal loops/geothermalpower/electricity generated fromnaturally occurring geological heatsources;

• models of green building/environmentbuilding which harvest energy, water andmaterials;

• green roof technologies/roof mountedsolar technologies such as solar waterheater, solar lighting system;

• heating system of a building by solarheater;

• models/innovative designs of domestichydroelectric generator;

• devices to make breeze funnelingtowards your home;

• methods of heat retention in materials/heat control in the design of house;

• solar cooker/solar distiller/solar dryer forfood processing/solar heated houses;

• solar thermal electricity/community solarproject;

• innovative designs and installation of solartower;

• hybrid solar lighting (solar illumination byrouting daylight into the interior part ofthe building by reflecting a focused beamof sunlight on the end of optical fibercables);

• studies of variation in sunshine intensityat a given place for developing indigenousmethod of its usage, etc;

• projects for measuring availability of solar/wind energy in a given area;

• model of wind turbine for domestic usewith vertical/horizontal axis;

• designs of low noise wind farm;

• wind mill/water mill for grinding grains/drawing water from the well and togenerate electricity;

• water sensitive urban design to mitigatewater shortage;

• water crisis management;

• use of tidal waves/ocean currents/salinitygradient for generating electricity;

• wave energy from oscillating watercolumn/ ocean thermal energyconversion / tidal barrage generator, etc;

• energy from biomass such as seaweeds,human/animal wastes, keeping in viewenvironmental concerns;

• improvised technologies for effectiveusage of biofuels;

• innovative designs of bio gas/bio massplant;



• bio diesel from plant oils (obtained fromcanola, palm oil, micro algae oil, wastevegetable oil, etc);

• low cost liquid fuel (bio-ethanol, bio-methanol from cellulose biomass byimproving conversion techniques);

• bio energy for poverty alleviation;

• impact of bio-energy on food security;

• models/designs of fuel-efficientautomobiles/machines;

• innovative designs of internal combustionengine which can function on variousbiofuels;

• production of electrical energy frommechanical energy / nuclear resources;

• mechanism of extraction, storage andprocessing of fossil fuels; etc.


Earth natural resources are finite. It means that ifwe use them continuously we will eventuallyexhaust them. Conservation of natural resourcespreserves the ecological diversity and our lifesupporting systems – water, air and soil.

India has abundant natural resources and itseconomy depends largely on the proper utilizationof these resources. Deforestation, overgrazing,indiscriminate mining and faulty tillage practiceshave led to severe soil erosion. Over irrigationand over harvesting of agricultural lands haveresulted into salinity of soil, water logging and landdegradation. Overuse of tube-wells hassubstantially lowered down the underground watertable. Industrial effluents, forest fire and unplannedgrowth have led to severe water and air pollution.Over 2.4 billion people lack access to propersanitation facilities and 1.1 billion people lackaccess to safe drinking water. Shortage of naturalresources cripples public health system also.

These alarming changes in our natural worldare matters of concern. Over half of India’s naturalforests are gone, one third of its wetland aredrained out, 70% of its surfaces are polluted, 8%of land is occupied by garbage, 40% of itsmangroves are wiped out and with continuedhunting and trades of wild animals andcommercially valuable plants, thousands of plantsand animal species are heading towards extinction.According to a major report of World Wide Fundfor Nature (WWF), the world’s largestindependent conservation body of wildlifepopulation, no one can escape the impact ofbiodiversity loss because reduced biodiversitytranslates into greater vulnerability to naturaldisasters and greater effects from global warming.We have not only degraded our natural resourcesbut are also now using them beyond anenvironmentally sustainable level: 25% more thanthe planet can replace.

The air, the water, the man, the animals, theplants and planktons, the soil and bacteria are allinvisibly inter-linked in a life sustaining system ofthe earth.

The objective of this theme is to enablechildren to realize the importance of conservingand enhancing our natural resources for globalsustainability.


• plans for proper management of naturalresources and monitoring of the changesin wildlife population caused by humanencroachment;

• restoration of degraded areas and habitatof natural biodiversity;

• ecological studies of plants and animals;

• efficient methods of harvesting and usingplankton;



• Schemes/designs to help reduceproduction cost and conservation ofvarious raw materials;

• sustainable land use practices/ecologicallysustainable farming methods;

• recycling of water, materials, solid wastes;

• devices /methods that control air/water/land pollution;

• impact of pollution on living and non-living;

• preservation/ conservation / managementof soil / water;

• factors necessary for soil formation;

• analysis of soil samples for theircomponents;

• stopping depletion of essentialmicronutrients in the soil;

• forest conservation/ management;

• river water sharing and its efficient andequitable use;

• desilting and renovation of ponds, tanksand reservoirs;

• technologies to manage water shortagesand water surpluses;

• self regulating water harvesting system/rainwater harvesting and storage in amanner that evaporation andtransportation losses are minimized;

• waste water treatment and recycling;

• participatory watershed development andmanagement;

• community gardening;

• development of low cost technology forproducing potable water;

• design of a sensitive water meter;

• sea water use along the coastal areas forraising mangrove and salicomia plantationtogether with agriculture;

• stabilization of sand dunes by growingthorny bushes;

• model of canals to minimize losses bywater seepage;

• innovative/improvised designs forreducing waste in extraction andprocessing of minerals;

• innovative methods of exploration andpreserving minerals and crude oil etc;

• cost effective heating and cooling systemof buildings, etc.;

• models to control loss of natural resourcesdue to disasters; etc.


Climate changes are emerging as perhaps thegreatest environmental challenge of 21st Century.Climate changes refer to any significant change inmeasures of climate (such as temperature,precipitation or wind) lasting for decades or evenlonger. These changes may result from change inearth’s orbit around the Sun, change in intensityof sun-rays, change in ocean circulation, andvarious activities of human (like burning of fossilfuels, deforestation, urbanization, desertificationetc.) that change the atmospheric composition.The climate is always changing, but scientists areconcerned that global warming caused by humanactivities has overtaken natural fluctuations inclimate and that this is having seriousconsequences for people and the planet. It canupset the delicate ecological balance of the earthand its living organism.

Data of tree growth, tropical air temperatureand carbon dioxide emission collected over 16years indicate that a warming climate may causethe tropical forest to give off more carbon dioxide



than they take up. Climate changes affect all -plants, people and animals. Human health can beaffected directly or indirectly by climate changes,in part, through extreme period of heat and cold,storms, smog episode and climate sensitivediseases such as malaria, yellow fever and dengue.Food insecurity, water stress, exposure to climatedisaster due to erratic weather patterns, declininghealth, collapsing ecosystem are variousconsequences of climate changes.

Floods, droughts, famines and conflictsresulting from climate changes also threaten thedevelopmental goal. Our lives and livelihood aredestroyed when we are deprived of land, food,water, forest, natural resources, and energy.

About 700 million people of India dependingdirectly on climate sensitive sectors such asagriculture, forest and fisheries for the livelihoodwill face the brunt of the consequences of climatechanges.

Good thing is that changes have been gradualso far. Therefore, the effects of climate changeshave the potential to be manageable. In thisscenario, we need sustainability literacy for all, tobetter understand the world in which we live andface the future with hope and confidence.

The objective of this sub theme is to fosterawareness about the effect of climate changes onglobal sustainability and to help children becomeenvironmentally and socially responsible globalcitizens by taking measures for combating climatechanges. Children should become aware that wecan do many things in our daily life that can haveeffect on our immediate surroundings and on placesas far as Antarctica, because climatic changes issuesare not confined to the boundary of one country.

The exhibits/models in this sub-theme maypertain to :

• design and development of an automaticweather-recording devices;

• use of eco friendly and innovative devicesthat may help in combating climate change;

• human susceptibility to infectious diseasesthrough malnutrition due to climate stressand ways to controlling them;

• adoption of living being to increasedtemperature for their survival;

• estimating one’s carbon footprint on theglobe;

• conditions of drought, flood, famine, andeffective measures required to combatthem;

• reducing green house effect;

• effect of climate change on carbon cycleand water cycle;

• activities that add/reduce CO2 in

atmosphere;

• estimatation of school’s green housegases emission and ways to mitigate theirimpacts on school climate;

• reclamation of riverbanks and floodaffected areas for the rehabilitation oflandless people;

• controlling water-borne infection relateddiseases;

• managing/recycling solid wastes;

• innovative designs/methods of wastewater recycling/reclamation;

• ground water recharging using water ofimpaired quality;

• innovative technologies/designs ofsanitation/hygiene related issues;

• desertification of soil and its remedy;

• desalination technology to remove saltand other minerals from water;

• measure to control air pollution/waterpollution;



• innovative designs/technologies of greenpower/environmental friendly electricitygeneration;

• using recycled water in industries/home;

• dripper clogging removal in waste waterirrigation;

• innovative methods to reduce ozonepollution;

• various methods of air/water purification/effect of pollution on living beings; etc.


Disasters have significant relationship with naturalresource management, poverty alleviation andsustainable development. Various disasters cancause political instability and conflicts,demographic imbalance, unemployment, damageto infrastructure, lowering the quality of life andobviously loss of different bio-organisms.

There is chaos and disorganization in the eventof any natural or manmade disaster. People areaffected and disturbed. The issue of disaster canbe managed by making all possible preparednessto facilitate proper coordination among differentcomponents of the system such as communication,medical, fire fighting agencies, police, socialworkers, media and other agencies. The wholesystem altogether must know what to do and atwhat time to do. Preparedness, coordinationamongst different agencies, planning and clearvision of action to be taken are the keys to anydisaster management.

Geoclimatic conditions of India make thecountry prone to certain natural disasters likedrought, flood, cyclone and earthquake, cyclone,drought and flood; 60% of Indian landmass isprone to earthquake of varying degree,8% of totalarea to cyclone,68% to drought, 0.5 millionhectare to flood. 75% of the annual rainfall occursduring monsoon months. As a result, almost all

the rivers carry heavy discharge with them duringthose months. In the current decade, the damagein terms of human sufferings, loss of life,agricultural productivity and economic losses havebeen astronomical. Forecasting, warning andcommunicating using advanced technologies;setting up, maintaining reviewing and upgradingof preparedness measures; sensitization; training;exercise and behavioral change programmes ofthe community; effective enforcement of buildingsafety codes and information management aresome of the issues related with disastermanagement.

In our country, the issue is also about the needfor effective resource mobilization and speedyaction. What should we do when faced with aflood, cyclone, quake or any other disaster whenwe are at home, school or at work? Trained localteams should be equipped to deal swiftly andefficiently in any emergency. Science andtechnology can be of great help as in mostdisasters response time is crucial to prevent furtherloss.

The objective of this sub-theme is to increaseawareness of the dangers posed by disasters andto help children find measures for effectivemitigation of those dangers.

The exhibits/models in this sub-theme maypertain to :

• better information and public addresssystems in the event of disaster to preventchaos and confusion;

• access of clean and safe drinking waterin the event of disaster;

• extending logistic supports during variouscalamities, undertaking rescue andrehabilitation measures during calamities;

• improvised/improved devices foreffective communication between various



emergency services – medical, police,military and other administrative bodies/committees;

• various measures/models for planning,preparedness and co-ordination ofdifferent agencies in the event of disaster/community level preparedness for thevarious man-made disasters such as gasleakage, nuclear accidents, battery/bombexplosions etc.;

• use of geo-stationary satellites in providinginformation pertaining to meteorologicalprocesses;

• technologies in forecasting and warningof cyclones, floods and storms;

• innovative designs of flood alarm/floodforecasting and cyclone warningnetworks;

• information management from ships andoceans buoys – use of radars in cyclonedetection;

• various flood preventing measures suchas construction of raised platforms,embankment of rivers, maintenance ofmangroves and other mitigation measures;

• to ensure the effectiveness of drainagesystem for clearance of sewage beforemonsoon season/to carry off storm water;

• emergency mechanisms and mobilizationcenters/ improvement in communicationand transportation system;

• information management and earlywarning systems for flash floods;

• studies of the impact of global warmingon human health (spread of epidemic likedengue, malaria, yellow fever etc.);

• reconstruction of riverbanks in floodaffected areas for agricultural andrehabilitation of landless people;

• studies of the changes in animal behavioras a warning to natural disaster;

• designs and development of automaticweather recording devices; etc.


Mathematical modelling is the process oftransformation of a physical situation intomathematical analogies with appropriateconditions. Physical situations need some physicalinsight into the problem. Then it is solved by usingvarious mathematical tools like percentage, area,surface area, volume, time and work, profit andloss, differential equations, probability, statistics,linear, non-linear programming etc. It is a multi-step process involving identifying the problem,constructing or selecting appropriate models,figuring out what data need to be collected, decidingnumber of variables and predictors to be chosenfor greater accuracy, testing validity of models,calculating solution and implementing the models.It may be an iterative process where we start froma crude model and gradually refine it until it issuitable for solving the problem and enables us togain insight and understanding of the originalsituation. It is an art, as there can be a variety ofdistinct approaches to the modelling, as well asscience, for being tentative in nature.

In mathematical modelling, we do not performany practical activity, we do not interact with thesituation directly, e.g. we do not take any sampleof blood from the body to know the physiology,and still our mathematical tools reveal the actualsituations. The rapid development of high speedcomputers with the increasing desire for theanswers of everyday life problems have led toenhanced demands of modelling in almost everyarea. The objective of this sub-theme is to helpchildren to analyze how mathematical modellingcan be used to investigate objects, events, systemsand processes. It can be visualized by thefollowing diagram:



Below is given an example of mathematicalmodelling for estimating the profitability ofa company which sells its products at a fixedprice:

Step 1: Understanding the problem: We needto know the profitability of a company under somerestrictions/constraints.

Step 2: Mathematical Description: Here wesuppose the costs are of two types: fixed andvariable. The fixed costs are independent ofnumber of units produced (e.g. rent and rates),while the variable costs increase with the numberproduced (e.g. materials).

Initially we assume that the variable costs aredirectly proportional to the number of unitsproduced – this should simplify our model. Thecompany has a certain amount of money comingin form of sales and wants to ensure that it ismaximum. For convenience, we assume that allunits produced are sold immediately.

Step 3: Solving the mathematicalproblems: Let x be the number of unitsproduced and sold, C be the total cost ofproduct (in Rs.) I be the income from sales(in Rs.) and P be the profit(in Rs.).

Our assumptions above states that C consists oftwo parts: fixed cost a (in Rs.) and variable costb (in Rs.)

Then C = a + bx (1)

Also income I depends on selling prices s (Rs.per unit).

Thus I = sx (2)

The profit P is then the difference between incomeand costs, i.e.,

P = I – C = sx – (a+bx) = (s – b) x – a (3)

We now have a mathematical model of therelationship (1) – (3) between the variables x, C,I, P, a, b and s. These variables may be classifiedas:

Physical situation

Mathematicalmodel

Introduce physical laws

and symbolsMathematical

solutionSolve Solution of

original problemInterpret

Accept themodels

Compare withobservation

In goodagreement

Not in

good

agree

ment

Modify hypotheses

More precisely the above diagram may be further explained as follows :

Formulatereal model

Assumptionfor model

Formulatemathematical

model

Solvemathematical

problem

Use modelto explain,predict,

decide, designetc.

Validatemodel

Interpretsolution



Independent (or decision ) x

Dependent C, I and P

Parameters a, b and s.

Step 4: Solving the mathematical problem:The manufacturer, knowing x, a, b and s candetermine P. He/She can also see that to break-even (i.e. no loss and no profit), he/she mustproduce

a

s–b units (how?)

The model is best summarized as follows:

Cos

ts

O break-evenpoint

Number of unitsproduced

fixed cost

total cost

income

Fig. : Graph between number of unitproduced and costs

Step 5: Interpreting the solution: The modelagrees without intuition in that if few units are solda loss will result, but if lots of units are sold aprofit will result. If the break-even point provesto be unrealistic, then a non-linear model couldbe tried out or our simplifying assumptions aboutcash flow (resources from earning and investment)can be amended.

Step 6: Validiting the model: Taking therelationships (1) –(3) and data from various firms,the profit may be estimated and verified.

The exhibits in this sub-theme may pertainto:

• mathematical modelling to solve variousproblems of our everyday life/environmentrelated problems;

• mathematical modelling and computersimulation of climate dynamics/productionof weather phenomena based on anumber of predictors;

• mathematical modelling in physicalgeography such as rotation and revolutionof earth, precession and equinoxes etc.;

• mathematical modelling to predict orbitalpath of comets, meteors and other minorplanets;

• mathematical modelling to show howdisease might spread in human in the eventof epidemics/bioterrorism;

• mathematical modelling to predict thedevastating effects of wars/nuclearexplosions;

• mathematical modelling to show spreadof forest fire depending on the types oftrees, weather and nature of the groundsurface;

• mathematical modelling to demonstratethe action of medicines in human system;

• mathematical modelling of the working ofheart, brain, lungs, kidneys, bones andendocrine system;

• computer diagnosis of human diseases;

• mathematical modelling of fluid flow indrain, spillways, rivers, etc.;

• using mathematical modelling andcomputer simulation to improve cancertherapy/wound healing/tissues formation/corneal wound healing;

• mathematical modelling of intracellularbiochemical reactions and metabolisms;

• mathematical modelling to appreciate art



of science such as snowflakes, colouredcolloidal solution etc.;

• mathematical modelling to studypredator-prey relation;

• mathematical modelling to show country/world population 20 years from now;

• mathematical modelling to describe trafficflow/stock market options;

• studies of storage and retrieval techniquesfor computer systems;

• data manipulation and informationmanagement techniques;

• statistics and random number problems;

• developing video games;

• mathematical modelling on social insectssuch as honeybees, termites etc. to know

how they use local information to generatecomplex and functional patterns ofcommunication;

• mathematical modelling of maximumspeed in fibre optic links;

• mathematical modelling of highly abstractproblems arising from control andcommunication processes in the brain;

• mathematical modelling of urban cityplanning;

• mathematical modelling to prevent anunwanted future/to understand variousnatural and unnatural phenomena ;

• mathematical modelling to show the effectof climate changes/global warming;

• mathematical modelling on balance ofcarbon cycle; etc.



GUIDELINES FOR ORGANIZING ONE-DAY SEMINAR ON

POPULARIZATION OF SCIENCE

Global WarmingGlobal WarmingGlobal WarmingGlobal WarmingGlobal Warming

Global Warming

Global warming is an important environ-mental issue ever to confront. This concernarises from the fact that our everyday ac-tivities are leading to changes in the atmo-sphere. This will significantly alter ourplanet’s heat and radiation balance. Greenhouse gases emissions have caused globalaverage temperature to rise by 0.74°C sincethe beginning of 20th century. If appropri-ate corrective measures are not consideredseriously, the global temperature may in-crease upto 2°C by the end of this century.As a result of global warming, the mean sealevel is rising at an average rate of about1.5mm/year. It is certain that global warm-ing would adversely affect globalsustainability. Erratic weather patterns,changes in agricultural yields, sea level riseand submerging of low level areas, speciesextinction, increase in the ranges of diseasevectors and social conflicts are some of theconsequences of global warming.

Therefore it would be relevant to organizeone-day seminar on issues related to globalwarming. The objective of the seminar is tofacilitate interactions among children,academicians, industries and institutions toenhance public awareness and participationin resolving the issue of global warming.

Goals

♦ To generate awareness about thevarious effects of global warming;

♦ To make children realize the interlinkages of agriculture, food, health,sanitation, ecology, and environmentwith global warming;

♦ To provide children, opportunitiesfor debates on the issues related toglobal warming and possiblesolutions.

Suggested Activities

• Organization of lecture anddemonstration programme thatprovides opportunity for aninteraction of eminent scientistswith general public and students.

• Demonstration of someexperiments related to globalwarming.

• Screening of films, video andradio programmes, slides shows,publications etc. on the issuesrelated to Global Warming.

• Organization of poster

competition, drama, debate, etc.



OBJECTIVES

The purpose of science exhibition is to develop

scientific attitude in the young generation of our

country to make them realize the interdependence

of science, technology and society and the

responsibility of the scientists of tomorrow. These

objectives may be achieved by presenting the

exhibits as an exciting experience of creativity of

children, innovations through improvisations of

science kits, and various devices and models for

providing solutions to many present and future

socio-economic problems particularly those

confronted in the rural areas, using available

materials and local resources.

The exhibition will help children and teachers

to learn from each other experience and motivate

them to design and develop something new and

novel. It will also provide a medium for

popularizing science and increasing awareness

among the public towards it. The objectives of

organizing science exhibitions may briefly be put

as follows:

� stimulating interest in science and

technology and inculcating scientific

spirit in younger generation;

� exploring and encouraging scientific and

technological talent among children;

� inculcating in them a sense of pride in

their talent;

� making children realize the relationship

between science and technology and

society;

� understanding the need for proper

management for the optimum utilization

of resources and prevailing

technologies;

� providing exploratory experiences,

encouraging creative thinking and

promoting psychomotor and

manipulative skills among children

through self devised exhibits or models

or simple apparatus;

� encouraging problem solving approach

and developing appropriate

technologies, especially for rural areas

and integrating scientific ideas with daily

life situations;

� inculcating intellectual honesty, team

spirit and aesthetic sense among the

participants;

� popularizing science among masses and

creating an awareness regarding the role

of science and technology in socio-

economic and sustainable growth of

the country;

� developing appropriate techniques for

communication of science, technology

and its management.

GUIDELINES FOR ORGANIZING THE STATE LEVEL SCIENCE EXHIBITIONSFOR CHILDREN 2008-2009



CALL FOR ENTRIES

The main theme for the State Level Science

Exhibitions 2008 – 2009 and for the 36th

Jawaharlal Nehru National Science Exhibition for

Children – 2009 would be Science &Technology for Global Sustainability. The

identified six sub-themes are:







In order to facilitate the preparation of exhibits

and models for display in district to state level

science exhibitions during 2008 - 2009,

GUIDELINES FOR THE PREPARATIONOF EXHIBITS AND MODELS are also being

communicated.

(i) Children from all schools [including

government, government-aided, public and

private, catholic, mission, armed-forces (Army,

Air Force, Navy, Sainik, BSF, ITBP, Assam-

Rifles, CRPF, Police etc.), DAV management,

Maharshi Vidya Mandir, Saraswati Vidya Mandir,

Navyug, Municipality, Bharitya Vidya Bhavan,

Science Clubs etc.] are eligible to participate in

state level science exhibitions. Preference may be

given for students in senior classes (i.e. in

secondary and higher secondary stages).

Note for all state level science exhibitionscoordinators belonging to state/UTgovernments:

It may please be ensured that entries from children

belonging to:

• Kendriya Vidyalaya Sangathan;

• Navodaya Vidyalaya Samiti;

• Department of Atomic Energy Central

Schools;

• CBSE affiliated Public Schools

(independent schools); and

• Demonstration Multipurpose Schools of

Regional Institutes of Education

are not forwarded to NCERT for consideration

for participation in Jawaharlal Nehru National

Science Exhibition for Children-2009. These

organizations are conducting their own science

exhibitions separately. These organizations would

also be sending their selected entries for

consideration for participation in JNNSEC –

2009.

(ii) Wide publicity should be given for inviting

entries. GUIDELINES FOR THE

PREPARATION OF EXHIBITS AND

MODELS for display in district to state level

science exhibitions during 2008 – 2009 should

be provided to all schools. These guidelines may

also be translated in local languages, if possible,

and be given wide publicity. This may also be given

on the Internet web-site(s) of the respective states/

union territories and other participating

organizations. It is also envisaged that guidelines

be printed in local language(s), Hindi, and English

in the form of a booklet for their dissemination

among all the schools for generating the ideas for

developing the exhibits and models. These

guidelines can also be viewed on NCERT website

(www.ncert.nic.in ).

(iii) Public Sector Undertakings, Industries, and

other Non-Government Organizations working in

the areas (where these science exhibitions are

organized) may also be invited to participate as

the exhibits displayed by them would be of

instructional value for the children and teachers.



I M P O R T A N TI M P O R T A N TI M P O R T A N TI M P O R T A N TI M P O R T A N T

Besides the popularization of science, theobjective of organization of science exhibitionsat different levels is also to identify and nurtureinventive/creative talent among students.Children must be encouraged to explore everyresource to enable them to express and tohandle objects. They must be given all freedomto express their own creativity and imagination.The role of parents, teachers, and peer groupsmay be in the form of financial support anddiscussions. The tendency of procuring theready-made projects must be ruled out. Anexhibit must be able to bring out the scientificability of the children, whether the model istraditional or an improvement over thetraditional model or innovative. Skills involvedin constructing the exhibit/model, the degreeof neatness and craftsmanship involved mustalso be taken into account.



SCREENING, EVALUATION AND MONITORING OF ENTRIES

(i) A screening committee should be set up to

finalize the selection of entries from the

various institutions for participation in the

State Level Science Exhibition For

Children in case Districts/Regional Level

Science Exhibition are not being organized

by the state/UT.

(ii) The Screening Committee may consist of

representatives of SISE/SIE and some

selected representative institution(s). All

records about the meeting of the committee

should be maintained. The selection

procedure adopted should lay more

emphasis on the quality of the exhibits rather

than quantity. It should be ensured that the

exhibits are not crude and hazardous and

have good finish and are presentable.

(iii) The above-mentioned Screening

Committee or a separate panel of judges

should evaluate the exhibits according to

the criteria of Evaluation attached herewith.

Best three exhibits in each sub-theme from

each category viz., higher secondary and

others must also be selected by the said

panel of judges.

(iv) A separate list of the selected entries of

the exhibits and models under each sub-

theme (to be displayed in the state level

science exhibition) must be prepared. This

must contain the name of the exhibit/model,

names of the student(s) and guiding

teacher(s), name of the school and a brief

information about the exhibit (may be in

two sentences only). This list may also be

distributed among all participating children

and teachers. A copy of this list should be

forwarded to NCERT together with the

formal report of the exhibition.

Such a list may be prepared in accordance

with the NCERT un-priced publication on

“List of Exhibits”, to be displayed in

Jawaharlal Nehru National Science

Exhibition for Children. It is published

every year and distributed to all

participating children, teachers, and visitors

during the JNNSEC. A copy of this may

be obtained from the Head, Department

of Education in Science and

Mathematics, National Council of

Educational Research and Training, Sri

Aurobindo Marg, New Delhi 110016.

(v) A formal report of the State Level Science

Exhibition and One-Day Seminar On

Popularization Of Science should reach

NCERT within one month after the

conclusion of the exhibition. It would

include the following:

(a) Dates and venue of exhibition.

(b) Proforma No.I - V duly filled up

(c) List of schools participating and the

number of students/teachers



participating as per the proforma

attached. Break-up of the male and

female participants should also be

given. It should also reflect on the

number of rural and urban schools,

that participated in the exhibition.

(d) List of entries of the exhibits and

models being displayed in the state

level science exhibition, as explained

in paragraph (iv) above. Number of

exhibits displayed under each sub-

theme should also be mentioned

separately.

(e) Highlights of the exhibition including

other activities such as lectures, film

shows, book exhibition etc. and

participation of other scientific/

industrial organizations.

(f) Panel of judges for evaluating the

exhibits/models displayed in the

exhibition (in accordance with the

Criteria for Evaluation of Exhibits).

(g) List of selected exhibits being sent for

consideration for display in JNNSEC

– 2009 bearing the name of student,

teacher, school etc. and their write ups

for consideration for participation in

JNNSEC – 2009. (A proforma for

information about the exhibit/model

is also attached for this purpose.)

(h) Number of visitors to the exhibition.

THE REPORT AND AND AND AND AND

PROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - V

SHOULD STRICTLY FOLLOW THE ABOVE FORMAT AND BEFORWARDED

WITHIN ONE MONTHAFTER THE CONCLUSION OF THE EXHIBITION TO:

Dr. Shashi PrabhaCOORDINATOR

STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008–STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008–STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008–STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008–STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008–

20092009200920092009

DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICSNATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

SRI AUROBINDO MARG, NEW DELHI - 110 016

Telefax: 011-26561742e-mail: sciencencert@ yahoo.co.uk

Website: www.ncert.nic.in



CRITERIA FOR EVALUATION OF EXHIBITS

The Jawaharlal Nehru National Science Exhibition

for Children, organized every year by the NCERT,

receives entries for consideration for participation

from States/UTs selected from the State Level

Science Exhibitions held in the preceding year. In

order to keep a uniform criteria for evaluating

the exhibits in all States/ UTs and on the basis of

the feedback received from different agencies, the

following criteria for judging the exhibits is

suggested (the percentage given in bracket are

suggestive weightages):

1. Involvement of children’s own

creativity and imagination (20%);

2. Originality and innovations in the

exhibit/model (15%);

3. Scientific thought/ principle/ approach

(15%);

4. Technical skill/ workmanship/

craftsmanship (15%);

5. Utility/educational value for layman,

children etc.; (15%)

6. Economic (low cost), portability,

durability etc. (10%); and

7. Presentation – aspects like

demonstration, explanation, and

display (10%).

It is further advised to divide the entries into two

categories, viz., (i) upto secondary level; and (ii)

higher secondary level. On the basis of the criteria

suggested above, three entries from each sub-

theme may be selected and be forwarded to

NCERT for consideration for participation in

JNNSEC-2008. Besides the popularization of

science, the objective of this activity is to

search and nurture inventive/creative talent

among children. Judges are requested to

evaluate the entries on the basis of pupils’

involvement. Every effort must be made to

rule out the tendency of procuring the ready-

made projects. Judges may assess whether the

model has been able to bring out as to how

the scientific ability of the student has been

stretched –– whether the model is traditional

or an improvement over the traditional model

or it is innovative. Various skills involved in

constructing the exhibit/model, the degree of

neatness and craftsmanship may also be taken

into account.

General layout of the exhibit, relevance,

clarity of charts accompanying the exhibit and

overall

attractiveness to the layman and children

should also be assessed. Working models

should be encouraged.



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EXPENDITURE NORMS

The ‘Grant-in-Aid’ provided by the NCERT

to respective states/UTs is a catalytic grant

for organizing the State level science

exhibitions and One-Day Seminar on

‘Popularization of Science’. States and UTs

are expected to spend the additional

expenditure, if any, from the state funds. The

funds given to the states/UTs are to be

utilized exclusively for meeting the travel

and boarding costs of participating

students and their teachers and experts.

It is suggested that the following norms of

payment may be followed:

A. For organizing the One-Day

Seminar on Popularization of

Science:

(i) Honorarium to five (three

outstation and two local)

experts/scientists may be

disbursed at the rate of Rs. 400.00

each.

Note: The expert/scientist should

be preferably from a research

institute/laboratory/ university.

(ii) Traveling allowance to three

outstation experts/scientists from

a maximum distance of 500 km

may be disbursed as per the state/

central government rules.

(iii) Daily allowance and incidental

charges to five (three outstation

and two local) experts/scientists

for a maximum of three days (for

outstation experts) and for one-

day (for local experts) duration

may be disbursed as per state

government rules.

(iv) Conveyance charges to two local

experts/scientists may be

disbursed as per state/central

government rules.

(v) Contingency grant for tea/coffee

with light snacks; typing/

photocopying/cost of

transparencies/transparency pens

etc.,: Rs. 2,000.00

B. For Organizing the State Level

Science Exhibitions:

(i) Only one student and one teacher

may be permitted to participate

with each exhibit. However, for

more than one exhibit from any

one school, only one teacher may

be permitted to participate.

(ii) Traveling allowance: actual

second-class sleeper rail/bus

(non-AC) fare.



(iii) Incidental charges: Rs. 25.00 each

way for outward and inward

journeys subject to a maximum of

Rs. 50.00 provided the journey

time by rail or bus is more than 6

hours. For journeys less than 6

hours no incidental charges should

be paid.

(iv) Boarding expenses: Rs. 50.00 per

head per day for each participant

for a maximum of 4 days.

(v) Local conveyance charges may be

disbursed as per state/central

government rules.

It is necessary to maintain a separate

account for the expenditure of the grants-

in-aid provided by the NCERT and the same

should be forwarded to the NCERT, along

with all relevant vouchers and receipts, in

original within ONE month of the close

“Verified and passed for payment of Rs. …………………………………(Rupees …………………………………………………………………………. Only).

(To be signed by the Coordinator/In-chargeof the State Level Science Exhibition)”

of the exhibition for adjustment in the

NCERT account. All vouchers may be signed

by the Coordinator/In-charge of the

exhibition. All those vouchers/receipts that

are in regional language should accompany

with a translated copy in English certified

by the Coordinator/In-charge of the State

Level Science Exhibitions to facilitate audit

and settlement of accounts. Only those

Vouchers/Receipts against such items of

expenditure, which are covered under the

expenditure norms, may please be sent to

this department for adjustment/settlement

of accounts. All payments exceeding Rs.

5000.00 should be supported by payee’s

receipt with a revenue stamp.

It may please be ensured that each Voucher/

Receipt against the expenditure is duly

verified for the amount and then passed for

payment. The specimen of this certificate

is indicated below for convenience:



STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008– 2009

PROFORMA NO.I

MAINTENANCE OF ACCOUNTS

State/Union Territory: ________________________________

Dates of Exhibition: ________________________________

Venue of Exhibition: ________________________________

Certified that the expenditures have been made in accordance with the norms and Guidelines as givenby the NCERT for organizing the State Level Science Exhibition. It is also certified that no othervoucher is included.

Signature of the In-Charge (Controlling Officer)Seal

RECEIPT EXPENDITURE Voucher No.

Date of Receipt

Particulars of Grant

Amount Received

Voucher No.

Date of Expenditure

Particulars (Head-wise)

Amount Spent

Signature of Coordinating

Officer

Draft No. Dated

Other income, if any

Balanced Refunded to NCERT, if any, vide

Total Total



STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2008 - 2009

PROFORMA No. II

INFORMATION ABOUT PARTICIPATING SCHOOLS

State/Union Territory: ________________________________Dates of Exhibition: ________________________________Venue of Exhibition: ________________________________

* G: Government. A Government School is that which is run by the State Government or Central Government orPublic Sector Undertaking or an Autonomous Organization completely financed by the Government.

LB: Local Body. A Local Body School is that which is run by Panchayati Raj and Local Body Institutions such asZila Parishad, Municipal Corporation, Municipal Committee or Cantonment Board.

PA: Private Aided. A Private Aided School is that which is run by an individual or a private organisation andreceives grants from the Government or Local Body.

PU: Private Unaided. A Private Unaided School is that which is managed by an individual or a private organizationdoes not receive any grant from the Government or Local Body.

Participants from the School Teachers Students

Type of School*

No. of Schools

Tribal/ Rural /Urban

Number of Exhibits/ Models Male Female Total Boys Girls Total SC/ST

T R

G

U T R

LB

U T R

PA

U T R

PU

U Total



STA

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____

____

____

____

____

____

____

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____

____

____

____

____

____

____

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____

____

____

____

____

____

____

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and

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36th JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION FOR CHILDREN –2009

THEME: SCIENCE & TECHNOLOGY AND GLOBAL SUSTAINABILITY

PROFORMA NO. V

INFORMATION ABOUT THE EXHIBIT/MODEL

1. TITLE OF THE EXHIBIT/ ___________________________________MODEL (BLOCK LETTERS) ___________________________________

2. Sub-theme:(Tick only one) Agriculture and Food Security / Harnessing Energy/

Conservation of Natural Resources/ Combating ClimateChanges/ Disaster Management/ MathematicalModelling

3. NAME(S) OF THE _________________________________ (M/F)STUDENT(S) with SEX _________________________________ (M/F)(BLOCK LETTERS) _________________________________ (M/F)

_________________________________ (M/F)

4. NAME(S) OF THE _________________________________ (M/F)TEACHER(S) with SEX _________________________________ (M/F)(BLOCK LETTERS)

5. NAME AND COMPLETE ADDRESS OF THE SCHOOL (BLOCK LETTERS):

————————————————————————————————————

——————————————————————————————————————————————————————— PIN ———————————————

6. Type of the school*: Government/Local Body/Private Aided/PrivateUnaided/Any Other (Please specify)_____________________ _________________

7. Affiliation of the School: State Board/ICSE/CBSEAny Other (Please specify) ________________

8. Location of the School: Tribal/Rural/Urban9. Nature of the Exhibit/Model: Innovative/Improvised Apparatus/Working / Static

Model /Study Report Any Other (Please specify)________________

10. Approximate Cost of the: Rs. _____________Exhibit/Model

11. Requirement for Display:i. Shamiana/Open space/Dark room: ____________________________ii. Table size: Length: _____ m; width: ______ m.iii. Water supply: Yes/Noiv. Number of electrical points: No.: _____ (5 Amp); No.: _______ (15 Amp)

* Government: A Government School is that which is run by the State Government or Central Government or Public SectorUndertaking or an Autonomous Organisation completely financed by the Government;Local Body: A Local Body School is that which is run by Panchayati Raj and Local Body Institutions such as Zila Parishad,Municipal Corporation, Municipal Committee or Cantonment Board;Private Aided: A Private Aided School is that which is run by an individual or a private organisation and receives grants from theGovernment or Local Body;Private Unaided: Private Unaided School is that which is managed by an individual or a private organisation and does not receiveany grant from the Government or Local Body.



12. Source of Inspiration/Help for Preparing the Exhibit/Model:(Please explain briefly about the nature and form of help received from the following)

i. From Teachers/School…………………………………………………………………………………………………………………………………………………………………………

ii. From Parents………………………………………………………………………………………………………………………………………………………………………………

iii. From Peer group………………………………………………………………………………………………………………………………………………………………………………

iv. Any other………………………………………………………………………………………………………………………………………………………………………………

13. Brief Summary (Please explain the purpose and the scientific principle involved in the exhibit/model in notmore than three lines).—————————————————————————————————————————————————————————————————————————————————————————————————————————

14. WRITE-UP OF THE EXHIBIT/MODEL (not more than 1000 words) in the following format (Note: Propersubmission of the write-up will ensure that if selected for participation in the 36th Jawaharlal NehruNational Science Exhibition for Children – 2009, it will be considered for publication in the booklet titled:Structure and Working of Science Models. For convenience an exemplary write-up is also given next.):

(a) Introduction:1. Rationale behind construction of the exhibit; and2. The scientific principle involved.

(b) Description:1. Materials used for the construction;2. Construction and working of the exhibit/model; and3. Applications, if any.

(c) References:Books, journals or magazines referred for preparation of the exhibit/model.

(d) Illustrations:1. Black and white line diagram of the model, illustrating the working of the exhibit.2. Close-up photographs of the exhibit.

Note: i. Please neither pin nor paste the photographs of the exhibits. Enclose them in a separate envelope. Alsodo not write anything on the photograph.

ii. Please do not enclose the photographs of participating student(s) and their guide teacher(s).

(Signatures of all students and teachers)



An Exemplary Write up of an Exhibit “VERMIWASH FOR SUSTAINABLEDEVELOPMENT” displayed in the 33rd Jawaharlal Nehru National Science

Exhibition for Children 2006, Pune

VERMIWASH FOR SUSTAINABLE DEVELOPMENTStudentPratik Sampatrao Patil Tilak High Schkool

Mangalwar PethKarad, Satara(Maharashtra)

TeacherSanjay Bapurao Pujari

RATIONALE BEHIND CONSTRUCTION OF THE EXHIBIT

In India, first revolution was implemented by our late Prime Minister Pandit Jawaharlal Nehru, underthe guidance of Dr. Karwar, Dr. Swaminathan and Dr. Borlaug. During first green revolution theimported synthetic fertilizers, pesticides, growth promoters, hydrid varieties of plants were introducedin agriculture. No doubt the food production increased substantially. However, over the years excessuse of synthetic fertilizers and pesticides have adversely affected the eco-system like soil, water andfood due to pollution. According to a satellite survey done by Dr. Bharat Pawar V.S.I, Manjai, Punein Sangli district of Maharashtra state, about 42 per cent land has become saline and non-productive.

At the same time to meet the basic needs such as food, clothing and shelter of ever increasingpopulation, it is essential to increase food production on a continuous basis.

Now, India is at the threshold of a second green revolution with greater emphasis on organicfarming. Keeping this in mind, we have developed the model for preparing Vermiwash, which can beused as an excellent nutrient for a variety of crops. The present model suggests five major modificationover the conventional technique available at present. Its use in the field, particularly on different type ofcrops and fruit trees have shown both qualitative and quantitative improvement on the crop yield.

SCIENTIFIC PRINCIPLE INVOLVED

Earthworms that live in moist soil absorb water around them through their skin, which enters in theircoelomic fluid. The water that earthworms exude from their body as a part of their osmoregulatory andexcretory function enriches the soil in natural situations. The earthworms exude excess water alongwith organic and inorganic materials produced inside their alimentary canal. Along with fecal matter theenzymes, symbiotic gut bacteria, fungi are also released out by them. This is rich in organic mater andminerals and is called vermiwash.

MATERIALS USED FOR CONSTRUCTION

Plastic/glass rectangular jars (4 Nos), fabricated iron stands (3 Nos), 1.5 m long rubber pipe with ½cm diameter, 1.0 m long plastic pipe with 2.5 cm diameter, 2-3 trays to display variety of earthworms,a small plastic bowl for collection of vermiwash, 10 kg fine sand, 15 kg coarse sand, 12 kg partlydecayed dung with leaf mould, 1.25 cm tap, cylindrical plastic drum (1 No), vessel (10 litre capacity –1 No), 5 bricks, water controller/regulators (5 pieces), one circular piece of Netlon mesh, ½ kgmature earthworm and silicon gel/fevi quick.



CONSTRUCITON AND WORKING OF THE MODEL

In cylindrical jar, first a layer of brick upto 7.5 cm height is laid. Above this layer, we spread a layer of5 cm thick coarse sand and a third layer of 2.5 cm fine sand. On the top of third layer we spread thenetlon mesh. At the center of the cylindrical jar we fix a perforated plastic pile of 50 cm length. Thespace around this pipe is then filled with 10 cm thick layer of dung and decayed litter. On the mouthof this jar, a circular ring of iron is fitted to which a water controller with four water outlets is fixed asshown in Figure 23.1. Water from a tank is supplied to the water controller with the help of a rubberpipe that has a regulator fixed on it. A tap is fitted at the bottom of this unit to collect the vermiwash.

The supply to the water controller is adjusted so that water gets released drop by drop in the unitat a rate of 250 ml per day. At the same time about ½ kg matured earthworm are put in the unit on thenelton mesh. After 4 to 5 days, vermiwash begins to drip from the tap fixed near the bottom of the unit.This may, however, not be of good quality. The vermiwash collected after 10 days is rich in bothorganic and inorganic compounds desirable for healthy growth of crops.

APPLICATION

1. Vermiwash acts as plant tonic, because it contains number of microorganisms, actinomycetes,enzymes, hormones and other multi-nutrients.

2. Vermiwash increases resistance of plants against various bacterial, viral and fungal diseases.

3. Vermiwash increases 15 per cent vegetative and reproductive growth in fruit and flowerbearing plants. Ultimately it results in increase up to 40 per cent to 80 per cent in yield.

Fig. 23.1



4. It is very good foliar spray, prevents detachment of flowers, helps in fruit setting, their growthin size, provides better taste besides giving them with better luster, high quality and low toxicresidues. In plants grown for flowers, use of vermiwash results in increased size, colour,luster and quality (post harvesting) of flowers.

5. If vermiwah is used in nursery for cutting, grafting and layering 90 percent land , more plantscan stay healthy, thereby enhancing the yield.

6. Use of vermiwah does not cause pollution of water and soil. It helps produce quality food forbetterment of human population and other animals.

7. Five variants of the model have been designed to produce vermiwah. These models vary indesign as well as size. Vermiwash produce has been successfully tried out on 27 crops ofdifferent types.

CHEMICAL ANALYSIS OF VERMIWASH

1. pH-7.63 to 7.9 9. N-150 ppm or 0.20 mg/lit

2. P2O

5-44 ppm or 12.82mg/lit 10. K

2O-260 ppm or 2220mg/lit

3. Zn-0.02 ppm or 5 mg/lit 11. Cu-0.01 ppm or 2 mg/lit

4. E.C.-6.30 Mmhos/cm or 21.30 dsm. 12. Fe-0.06 ppm, or 2 mg/lit

5. Na-8.00 ppm or 1610 mg/lit 13. Mn-0.50 ppm or 2 mg/lit

6. Mg-360 ppm or 1225 mg/lit 14. Ca-3.0 ppm.

7. Bacteria 1.12/1.03 cfu/ml 15. Fungi – 1.46/103 cfu/ml

8. Cytokinin – 800 ppm or .084 mg/lit 16. Zylokinin

REFERENCES

Books

(i) Ismail S.A., 1997, Vermicology – The Biology of Indian Earthworms, Orient LongmanLtd, Chennai.

(ii) Kale R.D., Earthworm Cinderella of Organic Farming, Prism book Pvt. Ltd, Bangalore.

(iii) Kotpal R.L., Annelida, Rastogi Prakashan, Meerut.

(iv) Marathe A.D. and Agarkar V.S. Applied Zoolgy, N.P. Pune.

(v) Nair N.C. and Arumugam N.A. Text book of Invertebrates, Saras Publicaiton,Kanyakumari.

(vi) Pawar K.R. and Desai A., A Text book of Applied Zoology, Nirali Prakashan, Pune.

(vii) Sathe T.V., Vermiculture Organic Farming, Daya Publishing House, New Delhi

(viii) Shukla U., Economic Zoology, Rastogi Prakashan, Meerut.

(ix) Sharma A.K., 2004, A handbook of Organic Farming, Agrobios of India.

(x) Stephenson J., 1923, The Fauna of British India Oligochaeta, Taylor & Francis, London.



(xi) Talshikar S.D., Earthworms in Agriculture.

(xii) Verma L.N., 1993, Biofertilizer in Agricultures, Rastogi Prakashan, Meerut.

(xiii) Venkataraman P.R., Economic Zoology, V. Publisher, Kottayam.

Journals/Magazines

(i) Bahl K.N., 1947, Excretion in the Oligochaeta, Biol. Rev. (22:109-147)

(ii) Barkley K.P., 1959, Earthworms & Soil Fertility, Journal Agric. Res.(10:371-376).

(iii) Ismail S.A. & Kaleemurrahman M., 1981, Report on Occurrence of Bioluminescencein the Earthworm Lampito Mauritii, Current Sience (50-55)

(iv) Julka J.M., 1983, A new genus & species of earthworm (Octochaetidai:Oiligochaeta)from South India, Geobios New Report (2:48-50).

(v) Kale R.D., Bano K., Vinayaka K. & Bhagyaraj D.A., 1986, Suitability of neem cakeas an additive in earthworm feed and its influence on establishment of microflora –Journal of Soil Biology, Ecology (6:98-103).

(vi) Kale R.D., 1986, Feed for poultry and aquaculture, J. Agri. (22:339-344).

Websites

1. http://www.kissankerala.net/jsp

2. http://www.nature watch.ca/english/worm watch/resouses/key/index

3. http://www.hindu.com/thehindu/seta/stories

4. http://www.nrri.umn.edu/worms/key/diagram

5. http://www.nature watch:ca/english/wormwatch/resources/forms/location

6. http://www.kau.edu/pop/vermicompost



Contact Address

Dr. Shashi PrabhaCOORDINATOR


FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009

DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICS

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAININGSRI AUROBINDO MARG, NEW DELHI - 110 016

Telefax: 011-26561742e-mail: sciencencert@ yahoo.co.uk

Website: www.ncert.nic.in

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