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STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN–2011-2011

AND

39th JAWAHARLAL NEHRU NATIONAL EXHIBITION FOR SCIENCE AND

ENVIRONMENTAL EDUCATION FOR CHILDREN–2012

GUIDELINES

For the Preparation of Exhibits and Modelsand

Organising Exhibitions

CONTENTS

1. GUIDELINES FOR THE PREPARATION OF EXHIBITS AND MODELS 30

2. GUIDELINES FOR ORGANISING ONE-DAY SEMINAR ON POPULARISATION OF SCIENCE 43

3. GUIDELINES FOR ORGANISING THE STATE LEVEL SCIENCE EXHIBITIONS 44FOR CHILDREN–2011-12

• CALL FOR ENTRIES 44

• SCREENING, EVALUATION AND MONITORING OF ENTRIES 46

• CRITERIA FOR EVALUATION OF EXHIBITS 48

• EXPENDITURE NORMS 50

4. PROFORMAS 52

• MAINTENANCE OF ACCOUNTS 52

• INFORMATION ABOUT PARTICIPATING SCHOOLS 53

• INFORMATION ABOUT NATURE AND NUMBER OF 54EXHIBITS DISPLAYE

• PANEL OF JUDGES THEME-WISE 55

• INFORMATION ABOUT THE EXHIBIT/MODEL 56

5. AN EXEMPLARY WRITE-UP OF AN EXHIBIT “TOILET MODIFICATION IN INDIAN 58TRAINS” DISPLAYED IN THE 35TH JAWAHARLAL NEHRU NATIONAL SCIENCE

EXHIBITION FOR CHILDREN–2008 (SOLAN)

30 Guidelines for State Level Science Exhibitions for Children 2011-12

1 GUIDELINES FOR THE PREPARATION OF EXHIBITS AND MODELS

INTRODUCTION

All children are naturally motivated to learnand are capable of learning. They are naturallearners and knowledge is the outcome oftheir own activity.

Children learn through interactions withthe environment around, nature, things andpeople–both through actions and throughlanguages. They construct knowledge byconnecting new ideas to their existing ideasbased on materials/activities presented tothem. The structuring and restructuring ofideas are essential features as childrenprogress in learning. They actively engagewith the world around them, exploring,responding, inventing, working things out,and interpreting. In order to stimulatecreativity and inventiveness in science,National Curriculum Framework (NCF)2005 emphasises on activities, experiments,technological modules etc. NCF–2005 alsoencourages implementation of variouscurricular activities (even if these are notpart of the examination) through a massiveexpansion of non-formal channels such asorganisation of science exhibition at thenational level for school students, withfeeder events at school/block/tehsil/district/region/state levels. The objectivemust be to search and nurture inventive/creative talent among students. NCF – 2005further envisages the upgradation ofcurrent activity in this regard by manyorders of magnitude, through co-ordinationof state and central agencies, NGOs, teacherassociations etc., financial support andmobilisation of experts in the country. Sucha movement should gradually spread toevery corner of India and even across SouthAsia, unleashing a wave of creativity andscientific temper among young students andtheir teachers.

Science is a powerful way of investigatingand understanding the world. Therefore, theteaching of science must enable children toexamine and analyse their everydayexperiences. Every resource must be exploredto enable children to express themselves andto handle objects. Concerns and issuespertaining to the environment should be givenimportance on all possible occasions througha wide range of activities involving outdoorproject works. Some of the information andunderstanding, flowing from such activitiesand projects could contribute to theelaboration of a publicly accessible database,which would in turn become a valuableeducational resource. Well-planned studentprojects may lead to knowledge generation.Such projects may then get a place for displayin various science exhibitions.

The National Council of EducationalResearch and Training (NCERT), New Delhiorganises Jawaharlal Nehru National ScienceExhibition for Children (JNNSEC) every yearfor popularising science amongst children,teachers and public in general. This exhibitionis now renamed as Jawaharlal Nehru NationalExhibition for Science and EnvironmentalEducation for Children (JNNESEC). Thisexhibition is a culmination of variousexhibitions organised in the previous year bythe States, UTs and other organisations atdistrict, zonal, regional and finally at the statelevel. Selected schools from all States and UnionTerritories, the Kendriya Vidyalaya Sangathan,the Navodaya Vidyalaya Samiti, Departmentof Atomic Energy Central Schools, CBSEaffiliated public (independent) Schools andDemonstration Multipurpose Schools ofRegional Institutes of Education participate inthis national level exhibition. Like in the pastseveral years such exhibitions are to be

31Guidelines for State Level Science Exhibitions for Children 2011-12

organised from district to state level during2011 - 12 too. These would form the firstphase of preparation for the Jawaharlal NehruNational Exhibition for Science andEnvironmental Education for Children(JNNESEC) to be organised in November2012. To create a caring community in a welldeveloped society, the main theme for theState Level Science Exhibitions for Children(SLSEC)– 2011-12 would be ‘Science, Societyand Environment'.

We confront many crucial issues as arapidly progressing society, which are directlyor indirectly related to science. Among theseissues, there are a number of daily and reallife situations. There are various problemsrelated to agriculture, global warming,resource depletion, pollution, health,nutrition, disaster management, environmentetc. Children need to be aware of suchsituations, issues and problems that thesociety is facing. It is aimed to empower themto apply their scientific knowledge and theirmathematical understanding to solve them inorder to sustain well being of people of modernsociety. Children should understand howhuman societies unlimited use of naturalresources affects the quality of life andenvironment. Children need to be encouragedto appreciate and participate in the responsibleuse of science for the benefit of the society andenvironment. They should also have a scientificvision about different issues and the ability toacquire and process information aboutscientific developments and their long termimplications on society and environment.

The main objectives of the exhibitions are:• to provide a forum for children to

pursue their natural curiosity andinventiveness to quench their thirst forcreativity;

• to make children feel that science is allaround us and we can gain knowledgeas well 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 highlight the role of science andtechnology for producing good qualityand environmental friendly materialsfor the use of society;

• to encourage children to visualisefuture of the nation and help thembecome sensitive and responsiblecitizens;

• to analyse how science has developedand is affected by many diverseindividuals, cultures, societies andenvironment;

• to develop critical thinking about globalissues to maintain healthy andsustainable societies in today'senvironment;

• to apply mathematics to visualise andsolve problems pertaining to everydaylife etc.

• to appreciate the role of science inmeeting the challenges of life such asclimate change, opening new avenuesin the area of agriculture, fertiliser, foodprocessing, biotechnology, greenenergy, disaster management,information and communicationtechnology, astronomy, transport,games and sports etc.

It is envisaged that children and teacherswould try to analyse all aspects of humanendeavor with a view to identify where andhow the new researches and developmentsin science and technology can bring andsustain progress of society leading toimprovement for the challenges of life.The organisation of science exhibitions wouldalso provide opportunities to all participatingstudents, teachers and visitors to getacquainted with different kind of equipments,devices and techniques. This exercise wouldenable the students and teachers to generatescientific ideas for addressing variousproblems of the society and environment.

In order to facilitate the preparation ofexhibits and models for display and theorganisation of State Level Science Exhibitionsduring 2011 -12, six sub-themes have been


identified. These are:1. Agriculture and Food Security;2. Energy - Resources and Conservation;3. Health;4. Environmental Issues and Concerns;5. Mathematics and Everyday Life; and6. Disaster Management.

The importance of each sub-theme in thecontext of the main theme and a number ofideas for development of exhibits are givenbelow. However, these ideas are onlysuggestive.* Participants are free to developexhibits based on other related ideas of theirchoice.

THEME: SCIENCE, SOCIETY AND ENVIRONMENT

1. Agriculture and Food Security

Agriculture, directly or indirectly has been themain source of livelihood for the majority ofIndian population. Initiatives started for anoverall agricultural development in thecountry include the improvement in scienceand technology capabilities, production andsupply of agricultural inputs like seeds andfertilizers, public policy measures like landreforms etc. One of the greatest assets in ruralareas could be an intelligent and effective useof emerging technologies such asbiotechnology, microbiology, geneticengineering, etc. It is important to emphasizeon all fronts like research, education, trainingand extension to fully realize the agriculturalpotential of the country by integratingagriculture with other allied areas likehorticulture, cash crops and energy cropsproduction, fisheries, agro-forestry etc. In view of the above, the agriculturalactivities that lead to food production are nolonger a subject of classical farming only. Themodern agriculture cannot sustain itselfwithout the support of research work done byscientists in the field of plant breeding;improved variety of seeds; genetic engineering;biotechnology etc.; industries (chemicalfertilisers and pasticides, tractors, farming

machines and materials); transports (road, rail,waterways); energy (electricity, diesel, petrol,gasoline etc.) ; management (storage,processing, preserving, quality control andmaintenance) and many other sectors.

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

Food resources development is one of themost important areas of human activity.Application of the knowledge of variousscientific principles has played as importantrole in providing new technologies forimproving food production. Now, the world isable to grow sufficient food for its 6.6 billioninhabitants. But it is also a reality that manypeople still do not have enough food to eat andmany are malnourished. It is ironical that quitea large number amount of food is grosslywasted by some sections of our global society.Recently our country too is facing this problemrelated with the food security. This problemneeds immediate and appropriate attention.About 15,000 children of the world die dailyas a direct or indirect consequence ofinadequate nutrition. People can reach theirfull intellectual and physical potential tocontribute to social and econmoicaldevelopment of a country only when they arewell fed and well nourished. Therefore, it isimportant to achieve food security for all. Foodsecurity exists when all people at all times havephysical, social and economic access to safeand nutritious food to meet their dietary needsfor a productive and healthy life.

With the help of science and terchnology, wecan enhance our agricultural knowledge toachieve food security to reduce hunger,malnutrition and poverty, and facilitateequitable, environmentally, socially andeconomically sustainable development.

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

*Exhibits that involve curricular areas and low-cost technologies are also welcome to participate.


• Studies of climatic change on theagriculture;

• Managing crop yield due to climaticchange arising from global warming;

• Eco-forestry to protect and restoreecosystem for sustainable forestpractices/preserving and enhancing forestbiodiversity;

• Preservation and conservation of soil andjudicious use of water;

• Conventional biotechnology practices e.g.,application of biotechnology,microbiology, genetic engineering andgenomics to agriculture for improved andhigh yielding varities;

• Organic farming/organic fertilisers versuschemical fertilisers; biodynamic liquidmanure/green manure;

• Planning and managing energy crops(Salix, poplar, Jatropha, Jojoba etc.);

• Use of biotechnology for economically andecologically sustainable biofuels;

• Environmental friendly measures of pestcontrol;

• Application of biotechnology and geneticengineering in improving animal breeds andproduction of animal products that are usedas food;

• Growing fodders in hydro-ponicenvironment;

• Innovative/inexpensive/improved/indigenous technologies/ methods ofstorage/preservation/conservation/transport of agricultural products and foodmaterials;

• Innovative/improved practices for reducingcost of cultivation;

• Growing plants without seeds;• Identification of medicinal plants and their

applications;• Effect of electric and magnetic fields on the

growth of plants and protective measures;• Sugar levels in plant sep at different times

and dates;• Gentic variations among plants;• Factors affecting seed germination;• Best conditions for mushroom production

and growth of ferns;• Tropisms in plants and growth hormones

etc.;

• Indigenous designs of farm machinery,agriculture implements and practices;

• Impact of pollution on food;• Application of biotechnology and genetic

engineering to agriculture for improvedand high yielding varieties;

• Improved/improvised method ofprocessing, preservation, storage andtransport of animal products;

• Organic fertilizers versus chemicalfertilizers;

• Ecologically sustainable farmingmethods;

• Environment friendly measures of pestcontrol;

• Harnessing of animal products keepingenvironmental concerns;

• Identification of medicinal plants andtheir applications;

• Schemes/designs to help reduceproduction cost and conservation of rawmaterials;

• Plans for proper management of naturalresources and environment;

• Strategies to eliminate food insecurity;• Issues related with the animal helath and

food security;• Food production and demand of qulaity

food and food security;• Advantages and disadvantages of

genetically modified (GM) food;• Nutrition education/healthy eating

habits and food utilisation by body;• Pepping/mulching for weed

management and root development insoil; etc.

• Devices to control and measurement ofthe noise, air, soil, water pollution;

• Preservation, conservation andmanagement of soil;

• Analysis of soil samples for theircomponents;

• Ecological studies of plants and animals;• Experiments with biodegradability;• Study and record varying water levels,

over the year, in the water body,surrounding environment;

• Design and development of an automaticweather recording device;

• Ozone destruction experiments; etc.


2. Energy - Resources and Conservation

After food and water; energy is our most basicneed. All activities require energy to perform.The social and economic development of acountry and living standard of its inhabitantsdepends on the availability and proper utiliza-tion of energy resources of that country. En-ergy is an important concern that differentiatesthe global rich and the global poor and the so-cial and economic inequalities that result.

All conventional sources of energy areexhaustible. Development of conventionalforms of energy for meeting the growing needsis the main task. Fossil fuels supply nearly 75per cent of the world’s energy. But fossil fuelsare being depleted hundred thousand timesfaster than they are being formed. At thecurrent rate of consumption, known reservesof petroleum will be exhausted in about 35years, natural gases in about 50 years and coalsome time within 200 years.

In the context of global sustainability, thegreat concern about energy is not aboutdiminishing supplies. It is rather than ourcurrent models of harnessing energy areunsustainable because of environmental,economic, geographical and equity issues. Ourcurrent energy models rely on (i) fossil fuelsthat cause smog and acid rain and are linkedwith global warming; (ii) traditional biomassfuels that provide about 10 per cent of worldenergy, but contribute to deforestation,desertification and air pollution; (iii)hydroelectric power stations that provide about05.5 per cent of energy consumed but linkedwith environmental refugee; (iv) Nuclear powerstations that provide just over 6 per cent ofworld energy but generated radioactive wastesthat require long term safe disposal.Redesigning system of utilization andconservation of energy could not only minimizeenvironmental 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-conventional energy resources which are eithernon exhaustible or renewable as solar energy,

wind energy, hydroelectric power, geo-thermalenergy, energy from biomass and biogas,ocean thermal energy, wave energy and energyfrom other emerging technologies. This energyis also called Green Energy. Our country ismaking efforts in this direction. The technologyto exploit such non-conventional sources ofenergy must have to be efficient and capableof being operation. Another important pointis to make efficient use of existing energyresources and their more equitabledistribution. As per the data available, two thirdof energy is currently wasted worldwide.

Our country is endowed with enormoussolar energy. It can generate up to 20 MW solarpowers per square kilometer land area thatcan be used for variety of applications. Thegross wind power is estimated to be about45,000 MW, but presently our country isproducing only about 15,000 MW wind power.The demand of electric energy is growing at arate faster than any other form of energy. Itsrequirement in India is primarily met througha network of thermal (about 70 per cent)hydroelectric (about 14 per cent) and nuclear(about 4 per cent) power station and remainingfrom other resources. Nuclear electricity holdsmuch greater potential of power supply infuture. But the safety and environmentalconcerns with the nuclear resources are alsoimportant.

In this scenario, we need to design, developand innovate new and economically viabletechnologies to harness and conserve energyfrom alternative resources. This sub-theme isexpected to make the children think of variousways and means for making efficient use ofavailable energy resources and also newtechniques/methods of using and conservingenergy from both conventional and non-conventional sources. The exhibits/models inthis sub-theme may pertain to:

• 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 from


naturally 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 funneling towardsyour 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 illuminationby routing daylight into the interior partof the building by reflecting a focusedbeam of 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 ofsolar/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/salinity

gradient for generating electricity;• Wave energy from oscillating water

conversion/tidal barrage generator etc;• Energy from biomass such as seaweeds,

human/animal wastes, keeping in viewenvironmental concerns;

• Improvised technologies for effective usageof bio-fuels;

• 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 byimprovising conversion techniques);

• Bio energy for poverty alleviation;• Impact of bio-energy on food security;• Models/designs of fuel-efficient

automobiles/machines;• Innovative designs of internal combustion

engine which can function on various biofuels;

• Production of electrical energy frommechanical energy/nuclear resources;

• Mechanism of extraction, storage andprocessing of fossil fuels,

• Study of air tides;• Effects of landscaping and architecture on

energy consumption etc.

3. Health

Health is an overall state of body, mind andsocial well being that implies to an individualand people. Our health is continuously underthe influence of both endogenous (within) andexogenous (around) environment and thereforea matter of great concern especially in the rap-idly growing society to cope up with newer sci-entific and technological inventions. Whenpeople are healthy, they are more efficient atwork. This increases productivity and bringeconomic prosperity. Health also increases lon-gevity of the people and reduces infant andmaternal mortality. When the functioning of oneor more organs or systems of the body is ad-versely affected, characterized by various signand symptoms, a state of disease is reflected.

The health is broadly affected by genetic dis-orders, infections and lifestyle but multi-fac-torial causes are more prevalent in case ofmany diseases. In case of genetic disorders, de-ficiencies/defects are inherited from parentsand the best examples are hemophilia andcolour blindness, however, diseases like can-cer and diabetes mellitus are also known tohave genetic basis, these are non-infectious.


Further, many diseases last for short period oftime called acute diseases like common coldbut many other ailments last for longer dura-tion and even as much as life time like tuber-culosis, they are chronic diseases. The canceris one of the most dreaded chronic diseases ofhuman beings and is a major cause of deathall over the globe. Transformation of normalcells into cancerous neo-plastic cells may beinduced by physical, chemical or biologicalagents. Ionizing radiations like X-rays, gammarays and non ionizing radiations UV causesDNA damage leading to neo-plastic transfor-mation. Chemical carcinogens present in to-bacco smoke have been identified as a majorcause of lung cancer. Cancer causing virusesare also known, they possess genes called vi-ral oncogenes.

Infectious agents comprises of a wide groupof organisms called pathogens, they are vi-ruses, bacteria, fungi, protozoan and multi-cellular worms, insects etc. The diseases causedby these organisms include influenza, denguefever, AIDS, typhoid, cholera, malaria,ringworms, filariasis etc. The pathogens liveunder different environmental conditions andhave great potential to adapt to the environ-ment within the host. For example, the patho-gens that enter the gut know the way of sur-viving in the stomach at low pH and resistanceto various digestive enzymes. Pathogenic at-tack to an individual and spread to someoneelse takes place through air, water, soil, physi-cal contact and also through other animals.Such animals are thus the intermediaries andare called vectors. In many instances the bodyis able to defend itself from most of these infec-tious agents through the immune system. Ac-quired immunity is pathogen specific; however,we also possess innate immunity from birth.

Our health is adversely affected due to manyenvironmental hazards that lead to severalkinds of infection in the body. With increas-ing population, demand for food, water, home,transport, energy etc are increasing causingtremendous pressure on our natural re-sources and thereby contributing to pollutionof air, water and soil. The lifestyle including

food and water we take, tendency for junk/fast food, rest and exercise, habits and drugsand alcohol abuse is another challenge to ourhealth. Increasing level of obesity, early de-tection of hyperglycemia and hypertension isa great cause of worry from the health pointof view. Continuous efforts of scientists, tech-nologists, doctors and naturalist have broughtmany new ways of safety and security to ourlife. Major inventions in bio-medical diagnos-tics, new vaccines and antibiotics, surgicalmethods and genetic engineering have givenrelief to the mankind. These efforts are respon-sible for raising the standard of the personalhealth and hygiene and in providing both pre-ventive and curative facilities to the commu-nity. Mortality age has gone up, infant andmaternal mortality gone down and epidemicsare much under control. Awareness towardsmeditation and traditional knowledge ofherbal medicines has influenced communityhealth.

The present sub-theme is proposed with theobjectives: to bring awareness among the youthabout health and factors affecting our health,to explore new scientific, technological and bio-medical interventions in prevention and cure,to analyze the role of self and society in keep-ing our environment healthy in order to main-tain good health and promote innovative ideasfor better management.

The exhibits and models in this sub-thememay pertain to:

• Demonstration of health anddifferentiation from the state of ill health;

• Demonstration of factors affecting thehealth, different ailments in the body;

• Showing and designing activities oninfectious and non-infectious diseases,relationship with causative factors andtheir sources;

• Innovation to develop control measures atdifferent levels, role various agencies;

• Presenting medical assistance andfacilities, rural/urban and gender aspects;

• Sensitising people to be careful in healthmatters, explore the possibilities andmake use of the facilities available;


• Development of knowledge-base andunderstand new scientific, technologicalaids in bio-medical area;

• Demonstration of means and ways toadopt methods for self concentration andmeditation and their uses;

• Demonstration of known facts and researchfindings in different medical systems likeIndian, Modern, Homeopath etc.;

• Demonstration of lifestyle and relationshipwith good and bad health based on knownfacts and researches;

• Demonstration of the role of traditionalknowledge of herbal products forcommunity health; etc.

• Improved methods of sanitation andappropriate technology for wastedisposal, both biodegradable and non-biodegradable;

• Common prophylactic measures availableand advantages of inoculation andvaccination;

• Need for appropriate measures for familywelfare;

• Need for developing low-cost nutritiousfood;

• General awareness about occupationalhazards and innovative techniques toovercome them;

• General awareness about communitymedicine;

• New medical diagnostic and therapeutictools;

• Improved aids to visually impaired andphysically handicapped persons;

• Need to curb menace of alcoholconsumption, drug addiction andsmoking;

• Genetic studies;• Studies of memory span and memory

retention; and• Factors affecting the enzymes’ reaction

rates etc.• Simple technologies for developing

diagnostics and environmentalmonitoring.

4. ENVIRONMENTAL ISSUES ANDCONCERNS

The spectacular industrial and economicaldevelopment over the past few decades has ledto the replacement of the communities ofnature by man-made communities. However,the principles that govern the life of naturalcommunities have to be observed if these man-made communities are to flourish.Deforestation, overgrazing, indiscriminatemining, and tree-felling, faulty tillage practicesetc. have led to severe soil erosion. Overirrigation and river-harvesting of agriculturallands has resulted into salinity of water, water-logging and degradation. Over-use of tube-wells has substantially lowered down theunderground water table. Destruction of lushtree covers has occurred due to the need ofmore agricultural and residual lands to meetthe challenges due to over -population.Industrial effluents, forest fire and unplannedgrowth have led to severe water and airpollution. Major current environmental issuesinclude climate change, species extinction,pollution, environmental degradation, andresource depletion etc. Human living has nowbecome unsustainable. However there is anunderstanding that the sustainability is thekey to preventing or reducing the effect ofenvironmental issues. This needs to practicethe human use of natural resources to withinsustainable limits. Therefore for humans to livesustainably, the Earth’s resources must beused at a rate at which they can bereplenished.

The biophysical environment thatcomprises the Earth’s biosphere is thesymbiosis between the physical environmentand the biological life. The biophysicalenvironment can be divided into twocategories: the natural environment and theman-madeenvironment. The industrialrevolutionhas mad the man-madeenvironment an increasingly significant partof the Earth’s environment. The scope of thebiophysical environment is all that containedin the biosphere, which is that part of the Earthin which all life occurs. A biophysical


environment is the complex of biotic, climatic,and edaphic factors that act upon an organismand determine its form and survival, andmorphs itself in the process. Ecosystems, ofwhich there are numerous types and are adefined part of the biosphere, collectively makeup the whole of the biosphere. Within anecosystem there are habitats in which anorganism (including human beings) exists. Atits most natural state, an environment wouldlack any effects of human activity, althoughthe scale of this activity is such that all areasof the Earth have had at least some influenceby humans. At the other end of the scale is theman-made environment and in some cases ithas the biotic component that is virtuallyabsent. Emphasis is now for protection ofendangered species and protection of anyecologically valuable natural areas.

The understanding of Earth has re-markably increased in recent times through En-vironmental Science which is a basis for ad-dressing environmental issues. It is now amulti-disciplinary academic study taught andstudied at all stages of education including theschool education. environmental Science is thestudy of the interactions within the biophysi-cal environment. Part of this scientific disciplineis the investigation of the effect of human ac-tivity on the environment. Ecology, a sub-dis-cipline of biology and a part of environmentalsciences, is often mistaken as a study of hu-man induced effects on the environment. En-vironmental Studies is a broader academicdiscipline that is the systematic study of inter-action of humans with their environment. It isa broad field of study that includes the natu-ral environment, man-made environments andsocial environments. Environmentalism is abroad social and philosophical movement that,in a large part, seeks to minimize or eliminatethe effect of human activity on the biophysicalenvironment.

Environmental issues and concerns areaddressed at a regional, nation or internationallevel by several government and non-government organizations. Ministry ofEnvironment and Forest, Government of India,has established National Green Corps to set upand run eco-clubs in school education.

Through the eco-clubs different environmentrelated activities such as greening of schoolcampus, collection of wastes, wastemanagement, water conservation practices etc.,and other activities related to spread awarenessabout the environment such as organizingrallies, painting competition etc. areundertaken. With such initiatives of NationalGreen Corps and school systems, Indianchildren have finalized Indian Children’sCharter of Responsibilities. This Charter “Let’sTake Care of India” says: We, the children ofIndia, resolve to work together to take care ofour environment Air, Water, Fire (Energy) andEarth by assuming the Indian Children’sCharter of Responsibilities.

The main objective of this sub-theme is tomake general public and children in particularaware with the current environmental issuesand concerns for achieving sustainability toprevent the effect of environmental issues. Themodels and exhibits in this sub-theme maypertain to:

• Evironmental issues related with humanactivities such as agriculture, energy, fish-ing, foorests, mining, shipping, paper,war, occean deoxygenation, dead zone,paint etc.;

• Environmental issues with conservation— species extinction, pollinator decline,coral bleaching, Holocene extinction, in-vasive species, poaching, endangered spe-cies etc. ean deoxygenation, dead zone,paint etc.;

• Environmental issues with energy conser-vation, renewable energy, efficient energyuse, renewable energy commercializationetc;

• Environmental controversies such as damcontroversies, genetically modified organ-isms/food controversy, sealing, dioxincontroversy, water fluoridation contro-versy etc.;

• Environmental disasters such as Bhopaldisaster, oil spills, nuclear accidents etc.

• Endocrine disruptors;• Climate change — global warming, green-

house gases, fossil fuels, sea level rise,ocean acidification etc.;

• Issues related with environmental healthsuch as air quality, asthma, electromag-


netic radiations and fields, lead poison-ing, indoor air quality, sick building syn-drome etc;

• Ozone depletion – CFC;• Environmental effects of intensive farming

such as overgrazing, irrigation,plasticulture, pesticides etc.;

• Water pollution — acid rain, marine pol-lution, Ocean dumping, eutrophication,marine debris, thermal pollution, algalboom, micro-plastics, etc;

• Air pollution — smog, ozone, particulatematter, sulphur oxide etc;

• Light, noise, visual, point source and ex-tended source pollution;

• Urban sprawl, habitat fragmentation,habitat destruction;

• Soil erosion, soil contamination andsalination, and Waste;

• Aviation and environment;• Environmental impacts of irrigation, dams

and reservoirs;• GAIA hypothesis and environment protec-

tion;• Environmental implications of

nanotechnology (nano-toxiology andnano-pollution).

5. Mathematics and Everyday Life

The fascinating world of mathematics providesus with an unlimited scope to perceive problemspertaining to three situations visualized in theform of concrete, abstraction and intuition.The important segment of mathematics⎯theability to reason and think clearly is extremelyuseful in our everyday life. Proofs and deduc-tions are hallmarks of mathematics. Muchmore than arithmetic and geometry, mathemat-ics today is a diverse discipline. It also dealswith data, measurements and observationsfrom science, mathematical models of naturalphenomenon including human behavior andsocial systems. Its domain is not molecules orcells but numbers, chance, forms, pattern andorder, algorithms, and change. As a science ofabstract objects, mathematics relies on logicrather than on observation, as its standard oftruth, yet employs observation, simulation, andeven experimentation as means of discovering

truth. Mathematics offers distinctive mode ofthoughts which are versatile and powerful, in-cluding mathematical modeling, optimization,logical analysis, inference from data and useof symbols. Experience with mathematicalmodes of thought builds mathematicalpower⎯a capacity of mind of increasing valuein this technological age that enables one ofread critically, to identify fallacies, to detectbias, to assess risk, and to suggest alternatives.

From medical technology to economicplanning (input/output models of economicbehavior), from genetics to geology,mathematics has made an indelible imprint onevery part of modern science, even as scienceitself has stimulated for growth of manybranches of mathematics. Applications of onepart of mathematics to another-of geometry toanalysis, of probability to number theory-unity of mathematics. Despite frequentconnections among problems in science andmathematics, the constant discovery of newalliances retains a surprising degree ofunpredictability. Whether planned orunplanned, the intimacy between science andmathematics in problem solving,understanding theories and concepts hasrarely been greater than it is now, in the lastquarter of twentieth century.

Mathematics gives an exactness in thinkingand provides a quantitative approach. Thespecial role of mathematics in education is aconsequence of its universal applicability. Ingeneral, to solve practical problems we followa set procedure invoving steps related withdefining variables; writing equations orinequalities; collecting data and organize intotables; making graphs and illustrations; andcalctaulating probabilities.

With the above fragrance of mathematics,let us observe a situation and examine howmathematics is involved in it.

Situation: Suppose our problem is toestimate the number of fish/fishes in a pond.It is not possible to capture each of those fish/fishes and count them. We may capture asample from the pond and estimate the totalnumber of fish/fishes in it. How can we do this?

For the above situation, let us first take a


sample of fishes. Now, how do we estimate theentire population? We would have to then markthe sampled fishes, allow them to mix with theremaining ones in the pond, again draw asample from the pond, and see how many ofthe previously marked ones are present in thenew sample. Then, using ratio and proportion,we can come up with an estimate of the totalpopulation. For instance, let us take a sampleof 20 fishes from the pond and mark them, andthen release them in the same pond, so as tomix with the remaining fishes.

We then take another sample (say 50), fromthe mixed population and see how many aremarked. We collect data and analyze it.

One major assumption we are making isthat the marked fishes mix uniformly with theremaining fishes, and the sample we take is agood representative of the entire population.

The simplified mathematical problemdeveloped here is then solved using variousmathematical techniques.

For instance, suppose in the second sample5 marked fishes are present. So, 5/50, i.e. 1/10,of the population is marked. If this is typical ofthe whole population, then 1/10th of thepopulation is equal to 20. So, the wholepopulation = 20 x 10 = 200.

Now, let us go back to the original situationand see if the results of the mathematical workmake sense. If not so, we use the model untilnew information becomes available orassumptions change.

Sometimes, because of the simplification ofassumptions we make, we may loose essentialaspects of the real problem while giving itsmathematics description. In such cases, thesolution could very often be off the mark, andnot make sense in the real situation. If thishappens, we reconsider the assumptions infirst step and revise them to be more realistic,possibly by including some factors which werenot considered earlier.

For instance, the number may not be theactual number of fishes in the pond. We nextsee whether this is a good estimate of thepopulation by repeating the above steps a fewmore times, and taking the mean of the resultsobtained. This would give a closer estimate ofthe population.

The importance of mathematics lies inexploring its applications in three differentdimensions attributed to its fundamentalaspects, viz, cultural value, disciplinary value,and utilitarian value.

To encourage and stimulate students’interest in Mathematics, some of themathematical principles being transacted atschool stages with their applications have beenindicated below.

The exhibits/models in this sub-themesmay pertain to:

• Principles of sequence and series in sev-eral spheres of human activities viz, cal-culating the amount of money over cer-tain period of time under given rate ofsimple interest or compound interest/finding depreciated or increased value ofa certain commodity over a period of time;

• Determining expenditures needed formanufacturing water tank/rectangularbox/cylindrical/cone- shaped objects ofa certain material provided cost of mate-rial per square/cube/unit are known;

• Using principles of permutations andcombinations to count the number of ar-rangements and selections (for example,determining how many routes are therefrom City A to City C via City B providedthere are five routes from City A to City Band seven routes from City B to City C);

• Determining perimeter, area of a regionbounded by polygons/the circumferenceand area of a circular region/surface areaand volume of cube/cuboid/cylinder/cone/sphere/hemisphere of solid whentwo basic solids are joined together;

• Construction of sphere by revolving circleabout its diameter/right circular cylin-der by revolving rectangle/right circularcone by revolving right angled triangle/construction of conics, parabola, ellipseand hyperbola by cutting double nappedcones by planes;

• Analytical tools such as conics used indesigning parabolic reflectors in automo-bile head light/suspension of cablebridges/loud speakers in radio;

• Principles of symmetry for indirect mea-


surement for the height of certain object;• Finding the ratio of area of quantities of

substances in the formation of com-pounds or mixtures;

• Application of semi-elliptic springs andelliptic shaped gears in engineering andindustry;

• Constructing an open water tank of maxi-mum capacity by cutting squares of samesize at each corner of the sheet and fold-ing up the sides by using given rectan-gular sheet of metal/finding when the res-ervoir will overflow by knowing the depthof water at various instants of time;

• Designs of parking area for maximumutilization of space;

• Predicting the changes in value of a par-ticular stock by knowing its present valuethrough financial institutions;

• Predicting the population of species overcertain period of time under given con-straints;

• Estimating/calculating size of windows/doors/rooms in our school or home/es-timating number of plants lying in a par-ticular flower bed/calculating height of abuilding or a tree;

• Estimating the degree of uncertainty re-garding the happening of a given phe-nomenon such as a candidate appearingfor an interview for a post may be selectedor may not be selected/it may or may notrain today;

• Applications of linear programming insolving problems pertaining to manufac-turing of goods/transport/diet issues;

• Study of rotational symmetry in plantsand animals/role of repeated symmetri-cal patterns in making fabric designs,wallpaper etc.;

• Applications of mathematics in decorat-ing home e.g. how many rolls of wallpa-per/number of tiles are needed to coverthe wall;

• Use of triangles/making geometrical de-signs on a table of certain radius, a de-sign is formed leaving an equilateral tri-angle in the middle and finding the area

of the design);• Using mathematics in cooking and nu-

trition/estimating number of calories andquantity of nutrients (carbohydrates,proteins, fats, minerals etc.) in a sampleportion of various food items;

• Estimating quantity of seeds needed fora crop/estimating crop yields in a par-ticular field without cutting or weighing/estimating/calculating length of wireneeded to fence our field/estimating lifespan of an electric bulb/estimating thevolume of blood inside the body of a per-son/estimating amount of water neededto fill a swimming pool;

• Establishing a mathematical relation byconsidering all possible parameters tohave maximum profit in producing cer-tain items by a factory;

• Helping to decide/determine premiumon insurance policies/to make importantdecisions in business;

• Finding instantaneous speed of a pistonin a cylinder of an automobile engine;

• Application of mathematical tools andcomputer techniques in biology. Forexample, naration of story of evolutionthrough computer mediated assemblyof phylogenic trees and dendograms; etc.

6. Disaster Management

Disasters have significant relationship withnatural resource management, povertyallevaiation and sustainable development.Various disasters can cause damage tohuman life, environment, infrastructure,lowering the quality of life, loss of different bio-organisms, political instability and conflicts,demographic imbalance, unemployment etc.

There is chaos and disorganisation in theevent of any natural or manmade disaster.People are affected and disturbed. The issueof disaster can be managed by making allpossible preparedness to facilitate propercoordination among different components ofthe system such as communication, medical,fire fighting agencies, police, social workers,


media, electric supply agencies, armed forces,scientists, engineers and technologists, andother agencies. The whole system including thegeneral public altogether must know what todo and at what time to do. Preparedness,coordination anongst different agenciesincluding the government agencies, planningand clear vision of action to be taken are thekeys to any disaster management.

Geoclimatic conditions of our country areprone to certain natural disasters like drought,flood, cyclone and earthquake. Around 60 %of Indian landmass is prone to earthquake ofvarying degree; 8 per cent of total area tocyclone; 68 per cent to drought; 0.5 millionhectare to flood. Seventy five per cent of theannual rainfall occurs during monsoonmonths. As a result, almost all the rivers carryheavy discharge with them during thosemonths. In the current decade, the damage interms of human sufferings, loss of life,agricultural productivity and economic losseshave been astronomical. Forecasting, warningand communicating using advancedtechnologies: setting up, maintaining reviewingand upgrading of preparedness measures:sensitization: training: exercise and behavioralchange programmes of the community;effective enforcement of building safety codesand information management are some of theissues related with disaster management.

In our country, the issue is also about theneed for effective resource mobilization andspeedy action. What should we do when facedwith a flood, cyclone, quake or any otherdisaster when we are at home, school or atwork? Trained local teams should be equippedto deal swiftly and efficiently in any emergency.Science and technology can be of great help asin most disasters response time is crucial toprevent further loss.

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 may pertain 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 vari-ous calamities, undertaking rescue andrehabilitation measures during calamities;

• Improvised/improved devices for effectivecommunication between various emer-gency services-medical, police, militaryand other administrative bodies/commit-tees;

• Various measures/models for planning,preparedness and coordination of differ-ent agencies in the even of disaster/com-munity level preparedness for the variousman-made disasters such as gas leakage,nuclear accidents, battery/bomb explo-sions, etc.;

• Use of geo-stationary satellites in provid-ing information pertaining to meteorologi-cal processes;

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

• Innovative designs of flood alarm/floodforecasting and cyclone warning net-works;

• Information management from ships andoceans buoys- use of radars in cyclonedetection;

• Various flood preventing measures suchas construction of raised platforms, em-bankment of rivers, maintenance of man-groves and other mitigation measures;

• To ensure the effectiveness of drainagesystem for clearance of sewage beforemonsoon season/to carry off storm wa-ter;

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

• Information management and early warn-ing 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 flood af-fected areas for agricultural and rehabili-tation of landless people;

• Studies of the changes in animal behav-ior as a warming to natural disaster;

• Designs and development of automaticweather recording devices etc.


The United Nations declared year 2011 as theInternational Year of Chemistry (IYC). Theactivities to be carried out internationally andnationally in this year 2011 will emphasize onthe importance of chemistry in sustainingnatural resources. In addition, the year will alsodraw attention to the UN decade of Educationfor Sustainable Development 2005 – 2014.

The year 2011 is the 100th anniversary of theaward of Nobel Prize in Chemistry to Mme MariaSklodowske Curie. Thus IYC – 2011 also providean opportunity to celebrate the contribution ofwomen to science. This year is also the 100th

anniversary of the foundation of theInternational Association of Chemical Sciences(IACS) to address the needs for internationalscientific communication and cooperationamong chemists by standardizing nomenclatureand terminology (together with the InternationalUnion of Pure and Applied Chemistry which wasestablished in 1919 by chemists and academia).

Chemistry is fundamental to ourunderstanding of the world and the cosmos. Allknown matter is composed of the chemicalelements. This is the knowledge of chemistrythat makes us to understand the materialnature. The molecular transformations arecentral to the production of food, medicines, fuel,and countless manufactured and extractedproducts. Indeed all living processes arecontrolled by chemical reactions. It is alsocertain that chemistry will play a major role indeveloping alternative energy sources and infeeding the world’s growing population. DuringIYC – 2011, the achievements of chemistry andits contributions to the well-being of humanitywill be celebrated. Through the Year, the worldwill celebrate the art and science of chemistry,and its essential contributions to knowledge, toenvironmental protection and to economicdevelopment. The IYC will give a global boost tochemical science in which our life and our futureare grounded. During the IYC, activities woiuldbe planned to (i) Increase the public

appreciation of chemistry in meeting world needs;(ii) Increase interest of young people in chemistry;(iii) Increase the public appreciation andunderstanding of chemistry; (iv) Generateenthusiasm for the creative future of chemistry;(v) Raising public awareness about chemistry isall the more important in view of the challengesof sustainable development; (vi) Promote the roleof chemistry in contributing to solutions to globalchallenges; and (vii) Celebrate the 100theanniversary of the Mme Curie Nobel Prize and the100th anniversary of the founding of theInternational Association of Chemical Socities(IACS).

During this One-Day Seminar onPopularization of Science, children, teachers,parents and all concerned are invited to generateideas. The activities in this seminar may include:

• Organising hands-on activities anddemonstrations to help children inunderstanding working in chemistry-relatedareas, such as periodic table, molecules thathave led to revolution in human life, atomicmodels, use of mathematical modelling etc.

• Promoting designing projects to promote andstimulate modern developments in chemistryand chemical research at all levels of schooleducation.

• Organization of visits to industrial sitesincluding manufactures, chemical producers,plants, metal and petroleum refineries,.science express train etc.

• Publicizing the contributions that chemistrymakes to human kind by arranging lecturesor by publications etc.

• Organizing poster exhibition-cum-competitions highlighting usefulness andwonders of chemistry.

• Inviting professionals to schools to show howchemistry is applied and used in their jobs.

• Dispaly of low-cost exhibits and modelsconveying curricular topics.

• Screening of slide shows, demonstrationsexperiments etc.

2 GUIDELINES FOR ORGANISING ONE-DAY SEMINAR ON

POPULARISATION OF SCIENCE

INTERNATIONAL YEAR OF CHEMISTRY – 2011

NOTE: The One-Day Seminar on Popularisation of Science should preferably be organised one day

before the organisation of State Level Science Exhibition for Children.


OBJECTIVES

The purpose of science exhibitions is todevelop scientific attitude in the younggeneration of our country to make them realisethe interdependence of science, technologyand society and the responsibility of thescientists of tomorrow. These objectives maybe achieved by presenting the exhibits as anexciting experience of creativity of children,innovations through improvisations of sciencekits, and various devices and models forproviding solutions to many present andfuture socio-economic problems particularlythose confronted in the rural areas, usingavailable materials and local resources.

The exhibition will help children andteachers to learn from each other experiencesand motivate them to design and developsomething new and novel. It will also provide amedium for popularising science and increasingawareness among the public towards it. Theobjectives of organising science exhibitions maybriefly be put as follows:

• stimulating interest in science andtechnology and inculcating scientific spiritin younger generation;

• exploring and encouraging scientific andtechnological talent among children;

• inculcating in them a sense of pride intheir talent;

• making children realise the relationshipbetween science and technology and society;

• understanding the need for propermanagement for the optimum utilisation ofresources and prevailing technologies;

• providing exploratory experiences,encouraging creative thinking andpromoting psychomotor and manipulativeskills among children through self devisedexhibits or models or simple apparatus;

• encouraging problem solving approach anddeveloping the appropriate technologies,especially for rural areas and integratingscientific ideas with daily life situations;

• inculcating intellectual honesty, team spiritand aesthetic sense among the participants;

• popularising science among masses andcreating an awareness regarding the roleof science and technology in socio-economicand sustainable growth of the country;

• developing appropriate techniques forcommunication of science, technology andits management.

CALL FOR ENTRIES

The main theme for the State Level ScienceExhibitions for Children – 2011-2012 and for the39th Jawaharlal Nehru National Exhibition forScience and Environmental Education forChildren (JNNESEC – 2012) would be 'Science,Society and Environment'. The identified sixsub-themes are:

1. Agriculture and Food Security;

2. Energy – Resources and Conservation;

3. Health;

4. Environmental Issues and Concerns

5. Mathematics and Everyday Life; and

6. Disaster Management

In order to facilitate the preparation of exhibitsand models for display in district to state levelscience exhibitions during 2011-2012, Guidelinesfor the Preparation of Exhibits and Models are alsobeing communicated.

i. Children from all schools [includinggovernment, government-aided, public andprivate, catholic, mission, armed-forces(Army, Air Force, Navy, Sainik, BSF, ITBP,Assam-Rifles, CRPF, Police etc.), DAV

3 GUIDELINES FOR ORGANISING THE STATE LEVEL SCIENCE EXHIBITIONS

FOR CHILDREN – 2011-2012


management, Maharshi Vidya Mandir,Saraswati Vidya Mandir, Navyug,Municipality, Bhartiya Vidya Bhavan,Science Clubs etc.] are eligible to participatein State Level Science Exhibitions.Preference may be given for students insenior classes (i.e. in secondary and highersecondary stages).

Note for all State Level ScienceExhibitions coordinators belonging tostate/UT governments:

Following organisations conduct their ownscience exhibitions separately:• 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.These organisations send their selectedentries for consideration for participationin Jawaharlal Nehru National Exhibition forScience and Environmental Education forChildren (JNNESEC) - 2012 to the NCERTdirectly. Therefore, it may please be ensured

that entries belonging to theseorganisations are not forwarded to NCERT.

ii. Wide publicity should be given for invitingentries. Guidelines for the Preparation ofExhibits and Models for display in district tostate level science exhibitions during 2011-2012 should be provided to all schools. Theseguidelines may also be translated in locallanguages, if possible, and be given widepublicity. This may also be given on theInternet website(s) of the respective states/union territories and other participatingorganisations. It is also envisaged thatguidelines be printed in local language(s),Hindi, and English in the form of a bookletfor their dissemination among all the schoolsfor generating the ideas for developing theexhibits and models. These guidelines canalso be viewed on NCERT website(www.ncert.nic.in).

iii. Public Sector Undertakings, Industries, andother Non-government Organisationsworking in the areas (where these scienceexhibitions are organised) may also beinvited to participate as the exhibitsdisplayed by them would be of instructionalvalue for the children and teachers.


SCREENING, EVALUATION AND MONITORING OF

ENTRIES

1. A screening committee should be set up tofinalise the selection of entries from thevarious institutions for participation in theState Level Science Exhibition for Childrenin case Districts/Regional Level ScienceExhibitions are not being organised by thestate/UT.

2. The Screening Committee may consist ofrepresentatives of SISE/SIE and someselected representative institution(s). Allrecords about the meeting of the committeeshould be maintained. The selectionprocedure adopted should lay moreemphasis on the quality of the exhibitsrather than quantity. It should be ensuredthat the exhibits are not crude andhazardous and have good finish and arepresentable.

3. The above mentioned Screening Committeeor a separate panel of judges shouldevaluate the exhibits according to thecriteria of evaluation attached herewith.Best three exhibits in each sub-theme fromeach category, viz., higher secondary andothers must also be selected by the saidpanel of judges.

4. A separate list of the selected entries of theexhibits and models under each sub-theme (to be displayed in the state levelscience exhibition) must be prepared. Thismust contain the name of the exhibit/model, names of the student(s) and guidingteacher(s), name of the school and a briefinformation about the exhibit (may be intwo sentences only). This list may also bedistributed among all participatingchildren and teachers. A copy of this listshould be forwarded to NCERT togetherwith the formal report of the exhibition.

Such a list may be prepared inaccordance with the NCERT un-pricedpublication on "List of Exhibits", to bedisplayed in Jawaharlal Nehru NationalScience Exhibition for Children (nowrenamed as Jawaharlal Nehru NationalExhibition for Science and EnvironmentalEducation for Children). It is publishedevery year and distributed to all participatingchildren, teachers, and visitors during theexhibition. A copy of this may be obtainedfrom the Head, Department of Education inScience and Mathematics, National Councilof Educational Research and Training, SriAurobindo Marg, New Delhi 110 016.

5. A formal report of the State Level ScienceExhibition and Seminar on Popularisationof Science should reach NCERT withinone month after the conclusion of theexhibition. It should include the following:

i Dates and venue of exhibition.

ii Proformas I - V duly filled up.

iii List of schools participating and thenumber of students/teachersparticipating as per the proformaattached. Break-up of the male andfemale participants should also begiven. It should also reflect on thenumber of rural and urban schools,that participated in the exhibition.

iv List of entries of the exhibits and modelsbeing displayed in the state level scienceexhibition, as explained in paragraph-4above. Number of exhibits displayedunder each sub-theme should also bementioned separately.

v Highl ights o f the exhibi t ionincluding other activities such aslectures, film shows, book exhibitionetc. and participation of otherscientific/ industrial organisations.


vi Panel of judges for evaluating theexhibits/models displayed in theexhibition (in accordance with theCriteria for Evaluation of Exhibits).

vii List of selected exhibits being sent forconsideration for display in 39thJNNESEC - 2012 bearing the name of

The Report

and

Proformas I-V

Should strictly follow the above format and be forwarded

within one month

after the conclusion of the exhibition to :

Dr. Gagan GuptaCo-ordinator

State Level Science Exhibitions for Children - 2011-12and

Jawaharlal Nehru National Exhibition for Science andEnvironmental Education for Children - 2011

Department of Education in Science and MathematicsNational Council of Educational Research and Training

Sri Aurobindo Marg, New Delhi 110 016

Telefax: 011-26561742

e-mail: [email protected]; [email protected]

Website: www.ncert.nic.in

student, teacher, school, etc. and theirwrite ups for consideration forparticipation in JNNESEC -2012.

(A proforma for information about theexhibit/model is also attached for thispurpose).

viii Number of visitors to the exhibition.


The Jawaharlal Nehru National Exhibition forScience and Environmental Education forChildren - JNNESEC (earlier called JawaharlalNehru National Science Exhibition for Children- JNNSEC) is organised every year by theNCERT. It receives entries for consideration forparticipation from States/UTs selected from theState Level Science Exhibitions held in thepreceding year. In order to keep a uniformcriteria for evaluating the exhibits in all States/UTs and on the basis of the feedback receivedfrom different agencies, the following criteria forjudging the exhibits is suggested (the percentage

given in bracket are suggestive weightages):

1. Involvement of children’s own creativityand imagination (20 per cent);

2. Originality and innovations in the exhibit/model (15 per cent);

3. Scientific thought/ principle/ approach (15per cent);

4. Technical skill, workmanship andcraftsmanship (15 per cent);

5. Utility/educational value for layman,children, etc.; (15 per cent)

6. Economic (low cost), portability, durability,etc. (10 per cent); and

7. Presentation - aspects like demonstration,explanation, and display (10 per cent).

It is further advised to divide the entriesinto two categories, viz., (i) upto secondary level;and (ii) higher secondary level. On the basis ofthe criteria suggested above, three entries fromeach sub-theme may be selected andforwarded to NCERT for consideration forparticipation in JNNESEC-2012. Besides thepopularisation of science, the objective of thisactivity is to search and nurture inventive orcreative talent among children. Judges arerequested to evaluate the entries on the basisof pupils’ involvement. Imagination andinnovations made by the child in designing theexhibit/model should be assessed. Theyshould also judge whether the model istraditional or an improvement over thetraditional model or it is innovative. Variousskills involved in constructing the exhibit andmodel, the degree of neatness andcraftsmanship may also be taken into account.Every effort must be made to rule out the

tendency of procuring the ready-made

exhibits/models.

General layout of the exhibit, relevance,clarity of charts accompanying the exhibit andoverall attractiveness to the layman andchildren should also be assessed. Workingmodels should be encouraged.

CRITERIA FOR EVALUATION OF EXHIBITS


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The ‘Grant-in-Aid’ provided by the NCERT torespective states/UTs is a catalytic grant fororganising the State Level Science Exhibitionsand Seminar on ‘Popularisation of Science’.States and UTs are expected to spend theadditional expenditure, if any, from the statefunds. The funds given to the States/UTs areto be utilised exclusively for meeting thetravel and boarding costs of participatingstudents and their teachers and experts. Itis suggested that the following norms ofpayment may be followed:

1. For Organising the Seminar onPopularisation of Science

(i) The seminar should be organisedduring the days of exhibition inmorning/evening hours.

(ii) Honorarium to four (two outstationand two local) experts/scientists maybe disbursed at the rate of Rs 500.00each.

Note : The expert/scientist should be

preferably from a research institute/

laboratory/ university.

(iii) Travelling allowance to two outstationexperts/scientists from a maximumdistance of 500 km may be disbursedas per the state/central governmentrules.

(iv) Daily allowance and incidental chargesto two outstation experts/scientists fora maximum of three days may bedisbursed as per state/centralgovernment rules.

(v) Conveyance charges to two localexperts/scientists may be disbursed asper state/central government rules.

(vi) Contingency grant for tea/coffee withlight snacks: typing/photocopying/

EXPENDITURE NORMS cost of transparencies/transparencypens/CDs etc: Rs. 2,500.00.

1. For Organising the State Level ScienceExhibitions

(i) Honorarium to four (local) judges maybe disbursed at the rate of Rs. 500.00each. NCERT faculty membersshould not be provided anyHonorarium from this head, ifinvited as a judge in the exhibition.

(ii) Only one student and one teacher maybe permitted to participate with eachexhibit. However, for more than oneteacher may be permitted toparticipate.

(iii) Travelling allowance: actual secondclass sleeper rail/bus (non-AC) fare.

(iv) Incidental charges: Rs. 50.00 each wayfor outward and inward journeyssubject to a maximum of Rs. 100.00provided the journey time by rail or busis more than 6 hours. For journeys lessthan 6 hours no incidental chargesshould be paid.

(v) Boarding expenses: Rs.80.00 per headper day for each participant for amaximum of 4 days. In case if theboarding facilities are not provided bythe organisers then a sum ofRs.120.00 per person may be providedas daily allowance (DA).

(vi) Local conveyance charges may bedisbursed as per state/centralgovernment rules.

(vii) contingency grant for typing/photocopying etc. Rs. 2,500/-

It is necessary to maintain a separateaccount for the expenditure of the grants-in-aid provided by the NCERT and the sameshould be forwarded to the NCERT, along


with all relevant vouchers and receipts, inoriginal WITHIN ONE MONTH OF THECLOSE OF THE EXHIBITION foradjustment in the NCERT account. ProformaI is given for convenience. All vouchers maybe signed by the Coordinator/In-charge of theexhibition. All those vouchers/receipts thatare in regional language should accompanywith a translated copy in English certified bythe Coordinator/In-charge of the State LevelScience Exhibition to facilitate audit andsett lement of accounts. Only those

Vouchers/Receipts against such items ofexpenditure, which are covered under theexpenditure norms, may please be sent tothis department for adjustment/settlementof accounts. All payments exceeding Rs5000/- should be supported by payee’sreceipt with a revenue stamp.

It may please be ensured that eachVoucher/Receipt against the expenditure isduly verified for the amount and then passedfor payment. The specimen of this certificateis indicated below for convenience:

Verified and passed for payment of Rs ........................

(Rupees ........................................................ only).

Signature of the Co-ordinator/In-chargeSTATE LEVEL SCIENCE EXHIBITION


4 PROFORMAS

STATE LEVEL SCIENCE EXHIBITION FOR CHILDREN - 2011-2012

Proforma 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 asgiven by the NCERT for organising the State Level Science Exhibition for Children. It is also certifiedthat no other voucher is included.

Signature of the In-Charge (Controlling Officer)Official Seal

Receipt Expenditure Signature ofCoordinating

OfficerVoucher

No.Date ofReceipt

Particularsof Grant

Draft No.

Date

AmountReceived

VoucherNo.

Date ofExpenditure

Particulars(Head-wise)

AmountSpent

Otherincome, if

any

Total

Balance Refundedto NCERT, if any,

vide

Total

Date


* G. Government: A Government School is that which is run by the State Government or Central Governmentor Public Sector Undertaking or an Autonomous Organisation completely financed by the Government;

L.B. Local Body: A Local Body School is that which is run by Panchayati Raj and Local Body Institutions suchas Zila Parishad, Municipal Corporation, Municipal Committee or Cantonment Board;

P.A. 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;

P.U. Private Unaided: A Private Unaided School is that which is managed by an individual or a privateorganisation and does not receive any grant from the Government or Local Body.

STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN - 2011-2012

Proforma II

INFORMATION ABOUT PARTICIPATING SCHOOLS

State/Union Territory: ________________________________

Dates of Exhibition: ________________________________

Venue of Exhibition: ________________________________

Type ofSchool*

No. ofSchools

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39TH JAWAHARLAL NEHRU NATIONAL EXHIBITION FOR SCIENCE AND ENVIRONMENTAL EDUCATION

FOR CHILDREN (JNNESEC) - 2012Theme : Science, Society and Environment

Proforma V

INFORMATION ABOUT THE EXHIBIT/MODEL

1. Title of the Exhibit/model ___________________________________(in block letters) ___________________________________

2. Sub-theme:(Tick only one or strike out all others) Agriculture and Food Security/Energy –

Resources and Conservation/Health/Environmental Issues and Concerns/Mathematics and Everyday Life/DisasterManagement

3. Name(s) of the _________________________________ (M/F)Student(s) _________________________________ (M/F)(in block letters) _________________________________ (M/F)

_________________________________ (M/F)

4. Name(s) of the _________________________________ (M/F)Teacher(s) _________________________________ (M/F)(in block letters)

5. Name and complete address of the school (in block letters) :

..................................................................................................................................................

..................................................................................................................Pin ...........................6. Type of school* Government/Local Body/Private Aided/Private

Unaided/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/No(iv) Number of Electrical Points No.: _____ (5 A); No.: _______ (15 A)

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

L.B. 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;

P.A. 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;

P.U. Private Unaided: Private Unaided School is that which is managed by an individual or a private organisationand does not receive any 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 theexhibit/model in not more than three lines)._______________________________________________________________________

_______________________________________________________________________

14. Write-up of the Exhibit/Model (not more than 1,000 words) in the following format. (Note:Proper submission of the write-up will ensure that if selected for participation in the 39h JawaharlalNehru National Exhibition for Science and Environmental Exhibition for Children (JNNESEC) –2012, it will be considered for publication in the booklet entitled: Structure and Working ofScience Models. For convenience an exemplary write-up is also given here.):

I. Introduction(i) Rationale behind construction of the exhibit; and(ii) The scientific principle involved.

II. Description(i) Materials used for the construction;(ii) Construction and working of the exhibit/model; and(iii) Applications, if any.

III. ReferencesBooks, journals or magazines referred for preparation of the exhibit/model.

IV. Illustrations(i) Black and white line diagram of the model, illustrating the working of the exhibit.(ii) Close-up photographs of the exhibit.

Note: (i) Please neither pin nor paste the photographs of the exhibits. Enclose them in a separateenvelope. Description of the photograph may be written on its back.

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

(Signatures of all students and teachers)


5 AN EXEMPLARY WRITE-UP OF AN EXHIBIT “TOILET MODIFICATION IN INDIAN

TRAINS” DISPLAYED IN THE 35TH JAWAHARLAL NEHRU NATIONAL

SCIENCE EXHIBITION FOR CHILDREN—2008 (SOLAN)

INTRODUCTION

When it comes to disposal of human excreta and other wastes the country’s largest publicsector undertaking, the Indian Railways, has been groping in the dark for many years. Untreatedexcreta and sewerage are discharged into the open, leaving railway tracks a repulsive sight.

Most of the passenger coaches have four toilets, two on both ends of each coach. The humanwaste from these toilets is directly discharged onto the open tracks. Unhindered dumping ofsuch waste is resulting in unhygienic conditions that may also cause spread of diseases.

Human waste, especially of sick passengers, may contain a large number of germs of manydiseases like diarrhoea, cholera, typhoid, hepatitis, other water-borne diseases besides parasiticinfections. Parasites like hookworm, roundworm and pinworm are spread mainly through humanwaste that results in the spread of communicable diseases. The seemingly innocent action ofthe railways contaminates the environment and promotes unsanitary conditions, negating thevery small strides made in sanitation and community health.

Toilet discharge is another major source of corrosion of rails and fastenings. Large amount ofwater used in the toilets at present needs to be minimised in order to conserve water. Waste watercan be treated and recycled so that the problems of corrosion of the tracks as well as spread ofdiseases can be checked.

RATIONALE BEHIND CONSTRUCTION OF THE EXHIBIT

This project is an attempt to solve the problems arising due to the present mode of disposal ofhuman waste in Indian trains with additional benefit of recycling the water after propertreatment. In the present model the water used in the toilet is filtered and chemically treated andrecirculated so that water usage can be minimised as well as the release of untreated water intothe tracks can be avoided. After separating water the human excreta is stored separately andcan be used to produce biogas

SCIENTIFIC PRINCIPLE INVOLVED

Collection: Human waste flushed from toilets is collected in a tank.

Filtration: Filters used in the proposed system filters water from the human wastes flushedfrom the toilet. The filtered water is collected in a separate tank.

TeacherAjith S.R.

Kendriya VidyalayaPort Trust

KochiKerala

StudentsShameer S. HameedShahid S. HameedNitesh PrabhuDeepthi Murali


Disinfection: The filtered water is treated chemically using chlorine solution and1per cent phenol.

Recirculation of Water Using Sensor Controlled Pump: The pump automatically switches ON topump up water to the overhead tank. This pump is auto controlled with an IC and sensor circuitand switches ON when the water has been treated and switches OFF when water has been pumpedup to an overhead tank.

MATERIALS REQUIRED FOR THE CONSTRUCTION

Plywood, transparent plastic boxes, transparent pipes, water pump (washing machine),fevibond, phenol, bleaching powder, metal clamps, screws and nails, wooden stand andactivated charcoal.

CONSTRUCTION AND WORKING

The present working model consists of the following major components in the given figure.(i) Toilet and overhead tank;(ii) Faecal storing tanks;(iii) Chemical treatment tank;(iv) Pipes for water circulation; and(v) Pump with sensor.

Water from the overhead tank flushes into the toilet after use and the human waste withwater gets collected in tank 1 after passing through a tube bent in U-shape. This U-bent tubealways holds some water which acts as a seal (to prevent spread of odour). In tank 1 the heavymatter of the excreta is allowed to settle. A pipe has been attached to this tank in order toprevent air blockage. This tank has another pipe near its top through which, water andthe light weight matter overflows to tank 2. Tank 2 is connected to tank 3 through a pipe fixednear its base. Water reaching tank 3 may contain some particles, which may settle down aftersome time.

When tank 3 gets filled up, water from it overflows to tank 4 where it gets filtered. Filtersremove tiny particles and the water is then transferred to the treatment tank. Chemical treatmentis done with the help of two chemicals, 10 per cent bleaching powder solution and 1 per cent

1 2 3 4


phenol solution. Both chemicals are kept in two separate tanks, fixed over the treatment tank,and are connected to the treatment tank through pipes, with valves to control the flow ofchemicals.

An agitator is provided in the treatment tank, for the proper mixing of chemicals with thewater. The treated water is then sent to the adsorption tank where unwanted chemicals getadsorbed by activated charcoal. Charcoal removes foul odour as well as chemicals such asphenol by the process of adsorption and makes the water clean. The treated water is then pumpedinto the overhead tank with the help of a sensor-operated pump. Whenever the water levelreaches a particular level (maximum), through a relay system and IC, the pump gets switchedON and water is pumped to the overhead tank. The same process is repeated again and again.

The water in the overhead tank is only meant for use in toilets for flushing, not for washingand other purposes. For this, another tank has to be provided adjacent to the overhead tank.

The solid component of human excreta stored in the retention tanks is sucked out by amotor when the train reaches the destination station. This can then be transferred to the digestertank of biogas plant which are to be installed in the yard near the main stations.

APPLICATIONS

1. The present model ensures safe disposal of human waste in running trains and helps inminimising use of water by recycling it.

2. The suggested system would also help in preventing spread of diseases causing germsand parasitic infections.

3. Anaerobic fermentation of human waste produces biogas. Hence, the biogas plant setup in the railway yards could meet some of the energy needs of the railway station.

4. This model ensures that railway stations and tracks are kept clean besides, preventingcorrosion of rails and fastenings.

5. The biogas produced can minimise energy consumption of the railways. Besides, slurrycan be used as manure for plants along the railway lines and at railway stations.

REFERENCES

1. ACCIDENTS civilaviation.nic.in/ccrs/accidents2. PIB Press Release: pib.nic.in/archive/lreleng/lyr20033. Indian Railways:www.indianrailways.gov.in/deptts/safety4. Department of Transport, www.dft.gov.uk/transportforyou/access/rail/

science fair theme - 2011- 12

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