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1State Level Science Exhibitions 2008-09
Guidelines
Department of Education in Science and Mathematics
National Council of Educational Research and Training
Sri 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 NEHRUJAWAHARLAL NEHRUJAWAHARLAL NEHRUJAWAHARLAL NEHRUJAWAHARLAL 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 MODELS
AND
ORGANIZING THE STATE LEVEL SCIENCE EXHIBITIONS
FOR CHILDREN 2008-09
STATE LEVEL SCIENCE EXHIBITIONS PROGRAMME
DEPARTMENT OF EDUCATION IN SCIENCEAND MATHEMATICS
NATIONALCOUNCILOF EDUCATIONALRESEARCHAND TRAINING
SRI AUROBINDO MARG, NEW DELHI 110 016
Telefax: 011-26561742
Website:www.ncert.nic.in

Guidelines
FORFORFORFORFOR
CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009CHILDREN 2008– 2009
AND
3636363636THTHTHTHTH
JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITIONJAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITIONJAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITIONJAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITIONJAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION
FOR CHIDLREN - 2009FOR CHIDLREN - 2009FOR CHIDLREN - 2009FOR CHIDLREN - 2009FOR CHIDLREN - 2009
CONTENTS
Page 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

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GUIDELINES FOR THE PREPARATION OF EXHIBITS
AND MODELS
INTRODUCTION
All children are naturally motivated to learn and
arecapableoflearning.Theyarenaturallearners
andknowledgeistheoutcomeoftheirownactivity.
Children learn through interactions with the
environment around, nature, things and people -
boththroughactionsandthroughlanguages.They
construct knowledge by connecting new ideas
totheirexistingideasbasedonmaterials/activities
presented to them. The structuring and
restructuring of ideas are essential features as
childrenprogressinlearning.Theyactivelyengage
with the world around them, exploring,
responding, inventing, working things out, and
interpreting. In order to stimulate creativity and
inventiveness in science, National Curriculum
Framework 2005 emphasizes on activities,
experiments, technological modules, etc. NCF-
2005 also encourages implementation of co-
curricular activities (even if these are not part of
theexamination)throughamassiveexpansionof
non-formal channels such as organization of
scienceexhibitionatthenationallevelforschool
students,withfeedereventsatschool/block/tehsil
/district/region/statelevels.Theobjectivemust
betosearchandnurtureinventive/creativetalent
amongstudents.NCF-2005furtherenvisagesthe
up-gradation of current activity in this regard by
manyordersofmagnitude,throughco-ordination
of state and central agencies, NGOs, teacher
associationsetc.,financialsupportandmobilization
ofexpertsinthecountry.Suchamovementshould
graduallyspreadtoeverycornerofIndiaandeven
acrossSouthAsia,unleashingawaveofcreativity
andscientifictemperamongyoungstudentsand
theirteachers.
Theteachingofsciencemustenablechildren
to examine and analyze their everyday
experiences.Everyresourcemustbeexploredto
enable children to express themselves and to
handle objects. Concerns and issues pertaining
to the environment should be given importance
onallpossibleoccasionsthroughawiderangeof
activities involving outdoor project work. Some
oftheinformationandunderstandingflowingfrom
such activities and projects could contribute to
theelaborationofapubliclyaccessibledatabase,
whichwouldinturnbecomeavaluableeducational
resource.Well-plannedstudentprojectsmaylead
toknowledgegeneration.Suchprojectsmaythen
get a place for display in various science
exhibitions.
TheNationalCouncilofEducationalResearch
and Training, New Delhi organizes Jawaharlal
Nehru National Science Exhibition for Children
(JNNSEC) every year for popularizing science
amongstchildren,teachersandpublicingeneral.
This exhibition is a culmination of various
exhibitionsorganizedinthepreviousyearbythe
States, UTs and other organizations at district,
zonal, regional and finally at the state level.
Selected schools from all States and Union
Territories,theKendriyaVidyalayaSangathan,the
Navodaya Vidyalaya Samiti, Department of
AtomicEnergyCentralSchools,CBSEaffiliated
public(independent)SchoolsandDemonstration

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Multipurpose Schools of Regional Institutes of
Education participate in this national level
exhibition.Likepastseveralyearssuchexhibitions
are to be organized from district to state level
during the year 2008-09 too. These would form
the first phase of preparation for the 36th
JawaharlalNehruScienceExhibitionforChildren
to be organized in November 2009.
The main theme for the State Level Science
ExhibitionsforChildren(SLSEC)2008-09would
be ‘Science & Technology for Global
Sustainability’.
Over the last few hundred years, the human
impactontheglobalenvironmenthasincreased.
Various activities of human are affecting nature
andthreateningenvironmentalsystem.Children
need to understand linkages between local and
globalissues.Theyalsoneedtoexplorehowthey
cancontributetothecauseofglobalsustainability.
Globalsustainabilityaddressesthechallengesof
reconfiguringhumanactivitiessothatoursociety,
environment and economy are able to meet our
present needs while also preserving biodiversity
andnaturalecosystemindefinitely.Inthedaysto
come,globalsustainabilitywillbethedrivingforce
changingthewayweworkandlive.
Themainobjectivesare:
♦ toprovideaforumforchildrentopursue
theirnaturalcuriosityandinventivenessto
quenchtheirthirstforcreativity;
♦ to make children feel that science is all
aroundusandwecangainknowledgeas
well as solve many problems also by
relating the learning process to the
physicalandsocialenvironment;
♦ to lay emphasis on the development of
science and technology as a major
instrument for achieving goals of self-
reliance and socio-economic and socio-
ecological development;
♦ toencouragechildrentovisualizefuture
of the nation and help them become
sensitiveandresponsiblecitizens;
♦ to develop awareness about the
importanceofscienceandtechnologyin
effectively managing the resources of
planet earth leading to national
development vis-à-vis the global
sustainability;
♦ to develop critical thinking about
global issues to maintain healthy and
sustainablecommunities;
♦ to emphasize the role of science and
technology for producing good quality
andenvironmentalfriendlymaterialsfor
the use of society;
♦ to enable managing agriculture, food,
water, health, energy and natural
resources keeping in view the global
sustainability;
♦ to appreciate the role of science and
technologyinopeningnewavenuesinthe
area of agriculture, fertilizer, food
processing, biotechnology, water
harvesting, water management, energy
resources, disaster management etc.;
♦ to apply mathematical modelling to
visualizeandsolveproblemspertainingto
day to day life.
It is envisaged that teachers and students
would try to analyze all aspects of human
endeavor with a view to identify where and
how the new researches and development in
science and technology can bring effective
management of the resources of the earth for
global sustainability. The organization of
science exhibitions would also provide
opportunities to all participating students,
teachers and visitors to get acquainted with
different kinds of equipment, devices and

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techniques. This exercise would enable the
students and teachers to generate scientific
ideas for addressing various problems of the
society. In order to facilitate the preparation
of exhibits and models for display and the
organization of State Level Science
Exhibitions during 2008-09, six sub-themes
have been identified. These are:
1. AgricultureandFoodSecurity
2. HarnessingEnergy
3. Conservation of Natural Resources
4. CombatingClimateChanges
5. DisasterManagement
6. MathematicalModelling
Theimportanceofeachsub-themeinthecontext
of the main theme and a number of ideas for
development of exhibits are given as follows.
However, these ideas are only suggestive.
Participants are free to develop exhibits based
on other related ideas of their choice.
THEME: Science & Technology
forGlobalSustainability
1.Agriculture and Food Security
Agriculture,directlyorindirectlyhasbeenthemain
source of livelihood for the majority of Indian
population. Despite industrialization, Indian
economy is heavily dependent on agricultural
progress. About700millionpeopleofourcountry
depend on agriculture and related activities for
their livelihood. Agriculture contributes nearly
30%tothenationalincomeandaccountsfornearly
20% of the total value of India’s export. It is the
main source of food grains and it provides raw
materialstomanyindustries.Initiativesstartedfor
anoverallagriculturaldevelopmentinthecountry
include improvement in science and technology
capabilities,productionandsupplyofagricultural
inputs like seeds and fertilizers, public policy
measureslikelandreformsetc.Oneofthegreatest
assets in rural areas could be an intelligent and
effective use of emerging technologies such as
biotechnology,microbiology,geneticengineering
etc. Itisimportanttoemphasizeonallfronts,like
research,education,trainingandextensiontofully
realizetheagriculturalpotentialofthecountryby
integratingagriculturewithotheralliedareaslike
horticulture, cash crops and energy crops
production,livestockproduction,fisheries,agro-
forestry, etc.
Inviewoftheabove,theagriculturalactivities
that lead to food production are no longer a
subject of classical farming only. The modern
agriculturecannotsustainitselfwithoutthesupport
ofresearchworkdonebyscientistsinthefieldof
plantbreeding;improvedvarietyofseeds;genetic
engineering; biotechnology etc.; industries
(chemical fertilizers and pesticides, tractors,
farmingmachinesandmaterials);transports(road,
rail,waterways);energy(electricity,diesel,petrol);
management (storage, processing, preserving,
qualitycontrolandmaintenance)andmanyother
sectors.
The main aim of this sub-theme are to make
ourschoolchildrenandteachersrealizetheneed
of studying and removing the constraints
responsible for knowledge gap on rural
professionsandbuildingcapacityinfoodsecurity.
Food resources development is one of the
most important areas of human activity.
Applicationoftheknowledgeofvariousscientific
principles has played an important role in
providing new technologies for improving food
production. For the first time in human history,
the world is able to grow sufficient food for its
6.6 billion inhabitants. But it is also a reality that
one in 8 people still do not have enough food to
eatandalmostonein3peopleismalnourished.It
is ironical that quite a large amount of food is
grossly wasted by some sections of our global

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society. This problem needs immediate and
appropriateattention.About18,000childrenofthe
worlddiedailyasadirectorindirectconsequence
ofinadequatenutrition.Peoplecanreachtheirfull
intellectualandphysicalpotentialtocontributeto
socialandeconomicdevelopmentofacountryonly
when they are well fed and well nourished.
Therefore,itisimportanttoachievefoodsecurity
forall.Foodsecurityexistswhenallpeopleatall
timeshavephysical,socialandeconomicaccess
to safe and nutritious food to meet their dietary
needsforaproductiveandhealthylife.
With the help of science and technology, we
canenhanceouragriculturalknowledgetoachieve
food security to reduce hunger, malnutrition and
povertyandfacilitateequitable,environmentally,
socially and economically sustainable
development.
The exhibits/models in this sub-theme may
pertain to:
• studiesofimpactclimaticchangesonthe
agriculture;
• managingchangesincropyieldwhichmay
resultduetoclimaticchangesarisingfrom
globalwarming;
• eco-forestry to protect and restore
ecosystemforsustainableforestpractices/
preserving and enhancing forest
biodiversity;
• preservationandconservationofsoiland
judicioususeofwater;
• conventional biotechnological practices
e.g. breeding techniques, tissue culture
etc.; application of biotechnology,
microbiology, genetic engineering and
genomicstoagricultureforimprovedand
highyieldingvarieties;
• organicfarming/organicfertilizersversus
chemical fertilizers; biodynamic liquid
manure/greenmanure;
• planning and managing energy crops
(Salix, Poplar, Jatropha, Jojoba etc.);
• useofbiotechnologyforeconomicallyand
ecologicallysustainablebiofuels;
• environment friendly measures of pest
control;
• applicationofbiotechnologyandgenetic
engineeringinimprovinganimal breeds
and production of animal products that
are used as food;
• growing fodders in hydroponics
environment;
• innovative/inexpensive/improved
i n d i g e n o u s t e c h n o l o g i e s
methods of irrigation /harvesting/storage/
processing/preservation/conservation/
transportofagriculturalproductsandfood
materials;
• innovative/improved practices for
reducingcostofcultivation;
• growingplants/fruitswithoutseeds;
• identificationofmedicinalplantsandtheir
applications;
• effect of electric and magnetic fields on
thegrowthofplants;
• sugarlevelsinplantsapatdifferenttimes
and dates;
• geneticvariationsamongplants;
• factorsaffectingseedgermination;
• bestconditionsformushroomproduction
andgrowthofferns;
• tropismsinplantsandgrowthhormones
etc.;
• indigenous designs of farm
machinery, agriculture implements
and practices;

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• strategiestoeliminatefoodinsecurity;
• cultivating biofuel as windbreaks at
agriculturalland/restorationofdegraded
areas/habitatofnaturalbiodiversity;
• maintaining balance of cultivation
between food and biofuel;
• issues related to animal health and food
security;
• food production and demand of quality
food/foodstability;
• advantages and disadvantages of
geneticallymodified(GM)food;
• foodsecurityandfoodqualitymeasures;
• nutritioneducation/healthyeatinghabits
andfoodutilizationbybody;
• consequencesofinadequateconsumption
of nutritious food, deficiency diseases
resulting from inadequate /unbalanced
diet of food insecure people;
• peppering/ mulching for weed
management and root development in
soil; etc.
2. Harnessing Energy
After food and water, energy is our most basic
need.Allactivitiesrequireenergytoperform.The
social and economic development of a country
and living standard of its inhabitants depends on
the availability and proper utilization of energy
resourcesofthatcountry.Energyisanimportant
concernthatdifferentiatestheglobalrichand the
global poor and the social and economic
inequalitiesthatresult.
All conventional sources of energy are
exhaustible.Fossilfuelssupplynearly75%ofthe
world’senergy.Butfossilfuelsarebeingdepleted
hundredthousandtimesfasterthantheyarebeing
formed. At the current rate of consumption,
known reserves of petroleum will be exhausted
inabout35years,naturalgasesinabout52years
andcoalsometimewithin200years.
Inthecontextofglobalsustainability,thegreat
concern about energy is not about diminishing
supplies. It is rather that our current models of
harnessing energy are unsustainable because of
environmental,economic,geographicalandequity
issues.Ourcurrentenergymodelsrelyon(i)fossil
fuelsthatcausesmogandacidrainandarelinked
withglobalwarming;(ii)traditionalbiomassfuels
that provide about 10% of world energy, but
contributetodeforestation,desertificationandair
pollution; (iii) hydroelectric power stations that
provide about 5.5% of energy consumed but
linked with environmental refugee; (iv) Nuclear
powerstationsthatprovidejustover6%ofworld
energy but generates radioactive wastes that
require long term safe disposal. Redesigning
system of harnessing energy could not only
minimizeenvironmentalimpactsbutalsoprovide
tremendous economic opportunities to fast
developingcountrylikeIndia.
One of the important and obvious way of
redesigning system for harnessing energy is to
develop and shift to clean and non-conventional
energyresourceswhichareeithernonexhaustible
or renewable such as solar energy, wind energy,
geo-thermal energy, energy from biomass and
biogas, ocean thermal energy, wave energy and
energy from other emerging technologies. Our
country is making efforts in this direction. The
technology to exploit such non-conventional
sources of energy must have to be efficient and
capableofbeingoperational. Anotherimportant
point is to make efficient use of existing energy
resources and their more equitable distribution.
As per the data available, two third of energy is
currentlywastedworldwide.
Ourcountryisendowedwithenormoussolar
energy. It can generate upto 20 MWsolar power
per square kilometer land area that can be used
forvarietyofapplications.Thegrosswindpower

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is estimated to be about 45,000 MW, but
presently our country is producing only 13,000
MWwindpower.Thedemandofelectricenergy
is growing at a rate faster than any other form of
energy. Its requirement in India is primarily met
through a network of thermal (about 70%)
hydroelectric (about 14%) and nuclear (about
4%) power station and remaining from other
resources.Nuclearelectricityholdsmuchgreater
potentialofpowersupplyinfuture.
In this scenario, we need to design, develop
and innovate new and economically viable
technologies to harness energy from alternative
resources.
pertain to:
• various ways of harnessing geothermal
energy such as energy from hot springs/
geothermal desalinization/geothermal
heating–controllingheatingandcooling
of a building using underground heat by
vertical/horizontal loops/geothermal
power/electricity generated from
naturally occurring geological heat
sources;
• models of green building/environment
buildingwhichharvestenergy,waterand
materials;
• green roof technologies/roof mounted
solar technologies such as solar water
heater,solarlightingsystem;
• heating system of a building by solar
heater;
• models/innovative designs of domestic
hydroelectricgenerator;
• devices to make breeze funneling
towards your home;
• methods of heat retention in materials/
heatcontrolinthedesignofhouse;
• solarcooker/solardistiller/solardryerfor
food processing/solar heated houses;
• solarthermalelectricity/communitysolar
project;
• innovativedesignsandinstallationofsolar
tower;
• hybridsolarlighting(solarilluminationby
routing daylight into the interior part of
thebuildingbyreflectingafocusedbeam
of sunlight on the end of optical fiber
cables);
• studies of variation in sunshine intensity
atagivenplacefordevelopingindigenous
method of its usage, etc;
• projectsformeasuringavailabilityofsolar/
windenergyinagivenarea;
• model of wind turbine for domestic use
withvertical/horizontalaxis;
• designsoflownoisewindfarm;
• windmill/watermillforgrindinggrains/
drawing water from the well and to
generateelectricity;
• water sensitive urban design to mitigate
watershortage;
• watercrisismanagement;
• useoftidalwaves/oceancurrents/salinity
gradientforgeneratingelectricity;
• wave energy from oscillating water
column/ ocean thermal energy
conversion / tidal barrage generator, etc;
• energy from biomass such as seaweeds,
human/animal wastes, keeping in view
environmentalconcerns;
• improvised technologies for effective
usageofbiofuels;
• innovative designs of bio gas/bio mass
plant;

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• biodieselfromplantoils(obtainedfrom
canola, palm oil, micro algae oil, waste
vegetableoil,etc);
• low cost liquid fuel (bio-ethanol, bio-
methanol from cellulose biomass by
improvingconversiontechniques);
• bioenergyforpovertyalleviation;
• impactofbio-energyonfoodsecurity;
• models/designs of fuel-efficient
automobiles/machines;
• innovativedesignsofinternalcombustion
engine which can function on various
biofuels;
• production of electrical energy from
mechanicalenergy/nuclearresources;
• mechanism of extraction, storage and
processingoffossilfuels;etc.
Earthnaturalresourcesarefinite. Itmeansthatif
we use them continuously we will eventually
exhaustthem. Conservationofnaturalresources
preserves the ecological diversity and our life
supporting systems – water, air and soil.
India has abundant natural resources and its
economydependslargelyontheproperutilization
of these resources. Deforestation, overgrazing,
indiscriminateminingandfaultytillagepractices
have led to severe soil erosion. Over irrigation
and over harvesting of agricultural lands have
resultedintosalinityofsoil,waterloggingandland
degradation. Overuse of tube-wells has
substantiallylowereddowntheundergroundwater
table.Industrialeffluents,forestfireandunplanned
growthhaveledtoseverewaterandairpollution.
Over 2.4 billion people lack access to proper
sanitation facilities and 1.1 billion people lack
accesstosafedrinkingwater.Shortageofnatural
resourcescripplespublichealthsystemalso.
Thesealarmingchangesinournaturalworld
aremattersofconcern. OverhalfofIndia’snatural
forests are gone, one third of its wetland are
drainedout,70%ofitssurfacesarepolluted,8%
of land is occupied by garbage, 40% of its
mangroves are wiped out and with continued
hunting and trades of wild animals and
commerciallyvaluableplants,thousandsofplants
andanimalspeciesareheadingtowardsextinction.
AccordingtoamajorreportofWorldWideFund
for Nature (WWF), the world’s largest
independent conservation body of wildlife
population, no one can escape the impact of
biodiversity loss because reduced biodiversity
translates into greater vulnerability to natural
disastersandgreatereffectsfromglobalwarming.
Wehavenotonlydegradedournaturalresources
but are also now using them beyond an
environmentallysustainablelevel:25%morethan
the planet can replace.
The air, the water, the man, the animals, the
plants and planktons, the soil and bacteria are all
invisiblyinter-linkedinalifesustainingsystemof
the earth.
The objective of this theme is to enable
children to realize the importance of conserving
and enhancing our natural resources for global
sustainability.
pertain to:
• plans for proper management of natural
resourcesandmonitoringofthechanges
in wildlife population caused by human
encroachment;
• restorationofdegradedareasandhabitat
ofnaturalbiodiversity;
• ecologicalstudiesofplantsandanimals;
• efficientmethods ofharvestingandusing
plankton;

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• Schemes/designs to help reduce
production cost and conservation of
variousrawmaterials;
• sustainablelandusepractices/ecologically
sustainablefarmingmethods;
• recyclingofwater,materials,solidwastes;
• devices /methods that control air/water/
landpollution;
• impact of pollution on living and non-
living;
• preservation/conservation/ management
of soil / water;
• factorsnecessaryforsoil formation;
• analysis of soil samples for their
components;
• stopping depletion of essential
micronutrientsinthesoil;
• forest conservation/management;
• river water sharing and its efficient and
equitableuse;
• desilting and renovation of ponds, tanks
andreservoirs;
• technologies to manage water shortages
and water surpluses;
• self regulating water harvesting system/
rainwater harvesting and storage in a
manner that evaporation and
transportationlossesareminimized;
• wastewatertreatmentandrecycling;
• participatorywatersheddevelopmentand
management;
• communitygardening;
• development of low cost technology for
producing potable water;
• designofasensitivewatermeter;
• seawaterusealongthecoastal areas for
raisingmangroveandsalicomiaplantation
togetherwithagriculture;
• stabilization of sand dunes by growing
thornybushes;
• model of canals to minimize losses by
water seepage;
• innovative/improvised designs for
reducing waste in extraction and
processingofminerals;
• innovative methods of exploration and
preservingmineralsandcrudeoiletc;
• costeffectiveheatingandcoolingsystem
ofbuildings,etc.;
• modelstocontrollossofnaturalresources
due to disasters; etc.
4. Combating Climate Changes
Climate changes are emerging as perhaps the
greatestenvironmentalchallengeof21st
Century.
Climatechangesrefertoanysignificantchangein
measures of climate (such as temperature,
precipitationorwind)lastingfordecadesoreven
longer.Thesechangesmayresultfromchangein
earth’s orbit around the Sun, change in intensity
of sun-rays, change in ocean circulation, and
variousactivitiesofhuman(likeburningoffossil
fuels,deforestation,urbanization,desertification
etc.) that change the atmospheric composition.
Theclimateisalwayschanging,butscientistsare
concernedthatglobalwarmingcausedbyhuman
activities has overtaken natural fluctuations in
climate and that this is having serious
consequences for people and the planet. It can
upset the delicate ecological balance of the earth
anditslivingorganism.
Data of tree growth, tropical air temperature
and carbon dioxide emission collected over 16
yearsindicatethatawarmingclimatemaycause
thetropicalforesttogiveoffmorecarbondioxide

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than they take up. Climate changes affect all -
plants,peopleandanimals.Humanhealthcanbe
affecteddirectlyorindirectlybyclimatechanges,
in part, through extreme period of heat and cold,
storms, smog episode and climate sensitive
diseasessuchasmalaria,yellowfeveranddengue.
Foodinsecurity,waterstress,exposuretoclimate
disasterduetoerraticweatherpatterns,declining
health, collapsing ecosystem are various
consequencesofclimatechanges.
Floods, droughts, famines and conflicts
resulting from climate changes also threaten the
developmentalgoal.Ourlivesandlivelihoodare
destroyed when we are deprived of land, food,
water, forest, natural resources, and energy.
About700millionpeopleofIndiadepending
directly on climate sensitive sectors such as
agriculture,forestandfisheriesforthelivelihood
willfacethebruntoftheconsequencesofclimate
changes.
Goodthingisthatchangeshavebeengradual
so far. Therefore, the effects of climate changes
have the potential to be manageable. In this
scenario,weneedsustainabilityliteracyforall,to
betterunderstandtheworldinwhichweliveand
face the future with hope and confidence.
The objective of this sub theme is to foster
awarenessabouttheeffectofclimatechangeson
globalsustainabilityandtohelpchildrenbecome
environmentally and socially responsible global
citizensbytakingmeasuresforcombatingclimate
changes.Childrenshouldbecomeawarethatwe
candomanythingsinourdailylifethatcanhave
effectonourimmediatesurroundingsandonplaces
asfarasAntarctica,becauseclimaticchangesissues
arenotconfinedtotheboundaryofonecountry.
pertain to :
• design anddevelopmentofanautomatic
weather-recordingdevices;
• useofecofriendlyandinnovativedevices
thatmayhelpincombatingclimatechange;
• humansusceptibility toinfectiousdiseases
throughmalnutritionduetoclimatestress
andwaystocontrollingthem;
• adoption of living being to increased
temperaturefortheirsurvival;
• estimating one’s carbon footprint on the
globe;
• conditionsofdrought,flood,famine,and
effective measures required to combat
them;
• reducing green house effect;
• effectofclimatechangeoncarboncycle
and water cycle;
• activities that add/reduce CO2
in
atmosphere;
• estimatation of school’s green house
gases emissionandwaystomitigatetheir
impactsonschoolclimate;
• reclamation of riverbanks and flood
affected areas for the rehabilitation of
landlesspeople;
• controllingwater-borneinfectionrelated
diseases;
• managing/recyclingsolidwastes;
• innovative designs/methods of waste
waterrecycling/reclamation;
• ground water recharging using water of
impairedquality;
• innovative technologies/designs of
sanitation/hygienerelated issues;
• desertificationofsoilanditsremedy;
• desalination technology to remove salt
andothermineralsfromwater;
• measure to control air pollution/water
pollution;

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• innovativedesigns/technologiesofgreen
power/environmentalfriendlyelectricity
generation;
• usingrecycledwaterinindustries/home;
• drippercloggingremovalinwastewater
irrigation;
• innovative methods to reduce ozone
pollution;
• variousmethodsofair/waterpurification/
effectofpollutiononlivingbeings;etc.
5. Disaster Management
Disastershavesignificantrelationshipwithnatural
resource management, poverty alleviation and
sustainable development. Various disasters can
cause political instability and conflicts,
demographicimbalance,unemployment,damage
to infrastructure, lowering the quality of life and
obviouslylossofdifferentbio-organisms.
Thereischaosanddisorganizationintheevent
of any natural or manmade disaster. People are
affected and disturbed. The issue of disaster can
bemanagedbymakingallpossiblepreparedness
tofacilitatepropercoordinationamongdifferent
componentsofthesystemsuchascommunication,
medical, fire fighting agencies, police, social
workers, media and other agencies. The whole
system altogether must know what to do and at
what time to do. Preparedness, coordination
amongst different agencies, planning and clear
vision of action to be taken are the keys to any
disastermanagement.
Geoclimatic conditions of India make the
country prone to certain natural disasters like
drought,flood,cycloneandearthquake,cyclone,
drought and flood; 60% of Indian landmass is
pronetoearthquakeofvaryingdegree,8%oftotal
area to cyclone,68% to drought, 0.5 million
hectaretoflood.75%oftheannualrainfalloccurs
during monsoon months.As a result, almost all
theriverscarryheavydischargewiththemduring
thosemonths. Inthecurrent decade,thedamage
in terms of human sufferings, loss of life,
agriculturalproductivityandeconomiclosseshave
been astronomical. Forecasting, warning and
communicating using advanced technologies;
settingup,maintainingreviewingandupgrading
ofpreparednessmeasures;sensitization;training;
exercise and behavioral change programmes of
thecommunity;effectiveenforcementofbuilding
safety codes and information management are
some of the issues related with disaster
management.
Inourcountry,theissueisalsoabouttheneed
for effective resource mobilization and speedy
action. What should we do when faced with a
flood,cyclone,quakeoranyotherdisasterwhen
weareathome,schooloratwork?Trainedlocal
teams should be equipped to deal swiftly and
efficiently in any emergency. Science and
technology can be of great help as in most
disastersresponsetimeiscrucialtopreventfurther
loss.
Theobjectiveofthissub-themeistoincrease
awareness of the dangers posed by disasters and
to help children find measures for effective
mitigationofthosedangers.
pertain to :
• better information and public address
systemsintheeventofdisastertoprevent
chaosandconfusion;
• access of clean and safe drinking water
intheeventofdisaster;
• extendinglogisticsupportsduringvarious
calamities, undertaking rescue and
rehabilitationmeasuresduringcalamities;
• improvised/improved devices for
effectivecommunicationbetweenvarious

Guidelines
emergency services – medical, police,
militaryandotheradministrativebodies/
committees;
• various measures/models for planning,
preparedness and co-ordination of
differentagenciesintheeventofdisaster/
community level preparedness for the
various man-made disasters such as gas
leakage,nuclearaccidents,battery/bomb
explosionsetc.;
• useofgeo-stationarysatellitesinproviding
informationpertainingtometeorological
processes;
• technologies in forecasting and warning
of cyclones, floods and storms;
• innovativedesigns offloodalarm/flood
forecasting and cyclone warning
networks;
• informationmanagementfromshipsand
oceans buoys – use of radars in cyclone
detection;
• various flood preventing measures such
as construction of raised platforms,
embankment of rivers, maintenance of
mangrovesandothermitigationmeasures;
• to ensure the effectiveness of drainage
system for clearance of sewage before
monsoonseason/tocarryoffstormwater;
• emergencymechanismsandmobilization
centers/improvementincommunication
andtransportationsystem;
• information management and early
warningsystemsforflashfloods;
• studies of the impact of global warming
onhumanhealth(spreadofepidemiclike
dengue,malaria,yellowfeveretc.);
• reconstruction of riverbanks in flood
affected areas for agricultural and
rehabilitationoflandlesspeople;
• studiesofthechangesinanimalbehavior
as a warning to natural disaster;
• designs and development of automatic
weather recording devices; etc.
6. Mathematical Modelling
Mathematical modelling is the process of
transformation of a physical situation into
mathematical analogies with appropriate
conditions. Physicalsituationsneedsomephysical
insightintotheproblem. Thenitissolvedbyusing
variousmathematicaltoolslikepercentage,area,
surface area, volume, time and work, profit and
loss,differentialequations,probability,statistics,
linear, non-linear programming etc. It is a multi-
step process involving identifying the problem,
constructing or selecting appropriate models,
figuringoutwhatdataneedtobecollected,deciding
number of variables and predictors to be chosen
for greater accuracy, testing validity of models,
calculatingsolutionandimplementingthemodels.
Itmaybeaniterativeprocesswherewestartfrom
a crude model and gradually refine it until it is
suitableforsolvingtheproblemandenablesusto
gain insight and understanding of the original
situation. It is an art, as there can be a variety of
distinct approaches to the modelling, as well as
science,forbeingtentativeinnature.
Inmathematicalmodelling,wedonotperform
anypracticalactivity,wedonotinteractwiththe
situationdirectly,e.g.wedonottakeanysample
of blood from the body to know the physiology,
and still our mathematical tools reveal the actual
situations. Therapiddevelopmentofhighspeed
computers with the increasing desire for the
answers of everyday life problems have led to
enhanceddemandsofmodellinginalmostevery
area. The objective of this sub-theme is to help
childrentoanalyzehowmathematicalmodelling
canbeusedtoinvestigateobjects,events,systems
and processes. It can be visualized by the
followingdiagram:

Guidelines
Belowisgivenanexampleofmathematical
modelling for estimating the profitability of
a company which sells its products at a fixed
price:
Step 1: Understanding the problem: Weneed
toknowtheprofitabilityofacompanyundersome
restrictions/constraints.
Step 2: Mathematical Description: Here we
suppose the costs are of two types: fixed and
variable. The fixed costs are independent of
number of units produced (e.g. rent and rates),
whilethevariablecostsincreasewiththenumber
produced (e.g. materials).
Initiallyweassumethatthevariablecostsare
directly proportional to the number of units
produced – this should simplify our model. The
companyhasacertainamountofmoneycoming
in form of sales and wants to ensure that it is
maximum. For convenience, we assume that all
unitsproducedaresoldimmediately.
Step 3: Solving the mathematical
problems: Let x be the number of units
produced and sold, C be the total cost of
product (in Rs.) I be the income from sales
(in Rs.) and P be the profit(in Rs.).
Our assumptions above states that C consists of
two parts: fixed cost a (in Rs.) and variable cost
b (in Rs.)
Then C = a + bx (1)
Also income I depends on selling prices s (Rs.
perunit).
Thus I = sx (2)
TheprofitPisthenthedifferencebetweenincome
and costs, i.e.,
P = I – C = sx – (a+bx) = (s – b) x – a (3)
We now have a mathematical model of the
relationship (1) – (3) between the variables x, C,
I,P,a,bands. Thesevariablesmaybeclassified
as:
Physical
situation
Mathematical
model
Introducephysical laws
andsymbols
Mathematical
solution
Solve Solutionof
original problem
Interpret
Accept the
models
Compare with
observation
Ingoodagreement
Not in
goodagreem
ent
Modify
hypotheses
Morepreciselytheabovediagrammaybefurther explainedasfollows:
Formulate
real model
Assumption
formodel
Formulate
mathematical
model
Solve
mathematical
problem
Usemodel
toexplain,
predict,
decide, design
etc.
Validate
model
Interpret
solution

Guidelines
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 can
determine P. He/She can also see that to break-
even (i.e. no loss and no profit), he/she must
produce
a
s–b
units (how?)
Themodelisbestsummarizedasfollows:
Costs
O break-even
point
Number of units
produced
fixedcost
total cost
income
Fig. : Graph between number of unit
produced and costs
Step 5: Interpreting the solution: The model
agreeswithoutintuitioninthatiffewunitsaresold
a loss will result, but if lots of units are sold a
profit will result. If the break-even point proves
to be unrealistic, then a non-linear model could
betriedoutoroursimplifyingassumptionsabout
cashflow(resourcesfromearningandinvestment)
can be amended.
Step 6: Validiting the model: Taking the
relationships(1)–(3)anddatafromvariousfirms,
theprofitmaybeestimatedandverified.
The exhibits in this sub-theme may pertain
to:
• mathematicalmodellingtosolvevarious
problemsofoureverydaylife/environment
relatedproblems;
• mathematical modelling and computer
simulationofclimatedynamics/production
of weather phenomena based on a
numberofpredictors;
• mathematical modelling in physical
geographysuchasrotationandrevolution
of earth, precession and equinoxes etc.;
• mathematicalmodellingtopredictorbital
pathofcomets,meteorsandotherminor
planets;
• mathematical modelling to show how
diseasemightspreadinhumanintheevent
ofepidemics/bioterrorism;
• mathematical modelling to predict the
devastating effects of wars/nuclear
explosions;
• mathematical modelling to show spread
of forest fire depending on the types of
trees, weather and nature of the ground
surface;
• mathematical modelling to demonstrate
theactionofmedicinesinhumansystem;
• mathematicalmodellingoftheworkingof
heart, brain, lungs, kidneys, bones and
endocrinesystem;
• computerdiagnosisofhumandiseases;
• mathematical modelling of fluid flow in
drain,spillways,rivers,etc.;
• using mathematical modelling and
computer simulation to improve cancer
therapy/woundhealing/tissuesformation/
cornealwoundhealing;
• mathematical modelling of intracellular
biochemicalreactionsandmetabolisms;
• mathematicalmodellingtoappreciateart

Guidelines
of science such as snowflakes, coloured
colloidalsolutionetc.;
• mathematical modelling to study
predator-prey relation;
• mathematicalmodellingtoshowcountry/
world population 20 years from now;
• mathematicalmodellingtodescribetraffic
flow/stockmarketoptions;
• studiesofstorageandretrievaltechniques
forcomputersystems;
• data manipulation and information
managementtechniques;
• statisticsandrandomnumberproblems;
• developingvideogames;
• mathematicalmodellingonsocialinsects
suchashoneybees,termitesetc.toknow
howtheyuselocalinformationtogenerate
complex and functional patterns of
communication;
• mathematical modelling of maximum
speedinfibreopticlinks;
• mathematicalmodellingofhighlyabstract
problems arising from control and
communicationprocessesinthebrain;
• mathematical modelling of urban city
planning;
• mathematical modelling to prevent an
unwanted future/to understand various
naturalandunnaturalphenomena;
• mathematicalmodellingtoshowtheeffect
ofclimatechanges/globalwarming;
• mathematical modelling on balance of
carbon cycle; etc.

Guidelines
GUIDELINESFORORGANIZINGONE-DAYSEMINARON
POPULARIZATIONOFSCIENCE
Global WarmingGlobal WarmingGlobal WarmingGlobal WarmingGlobal Warming
Global Warming
Global warming is an important environ-
mental issue ever to confront. This concern
arises from the fact that our everyday ac-
tivities are leading to changes in the atmo-
sphere. This will significantly alter our
planet’s heat and radiation balance. Green
house gases emissions have caused global
average temperature to rise by 0.74°C since
the beginning of 20th century. If appropri-
ate corrective measures are not considered
seriously, the global temperature may in-
crease upto 2°C by the end of this century.
As a result of global warming, the mean sea
level is rising at an average rate of about
1.5mm/year. It is certain that global warm-
ing would adversely affect global
sustainability. Erratic weather patterns,
changes in agricultural yields, sea level rise
and submerging of low level areas, species
extinction, increase in the ranges of disease
vectors and social conflicts are some of the
consequences of global warming.
Therefore it would be relevant to organize
one-day seminar on issues related to global
warming. The objective of the seminar is to
facilitate interactions among children,
academicians, industries and institutions to
enhance public awareness and participation
in resolving the issue of global warming.
Goals
♦ To generate awareness about the
various effects of global warming;
♦ To make children realize the inter
linkages of agriculture, food, health,
sanitation,ecology,andenvironment
withglobalwarming;
♦ To provide children, opportunities
for debates on the issues related to
global warming and possible
solutions.
Suggested Activities
• Organization of lecture and
demonstration programme that
provides opportunity for an
interaction of eminent scientists
with general public and students.
• Demonstration of some
experiments related to global
warming.
• Screening of films, video and
radio programmes, slides shows,
publications etc. on the issues
related to Global Warming.
• Organization of poster
competition, drama, debate, etc.

Guidelines
OBJECTIVES
The purpose of science exhibition is to develop
scientific attitude in the young generation of our
countrytomakethemrealizetheinterdependence
of science, technology and society and the
responsibilityofthescientistsoftomorrow. These
objectives may be achieved by presenting the
exhibitsasanexcitingexperienceofcreativityof
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
materialsandlocalresources.
Theexhibitionwillhelpchildrenandteachers
tolearnfromeachotherexperienceandmotivate
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
organizingscienceexhibitionsmaybrieflybeput
asfollows:
stimulating interest in science and
technology and inculcating scientific
spiritinyoungergeneration;
exploringandencouragingscientificand
technologicaltalentamongchildren;
inculcating in them a sense of pride in
theirtalent;
makingchildrenrealizetherelationship
between science and technology and
society;
understanding the need for proper
managementfortheoptimumutilization
of resources and prevailing
technologies;
providing exploratory experiences,
encouraging creative thinking and
promoting psychomotor and
manipulative skills among children
throughselfdevisedexhibitsormodels
or simple apparatus;
encouragingproblemsolvingapproach
and developing appropriate
technologies,especiallyforruralareas
andintegratingscientificideaswith daily
lifesituations;
inculcating intellectual honesty, team
spirit and aesthetic sense among the
participants;
popularizingscienceamongmassesand
creatinganawarenessregardingtherole
of science and technology in socio-
economic and sustainable growth of
thecountry;
developingappropriatetechniquesfor
communicationofscience,technology
andits management.
GUIDELINES FOR ORGANIZINGTHE STATE LEVELSCIENCE EXHIBITIONS
FOR CHILDREN 2008-2009

Guidelines
CALL FOR ENTRIES
The main theme for the State Level Science
Exhibitions 2008 – 2009 and for the 36th
JawaharlalNehruNationalScienceExhibitionfor
Children – 2009 would be Science &
Technology for Global Sustainability. The
identifiedsixsub-themesare:
1. AgricultureandFoodSecurity
2. HarnessingEnergy
4. CombatingClimateChanges
5. DisasterManagement
6. MathematicalModelling
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 PREPARATION
OFEXHIBITSANDMODELS arealsobeing
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,
MaharshiVidyaMandir,SaraswatiVidyaMandir,
Navyug, Municipality, Bharitya Vidya Bhavan,
Science Clubs etc.] are eligible to participate in
statelevelscienceexhibitions.Preferencemaybe
given for students in senior classes (i.e. in
secondary and higher secondary stages).
Note for all state level science exhibitions
coordinators belonging to state/UT
governments:
Itmaypleasebeensuredthatentriesfromchildren
belongingto:
• KendriyaVidyalayaSangathan;
• NavodayaVidyalayaSamiti;
• Department of Atomic Energy Central
Schools;
• CBSE affiliated Public Schools
(independentschools);and
• DemonstrationMultipurposeSchoolsof
RegionalInstitutesofEducation
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
exhibitionsseparately.Theseorganizationswould
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
beprovidedtoallschools.Theseguidelinesmay
also be translated in local languages, if possible,
andbegivenwidepublicity.Thismayalsobegiven
ontheInternetweb-site(s)oftherespectivestates/
union territories and other participating
organizations.Itisalsoenvisagedthatguidelines
beprintedinlocallanguage(s),Hindi,andEnglish
in the form of a booklet for their dissemination
amongalltheschoolsforgeneratingtheideasfor
developing the exhibits and models. These
guidelinescanalsobeviewedonNCERTwebsite
(www.ncert.nic.in).
(iii) Public Sector Undertakings, Industries, and
otherNon-GovernmentOrganizationsworkingin
the areas (where these science exhibitions are
organized) may also be invited to participate as
the exhibits displayed by them would be of
instructionalvalueforthechildrenandteachers.

Guidelines
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, the
objectiveoforganizationofscienceexhibitions
atdifferentlevelsisalsotoidentifyandnurture
inventive/creative talent among students.
Childrenmustbeencouragedtoexploreevery
resource to enable them to express and to
handleobjects.Theymustbegivenallfreedom
toexpresstheirowncreativityandimagination.
Theroleofparents,teachers,andpeergroups
may be in the form of financial support and
discussions. The tendency of procuring the
ready-made projects must be ruled out. An
exhibitmustbeabletobringoutthescientific
ability of the children, whether the model is
traditional or an improvement over the
traditionalmodelorinnovative.Skillsinvolved
in constructing the exhibit/model, the degree
ofneatnessandcraftsmanshipinvolvedmust
also be taken into account.

Guidelines
SCREENING, EVALUATION AND MONITORING OF ENTRIES
(i) Ascreeningcommitteeshouldbesetupto
finalize the selection of entries from the
variousinstitutionsforparticipationinthe
State Level Science Exhibition For
ChildrenincaseDistricts/RegionalLevel
ScienceExhibitionarenotbeingorganized
by the state/UT.
(ii) TheScreeningCommitteemayconsistof
representatives of SISE/SIE and some
selected representative institution(s).All
recordsaboutthemeetingofthecommittee
should be maintained. The selection
procedure adopted should lay more
emphasisonthequalityoftheexhibitsrather
thanquantity.Itshouldbeensuredthatthe
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
thecriteriaofEvaluationattachedherewith.
Bestthreeexhibitsineachsub-themefrom
each category viz., higher secondary and
others must also be selected by the said
panelofjudges.
(iv) A separate list of the selected entries of
the exhibits and models under each sub-
theme (to be displayed in the state level
scienceexhibition)mustbeprepared.This
mustcontainthenameoftheexhibit/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
distributedamongallparticipatingchildren
and teachers.Acopy of this list should be
forwarded to NCERT together with the
formalreportoftheexhibition.
Suchalistmaybepreparedinaccordance
withtheNCERTun-pricedpublicationon
“List of Exhibits”, to be displayed in
Jawaharlal Nehru National Science
Exhibition for Children. It is published
every year and distributed to all
participatingchildren,teachers,andvisitors
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) AformalreportoftheStateLevelScience
Exhibition and One-Day Seminar On
Popularization Of Science should reach
NCERT within one month after the
conclusion of the exhibition. It would
includethefollowing:
(a)Datesandvenueofexhibition.
(b) Proforma No.I - V duly filled up
(c) List of schools participating and the
number of students/teachers

Guidelines
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,
thatparticipatedintheexhibition.
(d) List of entries of the exhibits and
models being displayed in the state
levelscienceexhibition,asexplained
in paragraph (iv) above. Number of
exhibits displayed under each sub-
theme should also be mentioned
separately.
(e) Highlightsoftheexhibitionincluding
otheractivities suchaslectures,film
shows, book exhibition etc. and
participation of other scientific/
industrialorganizations.
(f) Panel of judges for evaluating the
exhibits/models displayed in the
exhibition (in accordance with the
CriteriaforEvaluationofExhibits).
(g) Listofselectedexhibitsbeingsentfor
considerationfordisplayinJNNSEC
– 2009 bearing the name of student,
teacher,schooletc.andtheirwriteups
forconsiderationforparticipationin
JNNSEC – 2009. (A proforma for
informationabouttheexhibit/model
is also attached for this purpose.)
(h) Numberofvisitorstotheexhibition.
THEREPORT
ANDANDANDANDAND
PROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - VPROFORMA NOS. I - V
SHOULD STRICTLYFOLLOWTHEABOVE FORMATAND BE
FORWARDED
WITHIN ONE MONTH
AFTER THE CONCLUSION OF THE EXHIBITION TO:
Dr. Shashi Prabha
COORDINATOR
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
SRI AUROBINDO MARG, NEW DELHI - 110 016
Telefax: 011-26561742
e-mail:sciencencert@yahoo.co.uk

Guidelines
CRITERIAFOR EVALUATION OFEXHIBITS
TheJawaharlalNehruNationalScienceExhibition
forChildren,organizedeveryyearbytheNCERT,
receivesentriesforconsiderationforparticipation
from States/UTs selected from the State Level
ScienceExhibitionsheldintheprecedingyear.In
order to keep a uniform criteria for evaluating
the exhibits in all States/ UTs and on the basis of
thefeedbackreceivedfromdifferentagencies,the
following criteria for judging the exhibits is
suggested (the percentage given in bracket are
suggestiveweightages):
1. Involvement of children’s own
creativityandimagination(20%);
2. Originality and innovations in the
exhibit/model(15%);
3. Scientificthought/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)
highersecondarylevel.Onthebasisofthecriteria
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.

Guidelines
State:___________Duration:___________
STATELEVELSCIENCEEXHIBITIONSFORCHILDREN2008-09
THEME:Science&TechnologyforGlobalSustainability
VENUE:…………………………………………………….
JUDGES’PROFORMAFOREVALUATIONOFPARTICIPATINGENTRIES–SUBTHEMEWISE
SUB-THEME:AGRICULTUREANDFOODSECURITY/HARNESSINGENERGY/
CONSERVATIONOFNATURALRESOURCES/COMBATINGCLIMATE
CHANGES/DISASTERMANAGEMENT/MATHEMATICALMODELLING
(Pleaseputtickmark
onthesub-themebeingevaluated)
Date:_________________Signature…………………………...
Name:DesignationandAffiliation:
S.
N
o.
Codeofthe
Exhibit
Involvementof
childrenown
creativityand
imagination.
20%
Originality/Inno
vationsinthe
exhibit/model
15%
Scientific
Thought/Princ
iple/
Approach
15%
Technical
Skills/Workmanship/
Craftsmanship
15%
Utility/
Educational
Valuesfor
Laymanand
Children
15%
Economic
(lowcost)
Portability/
Durability
10%
Presentation
10%
Total
100%
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Guidelines
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,ifany,fromthestatefunds.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.

Guidelines
(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
hoursnoincidentalchargesshould
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 NCERTand 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-charge
of the State Level Science Exhibition)”
of the exhibition for adjustment in the
NCERTaccount.Allvouchersmaybesigned
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:

Guidelines
STATE LEVELSCIENCE EXHIBITIONS FOR CHILDREN 2008– 2009
PROFORMANO.I
MAINTENANCE OF ACCOUNTS
State/Union Territory: ________________________________
Dates of Exhibition: ________________________________
Venue of Exhibition: ________________________________
CertifiedthattheexpenditureshavebeenmadeinaccordancewiththenormsandGuidelinesasgiven
by the NCERT for organizing the State Level Science Exhibition. It is also certified that no other
voucherisincluded.
SignatureoftheIn-Charge(ControllingOfficer)
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

Guidelines
STATE LEVELSCIENCE 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 or
Public Sector Undertaking or an Autonomous Organization completely financed by the Government.
LB: Local Body. ALocal 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.
PA: Private Aided. A Private Aided School is that which is run by an individual or a private organisation and
receives grants from the Government or Local Body.
PU: Private Unaided.APrivate Unaided School is that which is managed by an individual or a private organization
does 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

Guidelines
PROFORMANO.III
INFORMATIONABOUTNATUREANDNUMBEROFEXHIBITSDISPLAYED
State/UnionTerritory:______________________________
DurationofExhibition:______________________________
VenueofExhibition:______________________________
NaturalandNumberofExhibitsDisplayedSub-themes
Innovative/Improvised
Apparatus/Working
Model
StaticModelStudy/SurveyReportAnyother
TotalNo.of
Exhibits
Agricultureand
FoodSecurity
HarnessingEnergy
Conservationof
NaturalResources
CombatingClimate
Changes
Disaster
Management
Mathematical
Modelling
GrandTotal

Guidelines
State:___________Duration:___________
PROFORMANO.IV
THEME:Science&TechnologyforGlobalSustainability
VENUE:…………………………………………………….
PANELOFJUDGES–SUBTHEMEWISE*
SUB-THEME:AGRICULTUREANDFOODSECURITY/HARNESSINGENERGY/
CONSERVATIONOFNATURALRESOURCES/COMBATINGCLIMATE
CHANGES/DISASTERMANAGEMENT/MATHEMATICALMODELLING
(Pleaseputtickmark
onthesub-themebeingevaluated)
*Respectivejudgesmayhavetheiropinions,suggestionsandcommentsabouttheorganizationofscienceexhibition.NCERTwelcomesallsuch
opinions.Kindlyenclosethemonseparatesheets.
S.No.NameoftheJudgesDesignationOfficialAddress,Phone,
Fax,e-mail
ResidentialAddress,
phone,Mobile

Guidelines
36th JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION FOR CHILDREN –
2009
THEME: SCIENCE & TECHNOLOGYAND GLOBALSUSTAINABILITY
PROFORMA NO. V
INFORMATION ABOUT THE EXHIBIT/MODEL
1. TITLEOFTHEEXHIBIT/ ___________________________________
MODEL(BLOCKLETTERS) ___________________________________
2. Sub-theme:
(Tick only one) Agriculture and Food Security / Harnessing Energy/
Conservation of Natural Resources/ Combating Climate
Changes/ Disaster Management/ Mathematical
Modelling
3. NAME(S)OFTHE _________________________________ (M/F)
STUDENT(S)withSEX _________________________________ (M/F)
(BLOCKLETTERS) _________________________________ (M/F)
_________________________________ (M/F)
4. NAME(S)OFTHE _________________________________ (M/F)
TEACHER(S)withSEX _________________________________ (M/F)
(BLOCKLETTERS)
5. NAMEANDCOMPLETEADDRESSOFTHESCHOOL(BLOCKLETTERS):
————————————————————————————————————
————————————————————————————————————
——————————————————— PIN ———————————————
6. Type of the school*: Government/Local Body/Private Aided/Private
Unaided/Any Other (Please specify)
_____________________ _________________
7. Affiliation of the School: State Board/ICSE/CBSE
Any Other (Please specify) ________________
8. Location of the School: Tribal/Rural/Urban
9. 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 Amp); No.: _______ (15 Amp)
* Government: A Government School is that which is run by the State Government or Central Government or Public Sector
Undertaking 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 the
Government or Local Body;
Private Unaided: Private Unaided School is that which is managed by an individual or a private organisation and does not receive
any grant from the Government or Local Body.

Guidelines
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 not
more than three lines).
———————————————————————————————————
———————————————————————————————————
———————————————————————————————————
14. WRITE-UP OF THE EXHIBIT/MODEL (not more than 1000 words) in the following format (Note: Proper
submission of the write-up will ensure that if selected for participation in the 36th Jawaharlal Nehru
National 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; and
2. The scientific principle involved.
(b) Description:
1. Materials used for the construction;
2. Construction and working of the exhibit/model; and
3. 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. Also
do not write anything on the photograph.
ii. Please do not enclose the photographs of participating student(s) and their guide teacher(s).
(Signaturesofallstudentsandteachers)

Guidelines
An ExemplaryWrite up of an Exhibit “VERMIWASH FOR SUSTAINABLE
DEVELOPMENT” displayed in the 33rd
Jawaharlal Nehru National Science
Exhibition for Children 2006, Pune
VERMIWASH FOR SUSTAINABLE DEVELOPMENT
Student
Pratik Sampatrao Patil TilakHighSchkool
MangalwarPeth
Karad, Satara
(Maharashtra)
Teacher
Sanjay Bapurao Pujari
RATIONALE BEHIND CONSTRUCTION OFTHE EXHIBIT
InIndia,firstrevolutionwasimplementedbyourlatePrimeMinisterPanditJawaharlalNehru,under
the guidance of Dr. Karwar, Dr. Swaminathan and Dr. Borlaug. During first green revolution the
importedsyntheticfertilizers,pesticides,growthpromoters,hydridvarietiesofplantswereintroduced
inagriculture. Nodoubtthefoodproductionincreasedsubstantially. However,overtheyearsexcess
use of synthetic fertilizers and pesticides have adversely affected the eco-system like soil, water and
food due to pollution. According to a satellite survey done by Dr. Bharat PawarV.S.I, Manjai, Pune
in 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 increasing
population, 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 organic
farming. Keepingthisinmind,wehavedevelopedthemodelforpreparingVermiwash,whichcanbe
usedasanexcellentnutrientforavarietyofcrops. Thepresentmodelsuggestsfivemajormodification
overtheconventionaltechniqueavailableatpresent. Itsuseinthefield,particularlyondifferenttypeof
cropsandfruittreeshaveshownbothqualitativeandquantitativeimprovementonthecropyield.
SCIENTIFIC PRINCIPLE INVOLVED
Earthworms that live in moist soil absorb water around them through their skin, which enters in their
coelomicfluid.Thewaterthatearthwormsexudefromtheirbodyasapartoftheirosmoregulatoryand
excretory function enriches the soil in natural situations. The earthworms exude excess water along
withorganicandinorganicmaterialsproducedinsidetheiralimentarycanal. Alongwithfecalmatterthe
enzymes,symbioticgutbacteria,fungiare alsoreleasedoutbythem. This isrichinorganicmaterand
minerals andiscalledvermiwash.
MATERIALS USED FOR CONSTRUCTION
Plastic/glass rectangular jars (4 Nos), fabricated iron stands (3 Nos), 1.5 m long rubber pipe with ½
cmdiameter,1.0mlongplasticpipewith2.5cmdiameter,2-3traysto displayvarietyofearthworms,
a small plastic bowl for collection of vermiwash, 10 kg fine sand, 15 kg coarse sand, 12 kg partly
decayeddungwithleafmould,1.25cmtap,cylindricalplasticdrum(1No),vessel(10litrecapacity–
1 No), 5 bricks, water controller/regulators (5 pieces), one circular piece of Netlon mesh, ½ kg
matureearthwormandsilicongel/feviquick.

Guidelines
CONSTRUCITONAND WORKING OF THE MODEL
Incylindricaljar,firstalayerofbrickupto7.5cmheightislaid. Abovethislayer,wespreadalayerof
5 cm thick coarse sand and a third layer of 2.5 cm fine sand. On the top of third layer we spread the
netlon mesh. At the center of the cylindrical jar we fix a perforated plastic pile of 50 cm length. The
space around this pipe is then filled with 10 cm thick layer of dung and decayed litter. On the mouth
of this jar, a circular ring of iron is fitted to which a water controller with four water outlets is fixed as
shown in Figure 23.1.Water from a tank is supplied to the water controller with the help of a rubber
pipe that has a regulator fixed on it. Atap 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 unit
at a rate of 250 ml per day. At the same time about ½ kg matured earthworm are put in the unit on the
neltonmesh. After4to5days,vermiwashbeginstodripfromthetapfixednearthebottomoftheunit.
This may, however, not be of good quality. The vermiwash collected after 10 days is rich in both
organicandinorganiccompoundsdesirableforhealthygrowthofcrops.
APPLICATION
1. Vermiwashactsas planttonic,becauseitcontainsnumberofmicroorganisms,actinomycetes,
enzymes,hormonesandothermulti-nutrients.
2. Vermiwashincreasesresistanceofplantsagainstvariousbacterial,viralandfungaldiseases.
3. Vermiwash increases 15 per cent vegetative and reproductive growth in fruit and flower
bearing plants. Ultimately it results in increase up to 40 per cent to 80 per cent in yield.
Fig. 23.1

Guidelines
4. Itisverygoodfoliarspray,preventsdetachmentofflowers,helpsinfruitsetting,theirgrowth
insize,providesbettertastebesidesgivingthemwithbetterluster,highqualityandlowtoxic
residues. In plants grown for flowers, use of vermiwash results in increased size, colour,
lusterandquality(postharvesting)offlowers.
5. Ifvermiwahisusedinnurseryforcutting,graftingandlayering90percentland, moreplants
canstayhealthy,therebyenhancing theyield.
6. Useofvermiwahdoesnotcausepollutionofwaterandsoil. Ithelpsproducequalityfoodfor
bettermentofhumanpopulationandotheranimals.
7. Five variants of the model have been designed to produce vermiwah. These models vary in
design as well as size. Vermiwash produce has been successfully tried out on 27 crops of
differenttypes.
CHEMICALANALYSIS OFVERMIWASH
1. pH-7.63 to 7.9 9. N-150 ppm or 0.20 mg/lit
2. P2
O5
-44 ppm or 12.82mg/lit 10. K2
O-260ppmor2220mg/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 Longman
Ltd,Chennai.
(ii) KaleR.D.,EarthwormCinderellaofOrganicFarming,PrismbookPvt.Ltd,Bangalore.
(iii) Kotpal R.L., Annelida, Rastogi Prakashan, Meerut.
(iv) MaratheA.D. andAgarkar 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 DesaiA., AText book of Applied Zoology, Nirali Prakashan, Pune.
(vii) SatheT.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) StephensonJ.,1923,TheFaunaofBritishIndiaOligochaeta,Taylor&Francis,London.

Guidelines
(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, JournalAgric. Res.(10:371-376).
(iii) Ismail S.A. & Kaleemurrahman M., 1981, Report on Occurrence of Bioluminescence
in 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 cake
as an additive in earthworm feed and its influence on establishment of microflora –
JournalofSoilBiology,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.naturewatch.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.naturewatch:ca/english/wormwatch/resources/forms/location
6. http://www.kau.edu/pop/vermicompost

Guidelines
ContactAddress
Dr. Shashi Prabha
COORDINATOR
FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009FOR CHILDREN 2008– 2009
SRI AUROBINDO MARG, NEW DELHI - 110 016
Telefax: 011-26561742
e-mail:sciencencert@yahoo.co.uk

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