STATE LEVEL SCIENCE EXHIBITION FOR

CHILDREN 2006 – 2007

AND

34th JAWAHARLAL NEHRU NATIONAL SCIENCE

EXHIBITION FOR CHILDREN – 2007

GUIDELINES

STATE LEVEL SCIENCE EXHIBITION PROGRAMME

DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICS
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG, NEW DELHI 110016

Telefax: 011 26561742

Website: www.ncert.nic.in
 STATE LEVEL SCIENCE EXHIBITION FOR
CHILDREN 2006 – 2007

AND

34th JAWAHARLAL NEHRU NATIONAL SCIENCE

EXHIBITION FOR CHILDREN – 2007

CONTENTS

1. Guidelines for the Preparation of Exhibits and Models

2. Guidelines for Organising the State Level Science Exhibition
for Children 2005 – 2006
Objectives
Call for Entries
Screening, Evaluation and Monitoring of Entries
Criteria for Evaluation of Exhibits
Expenditure Norms
Proforma for Filling Information about the List of Schools
Participating in the State Level Science Exhibition for
Children 2006 – 2007
3. Proforma for Information about the Exhibit/Model
4. An Exemplary Write-up of an Exhibit “Automatic Light
Controller in Railway Tunnels” Displayed in the 30th
Jawaharlal Nehru National Science Exhibition – 2003,
Dehradun.
5. Contact Address
 GUIDELINES FOR THE PREPARATION OF EXHIBITS AND MODELS

INTRODUCTION

The National Council of Educational Research and Training, New Delhi

organises Jawaharlal Nehru Science Exhibition for Children (JNNSEC) every year
to commemorate the birth anniversary of Pandit Nehru. Schools from all States
and Union Territories, the Kendriya Vidyalaya Sangathan, the Navodaya
Vidyayalya Samiti, Department of Atomic Energy Schools, and Demonstration
Multipurpose Schools of Regional Institutes of Education participate in this national
level exhibition. This national science exhibition is a culmination of various
exhibitions organised in the previous year by the States, UTs and other
organisations at district, zonal, regional and finally at the state levels. Such districts
to state level exhibitions are to be organised during year 2006 - 2007 too. This as
usual would form the first phase of preparations for the 34th Jawaharlal Nehru
Science Exhibition for Children to be organised in November 2007.

The main theme for the State Level Science Exhibitions for 2006 – 2007
would be Science and Technology for Sustainable Development. The main
objective is to highlight the role of science and technology in the exploration of the
new incognita of the mind and the shift that is taking place in mind; developing
awareness about the importance of science and technology in the national
development vis-à-vis the global changes; laying emphasis on the development of
science and technology as a major instrument for achieving goals of self-reliance
and socio-economic development; making the children realise the ways in which
the science and technology have helped; and emphasizing role of science and
technology for producing good quality materials for the use of society. Agriculture,
energy, industry, health, natural resources and their management, chemicals,
fertilisers, textiles, forestry, ocean development, shipping, information technology,
computers, electronics, power, space, atomic energy, food processing, bio-
technology, genetic engineering, mass media, nano-technology, cryogenics etc.
are some of the new areas where science and technology have opened new
pastures.

It is envisaged that teachers and students would try to analyse all aspects of
human endeavour with a view to identify where and how the new researches and
development in science and technology can bring improvement in quality of life.
The organisation of science exhibitions would also provide opportunities to all
participating students, teachers, and visitors to get acquainted with different kinds
of equipment, devices, and techniques. This exercise would enable the students
and teachers to generate ideas for developing their exhibits for display in science
exhibitions. In order to facilitate the preparation of exhibits and models for display
and the organisation of state level science exhibitions during 2006 – 2007, five sub-
themes have been identified. These are:

(i) Food and Agriculture;

(ii) Industry and Environment;
(iii) Energy;
(iv) Educational Technology and Mathematical Modelling; and
(v) Transport and Communication

The importance of each sub-theme in the context of the main theme and a
number of ideas for development of exhibits are given as follows. However, these
ideas are only suggestive. Students are free to develop exhibits based on other
ideas of their choice.

I. FOOD AND AGRICULTURE

Intake of food is one of the most important areas of human activity.

Application of the knowledge of various scientific principles has played an important
role in providing new technology for improving food production. The agricultural
activities, which lead to food production, is no longer a profession of only farmers.
The modern agriculture cannot sustain itself without the support of scientists
(research, improved variety of seeds and biotechnology), industry (fertilizers,
chemicals, pesticides, tractors, farming machines and materials), transport (roads,
trucks, waterways and railways), energy (electricity, irrigation, diesel, petrol),
management (storage, processing, preserving, quality control and maintenance)
and many other sectors.

Agriculture is the backbone of India's economy; it provides direct

employment to nearly 60 percent of working people in the country, contributes
about 25 percent of gross domestic product and constitutes about 20 percent of the
total value of India's exports. Initiatives started for an overall agricultural
development in the country include the improvement in science and technology
capabilities; production and supply of agricultural inputs like seeds and fertilisers;
and public policy measures like land reforms etc. One of the greatest assets in rural
areas could be the intelligent and effective use of emerging technologies such as
biotechnology, microbiology, genetic engineering, energy management etc. For a
proper use of such relevant technologies the conversion of all unskilled persons to
skilled ones (through proper training programmes) is an important task. The main
aim of this sub-theme is to make our school children and teachers realise the need
of studying and removing the constraints responsible for "knowledge gap" on rural
professions. Just as the green revolution of the nineteen sixties enhanced our self-
confidence about our agriculture capability, a knowledge revolution is now
necessary to enhance our agricultural competitiveness. Technology, training,
techno-infrastructure and trade are the four pillars of sustained agricultural progress
and agrarian prosperity.
 The exhibits in this sub-theme may pertain to:
i. indigenous designs of farm machinery, agricultural implements and
practices;
ii. indigenous technology of farming;
iii. Preservation and conservation of soil, soil and water management,
iv. Indigenous technologies for irrigation with special emphasis on rural areas;
v. Innovative/inexpensive/improved/indigenous technology/methods of
storage/preservation/conservation/transport of agricultural products and food
materials;
vi. Application of biotechnology and genetic engineering to agriculture for
improved and high yielding varieties;
vii. Application of biotechnology and genetic engineering in improving breeds
and production of animal products that are used as food,
improved/improvised method of processing, preservation, storage and
transport of animal products;
viii. Development of low-cost technology for producing potable water;
ix. Indigenous methods for rainwater harvesting and traditional irrigation
methods;
x. Issues related to the animal health and food safety;
xi. ecologically sustainable farming methods;
xii. organic fertilisers versus chemical fertiliser;
xiii. application of biotechnology, microbiology, genetic engineering, and
genomics to agriculture for improved and high yielding varieties;
xiv. innovative/inexpensive/improved/indigenoustechnology/storage/reservation/
conservation/transport of agricultural and animal products, and food
materials;
xv. rainwater harvesting and storage in a manner that evapo-transportation
losses are minimum;
xvi. waste water treatment and recycling;
xvii. participatory watershed development and management, desilting and
renovation of ponds, tanks, lakes, and reservoirs (non-conventional methods
for utilisation of water);
xviii. river water sharing, and efficient and equitable use;
xix. sea water use along the coast for raising mangrove and salicornia
plantations together with agriculture;
xx. Growing plants without seeds;
xxi. effect of radiation, electric and magnetic fields on the growth of plants and
protective measures;
xxii. sugar levels in plant sap at different times and dates;
xxiii. genetic variations among plants;
xxiv. factors affecting seed germination;
xxv. best conditions for mushroom production and growth of ferns;
xxvi. tropisms in plants and growth hormones etc.
II. INDUSTRY AND ENVIRONMENT

India has abundant natural resources and its economy depends largely on
the proper utilisation of the resources. The industrial development of India over the
past five decades of planned progress is indeed spectacular. The country is now,
more or less, self-sufficient in the production of consumer goods and some basic
items like iron, steel, and aluminium. Service industries like tourism and banking are
also growing. Power generation has been substantially stepped-up to fuel a variety
of industries and infrastructure adequately built-up for the future progress. The
potential for generating hydroelectric power in north-eastern part of the country has
not developed because the region falls within a major earthquake zone. Among
India’s major large scale industries are: cotton and silk textile industry with over a
twelve hundred textile mills; iron and steel industry with six integrated steel plants
and over 220 mini-steel plants; jute; sugar; cement; aluminium; electronics;
jewellery; heavy machines and electrical equipment; light engineering; glass;
leather goods; paper; chemicals and fertilisers; pharmaceuticals; petroleum;
shipbuilding; sports; dairy; fisheries and other agricultural products; handicrafts etc.
The knowledge-based information technology industry is one of the most promising
sectors in India. The IT sector alone accounts for over Rupees Fifty Billion in
revenue. Tourism has also emerged as an instrument for employment generation,
poverty alleviation and sustainable human development. Presently the direct
employment in tourism industry is estimated to be about 1.5 million. The emphasis
is not only to accelerate industrial development but also make the Indian industries
internationally competitive.

The spectacular industrial development over the last few years has led to the
replacement of the communities of nature by man-made communities. However, the
principles that govern the life of natural communities have to be observed if these
man-made communities are to thrive. Deforestation, overgrazing, indiscriminate
mining and tree felling, and faulty tillage practices have led to severe soil erosion.
Over-irrigation and over harvesting of agricultural lands has resulted into salinity of
water, water-logging and land degradation. Overuse of tube-wells has substantially
lowered down the underground water table. Destruction of lush tree covers has
occurred due to the need of more agricultural and residential lands to meet the
challenges due to over-population. Industrial effluents, forest fire and unplanned
growth have led to severe water and air pollution. The eco-system represents a
stable equilibrium of various physical and biological factors that have been
operating in the past. The organic continuity of the system rests on a delicate
network of independent relationships. The air, the water, the man and the animals,
plants and planktons, the soil and bacteria are all invisibly inter-linked in a life-
sustaining system we call the environment. All living organisms have survived by
adjusting themselves to the environment and attuning their lives to its rhythm. The
main objective of this sub-theme is to help us understand to think less about
conquering nature and more about learning to work with nature.
 The exhibits and models may pertain to:
i. models of improved versions of various types of machines and
manufacturing plants;
ii. schemes/designs to help reduce production cost and conservation of raw
materials;
iii. use of eco-friendly innovations that may help in increasing the industrial
production;
iv. innovative methods of exploration and processing of minerals, crude oil etc.;
v. issues related with the service industries like tourism, banking, IT etc.;
vi. plans for proper management of natural resources and environment;
vii. monitoring the changes in wildlife caused by the human encroachment;
viii. devices or methods that control pollution;
ix. impact of pollution on living and non-living;
x. devices to control and measurement of the noise, air, soil, water pollution;
xi. study of chemical spills in industry;
xii. awareness about various aspects of environment and disposal of harmful
effluents;
xiii. preservation, conservation and management of soil;
xiv. analysis of soil samples for their components;
xv. ecological studies of plants and animals;
xvi. experiments with biodegradability;
xvii. efficient methods of harvesting and using plankton;
xviii. effect of lubricants on gears;
xix. study and record varying water levels, over the year, in the water body,
surrounding environment;
xx. design and development of an automatic weather recording device;
xxi. study of air and water purification methods;
xxii. ozone destruction experiments etc.

III. ENERGY

The social and economic development of a country owes a lot to the

development of energy resources of that country. Development of conventional
forms of energy for meeting the growing needs of society is the main task. Coal is
among the most important conventional source of energy and accounts for about
67 percent of the India's commercial requirements. Coal still holds the position of
major energy source in industrial economy of India. India has nearly 60,000 million
tonnes of minerable coal reserves, which are sufficient to meet country’s coal
demand only for another 130 years (total reserves in India are about 2,35,000
million tonnes to a depth of 1200 m). India is now the fifth largest coal-producing
nation in the world.) Lignite (also called brown coal) reserves in India are estimated
at nearly 35,000 million tonnes. The discovery of new off-shore oil fields have
increased the crude oil production in the country to about 32 million metric tonnes
per annum. The natural gas (green fuel) production is about 30 billion cubic metres
per year.
 Power (or electricity) is the most convenient and versatile form of energy. Its
demand has been growing at a rate faster than other forms of energy. Its
requirement in India is primarily met through network of thermal (about 82 percent)
and hydroelectric (about 14 percent) power stations. However, nuclear electricity
(presently about 4 percent) holds much greater potential of power supply in future.
Presently, the agriculture, domestic, and industrial shares in the total power
consumption is about 30, 40 and 30 percent, respectively.

All of the conventional sources of energy are exhaustible. Enormously growing

demand for energy and the increasing exploitation of the available energy
resources is causing a rapid depletion in their reserves, which may thus not last for
a very long time. Efforts are, therefore, being made to develop non-conventional
energy resources, which are either non-exhaustible or renewable such as biogas,
biomass, solar energy, tidal and wind energy, ocean power, geo-thermal power,
small hydropower and other emerging technologies. India can generate 20 MW
solar powers per square kilometre land area that can be used for a variety of
applications like cooking, water heating, water pumping, drying of farm produce,
home and street lights etc. The gross wind power potential of India is estimated to
be about 45,000 MW. At present India is producing 13,000 MW wind power.

The exhibits/models in this sub-theme may pertain to:

i. production of electrical energy from mechanical sources (working models);
ii. design of fuel-efficient engines, machines, hearths;
iii. mechanism of extraction, storage and processing of fossil fuels;
iv. life of battery and ways of increase in power storage in batteries;
v. study of air tides;
vi. active and passive solar energy systems;
vii. design of solar heating devices, viz., solar cooker, “solar heated home” etc;
viii. principles and design of solar panels and solar still;
ix. designing a method of measuring how much sunshine is available each day;
x. methods of heat retention in materials;
xi. study of propeller designs for wind generators;
xii. designing of a device that can float and hold a given weight;
xiii. effects of landscaping and architecture on energy consumption etc.

IV. EDUCATIONAL TECHNOLOGY AND MATHEMATICAL MODELLING

A. EDUCATIONAL TECHNOLOGY

Education is going global. One can choose to study many qualifications

through distance and supported learning. One may work through the course at
home in his or her own time, with the help of printed study materials and often also
through videos, CD-ROMs, audio tapes and web based resources. One can also
communicate with the tutor (or instructor) and with other fellow students by mail, e-
mail, web chat room, and fax. In this changed scenario, the use of educational
technology undoubtedly helps in improving upon the quality of teaching/learning/of
any subject. Suitable indigenous technology can be developed for designing and
fabricating educational aids for teaching all subjects including science, technology
and mathematics. The exhibits and models in this sub-theme may include:
i. designing and fabrication of effective educational models by using indigenous
raw materials;
ii. innovative and inexpensive models of audio-visual equipment (specially multi-
media);
iii. low-cost educational toys, games, puppetry etc.;
iv. curriculum based low cost demonstrations such as
(a) transformation and conservation of mechanical energy (roller-coaster,
archimedes’ screw);
(b) conservation of angular momentum (revolving chair) and linear
momentum (newton’s cradle);
(c) illusions in viewing;
(d) propagation of sound and light waves; demonstration of various
phenomenon;
(e) endothermic and exothermic chemical reactions;
(f) effect of friction and gravity;
(g) measurement of speed of sound: echo-tube;
(h) resonance in organ pipes;
(i) simple harmonic motions and superposition of harmonic motions;
(j) levers and pulleys etc.
v. study of formation of images on a T.V. tube;
vi. use of low-cost semi-conductor lasers in class room activities;
vii. voice communication with infrared light and fibre optics;
viii. reproduction of the Stanley Miller experiment: ‘The Origin of Life’;
ix. study of phosphorence as a tool for geologists;
x. use of internet and computers;
xi. applications in education using the computer as an education tool: simulations
in science and non-science areas etc.

B. MATHEMATICAL MODELLING

The rapid development of high speed computers and the increasing desire for
the answers of real life observations and problems have led to enhanced demands
of modelling in almost every area. Although the mathematical modelling methods
have always been useful, their role in the present-day scientific research is of
fundamental importance. One reason for this is that the modelling can give the
solution when ordinary analytical tools fail. In its broadest sense, the mathematical
modelling encompasses all applications of mathematics, computer technology, and
quantitative theorizing to real life situations and the underlying processes within
them. In other words, the mathematical model building is the activity that begins
with a situation and formulates a precise mathematical problem, whose solution, or
analysis in the case of theory construction, enables us to gain insight and
understanding about the original situation.

The exhibits/models in this sub-theme may pertain to:

i. mathematical models related to environment;
ii. mathematical models of heart, brain, kidney, lungs, bloodstream, bone, and
endocrine and nuclear systems;
iii. computer diagnosis of human diseases;
iv. mathematical models of fluid flow in dams, spillways, rivers etc.
v. probability for the accuracy of calculators and computers;
vi. mathematics of snowflakes;
vii. application of mathematical equations used in understanding various nuclear
and sub-nuclear processes;
viii. observational orbit determination of comets, meteors, or other minor planets;
ix. mathematical models in physical geography such as rotation and revolution of
earth, precession of equinoxes etc.;
x. studies of storage and retrieval techniques for computer systems;
xi. handling of data transfer between 1/0 devices;
xii. data manipulation and information management techniques and procedures;
xiii. statistics and random number problems;
xiv. a programmable processing unit, design, function, and operation;
xv. developing a video game etc.
xvi. maximum speed in fibre optic links;
xvii. application of mathematical equations to biological situations involving
chemical and physical processes, already understood such as process of
diffusion, by which oxygen enters the bloodstream from the lungs and
subsequently passes into the tissues to be utilised in energy production;
xviii. modelling of intracellular biochemical reactions and metabolism to the
treatment of the problems of population growth;
xix. modelling of highly abstract problems arising from control and communication
processes in the brain etc.

V. TRANSPORT AND COMMUNICATION

The Scientific and technological information available today has revolutionized

worldwide the means of communication, which plays a key-role in the growth and
development in all walks of life. Increased production in agriculture and industry
also require an efficient transport system for transporting raw materials and finished
products from one part of the country of other. Tremendous developments in the
field of transport and communication have been made to meet the growing
demands due to increasing number of users. The communication network in the
world has undergone a sea change with the use of satellite and other
communication systems. These global changes have influenced the quality of life
in our country.
 The fundamental research in the field of space science in India has recently
taken long strides. Our country can now put a satellite in space. Today, the
efficiency and speed of communication of information are one of the crucial factors
in determining the pace of development in almost all the fields. Now, a patient in
our country can get advised by a medical expert of any other country by getting all
his reports regarding MRI, CAT scan, ultrasound, etc., transmitted through E-mail or
Internet. The exhibits/models in this sub-theme may include:
i. Indigenous/Improvised/Improved devices for world-wide communication of
verbal/printed/pictorial information;
ii. Improvised/Indigenous models for efficient transport and fast communication
especially Internet for communication in rural areas;
iii. Working models of fuel efficient/pollution-free designs of automobiles/other
vehicles;
iv. Models showing use of innovative/inexpensive/locally available
materials/designs for construction/maintenance of roads/railway tracks of
vehicles;
v. Innovative ideas for efficient management of road, rail, water and air
transport systems, e.g. better safely measures, especially at unmanned
railway crossings checking/control of pollution, providing immediate relief to
accident victims, etc;
vi. Models showing preparedness for disaster – both natural and man-made
management;
vii. Working models of devices for recording and reproduction of audio-visual
material for entertainment and recreation, use of computers in motion
pictures including cartoons, animation, graphics and television;
viii. Working models of printing technology – communication with graphics and
multi-media and low-cost methods for colour printing.
 GUIDELINES FOR ORGANISING THE STATE LEVEL SCIENCE
EXHIBITION FOR CHILDREN 2006 – 2007

OBJECTIVES

The purpose of science exhibition is to develop the scientific attitude in the

young generation of our country to make them realise the social relevance of
science, technology and society and the responsibility of the scientists of tomorrow.
These objectives may be achieved by presenting the exhibits as an exciting
experience of creativity of children, innovations through improvisations of science
kits, and various devices and models for providing solutions to many present and
future socio-economic problems particularly those confronted in the rural areas,
using available materials and local resources.

The exhibition will help children and teachers to learn from each other’s
experience motivate them to design and develop something new and novel. It will
also provide a medium for popularising science and increasing the awareness of
the public towards it. The objectives of organising science exhibitions may briefly be
put as follows:

i. Exposing and encouraging scientific and technological talent among

children;
ii. Making children realise the relationship between science, technology and
society;
iii. Understanding the need of the proper management for the optimum
utilisation of resources and prevailing technology;
iv. Give a fillip to the habit of exploration, encourage creative thinking and
promote psychomotor and manipulative skills among children through
self-devised exhibits or models or simple apparatus;
v. Stimulating interest in science and technology and inculcating scientific
spirit in younger generation;
vi. Encouraging problem-solving approach and development of appropriate
technology, especially for rural areas, and integrating scientific ideas
related to daily life situations;
vii. Inculcating aesthetic sense and team spirit among the participants;
viii. Popularising science among masses and creating an awareness
regarding the role of science and technology in socio-economic growth of
the country;
ix. Developing appropriate techniques for communication of science,
technology and management.
 CALL FOR ENTRIES

The main theme for the State Level Science Exhibitions 2006 – 2007 and for
the 34th Jawaharlal Nehru National Science Exhibition For Children – 2006 would
be Science and Technology for Sustainable Development. The identified five
sub-themes are:
i. Food and Agriculture;
ii. Industry and Environment;
iii. Energy;
iv. Educational Technology and Mathematical Modelling; and
v. Transport and Communication

In order to facilitate the preparation of exhibits and models for display in

district to state level science exhibitions during 2006 - 2007, GUIDELINES FOR
THE PREPARATION OF EXHIBITS AND MODELS are also being communicated.

i. Children from all schools [including the government, government-aided, public

and private, catholic, mission, armed-forces (army, air force, navy, Sainik, BSF,
ITBP, Assam-Rifles, CRPF, Police etc.), DAV management, Maharishi Vidya
Mandir, Sarawati Vidya Mandir, Navyug, Municipality, Bharitya Vidya Bhavan,
science clubs etc.] are eligible to participate in state level science exhibitions.
Preference may be given for students in senior classes (i.e. in secondary and
higher secondary stages).

NOTE FOR ALL STATE LEVEL SCIENCE EXHIBITION COORDINATORS

BELONGING TO STATE/UT GOVERNMENTS:

It may please be ensured that entries from children belonging to

• Kendriya Vidyalaya Sangathan;
• Navodaya Vidyalaya Samiti;
• Department of Atomic Energy Kendriya Vidyalayas;
• CBSE affiliated Public Schools (independent schools); and
• Demonstration Multipurpose Schools of Regional Institutes of Education

are not forwarded to NCERT for consideration for participation Jawaharlal

Nehru National Science Exhibition for Children. These organisations are
conducting their own science exhibitions separately. These organisations would
also be sending their selected entries for consideration for participation in
JNNSEC – 2007.

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 2006 – 2007 should be provided to all schools.
These guidelines may also be translated in local languages, if possible, and be
given wide publicity. This may also be given on the internet web-site(s) of the
respective states/union territories and other participating organisations, It is
also envisaged that guidelines be printed in local language(s), hindi, and
 english in the form of a booklet for their dissemination among all the schools
for generating the ideas for developing the exhibits and models.
iii. Public Sector Undertakings, Industries, and other Non-Government
Organisations working in the areas (where these science exhibitions are
organised) may also be invited to participate as the exhibits displayed by them
would be of instructional value for the children and teachers.

SCREENING, EVALUATION AND MONITORING OF ENTRIES

i. A screening committee should be set up to finalise the selection of entries

from the various institutions for participation in the State Level Science
Exhibition in case Districts/Regional Level Science Exhibition are not being
organised by the state/UT.

ii. The Screening Committee may consist of representatives of SISE/SIE and

some selected representative institution(s). All records about the meeting of
the committee should be maintained. The selection procedure adopted should
lay more emphasis on the quality of the exhibits rather than quantity. It should
be ensured that the exhibits are not crude and hazardous and have good
finish and are presentable.

iii. The above-mentioned Screening Committee or a separate panel of judges

should evaluate the exhibits according to the criteria of Evaluation attached
herewith and best three exhibits in each sub-theme from each category viz.
higher secondary and others should also be selected by the said panel of
judges.

iv. A separate list of the selected entries of the exhibits and models under each
sub-theme (to be displayed in the state level science exhibition) must be
prepared. This must contain the name of the exhibit/model, names of the
student(s) and guiding teacher(s), name of the school and a brief information
about the exhibit (may be in two sentences only). This list may also be
distributed among all participating children and teachers. A copy of this list
should be forwarded to NCERT together with the formal report of the
exhibition.

Such a list may be prepared in accordance with the NCERT un-priced

publications on List of Exhibits to be displayed in Jawaharlal Nehru National
Science Exhibition for Children being published every year and distributed to
all participating children, teachers, and visitors during the JNNSEC. A copy of
this may be obtained from the Head, Department of Education in Science and
Mathematics, National Council of Educational Research and Training, Sri
Aurobindo Marg, New Delhi 110016.
v. A formal report of the state level science exhibition and one-day seminar
should reach NCERT at the earliest after the conclusion of the exhibition. It
would include the following
a. Dates and venue of exhibition.
b. List of schools participating and the number of students/teachers
participating as per the proforma attached. Break-up of the male and
female participants should also be given. It should also reflect on the
number of rural and urban schools, which participated in the exhibition.
c. List of entries of the exhibits and models being displayed in the state level
science exhibition, as explained in paragraph (iv) above. Number of
exhibits displayed under each sub-theme should also be mentioned
separately.
d. Highlights of the exhibition including other activities such as lectures, film-
shows etc. and participation of other scientific/industrial organisations.
e. Panel of judges for evaluating the exhibits/models displayed in the
exhibition (in accordance with the Criteria for Evaluation of Exhibits).
f. List of selected exhibits being sent for consideration for display in JNNSEC
– 2007 bearing the name of student, teacher, school etc. and their write
ups for consideration for participation in JNNSEC – 2007. (A proforma for
information about the exhibit/model is also attached for this purpose.)
g. Number of visitors to the exhibition.

THE REPORT SHOULD STRICTLY FOLLOW THE ABOVE FORMAT AND BE

FORWARDED WITHIN A MONTH AFTER THE CONCLUSION OF THE
EXHIBITION TO:

COORDINATOR
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2006– 2007
DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICS
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG, NEW DELHI 110 016

Telefax: 011 26561742

e-mail: sciencencert@ yahoo.co.uk

Website: www.ncert.nic.in
 CRITERIA FOR EVALUATION OF EXHIBITS

The Jawaharlal Nehru National Science Exhibition for Children, organized

every year by the NCERT, receives entries from States/UTs selected from the State
Level Science Exhibitions held in the preceding year. It was felt that the criteria for
evaluating the exhibits was not uniform in all the States/UTs. Therefore, to evolve
common guidelines, State/UTs were requested to submit the criteria of evaluation
adopted by them. After the analysis of the criteria adopted by the various states, it
was decided that the following criteria might be used for judging the exhibits:
1. Creative ability/originality/innovation;
2. Scientific thought/principle/approach;
3. Technical skill/workmanship/craftsmanship;
4. Utility/educational value for layman, children etc.;
5. Economic (low cost), portability, durability etc.; and
6. Presentation.

It is suggested that criteria numbers 1 to 3 listed above may be given 70%

weightage while criteria numbers 4 to 6 may be assigned 30%.

The exhibits need to be judged keeping in view the category of the participant.
However, following points should be kept in view while evaluating the exhibits and
models.

1. CREATIVE ABILITY/ORIGINALITY/INNOVATION
Science exhibitions are held in the hope of nurturing scientific creativity and
innovativeness in children. Therefore, the judges may bear this aspect while
judging the exhibits.

2. SCIENTIFIC THOUGHT/PRINCIPLE/APPROACH
The 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.

3. TECHNICAL SKILL/WORKMANSHIP/CRAFTSMANSHIP
Various skills involved in constructing the exhibit/model, the degree of neatness
and craftsmanship involved should be taken into account.

4. UTILITY/EDUCATIONAL VALUE FOR LAYMAN, CHILDREN ETC.

Is the exhibit one that has an applied commercial value or is it one that has an
educational value or both?
5. ECONOMIC/PORTABILITY/DURABILITY
Low cost self-fabricated and durable exhibits preferably made from locally
available materials should be given preference.

6. PRESENTATION
The presentation may include aspects like demonstration, explanation, and
display.

General layout of the exhibit, neatness, relevance, clarity of charts

accompanying the exhibit and overall attractiveness to the layman and children
should also be assessed. Working models should be encouraged.
 EXPENDITURE NORMS

The ‘Grant-in-Aid’ provided by the NCERT to respective states/UTs is a

catalytic grant for organising the State Level Science Exhibition and One-Day
Seminar on ‘Popularisation of Science’. States and UTs are expected to spend the
additional expenditure, if any, from the state funds. The funds given to the
states/UTs are to be utilized exclusively for meeting the travel and boarding costs
of participating students and their teachers and experts. It is suggested that the
following norms of payment may be followed:

A. For organising the One-Day Seminar on Popularisation 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. Travelling 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 organising the State Level Science Exhibition:

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. Travelling allowance: actual second-class sleeper rail/bus (non-AC) fare.
iii. Incidental charges: Rs. 25.00 each way for outward and inward journeys
subject to a maximum of Rs. 50.00 provided the journey time by rail or bus is
more than 6 hours. For journeys less than 6 hours no incidental charges
should be paid.
iv. Boarding expenses: Rs. 50.00 per head per day for each participant for a
maximum of 4 days.
v. Local conveyance charges may be disbursed as per state/central government
rules.

It is necessary to maintain a separate account for the expenditure of the

grants-in-aid provided by the NCERT and the same should be forwarded to the
NCERT, along with all relevant vouchers and receipts, in original within a month of
the close of the exhibition for adjustment in the NCERT account. All vouchers may
be signed by the Coordinator/In-charge of the exhibition. All those
vouchers/receipts that are in regional language should accompany with a
translated copy in English certified by the Coordinator/In-charge of the State Level
Science Exhibition 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:

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

(Rupees …………………………………………………………………………. Only).

(To be signed by the Coordinator/In-charge

of the State Level Science Exhibition)”
 STATE LEVEL SCIENCE EXHIBITION FOR CHILDREN 2006 – 2007

MAINTAINANCE OF ACCOUNTS

State/Union Territory: ________________________________

Dates of Exhibition: ________________________________
Venue of Exhibition: ________________________________
RECEIPT EXPENDITURE Signature
of
Voucher Date of Particulars Amount Voucher Date of Particulars Amount Controlling
No, Receipt of Grant Received No. Expenditure (Head- Spent Officer
wise)
Draft No.

Dated

Other
Income, if
any

Balance Refunded to
NCERT, if any, vide
……………………………
………………………...
Total Total

Certified that the expenditures have been made in accordance with the norms and
Guidelines as given by the NCERT for organising the State Level Science
Exhibition. It is also certified that no other voucher is included.

Signature of the In-Charge (Controlling Officer)

Seal
 STATE LEVEL SCIENCE EXHIBITION FOR CHILDREN 2006 - 2007

LIST OF SCHOOLS PARTICIPATING

PROFORMA

State/Union Territory: ________________________________

Dates of Exhibition: ________________________________
Venue of Exhibition: ________________________________
Number Participants from the School
Tribal/
Type of No. of of
Rural/ Teachers Students
School* Schools Exhibits/
Urban
Models Male Female Total Boys Girls Total SC/ST

R
G
U

R
LB
U

R
PA
U

R
PU
U

TOTAL:

* G: 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.

LB: 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.
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 Private Unaided School is that which is managed by an individual or a private organisa-
Unaided tion and does not receive any grant from the Government or Local Body.
 34th JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION FOR CHILDREN – 2007
THEME: SCIENCE AND TECHNOLOGY FOR SUSTAINABLE DEVELOPMENT
Proforma for Information about the Exhibit/Model

1. TITLE OF THE EXHIBIT/ _____________________________________

MODEL (BLOCK LETTERS) _____________________________________
2. Sub-theme: Food and Agriculture / Industry and Environment / Energy/
(Tick only one) Education Technology and Mathematical Modelling /
Transport and Communication
3. NAME(S) OF THE _________________________________ (M/F)
STUDENT(S) with SEX _________________________________ (M/F)
(BLOCK LETTERS) _________________________________ (M/F)
_________________________________ (M/F)
4. NAME(S) OF THE _________________________________ (M/F)
TEACHER(S) with SEX _________________________________ (M/F)
(BLOCK LETTERS)
5. NAME AND COMPLETE ADDRESS OF THE SCHOOL (BLOCK LETTERS):

-----------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------

--------------------------------------------------------------- PIN ----------------------------

6. Type of the School*: Government/Local Body/Private Aided/Private

7. Affiliation of the School:
8. Location of the School:
9. Nature of the Exhibit/Model:
10. Approximate Cost of the:
Exhibit/Model
11. Requirement for Display:
i. Shamiana/Open space/Dark room:
ii. Table size:
iii. Water supply:
iv. Number of electrical points:
Unadided/Any Other (Please specify)
_____________________ _________________
State Board/ICSE/CBSE
Any Other (Please specify) _________________
Tribal/Rural/Urban
Working/Static/Charts
Any Other (Please specify) _________________
Rs. _____________
____________________________
Length: _____ m; width: ______ m.
Yes/No
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.
12. Brief Summary (Please explain the purpose and the scientific principle
involved in the exhibit/model in not more than three lines).

-----------------------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------------------

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13. 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 34th Jawaharlal Nehru National Science
Exhibition for Children – 2007, 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:
a. Rationale behind construction of the exhibit; and
b. 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 (if available).
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).

(Signatures of all students and teachers)

 An Exemplary Write-up of an Exhibit "Automatic Light Controller in Railway Tunnels"
Displayed in the 30th Jawaharlal Nehru National Science Exhibition 2003, Dehradun

Automatic Light Controller in Railway Tunnels

Student: Ankit Kulkarni Kendriya Vidyalaya No.2

Teachers: Shri R. Sharma Air Force Station
Shri P.K. Thukral Pune 411 032

Introduction

The working of an automatic switching system of lights in a railway tunnel with the entrance and exit
of a train has been demonstrated. Case studies of Mumbai-Pune (Central Railway) and Mumbai-
Mangalore (Konkan Railways) routes, which have 26 and 92 tunnels, respectively, along their paths
have been taken into consideration. The basic scientific principle involved here is the conduction of
current through closed circuits.

Materials Required

Toy train with tracks, 1.5 meter × 1 meter plywood, 3.5 feet PVC pipe cut into shape of tunnels, 4
torch bulb holders with 2.2 W bulbs, dry battery bank (9 V) copper strip on the tracks and toys for
relevant decoration/display.

Construction

The exhibit constitutes a simple series circuit of 4 bulbs (2.2 W each) with the battery supply voltage
of 9 V. Two copper strips are laid on the plastic tracks fitted on the plywood. One terminal of the
battery is connected to one end of copper strip (track) and the other terminal is connected to second
copper strip (track) through 4 bulbs placed in series inside the PVC tunnels. Toy train with the
metallic wheels (herein 10 paisa coins are used) is made to move on the track with its dry cell
battery power supply.

Working

Toy train is made to run on the track. When metallic wheels of train come in contact with the copper
strip the electric circuit is completed and bulbs in the PVC tunnels start glowing (Fig.14.1). When the
train leaves the tunnel then the bulbs in tunnel are automatically switched off (Fig. 14.2). Bulbs are
fitted only in the tunnel. The tunnels with lengths less than 100 m are not provided with lights.

Fig. 14.1
 Fig. 14.2

Application

Application of this simple circuit can be done in various tunnels of Indian Railways. Indian Railways
has one of the largest networks in the world. There are several tunnels all over the railway routes
with lengths ranging from 100 m to 6.5 km. `Kharbwde' is the longest tunnel with length of 6.5 km in
Konkan Railways. With the application of light controller the consumption of electrical energy can be
conserved/controlled to a large extent. And also the wear/tear and life of the components used for
electrification can be prolonged. Data of Mumbai-Pune railway route was collected to bring out the
case study and highlight the importance of the exhibit.

No. of tunnels on Mumbai-Pune route = 26

Length of the longest tunnel = 2 km
Length of the shortest tunnel = 100 m (wherein no-electrification/illumination is necessary)
Bulb wattage = 70 W.
Distance between bulb fittings = 10 m. (Variation in distance in case of straight tunnels)
Sample Calculation of Energy consumption in the longest tunnel
70 W × 200 (No. of bulbs) = 14,000 W
Consumption per day :14,000 WW × 24 hr = 3,36,000 W hr.
Consumption per year : 3,36,000 × 365 = 1.23 × 108 W hr = 1.23 × 105 Units

(Source: Structure and Working of Science Models, 30th Jawaharlal Nehru National Science
Exhibition for Children 2003, published by the National Council of Educational Research and
Training, New Delhi, p. 30 - 32.)
 CONTACT ADDRESS

DR. GAGAN GUPTA

COORDINATOR
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN 2006 – 2007
DEPARTMENT OF EDUCATION IN SCIENCE AND MATHEMATICS
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG
NEW DELHI 110 016

Telefax: 011 26561742

e-mail: sciencencert@ yahoo.co.uk
Website: www.ncert.nic.in