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A programme of :National Council for Science & Technology Communication (NCSTC)

Dept. of Science & Technology, Govt. of India

GUJARAT COUNCIL ON SCIENCE AND TECHNOLOGYDepartment of Science & Technology, Government of Gujarat

(State Coordinator for Gujarat NCSC)Block B, 7th Floor, M. S. Building, Sec-11, Gandhinagar-382011

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t Children Science Congress: Making of a Scientist

Driven by curiosity, people seek to explore the world. At no time In life is curiosity more powerful than in early childhood.

The world of a young child is full of new foods to taste, new people to meet, new games to play, words to understand, places to visit, and concepts to master. The infant and toddler will touch, taste, smell, climb over, poke at, take apart, watch, listen, and learn more than at any other time in life. It is, simply, how we learn.

Most of us grew up believing that science is an organized collection of facts. However, science is better defined as a way of observing and thinking about the world, and communicating these thoughts to others. Experience and research show that young children are excited about science when they are given the chance to “hands-on” science. Not only are hands-on experiences a great way to learn, but they are also a great way to get children excited about science. To give the children a firm foundation in science, it is necessary to encouraged them to think about and interact with the world around them. Concrete experiences that require the use of children’s senses, such as planting and watching a seed germinate, provide a strong framework for abstract thinking later in life.

Many skills that help children succeed in science also help in everyday life. In the last few Children Science Congress programmes reveals that ob s e r v i n g , inferring, measuring, communicating, classifying, predicting, controlling variables, interpreting data, and developing models are important science process skills. These skills are not just essential for careers in science, but they are important for almost any career, as well as in daily life.

These early experiences, combined with his/ her unique intellectual gifts, helped this young child scientists - Albert Einstein - to become one of the most creative scientists ever to expand our knowledge of the world.

Children and Science:

The best time to introduce children to science is when they are curious about the world around them. From their first moments of consciousness, children are on a passionate quest to understand their world. Placing interesting mobile objects over child’s crib helps focus the infant’s attention, spurring the development of observation skills. As children mature, they naturally become more curious about their environment and begin to interact with their surroundings. From simply touching things with their hands, feet, or mouth, they progress to moving objects, twirling spinners, and dropping food from the high chair to enjoy the effects these actions produce.

Each child will express his/her curiosity in different ways. It has been experimented that science in the early years should be an extension of these natural behaviours. Rich sensory experiences (seeing, hearing, tasting, touching, and smelling) can help children become more observant and curious. Exploring the characteristics of objects and living things can help them learn how to classify or group things based on their characteristics. By playfully interacting with their environment, children understand how they are distinct from the world around them and how they can influence aspects of it.

Science begins for children when they discover that they can learn about the world through their own actions, such as blowing soap bubbles, adding a block that causes a structure to collapse, or refracting light through a prism. A child best learns to swim by getting into the water; likewise, a child best learns science by doing science. Hands- on science experiences, together with

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conversations about what is occurring, are the best method for developing children’s science process skills. These experiences go b e y o n d i m p r o v i n g s c i e n c e s k i l l s t o improving reading skills, language skills, creativity, and attitudes toward science. F o r t u n a t e l y, t h e s e h a n d s - o n s c i e n c e experiences are ones that most children enjoy.

Science is everywhere:

Curiosity grows from the safe and familiar. A secure child with a familiar teacher on a field trip to the zoo will be excited. She will explore and ask dozens of questions. In contrast, a shy or timid child, will quietly tolerate the field trip and feel mostly discomfort.

There are many activities one can do with children to help them develop skills related to science. Opportunities for positive science experiences can be found in kitchens, garden, parks, science centers and science cities, museums, nature clubs, and even toy boxes. While many aspects of science can be very intricate and intellectually demanding, it is important to remember that often the simplest experiences may produce the most profound learning.

Science connections:

Research on families and student learning has shown that students at all classes do better work in school, feel better about themselves as learners, set higher goals, and dream bigger dreams when their parents are knowledgeable, supportive, encouraging, and involved with their education. Parent involvement in education can take a variety of forms, including volunteering to help in the school, doing a presentation for a class, helping chaperone field trips, and supplying materials. The most important type of involvement, however, i s encouraging , monitoring, and helping the children with their schoolwork. When parents and schools work together, children grow in an environment of consistent expectations and shared purpose, where children become better students, and parents become better teachers.

A career in science has a great excitement and many attractions. Most of the students always fascinated by the world around them and have a desire to understand how things work.

One of the key components of the National

Children Science Congress is discussion - a powerful tool for making children think and refocus their ideas. As we continue to help place science at the heart of development and encourage discussion and debate about important issues, we must continue to expand our network.

Science provides the tools to satisfy the curiosity of the human mind and answer the big questions, such as ‘why does that happen ? ‘and ‘what’s out there?’ Everything in our current world is linked to science and technology, and by choosing science, the child scientists get the opportunity to not only understand how things works, but also be able to contribute significantly to society. By conducting research, they have the opportunity to help people understand and look after their surroundings.

For child scientists in the children science congress, there are enormous opportunities to continually learn and explore in science and technology. Science really is a global industry and as such, one can often find himself working and communicating with people all over the world.

For curious mind who are looking for an interesting, dynamic and exciting career path, with opportunities that one may never have considered, then the ultimate choice is choosing science!

Conclusion

To conclude with it is very much important to keep children’s natural desire for learning burning by not forcing them to do something they are not interested in doing, but by engaging them in motivating activities. Helping the children acquire skills for understanding the world will enhance their success in science. Being excited about children’s science interests and attitude can promote further growth and quests for knowledge. Exposing children to science- related interests, providing hands – on opportunities for building and exploring, and using experiences as a springboard for discussion are powerful methods for helping children develop process skills and enthusiasm for science. The skills that child scientists develop will inspire curiosity and support for life-long learning.

Dr. Narottam SahooSenior Scientist

Gujarat Council on Science & TechnologyEmail: narottam.sahoo@gmail.com

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National Children Science Congress 2014

National Children’s Science Congress (NCSC) is a nationwide Science Communication programme started in the year 1993. It is a programme of National Council for Science and Technology Communication (NCSTC), Department of Science and Technology, Government of India organised nationally by NCSTC-Network, New Delhi.

It is a forum for children of the age-group of 10-17 years, both from formal school system as well as from out of school, to exhibit their creativity and innovativeness and more particularly their ability to solve a societal problem experienced locally using the method of science.

CSC - an overview

Children’s Science Congress is targeted to spread the concept of the method of science among the children through their project activities adopting the principle of ‘Learning through doing’. The mandate of participation is that, the children will carry out a project on a particular topic in relation to theme and subtheme decided for the year. The study is to be carried out in the neighbourhood of the children where they live. For this, the students form a group with their like-minded friends/classm ates and the study is carried out under the supervision of a guide. It is noteworthy that, CSC programme is not only for the school going children but is also open for the children outside the formal boundary of schools, in the age group of 10 to 17 years (where 10 to 14 years is considered as junior group and 14 to 17 years as senior group). Further, it is not mandatory that a guide must be a school teacher; any person with fair knowledge of dealing with children and method of science is considered eligible to guide the children, but should not be a direct relative of any of the children.

The exercises of project activities, as a thumb rule, encourage the children to explore, think, serve and wonder. It is capable to imbibe the following temperament/quality/skill of the children:

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• Observation, • Making measurement, • Making comparison and contrasts, • Classification, • Estimation, • Prediction, • Interpretation, • Critical thinking, • Creative thinking, • Drawing conclusion and • Cooperative skill Therefore it is ideally expected that

any group of children will undertake a project work with a perspective of continuous effort of questioning and experimentation (as in figure).

Here, observation incorporates anything the children observe in their daily life in the locality, in relation to the theme defined for the year. The observation should be followed by relevant questioning such as “What? Where? When? Why? How? Whom?”. In the search for finding out the answer to the question(s), one is required to review different literature concerning the issues in the study. Review of such literature basically and ideally helps in framing the steps towards the study and experimentation. In the process, one may also discuss with experts of the relevant fields to get information and advice. Initiatives for such activities must be encouraged by the guide associated with the project. These steps will help to frame assumption/hypothesis.

Hypothesis is an assumption of some cause and its impact on the basis of observation, information collected from different literature and emerged from discussion with experts. After these phases, actual study through survey or experimentation or survey fol lowed by experimentation would start. In the case of survey-based work, identification of respondent, their unit of observation, sample coverage, design of survey in relation to designing of interview schedule or questionnaire is supposed to be the most critical steps. Such decisions may vary with the issues of study. On the other hand,

in case of experimentation, setting the objective of exper imentat ion, def in ing d i fferent parameters, identification of ideal instruments, framing of procedures/ steps and control along with repetitive observation of the experiments are critical decisions, which will determine the path towards the result. Again in relation to issues of study, such experiment may be either laboratory experiments or field experiments.

It is expected that in course of time, the children’s project will bring in lots of new information about problems and prospects of their locality along with innovative ideas to address these issues. Moreover, in the course of project work, the children may develop different new approaches of study along with the development of different instruments for their experiments. Such tools/instruments may be developed with the material in their access / available to them nearby. Another expectation was that the outcome of different studies will be communicated among the local populace, which in turn , he lps in generat ing sc ient i f i c temperament among the general mass.

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Objectives

The primary objectives of the Children’s Science Congress is to make a forum available to children of the age-group of 10-17 years, both from formal school system as well as from out of school, to exhibit their creativity and innovativeness and more particularly their ability to solve a societal problem experienced locally using the method of-science.

By implication, the CSC prompts the children to think over societal problems, ponder over its causes and subsequently try and solve the s a m e . This involves close and keen observation, raising pertinent questions, formulating a hypothesis, building models/road maps, predicting solutions on the basis of a model, trying out various possible options and arriving at an optimum solution using experimentation and testing, field work, research and innovative ideas. The Children’s Science Congress encourages a sense of discovery among children. It emboldens the participants to question many aspects of our progress and development and express their findings in their vernacular language.

The main objectives of NCSC

• Relating learning science with the environment around;• Encouraging the children to understand the environment, its problems and

prospects and to help them to find feasible solutions; • Stimulating scientific temper through the use and internalization of the

method of science, i.e. observation, collection of data, experiments, analysis and then arriving at conclusions.

Incetives

• Two best projects from each State are allowed to participate in the Indian Science Congress. The second group member of the project team is elligible to participate in the Indian Science Congress.

• INTEL has expressed desire to provide direct entry to NCSC projects. • Technology Entrepreneurship Promotion Program

Selected CSC projects meeting the following criteria may apply for support under this programme

i. The idea should be new/novel. ii. The idea should have potentiality for translating it into working model/

prototype/ process iii. The idea should be based on known scientific principle iv. The idea should have commercial feasibility/technical viability.

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Proposals from individual innovators to convert an original idea/ invention/know-how into working prototype/processes. These proposals can be made by individuals or jointly with any sponsoring organizations

Selected projects will be provided financial support to undertake the above developments, patent support and guidance, scientific/ technical consultancy, fabrication assistance, market information and networking with related research lab/institutes as required.

Who is elligible to participate

• Any child in the age group of 10-17 years can participate in the congress. It is not necessary that a participant should be a school/college student.

• A child scientist can not participate in the National Level CSC two times in the same age

group. • There will be 2 (two) age groups. Lower

Group: 10 years to less than 14 years; Upper Group: 14 years to less than 17 years. Age will be determined as on 31st December of the calendar year.

Levels of CSC

Children’s Science Congress is organised in three levels where the child scientists and their project works are screened under common evaluation criteria. The evaluation of the project is done for its innovativeness, simplicity and practicality. On the basis of the merit, the project is selected for the next level. The three levels are as follows:

• District level • State level • National level.

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Nature of CSC Project The CSC projects are:

• Innovative, simple and practical; • Representing teamwork; • Based on exploration of everyday life-situations; • Involving Experimentation and/or field based data collection; • Having definite outputs, arrived through scientific methodology; • Related directly to community work in the local geographical area; • Having follow-up plans.

Criteria of Good Projects

As per past experience it has been found that projects which were rated very good had the following elements while implementing and documenting the project:

• Proper understanding and definition of the problem undertaken.• Quality and quantity of work, including team work, learning process,subject understanding and efforts to validate the data collected.• Relevance of the proposal to the community/school problem and impact

of project on schoolmates, neighbourhood community.• Originality, innovation and creativity shown to understand the problem

and find solution i.e. in methodology and experiment design.

Structure of the project reportThe structure of the project report of CSC is as follow

i. Cover page - The cover page should contain the title of your project written on the top in large font. The title should be short and crispy yet should give a rough idea of the project. It should also contain the name of your state and district, name of the Institution you are representing, name of the Group Leader and the names of the co-workers, Guide. You may use sketches, photographs, cartoons etc. to make the cover page attractive. If you are writing your report in language other than English, write in English also.

The Project may follow the steps of SMART approachS – Specific – The subject/issues of study must be specificM – Measurable – The issues of study must be measurable in

quantitative/qualitative forms so that component of comparability is maintained

A– Appropriate - The topic must be appropriate to focal theme and subthemes, along with field study area, methodology must be appropriate to nature of the issues considered for the study,

R – Realistic – The issues of the study must be realistic along with the methodology adopted for the purpose

T – Time bound – study must be carried out in limited time frame. The project activities may not destabilized normal activity schedule of the child

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o Title of the project o Name and address of Group leader and co-

workers (including name of the District and State).

o Name and address of guide ii. Form - A ( Registration form) - ) which you

had submitted to the District Co-ordinator at the time of Registration written clearly in English only. This form should be in a single page. You can use a photostat copy of the form also.

iii. Abstract - in 250 words for lower age group and 300 words for upper age group (The English translation of the abstract must be given if you write the report in any other language)

iv. Contents- list of chapter with detail heading and sub-heading, list of table, chart, maps, etc. along with references against page numbers

v. Introduction- Write the title of the project on the top. The title of the project, however, normally does not give much idea on the project, so you have to give an i nt ro d u c t i o n to t h e p ro j e c t . T h e introduction is a general discussion on the topic and what you are planning to do. You may also write about the outline of the report.

vi. Aims and objectives of the study - When you start a work you shall surely expect some result out of it. In this chapter explain in short what you intend to get as the result or the outcome of your work. Note, it may vary from the final outcome. Try not to exceed one page for this chapter.

vii. Hypothesis - Here you need to explain what assumptions you had made. Remember to validate your assumptions while coming to the final conclusion.

viii. Need statement - Justify why you selected this project in 50 to 100 words. Also justify how your work is related to the main theme/sub-themes of the congress.

ix. Work plan - Write in short about the scheme of work to complete the project. You may represent it graphically through flow charts. Remember, your scheme may vary later. N.B. The chapter (A)-(E) must be written well before your actual project

work. x. Methodology - It is the base of the project

so proper design of the experiments or the questionnaire is very necessary. In this chapter you should write how you have done the project, when you did (month day etc.) and how you have selected samples. However this chapter should not contain the collected data or analysis of data. Maps, blank sample survey form(s), etc. should be given here. A low-cost project yet very effective is highly appreciated. N.B.: Maintain Log Book showing the day to day activities which has to be submitted at the national level Children’s Science Congress also.

xi. Observations - Here you need to present the data that you have collected. Collection of data either as responses, observations o f e x p e r i m e n t s s h o u l d b e d o n e meticulously. The data collected should be sufficient enough to be scientifically validated.

xii. Data analysis and interpretation - Here you have to make an analysis of the data that you have collected through survey or experiments.

xiii. Results - Now it is time to interpret the data you had collected and analysed. Present the results of the analysis. Relevant maps, figures such as graphs, tables may be used judiciously to represent results. They should be understandable to a l l a n d s h o u l d b e syste m at i ca l l y

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represented. Take care to make your presentation as simple as possible. Do not draw conclusions here. In fact, upto this chapter you are not supposed to give your own opinion or interpretation. This is very important as the data you got may mean one thing to you and something else to others.

xiv. Conclusions - Now it is time to draw conclusions. Include your suggestions that you think can solve the problem. You should not generalise your observations/conclusions or derive big conclusions as you are working in a small area with a small sample size.

xv. Solution to the problem - Once you implement a permanent (more or less permanent) solution to the problem write down the steps of implementation and h ow yo u h ave s o l ve d i t . F i g u re s , photographs, maps, letters, articles published for sensitization may be given along it.

xvi. Future plan - Action plan for follow-up actions is always expected. The work that you have carried out needs to conveyed to the general masses. What type of action you have planned for it.

xvii. Acknowledgement - Acknowledge the help and co-operation you got from various individuals and organisations. Remember that, you should record your thaks/gratefulness to all those who have helped you or encouraged you, it does not matter how small the help may be or how less important the person may be. However, this chapter preferably should not be more than a page.

xviii. References - This is the last chapter of your project report. Here you should quote all study materials used (e.g., books, articles, new paper, personal interviews etc.) You should write references in a specific order. We sha l l st i ck to wr i t ing them in alphabetical order of the names of new papers). For example- In case of books: 1. Lamb, Marjorie, Two minutes a day for a G r e e n e r P l a n e t , p p 5 0 - 6 0 , HarperPaperbacls, New York, 1991. 2. Mazumder, Paramananda (Ed), Asomat

Bigyan charchar dhara, pp. 10-15, Priyabala Prakashan, Tinsukia (Assam), 1995. i.e., Name of author(s)/editor(s), name of the book (underlined), Page nos. (used), publisher, place of publication, Year.In case of News Papers: 1. Name of the News Paper (underlined), Page No. (used) Issue No., Volume No., Date, Place ofPublication, Year. In case of Articles: 1. Author(s), “Name of the article” (in inverted comas), Name of the Book/Magazine/News paper (underlined), page nos. (used), Issue No., Volume No., Datemonth,Year, Publisher, Place of Publication, Year. In case of personalinterviews: 5. Rao, Dr. M.N.K., (Personal Interview), Date, place of interview, year.

Some projects may not be possible to be reported in the manner as discussed above in the Structure of the Project. For example, a project on “Modified form of daily used household items or machines”. In this project the chapters, ‘Data Analysis’ and ‘Solution to the problem’ may be replaced by a chapter ‘Description of the Equipments/Kits’. This chapter will contain descriptions of the equipmets/kits and theories involved, how to make them and their possible uses/uti l i t ies. Also you have to write a comparative analysis on old and new items/machines. Above all a slight modification has to be made depending on the project but the main work should be the same.

The word limit for the written report for the lower age group is 2500 and that for the upper age group is 3500. The written report can be substantiated by including limited number of photographs, sketches, illustrations and / or drawings, etc.

Focal Themes

Every second year a Focal Theme is announced for the CSC. The children are expected to carry out projects related to the Focal Theme and the identified sub-theme. Activity Guide books are available to guide teachers and the child scientists. The teachers/guides receive special

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orientation on the theme of the CSC every year at various levels.

2014 & 2015 Understanding weather and climate What you have to do?

To do a project firstly you have to make a group of five children from the age group of 10 to 17 years. Select an important and significant issue of your area, which may also be a problem, based on the focal theme as the topic of your work. The team is to be guided either by their teacher, any expert or the likes. The team narrows down on a local problem falling under the focal theme as decided for the year. Under the focal theme, which continues for a period of two years, there are sub-themes that helps the child scientists to correlate the problem or study area selected. You should be sure why you have selected this topic. Try to find out the causes and interrelationships. Minute observation of the issue is a must. C o l l e c t r e l e v a n t d a t a , t h r o u g h experiments/survey. Analyse the results methodically and try to find out a solution.

The CSC project work is carried out w i t h i n a w e l l - d e m a r c a t e d l o c a l geographical area. The project title should be self-explanatory about the problem taken up. The activities carried out under the CSC project should be recorded date-wise in a well-maintained log book. These activities are either survey or observation or experiment-based or a combination of all of these.

Proper designing of the experiment or properly framed questionnaire for survey based work are the starting points of the project. Collection of the data either as

responses or observations should be done meticulously. Data collected should be sufficient enough to be scientifically validated. Data so collected is analyzed u s i n g ap p ro p r i ate sc i ent i f i c a n d mathematical methods. Conclusions are then drawn from the analyzed data and inferences are made thereafter.

Action plan for follow-up is also expected as a part of the CSC project. However, use of l ive objects is not permitted. The project work so completed needs to be presented in both the forms, written and oral.

Points to remember

The project work of CSC must be carried out in a systematic way so that it can rightly reflect the method of science in the works. The issue of the study may demand experimental or survey works or both. In case of experimental works design and principle of the experiments are very important factor which may help to get a better result in a rational way. In such case parameters of observation and verification through the experiment and its logical selection must be reflected vividly along with sets of control and approaches of data validation. Similarly, in case of survey based project universe of the study,

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criteria of sample selection, sample coverage, design of questionnaire or interview schedule are very important along with approaches of data co m p i l at i o n , va l i d at i o n , a n a l ys i s a n d interpretation. Prototype model or functional models are only encouraged to use in project presentation if issues and methods of study really demands for it.

Log-Book- Proper work diary has to be maintained while carrying out the project work. The day-to-day activities has to be neatly noted in the form of a logbook, and should be submitted with the project report at the time of submission. All the details, such as Project title, name of the group leader etc should be written clearly on the cover.

What is a scientific project

A Scientific Project is a systematic study of a problem carried out to find a rational solution to the problem. A scientific study involves definition of the problem, making hypothesis, observation, collection of data through survey and/or experimentation, analysis of data, drawing of conclusion(s) and proposing solution of the problem.

In National Children’s Science Congress (NCSC), children in the age group of 10-17 years undertake scientific project on problems they observe in the environment around them. The children do the project with their own level of knowledge and throw light on various aspects of the selected problem. They do it through study, survey and/or experimentation. The child scientists like other scientists, generate new knowledge and, thus help the future generation. A scientific study paves the way for practical solution of a vexed problem. In a scientific study the approach needs to be well planned and systematic; otherwise errors may creep in. An unsystematic study may lead to the aggravation of the problem involved, rather than to its solution. Jumping into quick and erroneous conclusions is in fact considered unethical in the sc ient i f ic community. As such, a lot of responsibility comes on the children as they decide to work on a project. They should be careful enough to ensure that their study and project report reflect only truth and are free from

errors. It may appear to you as a very difficult job; but you won’t find it difficult if you combine your intelligence with honesty to carry out your project systematically.

In a project you do study, survey, experiment and analysis of data, which are followed by drawing of conclusions, meant to solve the problem involved. Now comes the vital step of solving the problem in the real sense. This calls for putting your suggestions into force and solving the problem to a large extent, though it may not be solved completely.

What should be the approach

Once you decide to carry out a project, you have to follow some definite steps. • Form a group of like-minded children of 5(five)

members and select a group leader from the group. Please note that only the group leader can participate in the State and National Level Children’s Science Congress. Also choose a Guide for your project; he/she may be your teacher, senior student, a child who has already participated in the NCSC or any other knowledgeable person. You may have more than one guide. However, any of your family members or direct relatives cannot be your gu ide or member of the Organ is ing Committee at any level. The guide will not offer you direct help in your project but will always stand by to give you necessary tips.

• Make a list of problems apparent in your locality related to the focal theme. You should look for a challenging problem. If you identify more than one problems, which appear to be challenging and exciting, then you should go for the one that suits your group the best. Be patient and think rationally about the project you can carry out best depending upon resources (man-power; money, t ime, equipment etc.) available of course, we do not encourage too much of money to be spent on NCSC projects. Never select a project that does not give you satisfaction and scope for learning new things. Remember, NCSC has been giving priority and recognition to innovative projects all these years since the beginning.

• Find out the geographical (revenue) boundary

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of the area of study and draw a rough map. • Collect books, articles, news items etc. related

to your project and go through them carefully. Discuss with your guide and decide your plan of action.

• You may have to conduct a survey and/or carry out experiment. We shall discuss in details how to go about these.

• O n c e y o u c o m p l e t e y o u r s u r v e y /experiment(s), try to solve the problem identified to the extent possible. Remember that, implementing a solution to the problem is a must. NCSC believes that the project is not complete in suggesting remedies only, but in putting the suggestions to force. It may not be possible for you to solve the problem completely if a very difficult problem is selected. That is why it is important to select small yet an important problem for this purpose. At the same time there is no bar on your taking up a difficult problem if you are confident enough. Sometimes it may so happen that even if you solve the problem once, there will be a need for constant endeavour to solve the problem completely. This, however; may not be possible on your part. In such a case you shall have to make a group to carry on your work; you may contact and motivate some Non-Governmental Organisations (NGOs) and/or the Government authorities for this purpose

What type of project should be taken up

You can select any project you like, which can be related to the main theme of the Congress. However, there are problems, study of which needs sophisticated equipments and continuous efforts for a long time. Projects on such problems are generally taken up in research laboratories, universities and colleges. A project to be done by children in NCSC need to be completed within a short span of time (3-6 months), and done with the limited knowledge they have on the topic.

So, a children’s project cannot and should not be compared to a project by senior scientists carried out with sophisticated techniques and lot of study materials.

Every two years a focal theme at the national

level is selected for the Children’s Science Congress. Such a theme encompasses a lot of sub-themes. The themes and sub-themes are a lways re lated to the soc iety and the environment we live in.

Your topic should fall within one of the sub-themes (Please refer to this year’s information brochure on NCSC) and have a direct relevance to the society and the environment. The project should be such that it is within your capabilities and fits into your time frame. Remember that this project is an extra-curricular activity you are getting involved in and so this should always be done in spare time only (may be during the summer vacation). Studying regular books etc. still remains your prime duty. NCSC never advocates your spending valuable time on this project alone, as you know, NCSC is an effort to inculcate scientific temperament amongst all through experiments and experience. Keeping this in mind, select an apparently small yet relevant local problem and concentrate on finding out ways to solve it. In fact, there is nothing called ‘a small problem’ irrespective of whatever it needs to be studied in the laboratory with sophisticated equipment or not. It will be helpful to adopt simple experiments to analyse the different aspects of the problem instead of resorting only to survey and observations.

In broad sense, the projects for the National Children’s Science Congress can be divided into two categories (a) Survey based and (b) Experiment based

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(a) Survey Based Project: There are two types of Survey Based Projects. In the first type, data collection is carried out with the help of questionnaire associated with the project topic. For example, a project related to expansion of education in a particular locality or community. In the second type, data collection is carried out directly from the specimen or specimens involved with the project topic. For example, you are going to survey on different species of local fish present in different water bodies in a particular region. In this case, you will have to collect the names of species of local fishes either by directly inspecting the water bodies or from the fisherman and experts.

Majority of the projects undertaken by our child scientists are of the two types as mentioned above. In the second type of survey-based projects, although a scientific inference could be drawn, it depends on the perseverance and minute observation capability of the child scientist. In the first type of survey-based projects, number based data are more prevalent than scientific data. Thus, this type of projects lead to some relatively acceptable social conclusion instead of proper scientific inference. Such projects have little role to play in finding the scientific and logical solution of a problem. From our previous experience, we have been observing that some of the child scientists had asked absurd and unscientific questions as - “Do you have mango trees in your home garden? Do you have flower garden in your home? Is your village street a paved one?” etc., during door to door survey. The answers of such questions could be directly obtained by observation instead of questioning. However, survey may be essential for certain projects related to topics like, vanishing indigenous technologies of a race or community; diminishing scientific attitude of the people of a locality, etc. Similarly, for collecting the local names of certain plants, fishes or other organism, questionnaire based survey may be required.

Nevertheless, one should always remember that survey can help only to take practical measures or to scientifically analyse the problems of a project. It is difficult to accomplish a true scientific project only through survey.

(b) Experiment Based Project: Experiment

based projects are different from survey based projects. In this type of projects instead of collecting data from individuals or organisations; these are acquired directly from experiments carried out by child scientists in a laboratory or in field conditions. The primary aim of NCSC is to build up scientific attitude along with the development of the knowledge of the scientific study among the children of our country. Therefore, more emphasis has been given or experiment based projects. Consequently, it necessitates to give a detail discussion on the methodology of experiment based project.

For conducting an experiment based project, one has to adopt the exist ing universal procedure, which consists of the following seven steps.

1. Observation 2. Questioning 3. Formulation of hypothesis 4. Testing 5. Collection of data 6. Analysis of data 7. Conclusion or inferenceThe projects undertaken for NCSC have also to

be completed through the above mentioned steps. However, documentation of the project should be done according to certain standard rules, which is necessary to maintain a uniform standard throughout the country.

The problem associated with your project has been referred to as the “phenomenon” as mentioned above. In the first step you have to o bs e r ve ca ref u l l y t h e p ro b l e m o r t h e “phenomenon”. The second step comprises of formulating legitimate questions as to the occurrence of that phenomenon. After considering all the probable reasons a hypothesis regarding the phenomenon is developed. Then the hypothesis is subjected to tests or experiments. Sometime you may have to change the hypothesis, if it cannot be established with the help of experiments or tests. In such a case, you have to develop a new hypothesis, which is again subjected to separate tests or experiments.

The data acquired from the results of the tests or experiments are then analysed. Finally, a conclusion or inference is drawn from the analysis of the data. The conclusion or inference also helps to derive the solutions of the problems

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of the concerned project. Let us consider an imaginary project to

illustrate the above mentioned procedure. The child scientist of this project has noticed that the leaf tips of majority of the plants of their garden have been dried. The disease has been particularly severe in case of newly formed leaves (observat ion stage) . Why i t has happened? What are the probable reasons of the disease? On seeking the answers to the above questions, the group considered three probable reasons as the causes of the disease (hypothesis).

1. Pest attack 2. Fluctuation of soil pH 3. Deficiency of mineral nutrient. To ascertain the exact reason the child

scientist then conducted a set of experiments. At first, he applied pesticides on the diseased plants. After a few days he observed that the disease has not been cured. Therefore, he cancelled the first probable reason. Then he tested the soil pH, which showed that there has not been any significant fluctuation of soil pH. Thus, he concluded that the second probable reason is also not applicable.

To test the third probable reason he selected two diseased plants present at two opposite ends of the garden. In one of the plants he applied NPK fertilizer while in the second one he applied a mixture of trace elements (mineral nutrient). After a few days he observed that the second plant began to produce healthy leaves without dr ied leaf t ips . Thus from the experiments he concluded that observed disease was caused by deficiency of a particular mineral element.

How to write the project report

Although there cannot be a strict structure of the report and how to write it, there has to be some uniformity in the report, what you are doing during the project may be extremely creative work, but it needs a scientific structure and nationally acceptable formatand there cannot be a strict regulation for reporting it.

Therefore the rules have to be adhered to. Always remember at the time of writing the project: • Use A-4 size (i.e. 21 cm x 29.7 cm or 8.3” x

11.8”) paper. • Immediately after the cover page you must

have FORM-A (must be in English, irrespective of the language of your project report).

• The report should be in any constitutionally recognised Indian language.

• There is a limitation for the size of the project report. The total number of words is limited to 3500 for projects of child scientists in the upper age group and 2500 words for projects of child scientists in the lower age group.

• An abstract of maximum 250 words should be given in English irrespective of the language used in writing the report.

• Write on one side of the paper only. • The report must be hand written (A type

written report, a computer print-out of the report or a report written by others will not be accepted).

• Keep a duplicate copy of your report with you for your reference.

Oral presentation

Oral presentation of your work is as important as your written report. If you can present your project effectively, then only there will be an impact of the work. So, you should prepare yourselves for the oral presentation in a very systematic manner.

In the last Congresses we have seen children getting into trouble in each step by trying to cover everything in the project report in the allotted 8 (eight) minutes. Assuming that you can highlight (speak on) one point/idea in one minute, then 6-7 ideas can be presented effectively. Effective presentation means presentation done patiently, making it audible and understandable by the audience. So, it is important to select the most important points to be highlighted during the presentation. A person interested in your project will go through it in details and evaluate it as a whole.

As you start your presentation, tell the names of your group members, name of your school/organisation and place to which you belong to. Then come to the main work directly (avoid unnecessary introduction). Tell the title of the project and start speaking on why you are doing it (the need), how you have done it, the results

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obtained, conclusion(s), probable solution to the problem.

Use of posters (charts) during the project presentation is compulsory. You may also use models etc., if you have made any. The poster should be clear and simple. You should never try to cramp a lot of information into the posters. While presenting do not ever try to explain all the things given in the posters. In the Children’s Science Congress you can use transparencies (on OHP i.e. Over Head Projector) or LCD projectors. However, LCD/OHP is not advisable at District Level Congress.

Quite often it is seen that the children memorise a speech of about 8 minutes and try to reproduce it during project presentation without getting involved with the presentation. Such a presentation carries no appeal and the audience normally gets bored. So, it is important to take help of the posters during the presentation. Some children bring along sheets of paper and read these out during the presentation. This is not a presentation, but reading (Note the difference between paper presentation and paper reading!). In National Children’s Science Congress we want you to be smart orators as well. So, take care of this aspect.

Never get excited during the presentation and avoid unnecessary movement of your body. Such actions reduce the impact of your presentation. Dramatization may be necessary during the debate or a mock parliament; but in NCSC, the audience wants clear and sober presentation.

Avoid the use of di ff icult words and ornamental language. Unnecessary use of ornamental language eats up the time allotted for presentation; it also makes the presentation fussy.

As you take your stand to present your paper, establish eye contact with the audience. Never concentrate on a particular group of people or inert objects (such as doors, windows, ceiling and outside). If you do so, the overall impact of your presentation will be much reduced even if your way of expression is of the highest order.

There wi l l be some t ime al lotted for interaction (question-answer) after your presentation. Listen to the questions attentively and think before you answer. Do not lose your temper even if a question is totally irrelevant. You

should try to remain as alm and pleasant as possible. If you get excited/irritated, then you create a negative impression among the audience.

Poster presentation

As you already know, posters are compulsory in NCSC. These posters should be relevant and must have clarity so that everybody can get an idea about your project by looking at your posters. In addition to your oral presentation you shall have to present your posters in a separate session (Poster session) in a separate room/hall. After the oral presentation put your posters (as instructed) in the poster presentation hall. Like your report and oral presentation, your posters presented in the poster session will also be evaluated. Take poster session seriously and seek help and advice from your guide, seniors and teachers.

Limit your posters to four (4). You should emphasize on the way of expression and present the salient features of your project in these posters. Try to make your posters unique and innovative; the posters should express your creativity. In your posters there need not be a total description of your project, but only highlight main points.

Oral and poster presentations are like advertisements of your project. In a TV advertisement on washing powder, do they show us the whole process of washing clothes (with the specif ic powder)? They do not; the advertisement shows only those points which attract people (create an interest) and, thus, the name of the product and its specialties are remembered. The same principle should be adhered to during project presentation and poster presentation.

We a r e t r y i n g t o c r e a t e s c i e n t i f i c temperament and rationalism among all. In the Congress, all of you may not get selected for awards or scholarships (or to represent your State). Do not get disheartened; our contribution towards betterment of the society, however small it may be, will always be counted. You, the children are going to make India a prosperous country through your innovative actions.

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How to make posters

Take four (4) numbers of 55 cm x 70 cm (21.6” x 27.5”) drawing sheets (i.e. chart papers). You get drawing sheets in different colours. Posters for oral and poster presentations should be the same.

In one of the posters write the title of your project in large font followed by the names of your group members (in smaller font). If you are doing your project in language other than English, give the English name also (because your posters are for all India presentation). The size of the letters used in the title should be such that it is visible to everybody in the presentation room. Some interest will be created about your project only if the audience knows the name of your project.

There is no need of writing the word ‘Title’ as you write the title. The title should be short and it should not cover more than two lines in the drawing sheet.

Your posters should contain information on (1) The project title, (2) Names of the group members, (3) Objectives, (4) Map of the area, (5) Methodology, (6) Results, (7) Conclusion, (8) Solution to the problem. Depending upon the nature of the project the poster may or may not have a map and/or results.

By now you must be thinking how to put so much of information in only 4 posters. Does it look impossible? Cool! This is where you get a unique opportunity to show your talent. Isn’t it a challenge? Let’s proceed systematically and we shall take the challenge with courage.

Do not write on the drawing sheet directly. Make 4 sample posters first. Take 4 sheets of ordinary paper and plan out each poster. Are these posters giving an overall idea of your

project? Once the first set is prepared, make corrections, add and delete and prepare a second set. Go on repeating the process till you are fully satisfied. (Remember the popular saying, “Rome was not built in a day”; be patient). The final outcome of this process is the 4 posters you need. Now transfer these to the drawing sheets.

If you, however, try to cramp a lot of information into these posters, you are in for real trouble. You should try to write the information given in one paragraph in your project report in a single line or so. For Example, in your report you have given a detailed description of a survey work done (i.e. what the survey was, how you have done it, number of samples, difficulties etc.) but in the poster you will simply write: “Survey done among 100 famil ies/persons”. So, everybody will know that you have done a survey and during presentation you also remember to tell about your survey work once you see this line. If somebody wants to know more, you will be asked/contacted. You have done an advertisement of your project; anybody interested will come down to know more. The two main aims of the posters are (i) to use them as an aid during presentation, and (ii) to attract others and create an interest by giving a comprehensive overview of your project.

In the posters you can use pie diagrams, histograms, graphs, photographs, cartoons etc. H o w e ve r, d o n o t u s e s u c h d i a g ra m s / photographs about which you do not have a clear idea. Also do not unnecessarily distract the attention of the audience to the posters from the actual presentation.

You can use ink, colour pencils, sketch pens and colour papers to prepare your posters. You can even think of using locally available vegetable dyes (from plants, flowers and fruits) to colour your posters.

Use more than one colour in each poster. Say, if you write one line in red, the next line may be in blue. This will make the posters legible and will break the monotony. Letters used in the posters should not be smaller than 2 cm in height, otherwise they will be illegible from a distance. Keep a gap of 2-3 cm between lines. Remember that a person sitting in the last row in the presentation room should also be able to read your posters without any difficulty.

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Eva

luati

onScreening

(i) The selection ratio at District/State Level and at State/National Level should be as follows:

State: District = 1: 15 (Out of 15 projects presented at District 1 will be screened for State Level.)(ii) State : National = As per State quota(iii) The selection ratio of Lower age group (10 to 14 years of age) to Upperage

group (14+ to 17 years) should be 40:60.

Approaches of Evaluation

The innovative ideas and scientific methodology are the basis of a good project but one has to prove his communication skills also to make others listen and understand his findings. For doing this, a total cooperation in the group is a must. Accept positive criticism within the group or even from outside and improve the work plan. This will bring award and recognition.

Evaluation Criteria

i) Originality of idea and concept: A unique or novel project idea which attempts to answer a specific question - (a hypothesis driven by curiosity to understand any concept related to focal theme). The idea should not be an exact replication of the model projects as in this Activity Guide. A proper explanation of origin of the idea may be demanded by the evaluator.

ii) Relevance of the project to the theme: This section focuses on how the project is relevant to the focal theme/sub-theme.

iii) Scientific understanding of the issue: Refers to the extent of knowledge the child scientist has in relation to the project idea.

iv) Data collection: Systematic collection of information using relevant tools/interviews/questionnaire. Sample size should be sufficient to support the issues under study.

v) Analysis: This includes tabulation, categorization/classification, and simple statistics as applicable to the study.

vi) Experimentation/Scientific study/validation: Conducting of experiments/field study and validation applying simple methods of science. Experiment need not be every sophisticated or lab based, they could be simple, self developed and inexpensive too.

vii) Interpretation and Problem solving attempt: To what extent the team has addressed the proposed hypothesis and the issue of the locality through the project.

viii) Team work: It refers to work division, cooperation and sharing among and beyond the team members (the child scientists).

ix) Background correction (Only for District level): In this case the background of the children is verified like geographical location of their school, village, town etc. in relation to infrastructure, information and other input related facilities available with them. The logic is that children from difficult geographical situation must get some weightage in comparison to the children from advantageous geographical location.

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Non-school going children should also get some weightage in this criterion.

x) Report and Presentation: Written Report and Oral Presentation are evaluated separately. Reports are evaluated for its systematic presentation, tabulation of data in support of the project idea and the clarity with which the study is documented and explained. A Log Book (actually a Daily Diary) i s mandatory and should be authenticated over the signature of the guide teacher daily. The cover page of the Log Book should carry the names of the child scientists, the district and the Sate, in English. Marks awarded for the presentation covers question and answer with evaluators, presentation of charts/posters, illustrations and other visuals.

xi) Follow up Action Plan (Only for State and National levels): The child scientists should try to find out scientific solution to the bothering problem. Has the team conveyed the message to the community? How it was communicated? Will effort continue to involve more people till the problem is solved? Was any action plan suggested? Credit shall be given for similar efforts.

xii) Improvement from the previous level (Only for State and National levels): This is to encourage the child scientists towards their continuous involvement with the project for its improvement. Improvements on the work from District to state level and then from State level to the national level will be given marks separately. The evaluators shall specify the areas of improvement on a separate sheet of paper.

xiii) Additional page(s): These must be there in the Project Report with detail description of works of improvement done after the previous level (particularly on the basis of the evaluators’ suggestion in the previous level).

Evaluators

i) Evaluators may please note that the participating children are budding scientists from the age group of 10 to 17 years with limited access to knowledge centres and

therefore require encouragement. Having understood their capabilities and capacities, the evaluators should provide them with constructive inputs and positive feed-back.

ii) Evaluators should appreciate and value the efforts, innovativeness and confidence of the participating child scientists and ensure that their honest assessment work as a guiding light for future endeavours of the child scientists and each one goes back motivated, intellectually rich and more confident.

iii) Evaluators should evaluate the projects on the basis of subject matter and scientific content and are not influenced by the gadgetry or models used or oratory skills of the participants. They should avoid unwarranted comments and also avoid comparing the works of the child scientists with those carried out by senior members or scientists.

iv) Evaluators should avoid being any source of distraction to the child scientists while presentation is going on and do not take the interactions with the participants as a test what the participating child does not know, rather, they make efforts to know what the child scientist know about the subject area.

Priorities for the phases of project evaluation :

1. Experimental works are to be given more priority than the survey works done. In the case of survey works verify the appropriateness of the questions used in the questionnaire including selection of the sample and size (numbers).

2. Nature of involvement of the participant with the project work

3. Innovativeness – o In defining the problem o In framing methods and design of the

experiments o Fol low-up – in relat ion to pract ical

applicability Aspects of Evaluation for analysing project

presentation 1. Presentation of the subject matter

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2. Presentation of models, charts, tables and other visuals

3. Ability to co-relate the project with sorroundings

4. Creativity and innovativeness 5. Originality in framing methodology and

objectives 6. Interaction

Verify the following aspects

• Whether the participant (Group Leader) had participated in other National Congresses earlier.

• His or her own contribution in the project work

• Reason for selecting a particular project or subject

• Whether the follow-up was really done by the participants

• How the problem or subject is related to the focal theme

Expectations from the evaluators

Evaluators may note that the participating children are budding scientists from the age group of 10 to 17 years, with limited access to k n ow l e d ge - c e nte rs . H e n c e t h ey n e e d encouragement. • Having understood their capabilities and

capacities, the evaluators should provide them with constructive inputs and positive feedback.

• Should appreciate and value their e f fo r t s , i n n o v a t i v e n e s s a n d confidence.

• Your honest assessment can be a guiding light for their future endeavors.

• Each child scientist must go back motivated, intellectually rich and more confident.

• Evaluate them on the basis of subject matter and scientific content and not influenced by the gadgetry or models used or oratory skills.

• To avoid unwarranted criticism. • Should avoid comparing their works with

those carried out by senior members or scientists.

• Avoid being a source of distraction to the child scientist while presentation is going on.

• Interaction with child scientist should not be taken as a test of what they do not know, but it should help them to expose what they know about the subject area.

• Though the teacher guides may be present during the deliberation but are not allowed to ask any question to the presenter (child scientist).

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Organisers

NCSC is organised nationally by the National Council for Science and Technology Communication (NCSTC), Department of Science and Technology Government of India, with active support from NCSTC-Network as a national co-ordinating Agency. NCSTC-Network is a registered Society, comprising of 76 (please check this number) organisations (Annexure-), Government and Non-Government, spread over all the states and Union Territories of India, who are working for science popularization. To organise CSC at the State Level, each State/Union Territory has a coordinating body viz. State Co-ordinating Agency, which is a member of the NCSTC-Network.

Gujarat Council on Science & Technology (GUJCOST) is the State Coordinating Agency for NCSC in the state of Gujarat.

Org

anis

ers

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Role of Distr ict Coordinating Agency, District Coordinators and District Academic Coordinators

i) To agree in writing, on being selected, to act as a District Coordinating Agency and abide by rules and regulations prescribed in this Activity Guide Book and also by the State Coordinating Agency;

ii) To const i tute a Distr ict Organiz ing Committee and a Distr ict Academic Committee consisting of not less than 7 (seven) teachers, activists, ex-chi ld scientists, government officials, officials of the local bodies etc. and send the lists to the State Coordinator by the date specified. The District Coordinators shall act as the Member-Secretary of both the Committees;

iii) To register groups of children (not less than 2 and more than 5 in one group) in Form A and provide them with necessary reference materials, kits and guidance. Number of groups registered to be intimated to the State Coordinator by the date specified;

iv) While registering the District Co-ordinator should be assured that, the age of the child scientist falls within the age as on 31st December of the calendar year. If need be a copy of the age-certificate may be retained by the District Co-ordinator, to avoid any confusion at later stages. Even while participating at the National Congress, the State Co-ordinator may also keep a copy of

the certificate.v) To select schools from rural and urban area

in an equal ratio;vi) To organise Distr ict level Teachers’

Orientation Workshops with the help of the State Coordinators;

vii) To interact with local scientist and arrange for their periodic interaction with the registered group of children, if required;

viii) To try to involve at least 5000 children in the district including those from informal education system and selectively make a group of 5 children, preferably staying in the same locality or members of the Science Club, if formed;

ix) To arrange Distr ict level Congress , Orientation of Evaluators in consultation with the State Coordinators;

x) To submit Feed-back Reports on al l activities, containing names of schools and number of projects at district level and follow up action taken on projects likely to become part of community act ion, photocopies of all Registration/Attendance Sheets for al l Workshops/Meetings, Evaluation Sheets in original, samples of certificates issued, mementos presented to child scientists, photo-documentation etc. related to CSC at the District level to the State Coordinator in the manner and by the date specified;

xi) To maintain a Bank Account and maintain Accounts at the District level and submit an audited Receipts & Payment Account to the

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State Coordinators by the date and in the manner specified;

xii) To maintain infrastructural facilities, including electronic communication facility such as internet connectivity, fax etc.

xiii) To arrange review and mentoring of the projects selected for presentation at the State Level NCSC.

1.16.2. Role of State Coordinating Agency, State Coordinators and State Academic Coordinators The State Coordinating Agency shall have the overall responsibility for the implementation of NCSC at the State level. The specific responsibilities shall be -

i) To constitute a State Organizing Committee and a State Academic Committee consisting of not less than 7 (seven) teachers, activists, ex-child scientists, government officials, officials of the local bodies, Network members in the State and other non-Network organizations specifically active in a region in the State, where the State Coordinating Agency does not have a reach and to submit the lists and also the lists of District Organizing Committees and the lists of District Academic Committees along with the Project Proposal for Organizing District and State level CSC of the year. The State Coordinators shall act as the Member-Secretary of both the Committees;

ii) To constitute Regional Coordinators, if found necessary in case of big States and to involve SCERT, DIET, IRIS and organizations working with handicapped children/elder citizens and media representatives. Distribution of geographical area for organizational purposes etc. will be the prerogative of the State Coordinators;

iii) To locate individuals, schools specially interested in other curricular activities;

iv) To select District Coordinating Agencies and obtain agreement in writing from them on their acting as a District Coordinating Agency and ab id ing the ru les a n d regulations prescribed in this Activity Guide Book and also those as may be prescribed by the State Coordinating Agency;

v) To organise Orientation Workshops of District Coordinators and teachers with the help of area experts;

vi) To coordinate translation of the Activity Guide Book to be used by the children, in local language and make them available to the District Coordinators;

vii) To maintain a Bank Account and maintain Accounts at the State level and submit an audited Receipts & Payment Account to the funding agencies within three months of the date of event with a Project Completion Report and a Utilization Certificate in the manner prescribed;

viii) To submit Feed-back Reports on al l activities, samples of certificates issued, mementos presented to child scientists, photo-documentation etc. related to CSC at the State level to the funding agency in the manner and by the date specified;

ix) To remit funds to District Coordinating Agencies by account payee cheques;

x) To form l inkages wi th Test ing and Monitoring facilities available in the State (with NGOs as well as Government), Municipal Corporations and other local bodies etc. to help children in better implementation (information collection/sample testing) of their activities( Identity Cards may be issued to children registered for activities) through District Coordinators;

xi) To separately print/photocopy Activity Guide Book for participating child scientists and give them on cost to cost basis;

xii) To arrange review and mentoring of the projects selected for presentation at the NCSC.

xiii) To ensure that Evaluation sheets, both written and oral are forwarded to the next higher level, i.e. from district to State and from State to National level, else the district / State contingent might not be registered during State/National level CSC.

xiv) State Academic Coordinators should work in close association with the district/State Coordinators for arranging evaluation process and shall make an effort to send one member from State Academic Committee as an Observer to the district level CSC. His/her signature on the selection list is mandatory. The entire process of evaluation is to be supervised by the Observer. Decision of the State Academic Committee shall be final

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word on the selection.

Note for State Coordinators and District Coordinators

i) The Activity Guide Book can be nominally priced (the state will take decision on it).

ii) The age limits for participation must not be less than 10 years and more than 17 years on December 31 of the year.

iii) Relatives of District Coordinators, District Academic Coordinators, State Coordinators and State Academic Coordinators will not be selected for National CSC. They may leave the post for the year if participation of the ward is desired.

iv) Any child will not participate more than twice in national CSC as Group Leader - once from each age group.

v) Two selected projects from each state shall also participate in School Science Education Forum of the Indian Science Congress session held every year during January 3-7.

vi) This program is also being linked to IRIS - Initiative for Research and Innovation in Science - a joint initiative of DST, CII and Intel . Projects with or ig inal i ty and innovative ideas could be picked up at State level for participation in National fairs of IRIS. Opportunities are also available under schemes of Ministry of Science and

Technology, for innovative ideas to get financial support to pursue the idea further to make it reach a conclusive end.

vii) Technology Entrepreneurship Promotion Program selected CSC projects meeting the following criteria may apply for support under this program

“ The idea should be new/novel, “ The idea should have potentiality for

t rans lat ing i t into work ing model/ prototype/process,

“ The idea should be based on known scientific principle,

“ The idea should have commercial feasibility/ technical viability.

viii) Proposals from individual innovators to convert an original idea / invention / know-how into working prototype / processes. These proposals can be made by individuals or jointly with any sponsoring organizations. Selected projects will be provided by financial support to undertake the above developments, patent support and guidance, scientific / technical consultancy, fabrication assistance, market information and networking with related research lab/ institutes as required.

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Understanding Weather and Climate

Weather is the instantaneous state of the atmosphere, or sequence of states of the atmosphere with time, which can be defined as the condition of the atmosphere at any given time and place. Climate, on the other hand, is the average as well as variability of weather conditions prevailing in an area over a long period of time, known also as the Statistics of Weather. Precipitation, temperature, humidity, atmospheric pressure, and wind are the important elements of weather and climate. It is the result of the interaction of four basic physical elements- the Sun, the Earth’s atmosphere, the Earth itself, and natural landforms on the Earth’s surface. Weather and climate of a particular location are also governed by natural factors like geographical position (in terms of latitude, longitude and altitude), distribution of land and water, distance from water bodies, surface cover etc.

Weather and climate are the vital factors determining the nature, condition and pattern of natural resources (e.g. water, soil, flora, and fauna). Collective expressions of the state of temperature, humidity and precipitation within a year in different seasons as well as in long term basis determine the forms of water, soil-forming processes and create support systems for the floral growth, which in turn regulates faunal composition of a locality. These natural resource bases along with weather and climate determine the way of life of human being. Thus, the economic framework and cultural composition of a locality is also dependent on the weather and climate and hence, any significant change in these two key factors has a profound impact not only on natural resources but also on the entire biosphere.

Increased level of atmospheric carbon dioxide and other greenhouse gases have been identified as the key factor of global climate change, the most important global environmental challenge being faced by humanity today. As per IPCC Reports, 2013, on an average, temperature has increased by roughly 1.53°F (0.85ºC) from 1880 to 2012.

India’s weather and climate are mainly governed by her geographical location, surrounding boundary conditions (the Himalayas, the Indian Ocean, Arabian Sea and Bay of Bengal). Further, the variations in land and water distribution within the c o u n t r y, a l t i t u d i n a l differences, vegetation type and cover along with the variations of sunshine hours within the country due to its latitudinal and longitudinal extension are c lubbed together to div ide the country into six climatic zones and twelve agro-climatic zones differing from each other quite significantly. But these climatic and agro-climatic zones are facing serious problems of various kinds

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due to the impact of c l imatic/ weather anomalies. For more than one decade weather and climatic anomalies are taking place in all the agro-climatic regions of the country. Moreover, one major element of climatic control in the country, the Indian Monsoon, was found to be altering in terms of its onset, amount and distribution of rainfall across the country, which clearly indicates probable impacts on the country’s economy.

In this context, there is a need to have proper understanding of weather and climate and its changes, mainly oriented towards different aspects and attributes of weather and climate along with their implications on the natural ecosystem and on the livelihood of human beings. At the same time, focus on climate change combats, including mitigation and adaptation are also strongly recommended.

Weather Around You

We at h e r i s t h e i m m e d i ate p hys i ca l environmental situation we face in our daily life and has impact on our decisions related to food, clothing and overall lifestyle. But systematic approaches to understand weather are very rare in our lives. Therefore, systematic attempt to understand weather of a locality/area will be the main concern of this sub-theme. This will help the children to take more precise and pragmatic decisions in relation to weather related aspects. Such systematic studies can be carried out through methodological approaches of observation and measurement of weather attributes, analysis of collected information and results of measurement followed by forecasting and interpretation of findings and correlating the same with decision making context and processes.

Project Ideas: Measuring weather attributes like temperature, daily sun shine hours, humidity, wind, precipitation, etc along with other elements like presence of gaseous components, suspended solid particles, comparison of the collected information with the available daily weather information from News Paper, TV /Radio weather bul letin and website of Indian Meteorological Department; time period based trend analysis and its relevance in local context.

Children are encouraged to design and develop t h e i r o w n t o o l s a n d i n s t r u m e n t s fo r measurement and analysis. However, some experimental and field based measurement of components must be there in such studies instead of simple information collection.

Impact of Human Activities on Weather and Climate

Exponential growth of human population in the last two centuries has increased the pressure on environmental resources required for the survival and sustenance of human being. This has also influenced the weather conditions and climate locally and globally. The growth in agriculture, animal husbandry, fisheries, urbanisation, transportation, deforestation and industrialisation caused changes in land use and

biogeochemical cycles. Similarly, exploration and utilisation of energy sources for the increasing demands of the growing society pumped in large quant i t ies of greenhouse gases to the atmosphere causing global warming.

Understanding the process and importance of greenhouse effect, carbon dioxide and other green house gas cycling between earth and atmosphere are the key components of this subtheme. Moreover, it is also required to understand that; climate across the world has changed so rapidly that adaptation to this change is a big challenge for the biosphere. Children also need to realize the contribution of human activities like fossil fuel burning, deforestation etc

30

towards these unexpected changes in climate. Further, they also need to be made aware of the results of this human induced climate change, such as weather disasters, disease spread, heat stress, drought, water shortage, crop yield decline, sea level rise, large scale migration and such other.

Project Ideas: Study on green house gases and their sources, human activities releasing green house gases to atmosphere, study on natural calamities related to weather and climate and role of human activity in enhancing the same. They can also design and propose scientific and logistic alternatives to improve human life along with controlling or reducing negative impacts of human activities on climate.

ADDITIONAL PROJECT IDEAS.Understanding Weather around you.

1. To study and analyze urban heat islands in your locality

2. Studies on micro-climatic variations in different eco systems in your study area.

3. Analysis of monsoon rainfall of past and present period for your locality.

4. Studies in wave erosion consequences in beaches of your locality (for coastal regions)

5. Setting of low cost weather station and analysis of data generated and comparison with weather station data for your area.

6. Studies on wind speed and direction in various sites of your locality in relation to weather data.

7. Establishment of micro-meteorological stations with local, low cost, available assets to observe and study the weather of a particular catchment area/locality and compare the data with secondary data from weather stations.

8. Study of landslides – mapping vulnerable points, reasons thereof for, study of exotic and indigenous plant species on landslides and correlating the various factors leading to landslides

9. Study of cloud bursts in terms of intensity, impact and coping mechanisms in a select area.

10. Study of cyc lones and i ts impact – prevalence, frequency, and weather preceding and after the incidents.

11. When do you find whirl wind? Study its frequency, intensity and impacts.

12. Study of the impact of hail storms (as happened in 2014 in Maharashtra).

13. Study of weather pattern and shifting monsoons and other phenomenon with consultations with elderly people and correlation with historical data as well as measurement current weather parameters.

14. To study the variations of local weather conditions influenced by topographical features.

15. Study of the relationship between different types of weather and precipitation.

16. Analysis of rainfall trends (if possible probability of occurrence)

17. Moisture availability in a locality in different seasons

18. Study on diurnal of temperature variation under different land-uses

19. Study of temperature variations in an aquatic system

20. Study on characteristics of land and sea breeze and its impact onerosion of sandin Coastal area.

21. Comparative study on atmospheric, soil and water temperature in a locality.

Impact of Human activities.

1. Studies on heat production by air condition systems in any study area and analyzing alternatives.

31

2. Estimation of temperature in industrial / mining areas and its impact.

3. Monitoring air and water pollution in your locality.

4. Comparison of nature of houses (in terms of materials used, ventilation etc.) their design in terms of heat absorption and other weather parameters.

5. Study the impact of developmental activities on the micro climate/weather of your locality and compare the data with nearby areas not affected by the developmental activity.

6. Study the impact of vehicular pollution on micro climate at tourist destinations with reference to pre-tourist seasons, tourist season and post tourist season.

7. To study the carrying capacity of micro water sheds / local entrepreneurs in assisting pilgrims/tourists on religious routes and study seasonal variations, damages to eco systems, pollution etc.

8. Study the solid waste random disposal /landfill and its effect on nearby water resources and remedial measures.

9. Study the change in land use and land cover in your areas and its impact on climatic conditions.

10. Effect of coral and sand mining from sea shores and its changing impact with changing weather.

11. Study the impact of over exploitation of sand mining on various environmental parameters like water table, temperature of water in water bodies, change in quality of water, (physical, chemical, biological parameters) and larger impact on cropping/agriculture, livelihoods.

12. Impact of changing weather, climate on the mangrove forests, density, eco system as a whole.

13. Impact of glass claddings in modern buildings – study of micro climate inside

versus ordinary buildings.14. I m p a c t o f c h a r c o a l m a k i n g

(Prosopisjuliflora) on wild life.15. Study the impact of multi-storied buildings

on the local wind velocity and sunlight intensity, temperature, humidity etc.

16. Study on desertification and salinization of land/soil

17. Comparative study on soil health in jhum cultivated and normal land

WEATHER, CLIMATE AND ECO SYSTEMS – ADDITIONAL PROJECT IDEAS.

1. Studies on micro arthropods /flora and fauna profiles and its seasonal variations in your study area.

2. Animal behavior as weather indicators – Collection of traditional experience and scientific validation.

3. Study of the growth rate of invasive (example Parthenium) species and its seasonal variations in your area and studying their adaptation capacities for adverse weather conditions in comparison to major crops.

4. Study of group migration of animals/birds/fish/plants and correlating the same with observed weather change / extreme weather events.

5. Study of Pond/Lake eco systems – temperature, water levels with reference to rain fall, study of life forms during various seasons (fish, frog, fresh water snakes, birds, aquatic plants, quality of water across seasons / varying temperatures / varying turbidity, etc.

6. Study of sacred groves – seasonal variations of life forms biomass, micro climate studies, interrelationships within the eco system, etc.

7. Study of coastal eco systems – Change of tides, High Tide Line, Low tide line over the years and its impact on coastal eco system, life forms, habitats etc.(Can be carried out as a combination of measuring t ides – measured over two to three months - and also oral interviews with elderly fishermen

32

in the area)8. Study the impact of temperature variation

on floral diversity and behavior of plants in an area.

9. Study of phonological changes in a rich biodiversity area with respect to changing weather/season.

10. To study the role of lichens with respect to climate change/weather and biodiversity in a select area.

11. Study of flora and fauna of a wetland in your locality and study seasonal changes if possible.

12. Study of aquatic and terrestrial ecosystems in terms of physical, chemical and biological parameters with respect to seasonal changes.

13. Study of shells and shell fragments from sea beaches and study seasonal variations in their diversity.

14. Study of fish catch in a coastal area and study the seasonal variations, quantum of catch and economic implications with respect to changing weather, seasons. (also oral interviews with elderly fishermen in the area)

15. Study of corals in terms of bleaching etc. with respect to changing weather, seasons.

16. Study of primary productivity in a pond ecosystem.

17. Study of carbon sequestration in pond/lake eco systems by studying bottom sediments.

18. Study of carbon sequestration in forest/grasslandsoil.

19. Study/measurement of canopy cover in different seasons of a forest (alternatively dense vegetation, sacred groves, large trees, school campus, parks etc.)

20. Study of a tree as an eco system more specifically a habitat – seasonal changes and changing diversity in niche specialization .

21. Study of sediment transport in a drainage channel/catchment by stakes-h igh m e a s u r e m e n t o v e r s e a s o n s . (Eutrophication)

22. Impact of climatic variations of agro-forestry in an area.

23. Impact of rainfall variability on production of crops of an area.

24. Study of insect diversity of a grassland eco

system (alternatively in wet land / dry land etc.)

25. Estimation of biomass in a grass species over the seasons.

26. Study of cow dung droppings and its disintegration as an indicator of soil microbial health.

27. Estimation of micro fauna of a desert eco system.

28. Study of bird migration due to weather / climate shift.

29. Study of changing housing patterns on sparrow population in a city.

30. Study of wetlands reclamation and its impact on micro climates, birds and other life forms – seasonal studies.

31. Study the impact of salty rains on the loss of grasslands in Banni region in Gujarat,-impact of weather and climate.

32. Study the impact of changing weather and climate on the eastern Himalayan glaciers

33. Study of local streams and seasonal var iat ions and i t s impact on loca l agricultural practices. (Flow rates can be studied as small experiments )

34. Study on impact analysis of deforestation on soil and nutrient loss due to heavy rainfall and runoff in a simulated situation.

35. Study on earthworm, wasp, ant and other insects under changing environment due to change in climate and weather.

36. Litter disintegration studies in monocrop and multicrop soils

37. Impact of agricultural practices on soil faunal density and diversity

38. Soil faunal migrations in water logged paddy fields…. (premonsson - monsoon - post monsoon)

39. C r u s t a c e a n l a r va e i n e s t u a r i e s … . (premonsson - monsoon - post monsoon)

40. Human adaptation in various ecosystems to food and livelihood….

Society and Culture.

1. Studies on traditional knowledge and weather forecasting in your study area.

2. Scientific analysis of festivals in terms of weather in your locality and neighbourhood and comparison.

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3. Study of seasonal food practices and its availability in terms of weather in your locality

4. Study of weather related folklore and proverbs of your state/area.

5. Analysis of school attendance in relation to w e a t h e r / w e a t h e r ex t re m e s a n d correlating to soci-economic background of absentees in the last 5 years.

6. Study of various types of firewood used and amount of soot production (studies related to quantification of the same) in your area.

7. Study of folk taxonomy and traditional knowledge of a particular area and linking them to traditional medicine / cultural values, practices etc.

8. Study of climate change/weather extremes and adaptation practices of the people and their culture in high altitude areas.

9. Study the merit of traditional houses in terms of weather parameters.

10. Effect of cultural / religious activities/functions on eco system in your locality.

11. Comparison of fishing activities, food, transportation during monsoon and other seasons in Lakshadweep region.

12. Traditional methods of predicting rains like movement of ants, height of crow’s nest from ground.

13. Comparison of crop calendars of present and past and study the impacts on food habits and culture.

14. Identification, documentation, and validation of indicator plants related to soil moisture status, ground water availability, etc.

15. Study on indigenous methods of rainwater harvesting.

Agriculture.Suggested experiments:

1. Using sun’s heat to dehydrate vegetables to prolong their shelf life and get a better price.

2. Study on the effect of different sowing dates on the growth, flowering and yield of paddy (or of any other crop)

3. Impact of pollution on plant and soilhealth 4. Study of climate, weather versus vegetation

changes in an area.5. Organic versus in-organic agriculture –

C o m p a r a t i v e S t u d i e s r e l a t e d t o

performance in adverse weather and climatic conditions.

6. Study of traditional water harvesting and irrigation techniques and their relevance in changing weather and climatic conditions.

7. Impact of micro cl imate on various parameters of a crop including yield, total biomass production etc.

8. Effect of late monsoon on cropping pattern in your locality.

9. Change in irrigation pattern due to change in climatic conditions.

10. Impact of rainfall and temperature on horticulture and agricultural crops with special reference to Apple scab disease.

11. Analys is of parameters of weather condit ions on control led and open agriculture.

12. Measuring the water holding capacities of terraces in hills/micro water sheds and relating this to growth of vegetation/crops on different terraces.

13. Study the effect of strong winds on banana plantations, and the reducing the impact (quantification of reduction) by tying leaves of banana plants in the Narmada belt in Central Guarat.

14. Study the effect of “rab” method – burning dried leaves, twigs, bark, cowdung cakes soil layer etc which is a practice of soi l preparation during March throughout Konkan area of Maharashtra before sowing rice.

15. Study effect of changing weather on flowering pattern and fruit production in Alphonso mango which is a cash crop in Konkan region of Maharashtra.

16. Study the performance of different varieties of different crops which are adapted to extreme weather conditions like drought or water logging, increased temperature etc.

17. Comparative study of mixed cropping systems with that of mono culture in terms of total yield, total biomass yield, soil fertility etc. before and after cropping.

18. Study of mixed grains agriculture in Kutch region of Gujarat (Mixed grains are Isabgol, Jeera, Til, Jowar, Moong and Bajra which are sowed together. As the weather changes, different crops grow at different times

34

depending on the gestation period of them. Effect of weather and climate on yield can be studied. This kind of method is called “sukhikheti” which does not need irrigation and tilling carried out by camels).

19. To measure impact of sunlight on the growth of crops in different types of soil.

20. Study the impact of changing weather and climatic conditions on Makhana/Sugarcane cultivation in North Bihar and UP.

21. Study of traditional agricultural practices of past and present practices in terms of changing weather.

22. Analysis of seasonal /perennial crops production in various weather conditions.

23. Analysis of milk density in different weather conditions in your locality.

24. Assessment of food habits of traditional people in view of possible supplement to food security

25. Study of the impacts of weather and climate change on traditional agricultural practices.

26. Study of salt farms in coastal areas of Kutch in different seasons.

27. Study ofsoil moisture retention and comparing them undermulching, drip irrigation etc.

28. Study of cropping pattern of a particular region as influenced by different seasons in the year (why a particular crop is grown in a particular season only?), effect of weather parameters on various crop stages.

29. Study of performance of hybrid livestock versus traditional livestock in terms of input costs versus output.

30. Study of effect of heavy rainfall on different crop stages and its effect on production.

31. Study of the effect of dry spells on different crop stages and ult imate effect on production.

32. Study of soil parameters (physical, chemical and biological) in changing weather extremes and its correlation with plant production, crop yields etc.

33. Study of seasonal milk production of various breeds of livestock in the same region – inputs costs versus milk output.

34. Study of different agricultural practices in relation to weather and climate (tillage, land preparation, sowing, transplanting,

weeding, harvesting and post harvest in relation to local calendar systems.

35. S t u d y o f re c o m m e n d e d p ra c t i c e s (Agricultural University, KVK etc.) like ideal dates of sowing, distance of planting, pest/disease calendar etc. and documenting actual practices in field and their rationale with reference to changing weather/climate.

36. Effect of changing weather and climate on crop diseases, pest occurrence, emergence of old diseases/pests, whether minor pests emerging as major pests etc.

37. Study of different weeds with reference to changing weather on occurrence, growth, flowering and reproduction (overall life cycle)

38. Studies on effect of weather and climate on different crops/grain storage techniques/practices.

39. Study of modern agricultural practices which contribute for increasing levels of GHGs – eg. Deep ploughing, using high inputs like chemical fertilizers, pesticides, weedicides, farm machinery etc.

40. Study of innovative crop practices adapting to changing weather, climate and identifying components which are critical for improved performance in adverse weather and climatic conditions.

41. Study of sericulture in changing weather/climatic conditions.

42. Study of changing weather and climatic conditions on floriculture.

43. Comparative study of System of rice intensification (SRI) of paddy cultivation with conventional paddy cultivation with respect to less water intensive method.

44. Study of impact of weather and climate change in the traditional paddy cum fish culture in the Zino valley of Arunachal Pradesh.

45. Study of Jhum cultivation and its impacts on change of weather and climate of your locality.

46. Study of the practice of burning the stock of sugar cane on the next crop in Tamilnadu.

47. Study the impact of biochar on crop growth and soil parameters.

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48. Study of short term vegetable cultivation versus long term crops as a strategy to cope with changing weather/ climate. (green vegetable cultivation).

49. Residual moisture based farming – Suitability for post monsoon crop.

50. Analysis of yield and quality of spices due to weather/climate change in hilly regions with special relevance to onset of South west monsoon.

51. Comparison of seasonal crop calendars and their variation within an agro-climatic zone – regional variations and differences and their rationale.

52. Comparative study on crop performance through hydroponics and normal crop production system.

53. Study on yield advantage of mono cropping and mixed cropping

54. Harvesting of rain water and its re-use

Health:

1. Study of weather related diseases in your locality – incidence, spread, treatment, expenditure, loss of l ivelihoods and correlation to socio-economic conditions of those affected.

2. Mapping of tropical diseases in terms of weather and finding out the vulnerability in terms of geography (landscape), social, economic and cultural factors of those who are more prone to the diseases.

3. Hospital based studies related to weather and climate and correlating with field level studies.

4. Analysis of agricultural / horticultural/ ornamental/cash crops in terms of weather extremes/climate change.

5. Mapping of vector borne diseases in your locality with special reference to re-emergence of certain diseases, mapping more vulnerable areas and linking them to health, sanitation etc.

6. Study the emerging diseases in higher Himalayan regions and correlate the same to temperature, rainfall and other weather parameters, climate change.

7. Participatory Village level mapping of your locality with reference to landscape, natural

resources, health and sanitation facilities, vulnerable localities for epidemics and making a people plan for interventional strategies with pre and post intervention impact studies.

8. Study / documentation of working policy planning of various line departments with respect to onset of monsoon, weather extremes, disease incidence and strategies for coping with epidemics and finding out

the efficacy of such plans and suggesting changes/modifications in a scientific manner.

9. Study of pattern of common diseases in the general population in relation to changing local weather condit ions inc luding seasonality, frequency etc.

10. Study of various skin diseases in the last three years in your locality related to changing weather, climate etc.

11. Study the quality of air in various environs – crowded, slums, textile industries, fly ash handling areas, bricks and cement industry etc. and study the seasonal variations.

12. Study the impact of weather and climate on food, fruits, vegetables, fish etc. and their durability during various seasons/weather.

13. To study the impact of changing weather / climate on industrial areas (thermal plants, stone crushing industry, textile, steel, glass industries etc.) on health and livelihood losses.

14. To study the impact of humid weather on skin related diseases/infections.

15. Prevalence of nature of disease in domestic animals as an effect of weather and climate.

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List of Academic Coordinator for NCSC

Name of District

Name of Person Address Contact details

Amreli Prof. H. G. Dodiya Retired Principal,R. R. Lalan College, Bhuj

9825296587

Anand Prof. K.N. Joshipura

Adviser,C.C.Patel Community Science Centre,Sardar Patel University,Vallabh Vidyanagar

98253 18897knjoshipura22@gmail.com

Banaskantha Dr. R. J. Pathak HOD, Physics Department, R. R. Mehta Science Collage, G. D. Modi Campus,Palanpur

pathakrj@rediffmail.com9662030181

Bharuch Dr. Bhagubhai Prajapati

Narayan Vidyalaya, Bharuch bip66218@yahoo.co.in9427062897

Bhavnagar Mr. Nikunajbhai Parekh

Maths –Science Teacher ,1518/6 Opp. KSM Sport Complex, Ghogha circle,Bhavnagar.

9426470097krcscbhavnagar@yahoo.co.in

Dang Smt. Bijubala A. Patel

Teacher,Govt. Sec. & Higher Sec. School, Ahwa, Ta. Ahwa, Dist. Dang

9427945541patelbijubala@yahoo.in

Gandhinagar Giteshbhai Patel Science Teacher,Smt. R. G. Patel Girls High School, Sector 23, Gandhinagar

9824072815Gap1366@gmail.com

Jamnagar Dr. S. N. Joshi HOD,DKV Science College

9825078550

Junagadh Dr. S. R. Gajera Teacher, Madhyamik Shala, Sukhpur, via Vadal, Junagadh

9825759303gajerasamjibhai@yahoo.in

Kutch Dr. Mahesh Thakkar Incharger Registar and HOD, Department of Environment Science Dept Of Earth &Environment Sciences,K. S.V. V. KachchhUniversity, Mundra Road,Bhuj-370001

9879121777mgthakkar@rediffmail.com

Narmada Amisha Panwar M. R. Vidhyalaya, Rajpipla, Ta-Nandod, Dist-Narmada-393145

9879164194kishorsinh.kher@yahoo.com

Patan Dr. S.S Patel Agriculture Exe. Officer, Farmer Training Centre. Patan

9427006352saileshpatel3569@gmail.com

Dr. S.M Thakkar Professor, Amar Jyot Education College, Radhanpur

9824276558sunilmthakkar@gmail.com

Porbandar Dr. Harshaben Hinglajia

Superviser, Science division, Navyug Vidhayalaya Dipak jyoti,Nr Satyanarayan Mandir,Porbandar 360575

hhinglajia@hotmail.com

9825391794

37

Rajkot Anjnaben B. Dave Retired Science Teacher and Ex. Coordinator of NCSC for Rajkot City, “Harikesh”47/A Panchvati Society, Street No. 3, Near Bhaktidham Temple, RAJKOT.

PH. (Re) 0281-2431583.Mo. 09904450761

Sabarkantha Shri B.G.Aacharya Teacher,At Po:- Himtanagar

ycsuthar@yahoo.com9429084055

Surat Mr. Sanjaybhai B. Bosamiya

Lecturer MSP College, Surat

9914009913Sanjay1976@yahoo.com

Surendranagar Dr. Ketanbhai D Parikh

H.O.D, Physics Department M.P.Shah Arts and Science College, Surendranagar

ketanparikh@yahoo.co.in 99042 53600

Vadodara Dr. Dharmendra Shah

Lecturer, The MS University of Baroda, Vadodara

0265-2791891(M. 9427336842)shahdhamu@gmail.com

Panchmahal Mr. Nilesh R Parmar Asst. Teacher Kalarav School 9925766106Tapi Gamit Ameshbhai K Assi.Teacher

Vidyakunj VidyalayaAt. Po Medha Ta Songadh Dist Tapi

9913260371ameshgamit511@yahoo.com

Mehsana Bababhai P.Patel Retired professor Bhavanagar Science College1, Sardar SocietyMehsana-2

7874451494

38

List of District Coordinator for NCSC

Name of District

Name of Person Address Contact details

Amreli Shri Nileshkumar K. Pathak

District Community Science Centre, Children’s Museum-Bal Bhavan, Amreli-365601

9925084733

Anand Dr. Ujjval Trivedi Hon. DirectorC.C.Patel Community Science Centre Sardar Patel University,Vallabh Vidyanagar

9428489159/8866315393 ubt.spu@gmail.com

Banaskantha Bharat Thakor District Community Science Centre A-1 Tirupati Township-2,Deesa Highway, Palanpur-385001

cscpalan@rediffmail.com9898402791

Bharuch Shri Nileshbhai Upadhyay

Satyam College Of Education, Bharuch

niluupadhyay@yahoo.com9825492963

Bhavnagar Dr. Bhavesh Bharad, Kalyan Regional Community Science CentrePlot No. 2206/4-A, Nr. Sanskarmandal,Punjab National Bank Street,Hilldrive, Bhavnagar

krcscbhavnagar@yahoo.co.in09426255999

Dang Shri Ratilal Suryavanshi

Prayosha Community Science Centre

94291449469426440789prayoshacsc@gmail.comratilalds29@gmail.com

Gandhinagar Dr. Anilbhai Patel Nisarg Community Science Centre,

93278352159426451102nisarg_csc@yahoo.com

Jamnagar Sanjay R. Pandaya Shri M.D. Mehta District Science Centre,Darbargadh,Dhrol,Dist. Jamanagar

9979241100mdmdsc1100_dhrol@yahoo.com,sanjaypandya1100@ymail.com

Junagadh Pratapsinh B.Ora Community Science CentreVanthli Road, Near bilnath temple, Junagadh 362001

bdcscjnd@gmail.com,bdcscjnd@yahoo.com9979438533

Kutch Shri Akshay Malhotra

Kutch Mitra Community Science Center

9925139425akshay68@gmail.com

Narmada Indrasinh D. Rathod Manthan Lok Vigyan Kendra,Govt. High School Campus, Station road, Rajpipla, Ta-Narmada:393145

09924743027Indra.manthan@gmail.com

Patan R. U. Maharaja Principal Shri S. P. Thakor Sarvoday Vidhyalay

9825087392Sptsv_kansa@yahoo.in

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Porbandar Mr. Dhaval Vargiya Science Coordinator Lok Vignan Kendra,Swaminarayan Gurukul,Chhaya main road 360578

dvargiya@yahoo.in

9824822855

Rajkot Minesh C. Meghani Center Coordinator Shri O.V. Sheth Regional Community Science Center.Nehru Udyan, Race Course, Rajkot.

mineshmeghani@rcscrajkot.orgPH. (O) 0281-2449940Mo. No. 9824453950

Sabarkantha Shri D.S.Patel Coordinator Community Science CentreAt Po:- Badoli, Ta:- Idar

ycsuthar@yahoo.com9825982824

Surat Vrunda G Kakadia Lecturer at Bhagwan Mahavir College of Polytechnic

7567924502vgkakadia@gmail.com

Surendranagar Ghanshyambhai Mehta

Dr. Homibhabha Community Science CentreSurendranagar

gkmehta@yahoo.com 94281 92163

Vadodara Dr. Jitendra Gavali Director, Regional Community Science Centre, Vadodara

0265-2389749(M)9725891033cscvadodara@yahoo.co.in jggavali@gmail.com

Panchmahal Kalpana P. Joshipura Principal, Kalarav High School50, Shivnagar Society,Kanjari RoadHalol

kalarav@kalaravschool.com9879061616

Tapi Ketan D. Shah Principal8/92 haripura street ta Vyara Dist Tapi

9825323128Kala.ketan@yaho.com

Mehsana Raghubhai D.Patel Retired teacher Mithagarva High School13/A Kailasnagar Soc.Mehsana-2

9979275533

Ahmedabad Suresh Ramanuj DISHA, Ahmedabad 9879883399

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List of Evaluators for NCSC

Name of District

Name of Person Address Contact details

Amreli Shri T.G.Mandaliya Retired Principal,K.K.Parehk Mehta R.P.Vidyalaya, Amreli

tgmandaliya.1954.@gmail.comMob. 94277 45242

Manavar Babubhi M. Teacher, Mavjinjava Primary School, Mavjinjava. Ta.Bagasara Dsit.Amreli

babulmanvar@gmail.comMob. 94084 69406

Jigensh Raiyani Teacher, Bhiladi Primary School, Bhiladi

jigsvRaiyani@gmail.com9712345341

Shri Ajaykumar V.Madhak

Principal, Smt.M.M.Yagnik High School, Saladi, Ta.Liliya(Mota) Dist.Amreli

ajaymadhak@yahoo.comMob: 9426985632

Vipulkumar K.Chavada Principal, Shri N.K. Metaliya High School, Matiarla

Prisch.gia.nkm.matirala@gmail.comMob.94277 44543

Anand Dr. Neepa Barucha M.B.patel College of EducationSardar Patel University,Vallabh Vidyanagar

98243 48015

Prof.Subhashbhai Makwana

N. H. Patel College of EducationBhalej Road Anand.

94264 10176

Shri. Dhavalbhai Patel

Managing Trustee Volunatry Nature Conservancy (VNC)Vallabh Vidyanagar

98981 42170/ 96620 42170

Dr. Rajiv Bhatti V.P.Science CollegeSardar Patel University, Vallabh Vidyanagar

99247 76188

Banaskantha Mr. Rakesh Trivedi Teacher , Bhavisana School, At-Bhavisana, Ta- Palanpur

Rmtrivedi1985@rediffmail.com9428485199

Mr. Rakesh Prajapati Teacher , A.V. Sanghavi High School, At-Vedancha, Ta-Palanpur

Rakeshgurjar68595@gmail.com9687454925

Mr. Ramesh Solanki Teacher , Lokniketan Vinaymandir,At-Samadhi, Ta-Palanpur

9408417008

Mr. Suresh Patel Teacher, M. D. Somani High School,At-Chandisar,Ta-Palanpur

9913032409

Smt. Grishma Patel Teacher , Madana (Gadh) Pay Center School (Gadh) Ta- Palanpur

Varshaashvin@gmail.com9904941128

41

Bharuch Shri Arvindbhai Panchal Astronaut Ex-Member Of NCSC

satyam002@hotmail.com9426837673

Shri Shabbirbhai Patel Retired PrincipalAwardedSarvajanik High School, Kavi

satyam002@hotmail.com9824174503

Shri Shilpaben Shah Bhartiya Vidya Bhavan’sNarmada Vidyalaya, Bharuch

shilp5464@gmail.com9898279468

Bhavanagar Dr. B. M. Gohil Professor, Department of Life Science, M.K.B. University,Bhavnagar

bharatsinhgohil@yahoo.com09426980163

Dr. P. P. Dodiya Professor,Zoology Department, Sir P. P. Institute of Science, M.K.B. University, Bhavnagar

pravinsangdodia@gmail.com09374610744

Dr. B. R. Pandit, Retired Professor, Dept. of Life Science,M.K.B. University,Bhavnagar

bharatrpandit@yahoo.com09824541022

Dr. Satish Pathak, Scientist, Excel Crop Care Ltd.1959-B, “Parijat”Nr. Sindhi School,Sardarnagar, Bhavnagar

Drsatish09@gmail.com09409497037

Dr. Indra R. Gadhavi, Professor & Head,Dept. of Life Science,M.K.B. University,Bhavnagar

indragadhavi@gmail.com09427182755

Dang Shri Pankaj M Patel Principal , Santokba Dholkiya Vidyamandir, Malegam, Ta. Ahwa, Dist. Dang

9427338665

Shri Dilip S. Kulkarni Assistant Teacher, Navchintan Highschool,Jhavada, Ta. Waghai, Dist. Dang

9824743524

Shri Ghelabhai K. Patel Assistant Teacher, Navjyot High School, Subir, Ta. Subir, Dist. Dang

9376248757

Shri N D Parmar Assistant Teacher, Govt. Sec. & Higher Sec. School, Sakarpatal, Ta. Waghai, Dist. Dang

9825463025

Shantibhai D. Patel Retired Teacher, Ahwa, Ta. Ahwa, Dist. Dang

9427706205

42

Gandhinagar Dr. Tarak Thacker Professor, Govt. Science College, Sector 15, Gandhinagar

9925133234Tarak_thacker@yahoo.co.in

Vasantbhai Patel Ex. Under Secretary, Gandhinagar

9377479981Bdnpatel@yahoo.co.in

Nareshbhai Thacker Retired PROGPCB, Gandhinagar

9898911889Nareshkthakar@gmail.com

Vijaybhai M. Barot Professor, S.M. Panchal Science College, Talod

9429129463, 9426379549scpsmp@yahoo.co.in

Parulben Thakkar 9909945008Jamnagar Dr. Sudhirbhai Joshi Head of Chemistry

Department D. K. V. Science College, Jamanagar

9825389001

Dr. Geerin Bakshi Professor Kutch University

9726618940

Dr. Pareshbhai Oza Professor D. K. V. Science College, Jamanagar

9825470121

Dr. Mrunal Ambasana Professor M. M. Viranee Science College, Rajkot

9904949247

Dr. Sanjaybhai Jani Professor Jilla shikshan Taalimbhavan, Jamanagar

9427514635

Junagadh Dr.S.R.Gajera Sir Teacher , Madhyamuk Shala sukhpurVia vadalDist: Junagadh

gajerasamjibhai@yahoo.in 9825759303

Dr.B.B.Usadadiya Teacher , New Best High School puspak park,Joshipura ,Junagadh

newbesthighschool@gmailcom 9428375561

Dr.R.V.Dobariya Teacher , Gram Panchayat high school mota kotda Ta visavadar Dist:Junagadh

grampanchayatmotakotda123@yahoo.com9979554548

H.L.Vadher Principal, Muralidhar school,Datar Road Junagadh 362001

murlidharschool@yahoo.com9428378070

Dr. Janak Purohit Principal Amarnagar high school ta.Jetpur Di.Rajkot

maatangpurohit@gmail.com9377692585

A S Gami TeacherSmt. K. G. Chauhan kanya vidhyalaya Vanthli road, Timbawadi Junagadh 352015

swkgchauhankanyavidhyalay@gmail.com987925479

43

Kutch Mr. Ashwinbhai P. Suthar

Lecturer , Jilla Shikshan Talim Bhawan,Middle School Ground.(Opp S.T), Bhuj-37001

9426560120 dbhuj2046@gmail.com

Mr. Jignesh J Kanani Lecturer , Jilla Shikshan Talim Bhawan,Middle School Ground.(Opp S.T), Bhuj-37002

9998965047 dbhuj2046@gmail.com

Dr.Rakshah UpadyayLecturer

Lecturer , Jilla Shikshan Talim Bhawan,Middle School Ground.(Opp S.T), Bhuj-37003

97246227927 dbhuj2046@gmail.com

Ms. Kiranben N.ModiLecturer

Lecturer , Jilla Shikshan Talim Bhawan,Middle School Ground.(Opp S.T),Bhuj-37004

9374430180 dbhuj2046@gmail.com

Mr. Hasmukh T. GorScience Advisor

Lecturer , Jilla Shikshan Talim Bhawan,Middle School Ground.(Opp S.T),Bhuj-37005

9726578422 dbhuj2046@gmail.com

Dr. Urmil HathiPrincipal

Lecturer , Vd. High School (Opp Indirabai Park-Bhuj-370001

9825825172 vdhigh@gmail.com

Dr. Ekta.B. Joshi Assistant Professor in R.R.Lalan College,Bhuj-370001

9427387047 noopur_pj@yahoo.co.in

Narmada Amish R Desai Lecturer, M.R.Science Collage Rajpipla Ta:Nandoa

9998388611

Prof. Kamleskumar D Chauhan

Lecturer, M.R.Science Collage Rajpipla Ta:Nandoa

9898870365

Arvind Panchal Faculty, Retired .teacher Secondary High School

9426837673

Abhay Kothari MEPS(i) Director, Mantha Educational Programme Society. Ahamedabad .Manthan Narmada Lok Vigyan Kendra, Rajpipala Ta:Nandod

9825062409

K.K.Sindha Professor, M.R.Science Collage Rajpipla Ta:Nandoa

9375340704

Sarad Patil Principal, J.K.High School Sagbara

9427518843

Rakesh Tragad Science Teacher, D.E.O Office,A.D.I Narmada

9428445144

44

Patan Dr. S.S Patel Agriculture Exe. Officer Farmer Training Center Patan

9427006352saileshpatel3569@gmail.com

Dr. Sunilkumar M. Thakkar

Professor College of Education , Baspa

9824276558sunilmthakkar@gmail.com

Dr. Gangaram N Prajapati

Professor J D Thakkar B.Ed College Radhanpur

9925397751gnprajapati@yahoo.com

Kalpeshbhai D Akhani Science Teacher KB Vakil High School Radhanpur

9879053369kdakhani@hotmail.com

Dr. Nishith Dharaiya Professor , H.N.G.U, PatanLife Science Department

9998981560nadharaiya@gmail.com

Dr. Amit Mali Professor L.N.K B.Ed College Patan

9924232407amitrmali@gmail.com

Porbandar Manish Joshi Assistant teacher Swaminarayan Gurukul Vidhyalaya,Chhaya main road, Chhaya 360578

manishjoshi99@gmail.com

9712702710

Dharmendra Vaghela Assistant teacher Swaminarayan Gurukul Vidhyalaya,Chhaya main road, Chhaya 360578

9428777671

Dr. Ketan Monani Principal Swaminarayan Gurukul Vidhyalaya,Chhaya main road, Chhaya 360578

Ketanmonani2012@gmail.com

9924991992

Chirag Tank President, Green wildlife conservation society (GWCS) “Darshan”, Jalaram Colony, Porbnadar 360575

Chiragtank78@gmail.com

9925183883

Vijay Jethva District Superintendent of Police office, Porbandar

Vijay.jethva@gmail.com9925988269

Rajkot Vinodbhai Pandya Retired Higher Secondary Science Teacher (Biology) Bai Saheba Girls High School, Rajkot. “Ved Mata”3-Saurashtra Kala Kendra, opp. Nirmala Convent School, RAJKOT. 360 007

pandyavinod@yahoo.co.inMo. 09428274950

45

Dr. Shakuntalaben G. Nene

Retired Professor (Phy.)H&H.B.Kotak Institute of Science, Rajkot. L-19 Housing Board Colony, Kalawad Road, RAJKOT.

shakuntala_nene@yahoo.co.ukPH. (Re) 0281-2451198Mo. 09427380950.

Dr. Mihirbhai Joshi Professor, Physics Dept.Saurashtra University, Rajkot.

mshilp24@rediffmail.comMo. 09825397305

Darpan M. Vaishnav Advisor,Environmental Issues. M.Sc. (Climate Change & Impact Management) C-57 Shastri Nagar, Nana Mava Road, RAJKOT. 360 004

darpan.vaishnav@gmail.comMo. 09913538599

Dr. V.N.Patel Research Scientist (Entomology) Dry Farming Research Station, JAU, Rajkot Ahmedabad NH-27, TARGHADIA(RAJKOT)-360 003

drpatelvn@gmail.comPh. (O) 0281-2784260Mo. 09427276514

Sabarkantha Shri S.P.Patel Teacher34-sukan App. Iadr

ycsuthar@yahoo.com9427072796

Shri M.I.Patel Teacher umiya nagar Idar

ycsuthar@yahoo.com9924230027

Shri S.V.Chaudhari Principal At Po:- Kanpur ta Idar

ycsuthar@yahoo.com9428314131

Shri G.S.Patel Teacher At Po:- Umedgadh ta Idar

ycsuthar@yahoo.com 9428643205

Surat Praharshaben Mehta Ex. Science Teacher

Mr. Sanjaybhai B. Bosamiya

Lecturer in MSP college 9914009913Sanjay1976@yahoo.com

Dr.Arunbhai Dholakiya HOD, Botany, Sir PT Sci. College-surat

9898076906Sirptsccollege@gmail.com

Dr.Bhadresh Parmar, Prof. Govt. Science College- Valod

9879066558bhparmar2000@gmail.com

Sanjaybhai Pandya, Prof. Navyug Science College, Surat

9425204252Sanjaypandya48@gmail.com

46

Surendranagar Dr.Chirag R Fultariya Professor M.P.Shah Arts And Science College,Surendranagar

Chirag.fultariya@gmail.com 94277 19437

Dr. Jalpa Harsora Professor , M.P.Shah Arts And Science College,Surendranagar

jalpaharsora@yahoo.com 99789 17437

Dr.Ketan .D Gohil Professor Shri C.H.Shah Maitri Vidhyapith,Mahila College Of Education,Manav Mandir,Mulchand Road, Surendranagar

Drgohil2212@gmail.com99042 53600

Piyush Mehta Scientific Officer, Jilla Sikshan Ane Talim Bhavan(Diet),Bus Depo Road,Surendranagar

pmdiet@yahoo.co.in 94282 47130

Gandhi Divyang Assistant Professor , M.P.Shah Arts And Science College,Surendranagar

Divyanggandhi79@gmail.com 98247 48946

Vadodara Ms. Neela Nandan Dongre

Senior Teacher, Jeevan Sadhana English Medium School, Vadodara

0265-2429042(M)9825231512neela.dongre@gamil.com

Ms. Swati S. Bedekar Discovery Science Resource Group, Vadodara

(M)9824058675swatibedekar@gmail.com

Dr. Jayendra Lakmapurkar

Deputy Director, Gujarat Ecology Society, Vadodara

0265-2283329, 2283341(M) 09824516436jlakhmapurkar@yahoo.cominfo@gesindia.org

Shri Piyush Kanade Senior Teacher, Baroda Highschool, Bagikhana, Vadodara

(M)9426372445Rkrande11@gmail.com

Shri Bharat Parmar Principal Alembic Vidyalay, Gorwa , Vadodara

(M)9879489335bharatalembic@gmail.com

Prof. N.M. Bhatt Hon. Secretary (Retd. Prof. MS Univ.) Regional Community Science Centre, Vadodara

0265-6586929(M)9825072203iei.vadodara@gmail.com,cscvadodara@yahoo.co.in

Valsad Jitendra Mehta Teacher in Naranala College

9624860038

Ankita Leanwala Science Professor 8690485653Ankita.leanwala@gmail.com

Dr. Krishna Rajput Assistant Professor, KBS College vapi

7405976872

47

Panchmahal Mr. Jaydipsingh Puvar Principal, Padardi High School

9879061616

Dr. Prafulla Chauhan Principal ,S.T.Patel H.S. Jantral

Mr. Mayur Parekh Principal M & M.S. Vidyamandir, Delol

Mr. Indravadan Variya Asst. Teacher P. M. Parikh H.S. Rameshara

Kheda Keshubhai VaniyaProject director

501, Sukhsagar complex, Nr.Hotel fortune landmark.Usmanpura,Ashram road,Ahmedabad.380 013 (Guj.)

Email. 1)Kh_Vania@yahoo.co.in 2)jbf66@yahoo.com98790 47962

J.K.Krishyan Science Teacher

Gyannagar Highschool,N.H.No.8,kheda .College campus, Dist.Kheda (Guj.)

Dineshbhatt08@yahoo.co.in 9173919796

Nileshbhai ShahAssist. Teacher

Gyanjyot HighschoolParth Complex,MahemdabadDist.kheda

98244 01220

H.H.Vaniya Coordinator

501, Sukhsagar complex, Nr.Hotel fortune landmark.Usmanpura,Ashram road,Ahmedabad.380 013 (Guj.)

87584 10372

Tapi Dr.Gaurang Bhatt Retired Medical OfficerAt po Vyara Coart Ta vyara Dist Tapi

9427890192

Dr. Dharmesh Pandiya Homeopethic CollegeVrundavandham At po Vyara Ta Vyara Dist Tapi

9426848081

Parmar Nirmalsinh A. Vidyakunj VidyalayaAt Po Chapaldhara Ta Vansda Dist Navsari

9909132675Nirmalsinhparmar0074@yahoo.com

Dhodiya Binaben N. Vidyakunj VidyalayaAt po Malivad Fort Ta Vyara Dist Tapi

9913660256Nirmalsinhparmar0074@yahoo.com

Rana Arunaben D At po Tichakiya Ta Songadh Dist Tapi

9712302466Arunarana456@yahoo.com

Dahod Mr. Dave Ketankumar R.

Gram Seva Vidyalaya Bsc.B.Ed

Lionketan.dave.@yahoo.in

Mr. Chauhan Vinod. K Prathmik Vidyalaya, LimdiBsc.B.Ed

--

Kamol Jignesh. R. JT Mission SchoolBsc.B.Ed

jigneshkamol@yahoo.in

Mr. Joshi Rakeshkumar.P

Madhyamik ShalaBsc.B.Ed

--

48

Mr. Sharma Kamleshkumar Sharma

Swami Vivekanand VidyalayaM.Sc.B.Ed

--

Mehsana Maheshbhai P. Patel Tribhuvan VidyalayaTeacher, A/403 shubh comlex mehsana-2

9925684530

Babubhai M.vyash Retired teacher , Gangapura High School32, swapna sustri soc.nr.awsar party plotMehsana-2

9624790258

Rajnikant S.Jayswal Retired teacher Sander High School22,ram lakhan soc.t.b.road.nr. prajapativadi Mehsana-2

9725692098

Hirenbhai M.PatelTeacher

Success Vidyalaya17, sumukh soc.Mehsana-2

9727957104

Navsari Anilbhai C. Chapaneri

Vrundavan SocietyNear Radhakrishna Society Kabilpor, Navsari.Ta & Di. Navsari

Email.anilcchapaneri@gmail.comM0.9427112260

Dr.Kirtikaben Vaidya

Vaidya MohlloNear Central Bank, Navsari Ta & Di. Navsari

shreeji2017@gmail.comMo.9427127272

Dr.Swatiben D. Naik

Rukmani SocietyTighra Jakat NakaGandevi Road, NavsaiTa&Di.Navsari

palak26491@yahoo.inMo.9879460612

Vaishaliben S. Garasia

B.14 Anand Vatika SocietyNear Shivam NagarKabilpor,Navsari.Ta&Di.Navsari

Email.vaishaligarasia@gmail.comMo.9825976173

Ratillal T. Thakor

B.P.Baria CollageNavsariTa&Di.navsari

set1273nvs@yahoo.comMo.9429533108

Gir Somnath D. D. Popat Assistant TeacherAt- Dhokadava Madhyamik SchoolTa- Una

9427911938

N. B. Oza PrincipalAt- AmodraAmodra Vinay MandirTa- Una

9737999777

R. N. Upadhyay Assistant TeacherAt- SupasiSarasvati Vidhya MandirTa- Veraval

9427502156

49

V. G. Kotadiya Assistant Teacher, At- Prabhas PatanM.J. Swaminarayan High SchoolTa- Veraval

9979290965

M. B. Vanra Assistant TeacherAt- Prabhas PatanM.J. Swaminarayan High SchoolTa- Veraval

8000261175

Devbhoomi Dwarka

Dr. Sudhirbhai Joshi Head of Chemistry Department D. K. V. Science College, Jamanagar

9825389001

Dr. Geerin Bakshi Professor, Kutch University 9726618940

Dr. Pareshbhai Oza Professor, D. K. V. Science College, Jamanagar

9825470121

Dr. Mrunal Ambasana Professor, M. M. Viranee Science College, Rajkot

9904949247

Dr. Sanjaybhai Jani Professor, Jilla shikshan Taalimbhavan, Jamanagar

9427514635

Arvali Dr. Jignesh R. Suthar Principal Shree H.L. Patel Saraswati Vidyalay, Modasa

Shri Prabhudas J Patel Principal Shree P. G. Mehta High School, Malpur

Dr.Jagadishbhai Hiralal Professor Sir P. T. Science College, ModasaYogeshbhai R. Patel Shree PCN High School, Meghraj Anilbhai H. Trivedi Principal Ramgadhi High School

Botad Bharatbhai .D. Vyash Shree Swaminaryan Gurukul –Botad

bdvyas82@gmail.com/9924415162

Pradipbhai.J.Raval Shree Swaminaryan Gurukul –Botad

pjraval82@gmail.com/9722444272

Karimbhai.B.Kheraj Shree Swaminaryan Gurukul –Botad

karimkheraj2000@gmail.com/9924391247

Amitbhai.Lakhani Shree Swaminaryan Gurukul –Botad

amitpatel.growmore@gmail.com/8511123599

Kamleshbhai.C.Maheta Shree Swaminaryan Gurukul –Botad

kcmehata82@gmail.com/9925224125

Chota Udepur Harshadkumar M.Bhatt Higher secondary science teacher S.F.High school near:Dist. Court Chhotaudepur.

9426393795

Anilbhai B.Patel

Teacher, Donboskwo High school,Bodeli Road,Chhotaudepur

9427836065

Sureshbhai Shreemali Teacher, S.B.Solanki High school Naswadi, Ta:Naswadi, Dist:Chhotaudepur

9173437879 utthan.ews08@gmail.com

50

Harshad D. Vasava Teacher, S.B.Solanki High school Naswadi, Dist:Chhotaudepur

9537520186

Arjunbhai C. Rathea Teacher, DownBoskwo High school. Baroda road, Chhotaudrpur

9909871847,9737894396

Morbi Virendra k Pandit Lecturer, Lakdhirsinh ji Engeeneering college Morbi

80004 44051

N.K Doshi Sun Mid School Morbi, Clerk

91737 88495

Dr. Suresh J Rathi Senior Researcher Climate Change Project, Surat Municipal Corporation

98254 49480Rathisj07@gmail.com

Dr Vinod Kaila Ortho Surgeon-DISH Krishna Hospital Morbi

98252 57493

Dr Niraj Pandit MD PSM Sumandip Medical College Vaghodiya

98253 71135Drniraj74@gmail.com

Ahmedabad Dr. Archana Mankad HOD in Science, Gujarat University, Ahmedabad

Dr. R. D. Shah HOD in Geology Department, M. G. Science Institute, Ahmedabad

9898874111rdshahmg@yahoo.com

Dr. Vivek Upasani Lecturer in M. G. Science Institute, Ahmedabad

8866859089Vnu_halophiles@yahoo.com

51

5. Area (Rural/Urban):

1. State:

2. District:

7(a). Date of Birth:

REGISTRATION FORM - A

b. Age as on 31/12/2014

3. Title of the Project :

4. Language Used:

8. Sex: (M/F)

9. Name of Institution with Address:

PIN Phone No(s).

10. Residential Address:

11. Particulars of the Team Member

12. Name of the Guide Teacher:

Address

6. Name of the Group Leader:

PIN Phone No(s).

iii)a. Name:

Address

b. Date of Birth:

Name and Signature of Head of the InstitutionName and Signature of District Co-ordinator

* Age should be between 10-17 years as on 31st December of the current calendar year and Birth Certificate of

each team member should be verified by the District Co-ordinator at the time of Registration.

N.B.: A copy of this Completed Registration Form must be enclosed with the Project Report.

Fill this form in capital letters and submit to your District Co-ordinator

c. Age as on 31/12/2014 d. Sex: (M/F)

PIN Phone No(s).

National Children's Science Congress, 2014State Level Children’s Science Congress

iv)a. Name:

b. Date of Birth: c. Age as on 31/12/2014 d. Sex: (M/F)

ii)a. Name:

b. Date of Birth: c. Age as on 31/12/2014 d. Sex: (M/F)

i)a. Name:

b. Date of Birth: c. Age as on 31/12/2014 d. Sex: (M/F)

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