izn'kks± rFkk ekWMyksa dks cukus osQ fy,
rFkk
cPPkksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010
,oa
37oha tokgjyky usg: jk"Vªh; foKku izn'kZuhµ2010
vk;ksftr djus gsrq
fn'kkfuns'Z k
GUIDELINES
For the Preparation of Exhibits and Models
and
Organising
STATE LEVEL SCIENCE EXHIBITIONS
FOR
CHILDREN–2009-2010
AND
37th JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION–2010
fo'ks"k
fofHkUu Lrjksa ij vk;ksftr gksus okyh foKku çn'kZfu;ksa dk mís'; foKku dh yksdfç;rk
osQ lkFk Nk=kksa osQ chp vkfo"dkjd rFkk l`tukRed dkS'ky dh igpku rFkk iks"k.k djuk
Hkh gSA cPpksa dks mudh oSpkfjd vfHkO;fDr dks çdV djus rFkk oLrqvksa dks mi;ksx esa
ykus dh {kerk osQ fodkl osQ fy, gj laHko ç;kl fd;k tkuk pkfg,A os viuh
jpuk'khyrk ,oa dYiuk'khyrk dks O;Dr djus osQ fy, iw.kZ Lora=k gSAa ekrk&firk]
vè;kidx.k vkSj lkFkh&lewgksa dh Hkwfedk,a vkfFkZd lgk;rk ,oa ifjppkZ osQ :i esa gks
ldrh gSAa cus&cuk, çn'kZ@ekWMy dks çkIr djus dh ço`fÙk ls gj gky esa cpk
tkuk vko';d gSA cPpksa }kjk çnf'kZr ekWMy mudh oSKkfud lksp dks vfHkO;Dr djus
esa leFkZ gksus pkfg,] pkgs ekWMy ijaijkxr gks ;k fdlh ijaijkxr ekWMy esa la'kks/u
vFkok uokpkjh gksA çn'kZ vFkok ekWMy dh lajpuk esa ç;qDr dkS'ky] LoPNrk vkSj
f'kYidkfjrk dks Hkh è;ku esa j[kk tkuk pkfg,A
Important
Besides the popularisation of science, the objective of
organisation of science exhibitions at different levels is also
to identify and nurture inventive/creative talent among
students. Children must be encouraged to explore every
resource to enable them to express and to handle objects.
They must be given all freedom to express their own creativity
and imagination. The role of parents, teachers, and peer
groups may be in the form of financial support and
discussions. The tendency of procuring the ready-made
exhibits/models must be ruled out. An exhibit must be
able to bring out the scientific ability of the children, whether
the model is traditional or an improvement over the
traditional model or innovative. Skills involved in
constructing the exhibit/model, the degree of neatness and
craftsmanship involved must also be taken into account
tqykbZ 2009
Jko.k 1931
July 2009
Shravana 1931
PD 1.5T RNB
© jk"Vªh;
'kSf{kd vuqla/ku vkSj izf'k{k.k ifj"kn~] 2009
izdk'ku lg;ksx
jkefuokl Hkkj}kt
lgk;d laiknd
vrqy lDlsuk lgk;d mRiknu vf/dkjh
vkoj.k
dj.k oqQekj pM~<k
izdk'ku foHkkx esa lfpo] jk"Vªh; 'kSf{kd vuqla/ku vkSj izf'k{k.k ifj"kn~] Jh vjfoan ekxZ] u;h fnYyh 110 016 }kjk izdkf'kr rFkk ------------------------------------------- }kjk eqfnzrA
fo"k;&oLrq
1- izn'kks± rFkk ekWMyksa dks cukus osQ fy, fn'kkfunsZ'k
7
2- foKku dks yksdfiz; cukus ij xks"Bh vk;ksftr gsrq fn'kkfunsZ'k
22
3- jkT; Lrjh; foKku izn'kZuhµ2009&10 vk;ksftr djus gsrq fn'kkfunsZ'k
23
•
mís';
23
•
izfof"V;ksa osQ fy, vkea=k.k
23
•
izfof"V;ksa dh Nkuchu] ewY;k¡du vkSj vuqoh{k.k
25
•
izn'kks± osQ ewY;k¡du gsrq ekinaM
27
•
O;;&ekud
29
4- izi=k
31
•
ys[kk&tks[kk
32
•
izfrHkkxh LowQyksa dh lwph
32
•
iznf'kZr oLrqvksa osQ izdkj ,oa mudh la[;k osQ fy, lwpuk
33
•
fu.kkZ;dksa dh uke lwph & mi&fo"k; vuqlkj
34
•
izn'kZ@ekWMy dh lwpuk osQ fy, izi=k
35
5- cPpksa osQ fy, 35oha tokgjyky usg: jk"Vªh; foKku izn'kZuh µ 2008] lksyu
37
esa iznf'kZr ,d izn'kZ ^^o`Ùk lacaèkh izes;ksa dk o`Ùkh; rF; lR;kiu ;a=k }kjk lR;kiu djuk**
dk ,d fun'kZukRed fooj.k
CONTENTS
1.
GUIDELINES FOR THE PREPARATION OF EXHIBITS AND MODELS
41
2.
GUIDELINES FOR ORGANISING SEMINAR ON POPULARISATION OF SCIENCE
55
3.
GUIDELINES FOR ORGANISING THE STATE LEVEL SCIENCE EXHIBITIONS
FOR CHILDREN–2009-10
56
•
OBJECTIVES
56
•
CALL FOR ENTRIES
56
•
SCREENING, EVALUATION AND MONITORING OF ENTRIES
58
•
CRITERIA FOR EVALUATION OF EXHIBITS
60
•
EXPENDITURE NORMS
62
4.
PROFORMAS
64
•
MAINTENANCE OF ACCOUNTS
64
•
INFORMATION ABOUT PARTICIPATING SCHOOLS
65
•
INFORMATION ABOUT NATURE AND NUMBER OF
66
EXHIBITS DISPLAYED
5.
•
PANEL OF JUDGES-SUB-THEME-WISE
67
•
INFORMATION ABOUT THE EXHIBIT/MODEL
68
AN EXEMPLARY WRITE-UP OF AN EXHIBIT “TOILET MODIFICATION IN INDIAN
TRAINS” DISPLAYED IN THE 35TH JAWAHARLAL NEHRU NATIONAL SCIENCE
EXHIBITION FOR CHILDREN–2008 (SOLAN)
70
CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.
1
izn'kks± rFkk ekWMyksa dks cukus osQ fy, fn'kkfuns'Z k
Hkwfedk
cPps uSlfxZd :i ls ftKklq gksrs gSa rFkk lh[kus dh
{kerk j[krs gSaA os LoHkko ls gh lh[kus osQ fy, izsfjr
jgrs gSaA Kku mUgsa Lo;a osQ fØ;kdykiksa ls izkIr gksrk
jgrk gSA
cPps vius vkl&ikl osQ okrkoj.k] izo`Qfr] oLrqvksa
rFkk yksxksa ls ijLij okrkZyki vkSj O;ogkj] nksuksa ls gh
lh[krs gSaA os orZeku fopkjksa ,oa u, fopkjksa eas ijLij
lacaèk LFkkfir djosQ viuk KkuoèkZu miyCèk djkbZ xbZ
lkefxz;ksa ,oa fozQ;kdykiksa osQ vkèkkj ij djrs gSaA
cPpksa osQ KkuktZu dh izxfr esa fopkjksa dk xBu ,oa
iquxZBu vfuok;Z fof'k"Vrk,a gksrh gSaA os vius vkl&ikl
dh nqfu;k ls cgqr gh lfØ; :i ls tqM+s jgrs gSaA os
[kkstchu djrs gSa] izfrfØ;k rFkk ifjdYiuk djrs gSa]
phtksa osQ lkFk dk;Z djrs gSa] phtsa cukrs gSa vkSj fu"d"kZ
fudkyrs gSaA foKku esa jpukRedrk ,oa vkfo"dkj'khyrk
dks mRizsfjr djus osQ fy, jk"Vªh; ikB~;p;kZ dh
:ijs[kk (,u-lh-,iQ-)µ2005 esa fØ;kdykiksa] iz;ksxksa
,o f'kYi&foKkuh; ekM~;wyksa bR;kfn osQ egÙo ij tksj
Mkyk x;k gSA ,u-lh-,iQ-µ2005] cPpksa dh f'k{kk esa
ikB~;p;kZ osQ fofHkUUk fØ;kdykiksa (;|fi ;s ijh{kk osQ
fgLlk u Hkh gksa) osQ fozQ;kUo;u osQ fy, vukSipkfjd
pSuyksa osQ l?ku foLrkj dks Hkh egÙo nsrk gS_ tSls fd
LowQy osQ fo|kfFkZ;ksa osQ fy, LowQy@CykWd@rglhy@
ftyk@{ks=kh;@jkT; rFkk jk"Vªh; Lrj ij foKku izn'kZfu;k¡
vk;ksftr djukA bu lHkh vk;kstuksa dk mís'; Nk=kksa osQ
vkfo"dkjd@l`tukRed dkS'ky dks [kkstdj mudk iks"k.k
gksuk pkfg,A blosQ vfrfjDr ,u-lh-,iQ-µ2005 bl
igyw ij jkT; ,oa osaQnzh; ,tsafl;ksa] xSj ljdkjh laxBuksa]
f'k{kd laxBuksa vkfn osQ lkFk leUo;u] vkfFZkd leFkZu
rFkk ns'k osQ fo'k"kKksa dks laxfBr dj orZeku fØ;kdykiksa
dh dbZ xquk izksUufr ij Hkh tksj Mkyrk gSA bl izdkj
osQ vfHk;ku èkhjs&èkhjs Hkkjr osQ gj dksus ls gksdj
nf{k.k ,f'k;k rd iSQyus pkfg, rkfd ;qok Nk=kksa rFkk
muosQ f'k{kdksa osQ chp jpukRedrk ,oa oSKkfud izo`Qfr
dh ygj dk lapkj gks losQA
foKku nqfu;k dks le>us rFkk [kkstchu djus dk
,d l'kDr rjhdk gSA vr% foKku dh f'k{kk ,slh gksuh
pkfg, ftlls cPps vius fnu&izfrfnu osQ vuqHkoksa osQ
ijh{k.k rFkk muosQ fo'ys"k.k djus osQ ;ksX; cu losaQA
,sls izR;sd Ïksr dks [kkstuk gksxk ftlls cPpksa esa vius
vkidks vfHkO;Dr djus rFkk oLrqvksa dks mi;ksx esa
ykus dh {kerk dk fodkl gks losQA cká ifj;kstukvksa
dks lfEefyr djrs gq, O;kid fozQ;kdykiksa }kjk lHkh
laHko voljksa ij i;kZoj.k laca/h eqíksa ,oa fopkjksa dks
egÙo feyuk pkfg,A ,sls fØ;kdykiksa rFkk ifj;kstukvksa
ls izkIr lwpuk,a rFkk fopkj lkoZtfud :i ls miyC/
MkVkcslksa osQ fodkl esa lgk;d gks ldrs gSa tks ,d
egÙoiw.kZ f'k{k.k lalk/u dk :i ys ldrs gSAa lqfu;ksftr
Nk=k&ifj;kstuk,a KkuksiktZu dh dkjd gks ldrh gSaA
bl izdkj dh ifj;kstuk,a fofHkUu foKku izn'kZfu;ksa esa
iznf'Zkr dh tk ldrh gSaA
cPpksa] f'k{kdksa ,oa lkekU; turk osQ chp foKku
dks yksdfiz; cukus osQ fy, jk"Vªh; 'kSf{kd vuqla/ku
vkSj izf'k{k.k ifj"kn~ izfr o"kZ cPpksa osQ fy, tokgjyky
usg: jk"Vªh; foKku izn'kZuh vk;ksftr djrh gSA ;g
jk"Vªh; foKku izn'kZuh jkT;ksa@osaQnz 'kkflr izns'kksa vkSj
vU; laLFkkuksa }kjk ftyk Lrj] tksuy Lrj] {ks=kh; Lrj
vkSj var esa jkT; Lrjksa ij vk;ksftr dh xbZ fofHkUu
izn'kZfu;ksa dh 'kh"kZ fcanq gSA lHkh jkT;ksa rFkk osaQnz 'kkflr
izns'kksa ls p;fur fo|ky;] osaQnzh; fo|ky; laxBu]
uoksn; fo|ky; lfefr] ijek.kq mQtkZ vk;ksx osQ osaQnzh;
fo|ky;] lh-ch-,l-bZ- ls lac¼ ifCyd LowQy (Lora=k
fo|ky;) rFkk {ks=kh; f'k{kk laLFkkuksa osQ çk;ksfxd
cgqmís'kh; fo|ky;] jk"Vªh; Lrj dh bl izn'kZuh esa
fgLlk ysrs gSAa xr o"kks± dh Hkk¡fr gh bl o"kZ 2009&2010
esa Hkh ftyk Lrj ls jkT; Lrj rd dh izn'kZfu;k¡
vk;ksftr gksaxhA ;s lHkh izn'kZfu;k¡ cPpksa osQ fy,
2010 esa vk;ksftr gksus okyh 37oha tokgjyky usg:
jk"Vªh; foKku izn'kZuh osQ vk;kstu osQ izFke pj.k dh
Hkwfedk cuk,axhA lqfodflr lekt esa ,d ftEesnkj
leqnk; cukus osQ fy, o"kZ 2009&10 osQ fy, jkT;
Lrjh; foKku izn'kZfu;ksa dk eq[; fo"k; ^foKku] izk|
S ksfxdh
,oa lekt* gSA
rsth ls izxfr dj jgs lekt esa ge yksx dbZ
dfBu leL;kvksa dk lkeuk dj jgs gSa tks izR;{k
vFkok vizR;{k :i ls foKku rFkk izkS|ksfxdh ls tqM+s
gq, gSaA buesa ls dbZ leL;k,a gekjh nSfud rFkk
okLrfod thou dh fLFkfr;ksa ls tqM+h gSaA tyok;q
ifjorZu] oSf'od rkio`f¼] lEinkvksa dk ßkl] iznw"k.k]
LokLF;] iks"k.k rFkk okrkoj.k ls lacaf/r vusd leL;k,a
gSaA cPpksa dks bu fLFkfr;ksa] fo"k;ksa rFkk leL;kvksa ls
tks lekt osQ lkeus gaS] voxr djkus dh vko';drk
gSA ;g y{; j[kk x;k gS fd cPps bu leL;kvksa osQ
lek/ku esa foKku rFkk izkS|ksfxdh osQ Kku vkSj xf.kr
dh le> dk mi;ksx djus esa leFkZ cusa ftlls
vkèkqfud lekt dk dY;k.k laiksf"kr jgsA mUgsa bl
ckr dh le> gks fd ekuo lekt }kjk izko`Qfrd
lainkvksa osQ vlhfer iz;ksx ls fdl izdkj thou dh
xq.koÙkk rFkk ikfjfLFkfrd ra=k izHkkfor gksrk gSA
cPpksa dks lekt osQ dY;k.k osQ fy, foKku rFkk
izkS|ksfxdh osQ foosdiw.kZ mi;ksx osQ egÙo dks le>us
rFkk blesa lfEEkfyr gksus osQ fy, izsfjr djus dh
vko';drk gSA fofHkUu leL;kvksa osQ fy, cPpksa esa
oS K kfud n`f"Vdks.k vkSj foKku rFkk iz k S | ks f xdh
osQ fodkl ,oa muls lekt ij iM+us okys nh?kZdkyhu
fufgrkFkZ osQ ckjs esa lwpukvksa dks izkIr rFkk la'kksf/r
djus dh {kerk Hkh gksuh pkfg,A izn'kZuh osQ izeq[k
mís'; gSaµ
• cPpksa dks viuh LokHkkfod ftKklk ,oa jpukRedrk
osQ fy, ,d eap miyC/ djkuk] tgk¡ os viuh
Kku fiiklk gsrq [kkstchu dj losQa _
• cPpksa dks vius vkl&ikl gks jgs fØ;kdykiksa
esa foKku dh mifLFkfr dk vuqHko djkuk vkSj
Kkr djkuk fd ge HkkSfrd ,oa lkekftd
i;kZoj.k ls vf/xe izfØ;k dks tksMd
+ j Kku
8
izkIr dj ldrs gSa rFkk vusd leL;kvksa dk
lek/ku Hkh dj ldrs gSa_
• vkRefuHkZjrk] lkekftd&vkfFkZd vkSj lkekftd&
i;kZoj.kh; fodkl osQ y{; dh izkfIr gsrq
foKku ,oa izkS|ksfxdh osQ fodkl dks izeq[k
lk/u osQ :i esa ns[kus ij cy nsuk_
• lekt osQ mi;ksx gsrq vPNh xq.koÙkk ,oa
i;kZoj.k vuqowQy lkexzh osQ mRiknu gsrq foKku
,oa izkS|ksfxdh dh Hkwfedk ij tksj nsuk_
• cPpksa dks jk"Vª osQ Hkfo"; osQ izfr nwjn'khZ
cukuk rFkk mUgsa laons u'khy ,oa ftEesnkj ukxfjd
cuus gsrq izksRlkfgr djuk_
• fo'ys"k.k djuk fd foKku rFkk izkS|ksfxdh dk
fodkl fdl izdkj gqvk gS rFkk ;g fofo/
O;fDr;ksa] laLÑfr;ksa ,oa lektksa ls izHkkfor Hkh
gqvk gS_
• LoLFk ,oa laiks"k.kh; lekt dks cuk, j[kus gsrq
oSf'od eqíksa ij foospukRed lksp fodflr djuk_
• Ñf"k] moZjdksa] [kk|&izlaLdj.k] tSo rduhdh]
gfjr mtkZ] lwpuk ,oa lapkj izkS|ksfxdh] [kxksy
foKku] ØhM+k rFkk [ksy owQn ,oa tyok;q
ifjorZu dh pqukSfr;ksa dk lkeuk djus bR;kfn
osQ {ks=k esa u, mik;ksa dks ryk'kus esa foKku
rFkk izkS|ksfxdh dh Hkwfedk dks ljkguk_
• nSfud thou esa vkus okyh leL;kvksa dh
ltho dYiuk djus ,oa mUgsa gy djus gsrq
xf.kr dks iz;ksx esa ykuk bR;kfnA
;g vis{kk dh tkrh gS fd Nk=k rFkk vè;kid
foKku vkSj izkS|ksfxdh osQ fodkl rFkk u, vuqlaèkkuksa
}kjk] lekt esa izxfr ykus ,oa mUgsa iksf"kr djus esa
ekuo iz;klksa osQ lHkh igyqvksa ij fopkj djsaxs]
ftlls thou dh xq.koÙkk esa lq/kj gks losQA foKku
izn'kZfu;ksa osQ vk;kstu ls lHkh izfrHkkxh Nk=kksa] f'k{kdksa
rFkk vkxarqdksa dks fofHkUu midj.kksa] ;qfDr;ksa rFkk
rduhfd;ksa ls ifjfpr gksus dk volj izkIr gksxkA
;g iz;kl Nk=kksa rFkk vè;kidksa dks lekt dh
fofHkUu leL;kvksa ls lac¼ oSKkfud fopkjksa dks
mRiUu djus rFkk lekt dh fofHkUu leL;kvksa osQ
lekèkku esa Hkh lgk;d gksxkA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ
vk;kstu rFkk muesa iznf'kZr gksus okys izn'kks± dks
cukus esa lqfo/k iznku djus gsrq fuEufyf[kr N%
mi&fo"k;ksa dh igpku dh xbZ gSµ
1- tyok;q ifjorZu µ dkj.k rFkk ifj.kke_
2- gfjr mQtkZ_
3- ekuo dY;k.k osQ fy, tho&foKku_
4- lwpuk rFkk lapkj izkS|ksfxdh_
5- nSfud thou vkSj xf.kr_
6- ØhM+k rFkk [skyowQn esa foKku ,oa rduhdA
izeq[k fo"k; osQ lanHkZ esa izR;sd mi&fo"k; dh
mi;ksfxrk rFkk izn'kks± osQ fodkl osQ fy, oqQN fopkj
vkxs fn, tk jgs gSaA gkyk¡fd ;s fopkj lq>ko ek=k gh
gSa rFkk izfrHkkxh viuh bPNkuqlkj vU; fopkjksa ij
izn'kZ fodflr djus osQ fy, Lora=k gSaA
fo"k; % foKku] çkS|ksfxdh ,oa lekt
1- tyok;q ifjorZu µ dkj.k rFkk ifj.kke
bDdhloha lnh esa tyok;q ifjorZu laHkor% lcls cM+h
i;kZoj.kh; pqukSrh osQ :i esa mHkjk gSA tyok;q ifjorZu
dk vFkZ gS] tyok;q fu/kZjdksa (tSls µ rki] o"kkZ] ok;q
vkfn) esa ,d n'kd ;k mlls Hkh vf/d le; rd
Bgjus okyk ifjorZuA ;g ifjorZu lw;Z osQ pkjksa vksj
i`Foh dh d{kk esa mldh fLFkfr] lw;Z dh fdj.kksa dh
rhozrk esa ifjorZu] egklkxjh; ifjlapj.k esa ifjorZu
vkSj thok'e b±/u dks tykus] taxy dkVus ls e:LFky
osQ c<+us] 'kgjhdj.k tSlh ekuoh; xfrfof/;ksa osQ
dkj.k gksus okys ok;qeaMy osQ la?kVu esa ifjorZu osQ
dkj.k vkrk gSA
tyok;q esa izkÑfrd :i ls ifjorZu vkrs jgrs gS]
ijarq oSKkfudksa dh fpark dk fo"k; ekuoh; xfrfofèk;ksa
osQ ifj.kkeLo:i gksus okyh oSf'od rki o`f¼ gS ftlls
tyok;q esa vizkÑfrd mrkj&p<+ko gksus yxk gS vkSj
blosQ nq"ifj.kkeksa dk izHkko tho&tarqvksa vkSj i`Foh xzg
ij iM+us yxk gSA ;g i`Foh vkSj blosQ thoksa osQ uktqd
ikfjfLFkfrd larqyu dks fcxkM+ ldrk gSA fiNys 16
o"kks± esa ikni o`f¼] m".k dfVcaèkh; ok;qrki rFkk dkcZu
MkbZvkWDlkbM mRltZu osQ ,d=k fd, x, vk¡dM+s laosQr
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
nsrs gaS fd xje gksrs okrkoj.k osQ dkj.k m".k dfVcaèkh;
ouksa }kjk xzg.k dh tkus okyh dkcZu MkbvkWDlkbM dh
vis{kk muosQ }kjk mRlftZr dkcZu MkbZvkWDlkbM dh
ek=kk c<+ ldrh gSA tyok;q ifjorZu&ouLifr] ekuo
vkSj tho& lHkh dks izHkkfor djrk gSA nh?kZ xehZ ,oa
lnhZ osQ dky] rwiQku rFkk /qa/ dh ?kVukvksa ,oa
tyok;q laosnh chekfj;ksa tSls eysfj;k] ihr Toj] Msaxw
cq[kkj osQ dkj.k ekuo LokLF; ij tyok;q ifjorZu ls
izR;{k ;k ijks{k :i ls izHkko iM+ ldrk gSA fgeunh
dk fi?kyuk] leqnz osQ ty Lrj esa o`f¼] vfu;fer
ekSleksa dh iqujko`fÙk osQ dkj.k vkinkvksa dk lkeuk]
[kk| vlqj{kk] ty dk vHkko] LokLF; esa fxjkoV]
VwVrk ikfjfLFkfrd thou ra=k] tyok;q ifjorZu osQ
fofHkUu ifj.kke gSaA thoksa dh vusd iztkfr;k¡ foyqIr
gksus osQ dxkj ij gSaA ewy ijHk{kh vFkok ewy iztkfr osQ
foyqIr gksus ls [kk| Ükà[kyk osQ vU; thoksa osQ thou
pØ izHkkfor gks ldrs gaSA tyok;q esa FkksM+k&lk Hkh
ifjorZu thoksa osQ izkÑfrd izokl Hkax dj ldrk gSA
tyok;q ifjorZu osQ dkj.k ck<+] lw[kk] vdky
vkSj lkekftd izfr}fUnrk fodkl osQ y{; dks izkIr
djus esa ckèkd gksrh gSaA Hkwfe] [kk|kUu] ty] ou]
izkÑfrd lalk/u vkSj mtkZ ls oafpr gks tkus ij thou
vkSj thfodk osQ lk/u lekIr gks tkrs gSaA Hkkjr osQ
yxHkx 70 djksM+ yksxksa dks] tks viuh thfodk osQ fy,
izR;{k :i ls Ñf"k] okfudh rFkk eRL;ikyu tSls
tyok;q laosnh {ks=kksa ls tqM+s gSa] tyok;q ifjorZu osQ
ifj.kkeksa dk iznkg >syuk iM+sxkA vPNh ckr ;g gS fd
vHkh rd ;g ifjorZu /hek gS] vr% tyok;q ifjorZu
osQ izHkkoksa osQ izca/u dh {kerk cph gSA bl ifjn`'; esa
gesa lHkh osQ fy, laiks"k.kh;rk dh f'k{kk dks izksRlkgu
nsus dh vko';drk gS ftlls ftl lalkj esa ge jgrs
gSa mls csgrj le> losaQ vkSj mEehn ,oa fo'okl osQ
lkFk Hkfo"; dk lkeuk dj losaQA
bl mi&fo"k; dk mís'; ,d laiks"k.kh; lekt ij
tyok;q ifjorZu osQ dkj.k rFkk ifj.kkeksa osQ fo"k; esa
tkx:drk mRiUUk djuk vkSj cPpksa dks i;kZoj.k ,oa
lekt osQ izfr ftEesnkj oSf'od ukxfjd cukuk gSA
cPpksa dks tkuuk pkfg, fd os nSfud thou esa cgqr
oqQN ,slk dj ldrs gaS ftldk izHkko gekjs vkl&ikl
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vkSj ;gk¡ rd fd vaVkoZQfVdk tSls lqnwj LFkkuksa ij Hkh
iM+ ldrk gS D;ksafd tyok;q ifjorZu dk izHkko osQoy
fdlh ,d ns'k rd gh lhfer ugha gSA
bl mi&fo"k; osQ varxZr izn'kZ@ekWMy fuEufyf[kr
ls lacaf/r gks ldrs gSaµ
• o`Qf"k ij tyok;q ifjorZu osQ izHkko dk
vè;;u_
• mQtkZ iqQVfiazV rFkk xzhu gkmQl xSlksa dks de
djus dh fof/;k¡_
• lw[kk] ck<+] vdky dh ifjfLFkfr;k¡ vkSj mudk
lkeuk djus osQ izHkkoh mik;_
• Hkwfeghu yksxksa osQ iquokZl gsrq unh rVksa ,oa
ck<+ izHkkfor {ks=kksa dh Hkwfe dks o`Qf"k ;ksX;
cukuk_
• ok;qeM
a y esa dkcZu MkbvkWDlkbM dks c<+kus@?kVkus
okyh xfrfof/;k¡@dkcZu pozQ osQ lary
q u dk izn'kZu_
• dkcZu pozQ ,oa ty pozQ ij tyok;q ifjorZu
dk izHkko_
• Lo;a }kjk i`Foh ij dkcZfud inkFkks± dk mi;ksx
vkSj i;kZoj.k esa blosQ dkj.k dkcZfud inkFkks±
osQ iznw"k.k dk vuqeku yxkuk (dkcZu iqQVfizaV
dk vuqeku yxkuk)_
• ok;q@ty izn"w k.k dks fu;af=kr djus osQ mik;@ok;q@
ty 'kqf¼dj.k dh fofHkUu fof/;k¡@thoksa ij
i;kZoj.k iznw"k.k osQ izHkko_
• tyok;q osQ izHkko ls mRiUUk oqQiks"k.k osQ
dkj.k laozQked jksxksa osQ izfr ekuo dh vfr
laosnu'khyrk vkSj mu ij fu;a=k.k djus osQ
mik;@oSf'od rkio`f¼ dk ekuo LokLF;
(egkekfj;k¡ tSls eysfj;k] Msaxw] ihrToj dk
iSQyuk vkfn) ij iM+us okys izHkko dk
vè;;u_
• c<+s gq, rki ij thfor jgus osQ fy, vuqowQyu_
• Lopkfyr ekSle fjdkfM±x ;qfDr;ksa dh vfHkdYiuk,a
,oa fodkl_
• i;kZoj.k vuqowQy] uokpkjh ;a=kksa dk mi;ksx
tks gesa tyok;q ifjorZuksa dk lkeuk djus esa
lgk;rk dj losQ_
• LowQy esa mRlftZr gksus okyh xzhu gkmQl xSlksa
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dk vuqeku yxkuk rFkk LowQy osQ okrkoj.k ij
muosQ izHkko dks U;wure j[kus osQ mik;_
ty ls iSQyus okys laozQked jksxksa ij fu;a=k.k_
Bksl vif'k"V inkFkks± dk izca/u@iqu% pozQ.k_
vif'k"V ty osQ iqu% pozQ.k@lq/kj dh uokpkjh
;kstuk,a@fof/;k¡@iqu% pfozQr ty dk m|ksxksa@?kjksa
esa mi;ksx_
ty ls yo.k ,oa vU; [kfutksa dks fudkyus
dh rduhd fodflr djuk_
vif'k"V ty ls flapkbZ esa fMªij vojks/d
gVkuk_
de xq.koÙkk okys ty osQ mi;ksx ls HkkSe ty
(Ground Water) dk iquHkZj.k_
LoPNrk@lkiQ&liQkbZ ls lacaf/r uokpkjh
rduhosaQ@;kstuk,a_
Hkwfe dk mQlj gks tkuk ,oa mldk mipkj_
izpfyr izdk'k O;oLFkk@eksVj okgu@e'khu@
LVkso@pwYgk dh {kerk&o`f¼ osQ fy, uokpkjh
vfHkdYiuk,a_
i;kZoj.k osQ vuqoQw y fo|qr mRiknu dh uokpkjh
vfHkdYiuk,a ,oa rduhosaQ_
ok;q mQtkZ@lkSj mQtkZ jks/u dh {kerk osQ ewY;k¡du
osQ fy, ;qfDr;k¡_
vkstksu iznw"k.k ?kVkus dh uokpkjh fof/;k¡_
tyok;q&xfrdh osQ xf.krh; izfr:i.k rFkk dEI;wVj
vuq:i.k@fofHkUu izkxqDrkvksa (Predictors) ij
vk/kfjr ekSle osQ ifjn`';ksa dk vuqeku yxkuk_
o`{kksa osQ izdkj] ekSle rFkk Hkw&Lrj dh izo`Qfr
ij vj.;&vfXu dh fuHkZjrk n'kkZus osQ fy,
xf.krh; izfr:i.k_ vkfnA
2- gfjr mQtkZ
ifjHkkf"kd 'kCn ^gfjr mQtkZ* mu mQtkZ Ïksrksa osQ fy,
mi;ksx fd;k tkrk gS tks fd i;kZoj.k osQ vuqowQy gSaA
;g 'kCn O;kid :i ls Loho`Qr 'kCn uohuhdj.kh;
mQtkZ dk lekukFkZd gSA uohuhdj.kh; mQtkZ Ïksrksa dks
izko`Qfrd izfozQ;kvksa }kjk vYidky esa gh uoho`Qr fd;k
tk ldrk gS] iqu:Rikfnr fd;k tk ldrk gS vFkok
budh iqu% iwfrZ dh tk ldrh gSA vr% mQtkZ osQ ;s
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
Ïksr fpjLFkkbZ gSaA ,slk le>k tkrk gS fd buls de
iznw"kd mRiUUk gksrs gSa ftlls fd dkcZu mRltZu rFkk
okrkoj.kh; iznw"k.k U;wure gksrk gSA Hkkjr rFkk vusd
nwljs ns'kksa esa igys ls gh ;g iznf'kZr fd;k tk pqdk gS
fd vko';d mQtkZ vkiwfrZ dh xq.koÙkk ls dksbZ le>kSrk
fd, fcuk mQtkZ dh [kir dks de fd;k tk ldrk gSA
mQtkZ dh [kir dks de djus dk lcls roZQlaxr
rjhdk gS fd miyC/ mQtkZ dks vR;ar dk;Z{ke <ax ls
mi;ksx fd;k tk, vkSj mQtkZ dh cjcknh dks de ls
de dh tk,A ;g ,d iw.kZr;k izysf[kr rF; gS fd
uohuhdj.kh; mQtkZ rduhdksa rFkk mQtkZ n{k lg&mRiknu
ij vk/kfjr ikoj IykaVksa ls izfr bdkbZ fctyh mRiknu
esa thok'e b±/u ikoj IykaVksa dh vis{kk dkiQh de
dkcZu mRltZu gksrk gSA
ok;qeaMy esa xzhu gkmQl xSlksa osQ c<+rs mRltZu
rFkk mlosQ dkj.k gksus okys tyok;q ifjorZu ekuo
tkfr osQ fy, vkt dbZ cM+h pqukSfr;ksa esa ls ,d gSA
vr% tyok;q ifjorZu ls gksus okys [krjksa dks de ls
de djus osQ fy, ;g vko';d gS fd dkcZu iqQVfizaV
dks fu;af=kr djus osQ ekinaM 'kh?kz gh viuk, tk,aA
dkcZu mRltZu esa mQtkZ mRiknu rFkk mQtkZ mi;ksx dk
,d cgqr cM+k va'knku gSA vr% mQtkZ dh n{krk dks
c<+k dj rFkk gfjr mQtkZ dks mi;ksx esa ykdj dkcZu
mRltZu dks de djus esa ;g ,d egÙoiw.kZ Hkwfedk
vnk dj ldrh gSA
;|fi Hkkjr osQ ikl thok'e b±/uksa dk ,d cM+k
HkaMkj gS] ysfdu mQtkZ dh c<+rh gqbZ ek¡x osQ dkj.k
vkt ns'k mQtkZ dk ,d cM+k vk;krd cu x;k gSA ns'k
esa izfr"Bkfir IykaVksa ls mQTkkZ mRiknu {kerk orZeku esa
146,000 MW ls mQij gS] ftuesa ls vf/dka'k mQtkZ
(djhc 70 izfr'kr)] dks;yk] xSl ;k rsy dks tykus
ls izkIr gksrh gSaA cM+s ty&la;=kksa ls 14 izfr'kr rFkk
ukfHkdh; mQtkZ dk ;ksxnku yxHkx 4 izfr'kr gSA ns'k esa
izfr"Bkfir mQtkZ mRikndksa esa uohuhdj.kh; mQtkZ rduhdksa
dk va'knku djhc 9 izfr'kr gS ftuesa ok;q] NksVs ty
la;a=kksa rFkk ckW;ksekl dk Hkh ;ksxnku gSA mQij ls ns[kus
ij] uohuhdj.kh; mQtkZ dk mRiknu mQtkZ osQ IkkjEifjd
mRiknu Ïksrksa ls FkksM+k egaxk yx ldrk gS] ysfdu
mQtkZ dh yxkrkj miyC/rk rFkk oSf'od rkio`f¼ esa
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
blosQ cgqr de va'knku dks ns[krs gq, ;g mfpr gh
gS fd Hkkjr uohuhdj.kh; mQtkZ Ïksrksa osQ foosdiw.kZ
mi;ksx osQ fy, dk;Z ;kstuk cuk jgk gSA Hkkjr esa
mi;ksx gksus okys oqQN uohuhdj.kh; mQtkZ Ïksrksa dk
o.kZu uhps fd;k x;k gSA
lkSj mQTkkZ % mQtkZ osQ bl Ïksr osQ mi;ksx dh
fo'kky laHkkouk,a gSaA bldk nksgu fofo/ ;qfDr;ksa ls
fd;k tk ldrk gSA gky esa gqbZ mUufr ls lkSj mQtkZ ra=k
vkS|ksfxd rFkk ?kjsyw mi;ksx (rkiu) osQ fy, vklkuh
ls miyC/ gS og Hkh bl iQk;ns osQ lkFk ftlesa budk
j[k&j[kko de ls de djuk iM+rk gSA vf/drj
fodflr ns'k lkSj mQtkZ dks izeq[k uohuhdj.kh; mQtkZ
Ïksr osQ :i esa mi;ksx esa ykus yxs gSaA vktdy dh
okLrqf'kYih; vfHkdYiuk,a Hkou fuekZ.k dh ;kstuk
cukrs le; buesa izdk'k oksYVh; lsyksa rFkk rki osQ
vko';d izokg dk izcaèk djrh gSaA
iou mQtkZ % ok;q mQtkZ vR;ar l{ke oSdfYid
mQtkZ Ïksrksa esa ls ,d gSA fo'o esa ok;q mQtkZ osQ mi;ksx
esa izfr o"kZ 30 izfr'kr dh nj ls o`f¼ gks jgh gSA fiNys
n'kd esa iou Vjckbu izk|
S ksfxdh esa cgqr mUufr gqbZ gSA
dbZ ubZ daifu;k¡ blesa fnypLih ys jgh gSAa iou Vjckbu
cM+s cuk, x, gSAa mudh {kerkvksa rFkk miyCèkrkvksa esa
lqèkkj gqvk gSA iou&iQkeZ (Wind Farm) dh voèkkj.kk
cgqr yksdfiz; gks xbZ gSA bls lkSj ifj;kstukvksa ls tksMu+ s
dk iz;kl fd;k tk jgk gS ftlls bl ifj;kstuk dks
iw.kZr;k Lo&laiks"k.kh;rk iznku fd;k tk losQA mi;ksx esa
c<+krs jh osQ lkFk iou mQtkZ osQ mRiknu osQ [kpZ esa deh
gksxhA ;g iou Vjckbu osQ cktkj esa lglk mNky vkus
ls lwfpr gksrk gSA ek=k 13 igpkus x, jkT;ksa ls gh yxHkx
45]000 MW dh oqQy mRiknu laHkkouk gksus osQ dkj.k
vkt Hkkjr ,d ^iou egk'kfDr* (Wind Superpower) dh Js.kh esa vk x;k gSA
ty fo|qr 'kfDr % Hkkjr osQ ikl ty 'kfDr dh
fo'kky laHkkouk,a gSa ftuesa ek=k 20 izfr'kr dk gh vc
rd dk;ZkUo;u fd;k x;k gSA u, ty ifj;kstukvksa dk
i;kZoj.kokfn;ksa }kjk ?kksj fojksèk fd;k tk jgk gSA viuh
Hkwfe ls foLFkkfir yksxksa osQ iquZokl] dbZ cM+h leL;kvksa
esa ls ,d gSA ekuo osQ vkokl osQ foLFkkiu ls mu ij
HkkSfrd rFkk euksoSKkfud izHkko iM+rs gSaA
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tSo lewg mQtkZ (Biomass Energy)% rki&
jklk;fud ifjorZu izk|
S ksfxfd;ksa osQ mi;ksx ls tSo lewg
mQtkZ Hkkjr dh thok'e b±èkuksa (eq[;r% dks;yk) ij
fuHkZjrk dks de djus esa egÙoiw.kZ Hkwfedk vnk dj ldrh
gSA blosQ vfrfjDr] tSo lewg ij vkèkkfjr b±èkuksa dk c<+rk
gqvk mi;ksx i;kZoj.k dh lqj{kk esa lgk;d gksxk] fodkl
laiks"k.kh; gksxk] xzkeh.k {ks=kksa osQ yksxksa osQ LokLFk esa lqèkkj gksxk
rFkk blls ukSdjh dh ubZ laHkkouk,a iSnk gksxa hA tSo lewg
mQtkZ o`Qf"k vFkZO;oLFkk dks vkèkqfud cukus esa Hkh enn dj
ldrh gSA xUus] [kk|kUu] lfCt;k¡ rFkk iQyksa tSlh iQlyksa
dh [ksrh rFkk lalkèku esa cgqr cM+h ek=kk esa mQtkZ [kpZ gksrh
gS ftls buosQ mQtkZ&le`¼ vo'ks"kksa osQ mi;ksx }kjk iqu%
izkIr fd;k tk ldrk gSA tSo lewg b±èku ls pyus okys xSl
cukus osQ rFkk dks;ys dks tykdj mQtkZ mRiknu djus okys
la;=a kksa osQ la?kVu ls budh ykxr esa deh vk,xhA ckW;ksxl
S
ls xk¡oksa dk fo|qrhdj.k] Hkkjr ljdkj dk lcls izfrf"Br
dk;ZØeksa esa ls ,d gSA
vif'k"V ls mQtkZ % m|fe;ksa us vif'k"Vksa osQ
fuiVku rFkk muosQ i;kZoj.kh; vuqowQy izcaèku osQ lkFk
fofoèk vif'k"Vksa ls ifj'kksfèkr mQtkZ mRiknu djus dk
iz;kl fd;k gSA vif'k"V ls mQtkZ izkIr djus dh
lq f oèkk,a rki&jklk;fud] tS o jklk;fud rFkk
HkkSfrd&jklk;fud fofèk;ksa }kjk ifj'kksfèkr] uohuhdj.kh;
mQtkZ mRiUu djrh gSA
y?kq mRiknu % (Micro Generation)% m|ksxksa
osQ ?kkrkadh fodkl rFkk mPp thou Lrj osQ dkj.k
fo|qr osQ ikjaifjd ^esxkikoj* mRiknu vkt vi;kZIr
gSaA bls ekbØksikoj Hkh dgrs gSAa bldk vFkZ gS viuh
t:jrksa dks iwjk djus osQ fy, O;fDr;ks]a O;olk;ksa rFkk
leqnk;ksa }kjk 'kwU; vFkok U;wure dkcZu mRltZu ls FkksMh+
fo|qr mQtkZ dk mRiknu djukA mtkZ dk y?kq mRiknu
xzkgdksa dh eukso`fÙk esa lkaLo`Qfrd cnyko ykus osQ fy,
mRizsjd tSlk dke dj ldrk gSA ;g ,d egÙoiw.kZ <ax
dh ifj'kksfèkr mQtkZ mRiknu gS rFkk ,d lkaLo`Qfrd
vkanksyu Hkh gS tks fo'oO;kih :i ys jgk gSA
y?kq mRiknu izkS|ksfxfd;ksa osQ varxZr NksVs iou
Vjckbu] tSo lewg xSl osQ la;a=k] lkSj mQtkZ] y?kq ty
fo|qr la;a=k vFkok bu izk|
S ksfxfd;ksa osQ lfEefJr :i
vkrs gSaA O;fDrxr bysDVªkWfuDl osQ fy, gkFk esa idM+
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dj lkSj rFkk iou mQtkZ ls pyus okyh iqu% pktZ djus
dh ;qfDr;k¡ rFkk ?kjsyw ,oa vkS|ksfxd mQtkZ mRiknu osQ
fy, mUur izdk'k oksYVh; lsy] tSo lewg rFkk iou
Vjckbu flLVe izks|kSfxdh; izxfr osQ ifj.kke gaAS
bl mi&fo"k; dk eq[; mís'; cPpksa dks gfjr
mQtkZ osQ fofHkUu igywvksa tSlsµblosQ mRiknu] lapj.k]
forj.k rFkk izcaèku osQ vè;;u rFkk fo'ys"k.k dh
vko';drk eglwl djkus osQ lkFk gh gfjr mQtkZ dh
dher lkFkZdrk ,oa lekt rFkk i;kZoj.k ij iM+us okys
vPNs izHkko dk Li"V vuqHko iznku djuk gSA
bl mi&fo"k; osQ varxZr izn'kZ@ekWMy fuEufyf[kr
ls lacafèkr gks ldrs gSaµ
• gfjr Nr rduhosQa @Nr ij vkyafcr lkSj rduhosQa
tSls lkSj ty ghVj rFkk lkSj izdk'k iz.kkyh@lkSj
ghVj osQ }kjk ,d Hkou dks xeZ djus dh iz.kkyh_
• vius ?kj dh vksj iou >ksdksa dks funsZf'kr
djus@?kjksa dks izko`Qfrd :i ls Ba<k j[kus osQ
mik;_
• vfr BaMs@xeZ txgksa osQ fy, m"ekjksèkh b±Vksa dk
ifj:i rS;kj djuk@fofHkUu lkefxz;ksa esa rki
vijksèku@Hkou fuekZ.k dh ;kstuk esa rki fu;a=k.k
dh fofèk;k¡_
• vif'k"V inkFkks± osQ mi;ksx ls gfjr b±Vsa@iQuhZpj@
Hkou fuekZ.k@lM+dksa dh ijrksa osQ fy, fofHkUu
vfHkuo inkFkZ_
• lkSj oqQoQj@lkSj fu{kkyd@[kk| izlaLdj.k gsrq
lksyj Mªk;j@lkSj rkfir Hkou dh uokpkjh
vfHkdYiuk,a_
• lksyj rkih; fo|qr@lkeqnkf;d lkSj ifj;kstuk,a_
• lkSj VkWoj rFkk blosQ izfr"Bkiu dh uokpkjh
vfHkdYiuk,a@Hkouksa osQ fo|qrhdj.k osQ fy, bu
ij lkSj iSuy osQ vkyacu dh uokpkjh ;qfDr;k¡_
• feJ (Hybrid) lkSj izdk'k O;oLFkk (ijkorZu
ls èkwi dh jks'kuh dks vkWfIVdy iQkbcj osQcy
}kjk osQfUnzr djosQ Hkou osQ Hkhrjh Hkkx dks
izdkf'kr djuk)_
• fdlh LFkku ij lw;Z dh jks'kuh rhozrk dh
fofHkÂrk dk vè;;u rFkk blosQ mi;ksx osQ
fy, ns'kt mik; fodflr djuk_
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
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,d fufnZ"V LFkku ij lkSj@iou mQtkZ dh
miyCèkrk dks ekius osQ fy, ifj;kstuk,a_
{kSfrt@mQèokZdkj èkqjh osQ lkFk ?kjsyw mi;ksx osQ
fy, iou Vjckbu_
de èofu Lrj osQ iou iQWkeZ dh vfHkdYiuk,a_
?kjsyw ty&fo|qr tsujsVj dh vfHkdYiuk,a@
vukt ihlus@oqQ,a ls ikuh fudkyus rFkk fo|qr
mRiknu gsrq iou@ty pDdh dh ns'kt@uokpkjh
vfHkdYiuk,a_
fo|qr mRiknu gsrq Tokjh; ygjksa@leqnzh èkkjkvksa@
yo.k izo.krk dk mi;ksx_
nksy;eku ty LraHkksa ls ygj mQtkZ@leqnzh rkih;
mQtkZ ifjorZu_
Tokjh; ck¡èk tsujsVj@coaMj@ck<+@rwiQku ls mQtkZ
dk :ikarj.k@mRiknu_
Hkw&rkih; Hkou@gfjr Hkou@i;kZoj.k Hkou ftlesa
ty vkSj fofoèk lkefxz;ksa ls mQtkZ izkIr dh
tk losQ@Lo;a ifjiw.kZ laiks"k.kh; xk¡o@vkWfiQl@?kj
osQ fy, uokpkjh vfHkdYiuk,a_
Hkw&rkih; mQtkZ osQ nksgu dh fofoèk ;qfDr;k¡
tSls fd xje >juksa ls mQtkZ izkIr djuk@
Hkw&oSKkfud izko`Qfrd rki Ïksrksa ls fo|qr mRiknu_
Hkw&rkih; vyo.khdj.k@Hkw&rkih; ikoj@Hkw&rkih;
m"ek&{kSfrt ,oa mQèokZdkj ywiksa dks mi;ksx
dj Hkw&ryh; rki ls Hkouksa esa rkiu rFkk
'khryhdj.k dk fu;a=k.k_
;kaf=kd mQtkZ@ukfHkdh; mQtkZ ls fo|qr mQtkZ
dk mRiknu_
i;kZoj.k dk è;ku j[krs gq, tSolewgksa tSlµ
s leqnhz
'kSoky] ekuo@i'kq ey osQ mi;ksx ls mQtkZ_
ck;ksxSl@tSolewg osQ la;a=kksa dh rkRdkfyd
vfHkdYiuk,a@thok'e b±èku osQ izHkkoh mi;ksx
gsrq rkRdkfyd rduhosaQ_
b±èku iQkfe±x@ikni rsyksa (oSQuksyk] ike vk;y]
lw{e dod rsy] dpjk ouLifr rsy vkfn)
ls tSo Mhty_
de ykxr osQ nzo b±èku (ifjorZu rduhd
lqèkkj dj lsyqyksl tSolewg ls tSo&,FkukWy]
tSo&esFkSukWy izkIr djuk)_
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
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[kk| lqj{kk ij tSo mQtkZ dk izHkko_
mQtkZ nksgu esa uSuks&VsduksykWth rFkk vfrpkydrk
dh Hkwfedk_
ykxr de djus osQ fy, cSVjh@ izrhid
(Inverters)@izdk'kh; oksYVh; lsyksa esa
vfHkuo ifjorZu_
gkbMªkstu@esFksu@CNG dk b±èku dh rjg mi;ksx
djus osQ fy, buosQ mRiknu] HkaMkj.k] <qykbZ
osQ fy, izkS|ksfxfd;ksa dk O;ogkj_
eksVj okguksa@e'khuksa osQ b±èku leFkZ ekWMy@ dh
vfHkdYiuk,a_
vkarfjd ngu batu dh uokpkjh vfHkdYiuk,a
tks fofoèk tSo b±èkuksa ij dk;Z dj losQ_
thok'e b±èku osQ izlaLdj.k] HkaMkj.k rFkk
vid"kZ.k dh fozQ;kfofèk esa uokpkj_ vkfnA
3- ekuo dY;k.k osQ fy, tho foKku
ekuo&tkfr osQ fgr] lq[k rFkk dY;k.k osQ fy, foKku
rFkk izkS|ksfxdh osQ {ks=k esa izxfr dk ;ksxnku fufoZokn
gSA fujarj c<+rh gqbZ vkcknh osQ iks"k.k osQ fy, Ñf"k
mRiknu osQ {ks=k esa Økafr ls ysdj ekuoh; lekt dh
c<+rh gqbZ vko';drkvksa dh iwfrZ osQ fy, vkS|ksfxd
fodkl] ifjogu rFkk lapkj osQ {ks=k esa gq, nzqr xfr ls
fodkl esa ftlls nqfu;k dh dksbZ Hkh txg igq¡p ls
ckgj ugha gS] lwpuk rFkk lapkj osQ {ks=k esa nzqr izxfr]
fpfdRlk&foKku osQ dk;Z{ks=k esa mUufr rFkk varfj{k
vUos"k.k rd] foKku rFkk izkS|ksfxdh dh Hkwfedk fof'k"V
gSA foKku rFkk izkS|ksfxdh; fodkl osQ dkj.k gh
xqiQkvksa esa jgus okyk ekuo vkt vkèkqfud izkS|ksfxfd;ksa
ij fuHkZj jgus okys lekt esa cny x;k gSA
ekuo lekt osQ fof'k"V fodkl esa tho foKku
dh Hkwfedk foKku osQ vU; {ks=kksa dh Hkwfedk ls fdlh
Hkh izdkj de ugha gSA tSfod ifj?kVukvksa rFkk fl¼karksa
dks le>us ls ekuo&tkfr osQ fgr esa dbZ izkS|ksfxfd;ksa
osQ vfHkuo ifjorZu rFkk fodkl osQ iFk iz'kLr gq, gSaA
;fn ge Ñf"k osQ {ks=k ij fopkj djsa rks ik,axs fd vkt
ge yksx Ñ"kh; mRikndrk dks c<+kus osQ fy, vfèkd
iSnkokj dh iQlyksa osQ fodkl osQ ;qx ls cgqr vkxs fudy
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x, gSAa vkuqofa 'kd isQj&cny (Genetic Manipulation)
izks|kSfxfd;ksa ls ge ,slh iQlyksa osQ fodkl esa leFkZ gks
x, gSa tks fd fo'ks"k uk'kd thoksa osQ izfrjksèkh gSa vFkok
ftUgsa izfrowQy ifjfLFkfr;ksa esa Hkh mxk;k tk ldrk gSA
uk'kd thoksa rFkk iQlyksa dh tSfodh dh le> osQ
dkj.k ,slh fofèk;ksa rFkk ;qfDr;ksa osQ fodkl laHko gks
ldk gS ftuls gkfudkjd jklk;fud dhVukf'k;ksa rFkk
ihM+dukf'k;ksa dk ifjgkj fd;k tk losQA blh izdkj
fpfdRlk&foKku osQ {ks=k esa Hkh miyfCèk;ksa dh varghu
lwph gSA thoksa esa gksus okyh fofHkUu ifj?kVukvksa osQ
fl¼karksa dh le> rFkk mudk mfpr mi;ksx gh igyh
,aVhckW;ksfVd vFkkZr~ isuflyhu dh [kkst ls ysdj thu
fpfdRlk&foKku ( Gene Therapy) dh vR;ar
vkèkqfud voèkkj.kkvksa tSlh lHkh [kkstksa rFkk vUos"k.kksa dk
vkèkkj cuk gSA vkuqofa 'kd isQj&cny izk|
S ksfxdh esa izxfr
gksus ls dbZ vkS"kèkks]a oSDlhuks]a jksxizfrdkjdksa rFkk gkjeksuksa
osQ mRiknu esa Økafr vk x;h gSA vkuqofa 'kd isQj&cny
dh rduhdksa ls gh thu fpfdRlk foKku dks iFk feyk
gSA ;g fooj.k ;gha lekIr ugha gksrkA lw{ethoksa osQ
vkèkkjHkwr Kku dk [kk| rFkk is; inkFkk±s osQ mRiknu esa
fo'kky ;ksxnku gSA lw{ethoksa osQ mi;ksx ls dbZ izdkj
osQ tSofuEuuh; vif'k"Vksa ls ck;ksxl
S dk mRiknu ikjLifjd
mtkZ Ïksrksa dk ,d mÙke fodYi gSA xans ikuh osQ mipkj
dh iwjh izfØ;k ewyr% lw{ethoksa dh vfHkyk{kf.kd
fo'ks"krkvksa ij gh vkèkkfjr gSA
buosQ vykok] vkf.od tho&foKku osQ {ks=k esa
vkuqoaf'kd isQj&cny dh rduhosaQ vkSj thukse eSfiax
osQ izksxzke tSlh tks ;qfDr;k¡ rFkk rduhosaQ fodflr gks
pqdh gSa ;k gks jgh gSa] muls chekfj;ksa osQ ckjs esa dkiQh
igys ls gh Hkfo";ok.kh djus dh laHkkouk,a gSaA blls
jksxksa dks Vkyus esa vFkok le; ls buosQ mipkj esa
egÙoiw.kZ enn izkIr gks ldrh gSA lkFk gh] mi;qZDr
rduhfd;ksa rFkk ifj;kstukvksa dks ;fn uSuksVsDukWyksth ls
lacafèkr tho&HkkSfrdh osQ mUur {ks=kksa ls feyk fy;k
tk, rks jksxksa osQ funku osQ fy, vuqoQw y rFkk yf{kr
mipkj osQ fodYi izkIr gks ldrs gSAa vr% bl mi&fo"k;
dk eq[; mís'; ekuo tkfr osQ fgr rFkk dY;k.k osQ
fy, tSfod ifj?kVukvksa rFkk thoksa osQ ;ksxnku rFkk blosQ
O;kid fufgrkFkZ osQ izfr cPpksa dks laons u'khy cukuk gSA
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bl mi&fo"k; osQ varxZr izn'kZ@ekWMy fuEufyf[kr
ls lacafèkr gks ldrs gS%a
• ikni ,oa tarq rFkk muosQ izkÑfrd okl_
• izkÑfrd tSo fofoèkrk osQ izokl ,oa vi{kfjr
{ks=kksa dk iqu% laj{k.k_
• Iyodksa dh gkoZsfLVax rFkk buosQ mi;ksx dh
uokpkjh fofèk;k¡_
• fofHkUu dPps ekyksa dh mRiknu] ykxr ?kVkus
rFkk buosQ laj{k.k osQ fy, ;kstuk,¡@ vfHkdYiuk,a_
• ijaijkxr tSo&izkS|ksfxdh izfozQ;k,a] mnkgj.kkFkZ&
iztuu rduhdh] mQrd laoèkZu] tSo izk|
S ksfxdh]
lw{e tSfod foKku] tsusfVd bathu;fjax rFkk
tsuksfeDl (Genomics) osQ mi;ksx ls csgrj
,oa vfèkd mit nsus okyh fdLeksa dks Ñf"k
gsrq iz;ksx djuk_
• dkcZ f ud [ks r h @ dkcZ f ud moZ j d cuke
jklk;fud moZ j d] tS o iz o fèkZ r (ck;ks &
Mk;ukfed) nzo [kkn@gfjr [kkn_
• oSf'od @ LFkkuh; i;kZoj.kh; cnyko rFkk iQlyksa
dk p;u_
• mQtkZ iQlyksa (lSfyDl] iksiyj] tVªksik] tkstksck
bR;kfn) dk fu;kstu ,oa izcaèku_
• vkfFkZd ,oa ikfjfLFkfrdh laiks"k.kh; tSo b±èku
osQ fy, tSo&izks|kSfxdh dk mi;ksx_
• dhV fu;a=k.k osQ fy, i;kZoj.kh; vuqoQw y mik;_
• i'kqvksa dh uLy lqèkkjus ,oa [kk| esa iz;ksx gksus
okys i'kq mRiknksa osQ mRiknu dks csgrj cukus
osQ fy, tSo izkS|ksfxdh ,oa vkuqoaf'kdh
vfHk;kaf=kdh (tsufs Vd bathfu;fjax) dk mi;ksx@
vkuq o a f 'kdr% :ika r fjr ( Genetically
Modified) [kk| inkFkk±s osQ iQk;ns rFkk
uqdlku@thu fpfdRlk foKku dh orZeku fLFkfr
rFkk bldk Hkkoh foLrkj_
• ¯lpkbZ@iQly dVkbZ e'khu@tyHkj.k (laj{k.k)@
Ñf"k mRikn ,oa [kk|&lkexzh osQ HkaMkj.k@
izlaLdj.k@ ifjj{k.k@laj{k.k@ifjogu osQ fy,
uokpkjh@de [kphZyh@la'kksfèkr@ns'kt rduhdksa@
fofèk;ksa dk fodkl_
• fcuk cht osQ ikSèks@iQyksa dks mxkuk_
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
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[kk| inkFkk±s esa 'koZQjk] izksVhu] olk vkfn osQ
va'kksa dk fo'ys"k.k_
nqXèk rFkk nqXèk inkFkk±s esa lw{ethoksa osQ egÙo
dk fo'ys"k.k_
rkts@cps gq, rFkk lM+s [kk| inkFkk±s dk rqyukRed
fo'ys"k.k rFkk buesa lw{ethoksa dh o`f¼_
lw{ethoksa dh igpku osQ fy, m|ksxksa ls fudys
ty@xans ty dk fo'ys"k.k_
fofHkUu le; ,oa frfFk;ksa ij ikni jl esa
'koZQjk Lrj_
e'k:e ([kqaHkh) mRiknu ,oa i.kk±x (iQuZ)
o`f¼ osQ fy, lokZsÙke ifjfLFkfr;k¡_
Ñf"k Hkwfe ij tSo b±èku nsus okys ikSèkksa dh
[ksrh ckM+s@?ksjs osQ :i djuk_
lrr~ Hkwfe mi;ksx osQ O;ogkj@ikfjfLFkfrdh;
lrr~ laiks"k.kh; Ñf"k fofèk;k¡_
Hkwfe osQ la?kVdksa osQ vè;;u gsrq e`nk uewus
dk fo'ys"k.k@e`nk ls vko';d lw{e iks"kdksa
osQ {kj.k ,oa mUgsa jksdus osQ mik;_
rkykcksa] >hyksa rFkk tyk'k;ksa dh xkn fudkyus
,oa iquuZohdj.k dh fofèk;k¡_
ty vHkko ,oa tykfèkD; dks izcafèkr djus
dh rduhosaQ_
is;ty osQ mRiknu gsrq de ykxr dh
uokpkjh@la'kksfèkr rduhdksa dk fodkl@ty osQ
'kqf¼dj.k dh LFkkuh; fofèk;k¡ (blls gksus
okys LFkkuh; izHkko dk Hkh vè;;Uk)_
ty ls mRiUu gksus okyh chekfj;k¡] ty osQ uewus
dk fo'ys"k.k rFkk jksxtud thoksa dh igpku_
Lo% ifjdfYir midj.k ls jDr nokc dk izn'kZu_
miyCèk LFkkuh; vkS"kèkh; ikSèkksa dh igpku vkSj
mudk laxgz ] ftudh tkudkjh jksxksa (dVuk@tyuk@
nnZ bR;kfn) dks fu;af=kr djus esa gks_
tarq rFkk ikniksa osQ fofoèk jksxksa osQ funkulwpd
lkèku@midj.k_
MkbfcVhT+k osQ lwpdksa osQ izfr tkx:drk (ew=k
osQ uewuksa dk laxzg ,oa mudk ijh{k.k)_ vkfnA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
4- lwpuk rFkk lapkj izkS|ksfxdh
vkt ge vR;ar HkweaMfyr rFkk var% lacf¼r nqfu;k esa
jgrs gSaA gky esa bysDVªkfud lwpuk osQ {ks=k esa HkweaMyh;
izlkj gqvk gSA blls gekjs thou dh xq.koÙkk esa cgqr
lqèkkj vk;k gSA vkt] dEI;wVjksa dks LFkkuh; rFkk
Xykscy usVodkZs }kjk lac¼ fd, tkus dh la[;k esa
izfrfnu o`f¼ gks jgh gSA nqfu;k esa djksM+ksa dEI;wVj
baVjusV ls tqM+s gSa ftlls lwpukvksa dks vfr vYi
le;] vFkkZr~ oqQN lsosQaM esa gh izkIr djus dh lqfoèkk
gks xbZ gSA fofHkUu O;fDr;ksa rFkk laLFkkuksa }kjk ekuoh;
#fp osQ fdlh Hkh vfHkdfYir izlax dh lwpuk,a
baVjusV ij izLrqr dh tk jgh gSaA thou osQ gjsd {ks=k
esa iSQDl] eksckby iQksu] bZ&esy dk mi;ksx djuk vke
ckr gks xbZ gSA lapkj osQ vusdksa lkèkuksa dh vfHkfcanqrk
us vfèkxe rFkk Kku dh lk>snkjh esa Økafr yk nh gSA
O;fDr rFkk lekt osQ fodkl osQ fy, Kku rFkk
lwpukvksa osQ bl [ktkus dks izkIr djus rFkk budk
izcaèku djus dh ;ksX;rk vR;ar egÙoiw.kZ gSA
lwpuk le`¼ izkS|ksfxdh; lekt esa jgus rFkk dk;Z
djus osQ fy, cPpksa dks mu vuqHkoksa ls voxr djkuk
gksxk ftuls mUgsa lwpuk rFkk lapkj izkS|ksfxdh dh fujarj
c<+rh gqbZ {kerkvksa dks vk¡dus dh izsj.kk feys rFkk
ekuoh; dkjksckj esa bldh Hkwfedk dh os ljkguk dj
losaQA Kku osQ lap;u] lalkèku] fo'ys"k.k] la'ys"k.k
rFkk ewY;k¡du djus rFkk nwljksa osQ lkFk bl Kku dh
lk>snkjh djus osQ fy, mUgsa ubZ izkS|ksfxfd;ksa dks
vuqowQy cukus vFkok viukus dh vko';drk gSA
fodkl dh vksj mUeq[k ,d tkudkj rFkk lfEefyr
lekt gsrq lwpuk osQ izcaèku rFkk lalkèku osQ fy,
i;kZIr fuiq.krk dh vko';drk gksrh gSA ;s fuiq.k
O;fDr gh Ñf"k] LokLF; rFkk iks"k.k] mQtkZ] ifjogu
rFkk lapkj] fofoèk m|ksxksa] izkS|ksfxdh; lkèkuksa] LoPN
i;kZoj.k] is; ty dh miyCèkrk] fofHkUu izdkj dh
lkefxz;ksa] tyok;q ifjorZu dh pqukSfr;ksa dk lkeuk
djus] foÙkh; izcèa ku ,oa ,sls gh vusdkusd {ks=kksa dh
izxfr esa lalkfèkr lwpukvksa osQ mi;ksx dh ftEesnkjh ys
ldrs gSAa
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bl mi&fo"k; dk mís'; lekt osQ lHkh fgLlksa
dks lwpuk rFkk lapkj izkS|ksfxdh osQ {ks=k esa 'kkfey dj
Kku osQ usVooZQ esa vfHkuo ifjorZu ykus osQ fy,
izksRlkfgr djuk gSA leL;kvksa dks lqy>kus osQ fy,
cPpksa dks roZQ djus ,oa yksxksa ls laioZQ djus dh] rFkk
fofoèk mís';ksa osQ fy, lwpuk rFkk lapkj izkS|ksfxdh osQ
izHkkodkjh mi;ksx dks le>us dh vko';drk gSA
bl mi&fo"k; osQ varxZr izn'kZ@ekWMy fuEufyf[kr
ls lacafèkr gks ldrs gSaA
• izn'kZu djuk fd mijksDr fdlh Hkh {ks=k esa
lwpukvksa dks oSQls izkIr fd;k tk,_
• lapkj dh vkèkqfud ;qfDr;ksa tSlsfd Vsyhohtu
vkSj jsfM;ks (AM/FM)] eksckby iQksu] iSQDl]
bZ&esy] baVjusV vkfn osQ fl¼kar rFkk dk;Z dk
izn'kZu rFkk muls lwpukvksa dh izkfIr ,oa
MkmuyksfMax_
• orZeku lapkj osQ izpkyu dks vfèkd n{k
cukus dh ifjdYiuk,a_
• Hkwfe lqj{kk ,oa laj{k.k @ ty izcaèku rFkk ty
Ïksrksa osQ ekufp=k.k esa lwpuk izkS|ksfxdh osQ
mi;skx dks fn[kkuk_
• tSo izkS|ksfxdh osQ iz;ksx ls ikSèkksa rFkk tkuojksa
dh iztkfr;ksa] iQyksa] lfCt;ksa rFkk iwQyksa osQ
chtksa dh xq.koÙkk dks lqèkkjus osQ fy, lwpuk
izkS|ksfxdh osQ mi;ksxksa dks iznf'kZr djuk_
• VsDlVkby dh e'khujh] vfHk;kaf=kdh osQ lkeku]
e'khuksa] midj.kksa] jlk;uksa] nokb;ksa rFkk vkS"kèkksa]
IykfLVd ,oa i;kZoj.k vuqowQy lkefxz;ksa dh
la'kksfèkr vfHkdYiukvksa esa lwpuk izkS|ksfxdh osQ
mi;ksx dks fn[kkuk_
• y?kq iSekus ij nSfud mi;ksx dh oLrqvksa osQ
mRiknu@fuekZ . k os Q fy, ;q f Dr;ks a @ ns ' kt
vfHkdYiukvksa @la'kksfèkr vfHkdYiukvksa osQ fodkl
esa lwpuk izk|
S ksfxdh osQ mi;ksx dk izn'kZu_
• cquus] feêðh osQ cjru cukus] èkkrq rFkk peM+ksa
osQ eky cukus] jaxus] fizafVax ,oa oqQVhj&m|ksx
osQ vU; O;olk;ksa osQ uohu ifj:i cukus esa
lwpuk rFkk lapkj izkS|ksfxdh osQ vuqiz;ksx_
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vfu;af=kr m|ksxksa osQ fodkl ls mRiUu èofu]
iou] ty rFkk e`nk iznw"k.k osQ ekiu rFkk
fu;a=k.k dks iznf'kZr djus dh ;qfDr;ksa osQ
fodkl esa lwpuk izk|
S ksfxdh dk mi;ksx_
cPpksa ,oa f'k{kdksa dh l`tukRedrk c<+kus@
f'k{k.k&vfèkxe dh izfØ;k dks vfèkd #fpdj ,oa
izHkkodkjh cukus esa eYVhehfM;k osQ lkFkZd mi;ksx_
,sls lkWÝVos;j dk fodkl ftlesa ijh{kk dh
izfozQ;k varZfuZfer gks ftlls fo|kfFkZ;ksa dks
vyx&vyx viuh xfr ls vfèkxe izkIr djus
esa lgk;rk feys_
fof'k"V vko';drk okys fo'ks"kdj] n`'; ,oa
JO; {kh.krk okys cPpksa osQ fy,] vfHkuo
vfHkdYiuk,a@eYVhehfM;k lkèkuksa osQ ekWMy@
lkefxz;k¡ rFkk laos"Vu (Packages)_
jkstxkj iSnk djus@fuj{kjrk feVkus esa lwpuk rFkk
lapkj izk|
S ksfxdh osQ vuqi;z ksx@mi;ksx dh Nkuchu
djuk_
fodflr gks jgs osc&fMT+kkbu dh izk|
S ksfxdh@
cqdekoZQ&'ks;fjax osQ izHkkoh mi;ksx_
lkbcj lqj{kk@lwpuk lsokvksa dks vkØkar djus
okys y{;ksa osQ izfrowQy ifj;kstuk,a_
pØokr] ck<+ rFkk rwiQkuksa dh psrkouh ,oa
iqokZuqeku dh rduhosaQ_
vkinkvksa osQ le; vO;oLFkk ,oa lHkze dks
jksdus osQ fy, csgrj lwpuk ,oa lacksèku iz.kkyh_
fofHkUu vkikr~dkyhu lsokvksa tSls fpfdRlk] iqfyl]
lsuk rFkk vU; iz'kkldh; fudk;ks@a leqnk;ksa osQ
chp izHkkoh lapkj osQ fy, uokpkjh@la'kksfèkr ;a=k_
leqnzh tgktksa ,oa ukSdkvksa@csM+ksa ls pØokr dh
fn'kk Kkr djus osQ fy, jkMkj iz.kkyh ls
lwpuk izcaèku@vpkud ck<+ dh lwpuk izlkfjr
djus gsrq lwpuk izcèa ku ,oa iwoZ psrkouh iz.kkyh_
ekSle lacfa èkr izfozQ;kvksa dh lwpukvksa osQ izlkj.k
gsrq Hkw&mixzg iz.kkyh dk mi;ksx_ vkfnA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
5- nSfud thou vkSj xf.kr
xf.kr dh jkspd nqfu;k rhu fLFkfr;ksa ;Fkk LFkwy] vewrZ
,oa varKkZu (fLFkfr;ksa dh ltho dYiuk bu :iksa esa
dh tk ldrh gS) ls lacafèkr leL;kvksa dks le>us gsrq
vikj foLrkj izLrqr djrh gSA xf.kr dk og egÙoiw.kZ
rRo tks gesa lkspus ,oa foospuk djus dh {kerk iznku
djrk gS] nSfud thou esa vR;ar ykHknk;d gSA miifÙk;k¡
,oa fu"d"kZ xf.kr dh fof'k"V igpku gaSA vadxf.kr
,oa T;kferh osQ vfrfjDr xf.kr fofoèk {ks=kksa esa O;kIr
gSA xf.kr vkadM+ksa] foKku ls lacafèkr ekiu ,oa izs{k.kksa]
miifÙk;ksa] izko`Qfrd] O;ogkfjd vkSj lkekftd fØ;kvksa
ij vkèkkfjr xf.krh; fun'kZu esa iz;qDr gksrk gSA bldk
{ks=k v.kq rFkk dksf'kdk,a ugha gS]a vfirq la[;k,a] izkf;drk]
:i] izfreku rFkk Øe ,oa iz.kkfy;k¡ rFkk fofue; dk
vè;;u gSA vewrZ oLrqvksa osQ foKku osQ :i esa xf.kr
roZQ ij vkèkkfjr gS u fd izs{k.kksa ij vkèkkfjr ekud
lR; ijA fiQj Hkh xf.kr esa lR; dh [kkst gsrq izs{k.k]
vuq:i.k rFkk iz;ksxkRed fofèk iz;qDr gksrh gSA xf.kr
l'kDr ,oa ifjorZuh; fopkjksa dks fofHkUu izdkj ls
O;Dr djus dk Li"V ekè;e gSA blesa xf.krh; fun'kZu]
b"Vrehdj.k] rkfoZQd foospuk] vk¡dM+ksa ls vuqeku
yxkuk rFkk fpÉksa dk iz;ksx 'kkfey gSA xf.krh; 'kSyh esa
O;Dr fopkjksa osQ vuqHko ls fofHkUu xf.krh; 'kfDr;k¡
izkIr gksrh gSa tks bl rduhdh dky esa ,d egÙoiw.kZ
ekufld {kerk gSA blls gesa leh{kk dh n{krk] Hkzked
fLFkfr;ksa rFkk i{kikr dh igpku] [krjksa dk ewY;kadu
rFkk vU; fodYi iznku djus esa lgk;rk feyrh gSA
fpfdRlk rduhd ls vkfFkZ d ;ks t uk rd
(fuos'k@fuxZr ij vkèkkfjr vkfFkZd O;ogkj dk ekWMy)]
vkuqoaf'kdh ls HkwxHkZ 'kkL=k rd] xf.kr vkèkqfud foKku
osQ izR;sd Hkkx ij vfeV Nki NksM+rk gSA foKku Lo;a
xf.kr dh fofHkUu 'kk[kkvksa dks fodflr djus esa izsjd
jgk gSA xf.kr dh ,d 'kk[kk dk vU; 'kk[kkvksa esa
vuqiz;ksx ls ;Fkk T;kfefr dk fo'ys"k.k esa] izkf;drk
dk la[;k&fl¼kar esa xf.kr dh ewy ,drk dks iznf'Zkr
djrk gSA xf.kr ,oa foKku ls lacafèkr leL;kvksa osQ
vkilh lacaèk osQ ckotwn ubZ lafèk;ksa dh lrr~ [kkst ls
vk'p;Ztud vfuf'prrk cuh jgrh gSA fu;ksftr ;k
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
vfu;ksftr <ax ls] leL;kvksa dks gy djus esa]
ifjdYiukvksa rFkk voèkkj.kkvksa dks le>us esa xf.kr
,oa foKku dh ?kfu"Vrk 'kk;n gh bruh vfèkd jgh gS
ftruh fd chloha lnh osQ xr prqFkk±'k o"kks± esaA
xf.kr lVhd lksp ,oa ifjek.kkRed igq¡p iznku
djrk gSA f'k{kk esa xf.kr dh vge~ Hkwfedk bldh
lkoZHkkSfed mi;ksfxrk dk izfriQy gSA izk;% O;ogkfjd
leL;kvksa dks gy djus gsrq fuEufyf[kr pj.k iz;qDr
gksrs gSa%
• pj ifjHkkf"kr djuk_
• lehdj.kksa ,oa vlfedkvksa dks fy[kuk_
• vk¡dMs+ ,d=k djuk rFkk bUgsa lkj.khc¼ djuk_
• xzkiQ cukuk@fun'kZu djuk_
• izkf;drk dk ifjdyu djukA
mijksDr n`"Vkar osQ varxZr vkb,] ,d fLFkfr dk
iz{s k.k djsa vkSj ij[ksa fd ;gk¡ xf.kr oSQls iz;Dq r gksrk gSA
fLFkfr % eku yhft, gekjh leL;k rkykc esa eNfy;ksa
dh la[;k Kkr djuk gS tgk¡ izR;sd eNyh dks idM+uk
,oa fxuuk laHko ugha gSA rkykc ls eNyh dk ,d
uewuk ysdj ge rkykc dh lkjh eNfy;ksa dh x.kuk
dj ldrs gSaA ge bls oSQls dj ldrs gSa\
mi;qZDr fLFkfr esa lcls igys ge eNfy;ksa dk
,d uewuk ysrs gSaA vc eNfy;ksa dh leLr la[;k dk
vuqeku oSQls yxk;k tk,\ blosQ fy, idM+h xbZ
eNfy;ksa ij fu'kku yxk nsrs gSa vkSj bUgsa iqu% rkykc
esa vU; eNfy;ksa osQ lkFk NksM+ nsrs gSaA iqu% rkykc ls
eNfy;ksa dk ,d vU; uewuk ysrs gSa vkSj x.kuk djrs
gSa fd bl u;s uewus esa fdruh eNfy;k¡ fpfUgr gSaA rc
vuqikr ,oa lekuqikr dh voèkkj.kk iz;qDr dj rkykc
dh leLr eNfy;ksa dh la[;k dk vuqeku yxk ysrs
gSaA mnkgj.kkFkZ] rkykc ls 20 eNfy;ksa dk ,d uewuk
ysrs gSa rFkk bUgsa fpfUgr djrs gSa vkSj iqu% bUgsa vU;
eNfy;ksa osQ lkFk mlh rkykc esa NksM+ nsrs gSaA
iqu% eNfy;ksa dk ,d vU; uewuk (yxHkx 50
eNfy;k¡) ysrs gSa vkSj izs{k.k djrs gSa fd blesa fdruh
eNfy;k¡ fpfUgr gSaA ge vk¡dM+s ,d=k djrs gSa vkSj
budk fo'ys"k.k djrs gSaA
;gk¡ egÙoiw.kZ gS fd ge eku ysrs gSa fd fpfUgr
17
eNfy;k¡ ,d leku :i ls rkykc dh 'ks"k eNfy;ksa
osQ lkFk fey tkrh gSa rFkk uewus osQ rkSj ij yh xbZ
eNfy;k¡ eNfy;ksa dh leLr tula[;k dk lE;d
izfrfufèkRo djrh gSaA
mijksDr ljyho`Qr xf.krh; leL;k dk gy fofHkUu
xf.krh; rduhfd;ksa ls djrs gSa%
mnkgj.kkFkZ] eku yhft, nwljs uewus esa 5 fpfUgr
eNfy;k¡ feyrh gSa] vr%
tula[;k dk
1
10
5
,
50
vFkkZr~] eNfy;ksa dh
Hkkx fpfUgr gSA ;fn ;g leLr
la[;k dk izfrfufèkRo djrh gSa rc]
eNfy;ksa dh tula[;k dk
1
10
oka Hkkx
=
20
vr% leLr eNfy;ksa dh tula[;k = 20 × 10 = 200vc ge ,d ckj fiQj vkjafHkd fLFkfr ij fopkj
djrs gSa vkSj ij[krs gSa fd xf.kr }kjk iznÙk ifj.kke
lkFkZd gaS ;k ughaA ;fn lkFkZd ugha gSa rks ge izfrn'kZ dk
iz;ksx rc rd djrs gSa tc rd gesa dksbZ uohu lwpuk
izkIr ugha gksrh gS vFkok dYiuk,a cny ugha tkrh gSAa
dHkh&dHkh dYiukvksa osQ ljyhdj.k osQ dkj.k
xf.krh; fooj.k nsrs gq, ge okLrfod leL;k osQ
vko';d igyqvksa ls oafpr gks tkrs gSaA ,slh n'kk esa
izkIr gy izk;% leqfpr ugha gksrk gS rFkk okLrfod
fLFkfr esa fujFkZd gks tkrk gSA ;fn ,slk ?kfVr gksrk gS
rks ge igys pj.k dh dYiukvksa ij iqu% fopkj djrs
gSa rFkk bUgsa lEHkor% oqQN vU; ?kVdksa osQ lkFk
tksM+dj ftu ij igys è;ku ugha fn;k x;k Fkk] vfèkd
okLrfod cuk ysrs gaSA
mnkgj.kkFkZ] mijksDr eNfy;ksa dh tula[;k rkykc
esa okLrfod :i esa miyCèk eNfy;ksa dh tula[;k ls
fHkUu gks ldrh gSA ge mijksDr pj.kksa dh oqQN vkSj
ckj iqujko`fÙk djosQ izkIr ifj.kkeksa dk ekè; ysdj ;g
ijh{k.k djrs gSa fd D;k geus eNfy;ksa dh leLr
la[;k dk lgh vuqeku yxk;k ;k ughaA blls gesa
mudh leLr la[;k dk djhc&djhc lgh vuqeku
izkIr gks tkrk gSA
xf.kr esa fo|kfFkZ;ksa dh #fp dks izksRlkfgr djus
18
osQ fy,] LowQy Lrj ij laikfnr fd, tk jgs oqQN
xf.krh; fl¼karksa osQ vuqiz;ksxksa ij vkxs fn'kk fufnZ"V
dh xbZ gSA
bl mi&fo"k; oLrq ls lacafèkr fuEu izn'kZ@ekWMy
gks ldrs gaSµ
• vuqØe ,oa Js.kh osQ fl¼karksa dk fofHkUu
ekuoh; fØ;kdykiksa osQ {ks=k esa vuqiz;ksx ;Fkk
fn, x, lkèkkj.k ;k pØo`f¼ C;kt dh nj ij
jkf'k dk fuf'pr dky osQ ckn ifjdyu@
fdlh vofèk osQ ckn fdlh fo'ks"k oLrq osQ
?kVs gq, ;k c<+s gq, ewY; dks Kkr djuk_
• ikuh dh Vadh@vk;rkdkj ckDl@csyukdkj@
'kaDokdkj oLrqvksa osQ fuekZ.k esa iz;qDr lkefxz;ksa
dk [kpZ Kkr djuk tcfd lkexzh dk izfr oxZ
;k ?ku bdkbZ [kpZ fn;k x;k gS_
• Øep; ,oa lap; osQ fl¼karksa osQ mi;ksx ls
Øeksa ,oa p;uksa dh la[;k Kkr djuk (mnkgj.kkFkZ]
'kgj B ls gksdj 'kgj A ls 'kgj C esa tkus
osQ fy, fdrus ekxZ gks ldrs gSa tcfd 'kgj
A ls 'kgj B esa tkus osQ ikap ekxZ gSa rFkk
'kgj B ls 'kgj C esa tkus osQ lkr ekxZ gSa)_
• cgqHkqt }kjk f?kjs {ks=k dk ifjeki ,oa {ks=kiQy
Kkr djuk@o`Ùkh; {ks=k dk ?ksjk ,oa {ks=kiQy Kkr
djuk@fdUgha nks ewy Bkslksa ls fufeZr Bksl
?ku@?kukHk@csyu@'kaoQq @xksyks@as vèkZxksyksa dk {ks=kiQy
,oa vk;ru Kkr djuk_
• fdlh o`Ùk dks blosQ O;kl osQ lkis{k ?kqekdj
xksys dh lajpuk@vk;r dks ?kqekdj csyu dh
lajpuk@ledks.k f=kHkqt dks ?kqekdj 'kaoqQ dh
lajpuk rFkk nks la;qDr 'kaoqQvksa osQ leryksa
}kjk Nsnu ls 'kaoqQifjPNsn] ijoy;] nh?kZo`Ùk
vkSj vfrijoy; dk fuekZ.k_
• oS ' ys f "kd lkèkuks a tS l s 'ka o q Q ifjPNs n dk
vkWVkseksckbYl dh gsMykbV~l@>wyrs lsrv
q ks@a jsfM;ks
osQ ykmMLihdjksa osQ fuekZ.k esa vuqiz;ksx_
• fdlh oLrq dh Å¡pkbZ vijks{k :i ls Kkr
djus esa lefefr osQ fl¼karksa dk vuqiz;ksx_
• f=kHkqth; {ks=kksa osQ {ks=kiQyksa dk vuqikr budh laxr
Hkqtkvksa osQ vuqikr osQ :i esa O;Dr djuk_
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
•
•
•
•
•
•
•
•
•
•
•
•
;kSfxd vFkok feJ.k cukus esa iz;qDr inkFkk±s
dh ek=kkvksa dk vuqikr Kkr djuk_
vfHk;kaf=kdh vkSj m|ksx&èkaèkksa esa vèkZnh?kZo`Ùkh;
fLizaXl vkSj vèkZnh?kZo`Ùkh; fx;jksa dk vuqiz;ksx_
èkkrq dh vk;rkdkj 'khV ls leku ifjeki
osQ oxZ dkVdj rFkk dksus dks eksM+ dj
vfèkdre {kerk okyh ikuh dh [kq y h
Vadh dk fuekZ.k@ ;fn fofHkUu vyx&vyx
le; ij Vadh esa ikuh dh xgjkbZ Kkr gks
rks ;g Kkr djuk fd Vadh ls ikuh ckgj
dc fxjsxk_
xkM+h [kM+h djus osQ fy, LFkku dk vfèkdre
mi;ksx djrs gq, ikfo±Qx {ks=k dh vfHkdYiuk,a_
foÙkh; laLFkkvksa }kjk iznÙk fdlh fof'k"V LVkWd
dh oLrq dh dher esa orZeku ewY; osQ vkèkkj
ij cnyko dk vuqeku yxkuk_
fn, x, izfrcaèkksa osQ lkFk fdlh fuf'pr vofèk
esas tSfod tula[;k dk vuqeku yxkuk_
vius LowQy ;k ?kj dh f[kM+fd;ksa@njoktksa@
dejksa osQ vkdkjksa dk ifjdyu ;k vankt
yxkuk@iwQyksa dh D;kjh esa ikSèkksa dh la[;k dk
vuqeku yxkuk@fdlh ?kj@isM+ bR;kfn dh Å¡pkbZ
dk ifjdyu djuk_
fdlh ?kVuk osQ ?kfVr gksus dh vfuf'prrk
osQ Lrj dk vuqeku yxkuk tSls fdlh vH;FkhZ
dk fdlh in osQ fy, lk{kkRdkj esa pquko
gks ldrk gS ;k ugha@vkt o"kkZ gks ldrh gS
;k ugha_
js[kh; izksxzkfeax dk fdlh oLrq osQ fuekZ.k esa@
vkokxeu&lkèkuksa@vkgkj ls lacafèkr leL;kvksa
esa vuqiz;ksx_
ikSèkksa rFkk tkuojksa esa pØh; lefefr dk
vè;;u@iqujko`Ùk leferh; iSVuk±s dk diM+s
osQ fMtkbu ,oa okWyisij cukus esa vuqiz;ksx_
?kj dh ltkoV esa xf.kr dk vuqi;z ksx tSls fd
nhokj dks <dus osQ fy, okyisij osQ fdrus
jksYl@fdruh VkbYl dh vko';drk gS_
f=kHkqtksa dk mi;ksx@T;kferh; vkÑfr;ksa dks
est iks'k ij cukuk (mnkgj.kkFkZ fdlh fuf'pr
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
•
•
•
•
•
vèkZO;kl dh o`Ùkh; est ij chp esa lef=kHkqt
NksM+dj vkÑfr cukuk rFkk vkÑfr }kjk f?kjs
{ks=k dk {ks=kiQy Kkr djuk)_
iks"k.k rFkk Hkkstu idkus esa xf.kr dk vuqiz;ksx@
fofHkUUk vkgkj uewuksa esa xf.kr osQ vuqiz;ksx ls
muessa iks"kd rRoksa (dkckZsgkbMªsV] izksVhu] olk
rFkk vU; inkFkZ) dh ek=kk@oSQyksjh dh la[;k
Kkr djuk_
fdlh iQly osQ fy, cht dh ek=kk dk
vuqeku yxkuk@fcuk dkVs vFkok rkSys iQly
dh iSnkokj Kkr djuk@fdlh [ksr osQ pkjksa vksj
ckM+ yxkus osQ fy, rkj dh yackbZ dk ifjdyu
;k vuq e ku yxkuk@fctyh os Q cYc dh
fØ;k'khyrk&vofèk dk vuqeku yxkuk@ekuo
'kjhj esa jDr dk vk;ru Kkr djuk@fdlh
rj.krky dks Hkjus osQ fy, vko';d ikuh dh
ek=kk dk vuqeku yxkuk_
dkj[kkuksa }kjk fufeZr fdlh oLrq ij vfèkdre
ykHk izkIr djus osQ fy, lHkh laHkkfor ?kVdksa
osQ chp xf.krh; lacaèk LFkkfir djuk_
chek ;kstuk esa izhfe;e Kkr@fuf'pr djus osQ
fy,@O;olk; esa egÙoiw.kZ fu.kZ; ysus esa xf.krh;
fl¼karksa dk vuqiz;ksx_
vkWVkseksckby batu osQ csyu esa fiLVu dk
rkRdkfyd osx Kkr djus esa xf.krh; fl¼karksa
dk vuqiz;ksx_ vkfnA
6- ozQhM+k ,oa [ksy&owQn esa foKku ,oa rduhd
foKku ,oa rduhdh osQ mRFkku ls ØhM+k ,oa [ksy&owQn
osQ {ks=k esa Hkh ykHk ig¡qpk gSA vktdy rduhd osQ
mi;ksx osQ dkj.k O;ogkfjd :i ls lHkh ØhM+kvksa vkSj
[ksy&owQn osQ vkdkj&izdkj ifjofrZr gq, gSAa ;g ifjorZu
[ksy&lkexzh osQ mRiknu@fuekZ.k] f[kykfM+;ksa dh lqj{kk]
[ksy osQ eSnku] vad nsus vkSj@vFkok fu.kZ; osQ fu;e
vkSj fu;eu] f'k{k.k vkSj izf'k{k.k] vk¡dM+s fjdkMZ
djus] vk¡dM+s lqjf{kr j[kus vkSj fofHkUu [ksy&owQn vkSj
ØhM+kvksa ls lacafèkr blh izdkj dh vU; xfrfofèk;ksa ls
lacfa èkr gSA mnkgj.kkFkZ] ykWu&Vsful osQ jSoQs V ij izko`Qfrd
19
rk¡r osQ LFkku ij la'ysf"kr js'kk vkSj ckn esa dkcZu&js'kk
p<+kus ls f[kykM+h }kjk xsan isaQdus dh xfr] bl ij
izgkj djus vFkok pØ.k nsus esa vR;fèkd ifjorZu
vk;k gSA fØosQV] gkWdh vkSj iqQVcky osQ f[kykfM+;ksa
}kjk eSnku esa cpko miLdjksa osQ mi;ksx djosQ Lo;a dks
pksV igq¡pus osQ Mj ls fuHkZ; gks tkus ls muosQ [ksy osQ
Lrj esa lqèkkj ykus esa lgk;rk feyh gSA blh izdkj ls
la'ysf"kr ViZQ osQ mi;ksx ls eSnku esa [ksys tkus okys
vusd [ksyksa dks [ksyus dh ewy rduhd esa fo'kky
ifjorZu vk x;k gSA vc cgqr ls [ksyksa esa vad nsus osQ
fu.kZ; fjdkMZ dh xbZ xfrfofèk;ksa dks nksckjk ns[k dj
fd, tkrs gSaA de vkSj yach nwjh dh jsl esa eSnku esa
èkkodksa }kjk iz;ksx esa yk, tkus okys twrs@dk¡Vsnkj twrksa
osQ inkFkZ vkSj fMt+kbu] mQ¡ph owQn vkSj yach owQn]
yXxk&owQn (Pole-vault)] ckèkk jsl] Hkkyk@pDdk@xksyk
isaQdus osQ le; vkSj nwjh osQ ekiu dh ifj'kq¼rk dh
rduhdksa us LièkkZ osQ Lrj dks ubZ m¡Qpkb;ksa rd igq¡pk
fn;k gSA foKku vkSj rduhd osQ mi;ksx osQ dkj.k buesa
ls eSnku esa [ksys tkus okys [ksyksa esa iz;qDr gksus okys
miLdjksa dks cukus osQ inkFkZ vkSj fMt+kbu bR;kfn esa Hkh
ifjorZu vk, gSaA ;gh fteukfLVd] eqDosQckth] oqQ'rh]
HkkjksÙkksyu vflozQhM+k (Fencing) vkSj ty ØhM+kvksa
tSls rSjkdh] xksrk[kksjh] ukSdk;u vkSj cgqr ls nwljs [ksyksa
osQ fy, Hkh lR; gSA okLro esa tkus&igpkus [ksyksa vkSj
ØhM+kvksa esa ls dksbZ Hkh foKku vkSj rduhd ls vNwrk
ugha jgk gSA foKku vkSj rduhd osQ iz;ksx ls] fo'ks"kdj
lwpuk vkSj izlkj.k rduhd ls osQoy ,d cVu nckdj
[ksy osQ ltho izlkj.k dks ns[kus osQ mRlkg esa Økafr
vk xbZ gS_ ;gk¡ rd fd LVsfM;e esa Hkh] tgk¡ cM+s insZ
ij [ksy dh izR;sd xfrfofèk u osQoy thoar fn[krh gS
vfirq fudV 'kkWV vkSj fØ;kvksa dks nksckjk ns[kus ls
[ksy dh ckjhfd;ksa dks le>us esa lgk;rk feyrh gSA
Vhe vkSj fdlh O;fDr osQ fdlh fo'ks"k ?kVuk esa izn'kZu
dh fjdkfM±x ns[kdj ;kstuk cukuk vkSj f'k{k.k@izf'k{k.k
esa iz;ksx esa ykuk vc ,d iw.kZr;k izekf.kr fofèk gSA
20
fdlh [ksy osQ fy, O;fDr esa mi;qDr mQtZfLork
mRiUu djus osQ fy,] iks"k.k vko';drkvksa dk vuqeku
yxkus dh rduhdksa dk fodkl vkSj fofHkUu [kk|
inkFkks± dh ikSf"Vdrk osQ Kku us u osQoy LokLF; dk
i;kZIr è;ku j[kuk lqlkè; cuk fn;k gS vfirq LièkkZ osQ
Lrj dks Hkh mQ¡pk dj fn;k gSA ;gk¡ rd fd vc [ksyksa
osQ fy, vko';d iks"k.k rFkk [ksyrs gq, yxh pksV rFkk
HkkSfrd&fpfdRlk osQ fo"k; esa i<+us osQ fy, fo'ks"k
'kk[kk,a gSaA
nqHkkZX;o'k [ksy&owQn vkSj ØhM+k esa oSKkfud Kku
osQ mi;ksx dk udkjkRed igyw Hkh gSA {kerk c<+kus dh
vkS"kèkksa dk mi;ksx bl cqjkbZ dk ,d tkuk&igpkuk
mnkgkj.k gSA ;gk¡ Hkh lekèkku] tSo fpfdRlk dh ubZ
rduhdksa vkSj uSnkfud ijh{k.kksa }kjk fuf"k¼ vkS"kèkksa dk
irk yxkus vkSj [ksyksa osQ lktks&lkeku dks vuqowQy
cukus ls izkIr gks jgk gSA
bl mi&fo"k; ls lacafèkr fuEu izn'kZ@ekWMy gks
ldrs gSaµ
• rst xfr ls tkrh gqbZ xsan@oLrq dh xfr dk
fuèkkZj.k_
• iqQVcky@fØosQV@Vsful@Vscy Vsful vFkok pDdk@
Hkkyk@rkjxksyk (Hammer Throw) isQa dus
dh LièkkZ esa xans ij Mkys tkus okys cyksa rFkk
èkjkry@ok;q@ty osQ ?k"kZ.k ls bldh xfr@iFk ij
iM+us okys izHkko dk izn'kZu_
• izn'kZu djuk fd rst@ckèkk nkSM+@rSjkdh@Å¡ph
owQn@yach owQn@xksrk yxkus bR;kfn esa fdl
izdkj èkkod@f[kykM+h èkkjk&js[kh; :i rFkk laoxs
(jSf[kd ;k dks.kh;) osQ laj{k.k@ifjorZu vFkok
xfr osQ fu;eksa dk ykHk vius izn'kZu dks
lqèkkjus osQ fy, ysrs gSa_
• le; ekius dh iz.kkfy;ksa dk izn'kZu djuk
tks fd lSoasQM osQ ,d va'k dks Hkh lgh&lgh
eki losQ rFkk ;g Hkh iznf'kZr djuk fd fdl
izdkj ls lekiu js[kk ij izfrHkkfx;ksa dh
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
fLFkfr dk fuèkkZj.k djus osQ fy, oSQejs osQ
lkFk budk lkeatL; gksrk gS_
vkSj fofHkUu [ksyksa esa f[kykM+h }kjk mi;ksx esa
yk, tkus okys blh izdkj osQ lktks&lkeku_
ykWu Vsful@ Vscy Vsful@ cSM¯eVu@ [ksyus
os Q fy, xs a n @fpfM+ ; k@jS d V_ iks y &okW Y V@
Hkkyk@pDdk cukus osQ inkFkZ@le; ekius osQ
midj.k rFkk rduhosaQ_ izkÑfrd@la'ysf"kr
ViZQ@pVkb;k¡] bR;kfnA mnkgj.kkFkZ vè;;uksa esa
foKku osQ ewy fl¼karksa@fu;eksa] u, inkFkk±s osQ
mi;ksx dk izHkko] fofM;ks fjdkfM±x] izlkj.k
tSlh rduhd osQ izHkko osQ lkFk&lkFk [ksyksa
dh xq.koÙkk] f[kykfM+;ksa vkSj@vFkok Vhe osQ
izn'kZu ij bu ifjorZuksa dks fdlh fo'ks"k
[ksy@ØhM+k esa lfUUkfo"V djus ij iM+us okys
izHkko dks fof'k"Vrk feyuh pkfg,_
•
dljr osQ mu midj.kksa@e'khuksa dh uokpkjh
;qfDr;k¡ ftuls otu ?kVk;k@c<+k;k tk losQ
vkSj 'kjhj ij Hkkj dk mfpr forj.k gks
(lqMkSy jgs)_
•
vkS"kèkksa dk lnqi;ksx@nq#i;ksx Kkr djus osQ
fy, ijh{k.k@mip; LVhjkWbM] tks ÅtZfLork
c<+kus osQ fy, mi;ksx esa yk, tkrs gSa] dk
vè;;u vkSj muosQ 'kjhj ij iM+us okys vU;
izHkko_
•
xsan@fpfM+;k (Shuttle Cock) tc cYys@
jSdV osQ fofHkUu Hkkxksa ls vyx&vyx xfr
vkS j @vFkok pØ.k os Q iz d kj ls Vdjkrs
gSa@iqQVcky osQ [ksy esa fdukjs ls Vdjkrs gSa
ij oSQls lhèks xksy esa cnys tk ldrs gSa]
iznf'kZr djus osQ fy, dEI;wVj vuq:i.k_
•
ok;q osQ ?k"kZ.k dks de djus osQ fy, lkbfdy osQ
fMT+kkbu esa uokpkjh vfHkdYiuk,a_
•
liZQ&cksMZ pykus esa xq#Rocy] mIykoDrk vkSj
nzO;eku os Qa nz dh Hkwfedk n'kkZus osQ fy, vfHkdYiuk,a_
iznf'kZr djuk fd [ksyksa vkSj ØhM+kvksa dk
ltho izlkj.k oSQls fd;k tkrk gS_
•
xf.krh; ekWM¯yx & (i) Hkhrj [ksys tkus okys
(tSls oSQje] fcfy;MZ] 'krjat ;k vU; dksb)Z vkSj
ckgj [ksys tkus okys [ksyksa esa ftrkus okyh pkyksa
vkSj@vFkok ftrkus okys la;kstuksa dh izkxqfDr]
(ii) iqQVcky@okWyhcky@ckLosQVcky osQ iFk dks
vfèkd ls vfèkd dkjdksa (tSls eSnku dh fLFkfr]
ok;q dh xfr] xsna dh eki vkSj bldk nzO;eku]
cy dk vkosx] tky@Vksdjh@xksy osQ [kaHks dh
Å¡pkbZ vkSj nwjh) dh laHkkO;rk dks è;ku esa j[krs
gq, iznf'kZr djuk_
•
Vsful] fØosQV] gkWdh] iqQVcky tSls eSnku esa [ksys
tkus okys [ksyksa osQ dEI;wVj&vuq:i.k@ izkxs kz e
vFkok ;g iznf'kZr djuk fd LièkkZvksa esa tSls nkSM]+
rSjkdh] ukSdk;u] lkbfdy@dkj jsl@?kqMn+ kSM+ esa lekiu
;fn cgqr ikl&ikl gks rks Js.kh fuèkkZj.k oSQls
djrs gSa_ vkfnA
•
•
xksrk[kkjksa osQ lokZsÙke izn'kZu osQ fy, Mkbfoax
cksMZ osQ NksVs ekWMy_
•
;g è;ku esa j[krs gq, fd fdlh [ksy esa
f[kykM+h dk izn'kZu vPNk djus osQ fy,
;kaf=kdh osQ ewy fu;eksa dk mi;ksx oSQls
fd;k tk ldrk gS] f[kykM+h }kjk fofHkUu
[ksy [ksyrs le; igus tkus okys twrksa osQ
fM”kkbu] mlesa yxs dk¡Vksa osQ vkdkj vkSj
varjky dk vè;;u_
•
fuEu izdkj osQ lktks&lkeku dks cukus osQ fy,
iz;qDr gksus okys inkFkk±s osQ mnkgj.kkFkZ vè;;u%
iqQVcky] gkdh dh xsanksa@NfM+;ksa] fØosQV osQ
xsanksa@cYyksa_ cpko midj.kksa tSls gsyesV@
,UdysV@nLrkus@vkeZxkMZ@dykbZ&dop@iSM@ p'ek
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
21
2 foKku dks yksdfiz; cukus ij xks"Bh vk;kstu gsrq fn'kkfunsZ'k
[kxksy foKku & vrhr vkSj Hkfo";
[kxksy foKku lcls iqjkuk vkSj jkspd foKku gSA [kxksy foKku
cPpksa osQ fy, dkSrgq y dk fo"k; gS] D;ksfa d ;g mudh
dYiukvksa dks foLrkj nsrk gSA ;g czãkaM dk foKku gS ftlosQ
varxZr [kxksyh; fiaMksa tSls lwjt] xzg] /weosQrq] rkjs] u{k=kksa rFkk
vkdk'kxaxkvksa dh izoQ` fr] xfr] fu;eks]a bfrgkl rFkk buosQ
laHkkfor Hkfo"; dk vè;;u djrs gSAa ;g ,d cgqe[q kh fo"k; gS
ftlesa bfrgkl] HkkSfrdh] jlk;u 'kkL=k] tho foKku] Hkw&foKku]
dyk rFkk laLo`Qfr] i;kZoj.k rFkk lqfoèkkuqlkj lh[kus tSls fo"k;ksa
dk foLr`r ijkl gSA cãkaM osQ vpjtksa osQ ckjs esa yksxksa osQ mRlkg
dks fodflr djus osQ fy, rFkk [kxksy foKku osQ vè;;u ls
iQk;ns rFkk blls gksus okys vkuan dks izlkfjr djus osQ fy,
;wuLs dks (UNESCO) us o"kZ 2009 dks [kxksy foKku dk
varjkZ"Vªh; o"kZ (IYA 2009) ?kksf"kr fd;k gSA
[kxksy foKku dks vrhr ls ns[kuk #fpdj gSA 400 o"kZ iwoZ
tc xSyhfy;ks us VsyhLdksi dk vkfo"dkj fd;k] rc ekuo
cãkaM dks le>us yxkA xSyhfy;ks osQ igys VsyhLdksi ls cãkaM
rFkk pk¡n osQ ozQs Vj oSQls fn[kkbZ fn, gksxa \s ekuo us lw;Z osQ pØ
dk voyksdu fd;k gksxk D;ksfa d bl pØ ls mUgsa irk pyrk
gksxk fd iQlysa dVkbZ osQ fy, dc rS;kj gksxa hA [kxksy foKku osQ
Hkfo"; dh vksj laHkkfor vxyk dne vc 'kk;n ,d vkSj
pan;z ku ;k eaxy xzg dh ;k=kk gksxhA izk|
S ksfxfd;ksa dh nzrq xfr ls
izxfr gks jgh gS ftlosQ dkj.k varfj{k ij fot; izkIr djus dk
fopkj vfèkdkfèkd okLrfod gksrk tk jgk gSA gcy VsyhLdksi
osQ nks n'kdksa dk fe'ku o"kZ 2010 esa lekIr gksus tk jgk gSA blls
varfj{k dk vè;;u izdk'kh; rFkk ijkcSxa uh rjaxnS?;Z }kjk fd;k
tk jgk gSA vxyh ih<+h osQ VsyhLdksi ls vkdk'k dk
i;kZoyksdu vojDr rjaxnS?;Z ls gksxkA blls gesa u, rkjks]a ifjØek
dj jgs xzgks]a izkjaHk osQ czãkaM] czkmu okeuksa (Brown Dwarfs)]
Dolkj (Quasar) rFkk varjkrkjdh; inkFkks± osQ ckjs esa
vk'pZ;tud [kkst ifj.kke izkIr gks ldrs gSAa vxys 50 o"kks± esa
[kxksy foKku esa tks [kkst gksxh mlls ekuoh; lH;rk ges'kk osQ
fy, cny ldrh gSA [kxksy foKku dk Hkfo"; vkdk'k osQ fdlh
Hkh rkjs ls T;knk iznhIr gSA
y{;
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cPpksa dks ftKklq izs{kd cukus osQ fy, rFkk vkdk'k
dk foLe; vkSj mRlqdrk ls voyksdu djus dk
vkRefo'okl iSnk djuk_
mUgsa [kxksy foKku osQ Kku ls vkuan izkIr djus osQ
volj iznku djuk_
rkjksa osQ foKku dh tkudkjh osQ izfr #fp fodflr
djuk_
cPpksa dks [kxksy HkkSfrdh] [kxksy tSfodh] [kxksy
Hkw&foKku rFkk [kxksy foKku dh vU; 'kk[kkvksa dh
tkudkjh izkIr djus osQ fy, c<+kok nsuk_
cPpksa dks [kxksy foKku osQ vè;;u ls gekjs thou
dh xq.koÙkk esa lq/kj dh laHkkoukvksa ij ifjppkZ o
cgl osQ lqvolj miyC/ djokuk_
[kxksy foKku dks tulk/kj.k rd igq¡pkukA
çzLrkfor fØ;kdyki
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O;k[;ku ,oa izn'kZu dk;ZØeksa dk vk;kstu ftlls
tkus&ekus oSKkfudksa osQ lkFk lkekU; turk ,oa
cPpksa osQ chp ijLij fopkj fofue; dk volj
miyC/ gks_
orZeku [kxksyh; foKku dh izxfr esa foxr [kxksyKksa
dh Hkwfedk ij ifjppkZ_
[kxksy foKku ls lacfa /r eqnn~ ksa ij fiQYe] ohfM;ks rFkk
jsfM;ks dk;ZØeks]a LykbM 'kks] izdk'kuksa vkfn dk vk;kstu_
lac¼ fo"k;ksa ij ukVd] okn&fookn izfr;ksfxrkvksa
vkfn dk vk;kstu_
cPpksa }kjk [kxksy foKku osQ vrhr rFkk Hkfo"; ls
lacaf/r fo"k;ksa ij izLrqrhdj.k_ vkfnA
egÙoiw.kZ
1- xks"Bh dk vk;kstu izn'kZuh osQ vk;kstu dh frfFk;ksa
esa gh lqcg@'kke osQ le; fd;k tk,A
2- cPpksa dks vkdk'k osQ voyksdu rFkk [kxksyh; fiaMksa
dh igpku osQ fy, mRlkfgr djus osQ mís'; ls ,d
vfrfjDr fØ;kdyki dk vk;kstu fd;k tk ldrk gSA
3 jkT; Lrjh; foKku izn'kZuhµ2009&2010 vk;ksftr djus gsrq fn'kkfuns'Z k
mís';
•
foKku izn'kZfu;ksa osQ vk;kstu dk mís'; gekjs ns'k osQ
fd'kksj oxZ esa oSKkfud vfHko`fr;k¡ fodflr djuk gS
rkfd mUgsa foKku] izk|
S ksfxdh vkSj lekt dh lkekftd
izklafxdrk vkSj Hkkoh oSKkfudksa dh ftEesnkfj;ksa dk
vglkl djk;k tk losQA bu mís';ksa dh izkfIr cPpksa osQ
l`tukRed vkSj mRlkgiw.kZ vuqHko ls cuk, x, izn'kks±]
foKku&fdV~l esa lq/kj o uokpkj ,oa miyC/ lkefxz;ksa
rFkk LFkkuh; lalk/uksa dk iz;ksx djrs gq, midj.kksa vkSj
ekWMyksa dks izLrqr djosQ dh tk ldrh gSA blls vusd
orZeku vkSj Hkkoh lkekftd&vkfFkZd leL;kvksa fo'ks"kdj
xzkeh.k {ks=kksa osQ lEeq[k vkus okyh leL;kvksa dk fujkdj.k
gks ldrk gSA
;s izn'kZfu;k¡ cPpksa vkSj f'k{kdksa dks ,d&nwljs osQ
vuqHkoksa }kjk lh[kus esa lgk;rk djrh gSa vkSj oqQN
uohu ,oa vuwBs fM”kkbu rS;kj djus osQ fy, izsfjr
djrh gSaA izn'kZfu;k¡ foKku dks yksdfiz; cukus osQ fy,
ekè;e miyC/ djkrh gSa rFkk tulk/kj.k esa tkx:drk
mRiUu djrh gSaA foKku izn'kZfu;ksa dks vk;ksftr djus
osQ mís'; laf{kIr esa bl izdkj gSa%
•
;qok ih<+h esa foKku vkSj izk|
S ksfxdh osQ fy,
#fp tkx`r djuk vkSj muosQ eu esa oSKkfud
izo`fÙk mRiUu djuk_
•
cPpksa esa oSKkfud vkSj izk|
S ksfxd izfrHkkvksa dh
igpku djuk rFkk mUgsa izksRlkfgr djuk_
•
viuh izfrHkk osQ fy, muosQ eu esa xoZ iSnk
djuk_
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cPpksa esa foKku] izkS|ksfxdh vkSj lekt osQ
ikjLifjd laca/ksa dh tkudkjh nsuk_
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lalk/uksa osQ mfpr mi;ksx vkSj izHkkoksRiknd
izk|
S ksfxdh gsrq mfpr izca/u dh vko';drkvksa
dks le>kuk_
cPpksa esa vUos"k.k dh vknr dks c<+kok nsuk]
l`tukRed lksp dks izksRlkfgr djuk vkSj izn'kks±
vFkok ekWMyksa vFkok ljy midj.kksa dks Lo;a
rS;kj djosQ muosQ eu'pkyd (Psychomotor)
vkSj gLrijd dkS'kyksa dks izksUur djuk_
fo'ks"kdj xzkeh.k {ks=kksa osQ fy, leL;k fuokj.k
n`f"Vdks.k vkSj mi;qDr izk|
S ksfxfd;ksa dk fodkl
vkSj nSfud ifjfLFkfr;ksa ls lacaf/r ,dhÑr
oSKkfud fopkjksa dks izksRlkfgr djuk_
izfrHkkfx;ksa esa ckSf¼d bZekunkjh] ny&Hkkouk
vkSj lkSan;Zijdrk mRiUu djuk_
tulk/kj.k esa foKku dks yksdfiz; cukuk vkSj
ns'k osQ lkekftd&vkfFkZd fodkl esa foKku
vkSj izk|
S ksfxdh dh Hkwfedk osQ ckjs esa tkx`fr
mRiUu djuk_
foKku] izk|
S ksfxdh vkSj izca/u osQ lapkj gsrq
mi;qDr rduhosaQ fodflr djukA
çfof"V;ksa osQ fy, vkea=k.k
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZuh–2009&2010
,oa cPpksa osQ fy, 37oha tokgjyky usg: jk"Vªh;
foKku izn'kZuhµ2010 dk eq[; fo"k; ^foKku] izk|
S ksfxdh
,oa lekt* gSA pqus x, N% mi&fo"k; gSaµ
1- tyok;q ifjorZuµdkj.k rFkk ifj.kke_
2- gfjr mQtkZ_
3- ekuo dY;k.k osQ fy, tho&foKku_
4- lwpuk rFkk lapkj izkS|ksfxdh_
pquh xbZ izfof"V;ksa dks 37oha tokgjyky
usg: jk"Vªh; foKku izn'kZuh&2010 esa
lfEefyr djus gsrq ewY;k¡du osQ fy, jk"Vªh;
'kSf{kd vuqlaèkku vkSj izf'k{k.k ifj"kn~ dks
lhèks vxzlkfjr djsaxsA
5- nSfud thou vkSj xf.kr_
6- ØhM+k rFkk [skyowQn esa foKku ,oa rduhdA
o"kZ 2009&10 esa ftyk Lrj ls jkT; Lrjh; foKku
izn'kZfu;ksa esa izn'kZu gsrq izn'kks± rFkk ekWMyksa dks cukus osQ
fy, fn'kkfuns'Z k Hkh lwfpr fd, tk jgs gSaA
(i)
jkT; Lrjh; foKku izn'kZfu;ksa esa lHkh fo|ky;ksa
[ljdkjh] ljdkjh lgk;rk izkIr] ifCyd vkSj
izkbosV] oSQFkksfyd] fe'ku] lSU;&cy osQ fo|ky;
(Fky lsuk] ok;q lsuk] ukSlsuk] lSfud] lhek
lqj{kk cy] Hkkjr&frCcr lhek iqfyl] vle
jkbiQYl] osaQnzh; fjtoZ iqfyl cy] iqfyl
vkfn) Mh-,-oh- izca/u] egf"kZ fo|k eafnj]
ljLorh fo|k eafnj] uo;qx] uxjikfydk]
Hkkjrh; fo|k Hkou] foKku Dyc] vkfn esa i<+
jgs cPps Hkkx ysus osQ ik=k gSaA ofj"B d{kkvksa
(ekè;fed vkSj mPp ekè;fed Lrjksa) esa i<+
jgs cPpksa dks ojh;rk nh tk ldrh gSA
Ñi;k jkT;@osaQnz 'kkflr izns'k ljdkjksa ls lac¼
lHkh jkT; Lrjh; foKku izn'kZuh osQ la;kstd
è;ku nsa%
Ñi;k ;g lqfuf'pr djsa fd fuEufyf[kr laLFkkvksa
osQ fo|kfFkZ;ksa dh çfof"V;k¡ ,u-lh-bZ-vkj-Vhdks vxzlkfjr u dh tk,a%
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24
osaQnzh; fo|ky; laxBu_
uoksn; fo|ky; lfefr_
ijek.kq ÅtkZ foHkkx osQ osaQnzh; fo|ky;_
lh-ch-,l-bZ- ls lac¼ ifCyd LowQy (Lora=k
fo|ky;)_ rFkk
{ks=kh; f'k{k.k laLFkkuksa osQ çk;ksfxd cgqnn~ 's kh;
fo|ky;A
;s laxBu foKku izn'kZfu;ksa dk viuk i`Fkd
vk;kstu Lo;a djrs gSa rFkk muesa lfEefyr
(ii)
iz f of"V;ks a dks ek¡ x us os Q fy, O;kid
izpkj&izlkj fd;k tkuk pkfg,A o"kZ 2009&10
dh ftyksa ls jkT; Lrj rd foKku izn'kZfu;ksa
gsrq izn'kks± vkSj ekWMyksa dks cukus osQ fy,
fn'kkfunsZ'k lHkh fo|ky;ksa esa vo'; miyC/
djk, tk,aA ;fn laHko gks rks bu fn'kkfunsZ'kksa
dk vuqokn LFkkuh; Hkk"kkvksa esa Hkh fd;k
tk, vkSj budk O;kid izpkj&izlkj fd;k
tk,A budks lac¼ jkT;ks@a osQa nz 'kkflr izn's kksa vkSj
vU; iz f rHkkxh la x Buks a os Q ba V jus V
osc&lkbV(Vks)a ij Hkh fn;k tk,A bl ij Hkh
è;ku fn;k tk, fd fn'kkfuns'Z kksa dks LFkkuh;
Hkk"kk(vks)a ,oa fganh rFkk vaxt
sz h esa iqfLrdk osQ
:i esa eqfnzr dj lHkh LowQyksa esa Hkstk tk,A
blls izn'kks± rFkk ekWMyksa osQ fodkl osQ fy, u,
fopkjksa dk l`tu gks losQxkA bu lHkh fn'kkfuns'Z kksa
dks ,u-lh-bZ - vkj-Vh- dh os c &lkbV
www.ncert.nic.in ij Hkh ns[kk tk ldrk gSA
(iii)
mu lkoZtfud miØeksa] m|ksxksa vkSj vU;
xSj&ljdkjh laxBuksa dks Hkh Hkkx ysus osQ fy,
vkeaf=kr fd;k tk ldrk gS tks bu {ks=kksa
(tgk¡ ;s foKku izn'kZfu;k¡ vk;ksftr dh tkrh
gSa) esa dk;Zjr gSaA bu izn'kZfu;ksa esa ,sls
laxBuksa }kjk iznf'kZr izn'kks± ls f'k{kdksa rFkk
cPpksa dks Hkfo"; esa ekWMy l`ftr djus osQ
fy, vuqns'k izkIr gks losaQxsA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
izfof"V;ksa dh Nkuchu] ewY;k¡du vkSj vuqoh{k.k
1- ;fn jkT;@osQna z 'kkflr izn's kksa }kjk ftyk@{ks=k Lrjh;
foKku izn'kZuh vk;ksftr ugha dh tk jgh gS rks
jkT; Lrjh; foKku izn'kZuh esa izfrHkkfxrk gsrq
fofHkUu laLFkkuksa ls izfof"V;ksa dks vafre :i ls
p;u djus osQ fy, Nkuchu lfefr dk xBu
fd;k tk,A
2- Nkuchu lfefr esa ,l-vkbZ-,l-bZ-@,l-vkbZ-bZ-
osQ izfrfuf/ vkSj oqQN p;fur izfrfuf/ laLFkku(uks)a
dks 'kkfey fd;k tk,A lfefr dh cSBd dk
laiw.kZ fjdkMZ j[kk tkuk pkfg,A ,slh p;u
izfØ;k viukbZ tk, ftlesa izn'kks± dh la[;k osQ
LFkku ij xq.koÙkk ij cy fn;k tk,A ;s lqfuf'pr
fd;k tk, fd izn'kZ vifj"Ñr vkSj tksf[keksa
okys ugha gksaA izn'kZ mÙke :i ls ifjlfTtr vkSj
izLrqr djus osQ ;ksX; gksus pkfg,A
3- mi;qDZ r Nkuchu lfefr vFkok fu.kkZ;dksa osQ
i`Fkd iSuy izn'kks± dk ewY;k¡du layXu ewY;k¡du
osQ ekunaM osQ vuqlkj djsaxsA mi;qDZ r fu.kkZ;dksa
osQ iSuy }kjk izR;sd mi&fo"k; esa izR;sd oxZ
(mPprj] ekè;fed rFkk vU;) ls rhu mÙke
izn'kks± dk p;u fd;k tk,A
4- izR;sd mi&fo"k; osQ varxZr izn'kks± vkSj ekWMyksa
dh p;fur izfof"V;ksa dh i`Fkd lwph (jkT;
Lrjh; foKku izn'kZuh esa iznf'kZr djus gsr)q vo';
rS;kj dh tkuh pkfg,A blesa izn'kZ@ekWMy dk
uke] Nk=k(=kksa) vkSj ekxZn'kZd f'k{kd(dks)a dk
uke] fo|ky; dk uke] izn'kZ lac/
a h laf{kIr
lwpuk (osQoy nks okD;ksa esa gks ldrh gS) vo';
nh tk,A bl lwph dks lHkh izfrHkkxh cPpksa o
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
f'k{kdksa esa Hkh forfjr fd;k tk,A lwph dh ,d
izfr izn'kZuh dh vkSipkfjd fjiksVZ osQ lkFk
,u-lh-bZ-vkj-Vh- dks vo'; vxzlkfjr dh tk,A
;g lwph ,u-lh-bZ-vkj-Vh- osQ izdk'ku ^^cPpksa
osQ fy, tokgjyky usg: jk"Vªh; foKku izn'kZuh
esa iznf'kZr fd, tkus okys izn'kks± dh lwph**
os Q vuq:i rS;kj dh tk ldrh gSA ;g
,u-lh-bZvkj-Vh- }kjk izfr o"kZ rS;kj fd;k tkus
okyk fu%'kqYd izdk'ku gS rFkk bls tokgjyky
usg: jk"Vªh; foKku izn'kZuh esa vkus okys lHkh
izfrHkkxh cPpks]a f'k{kdksa vkSj vkxard
q ksa dks forfjr
fd;k tkrk gSA bldh ,d izfr vè;{k] foKku
,oa xf.kr f'k{kk foHkkx] ,u-lh-bZ-vkj-Vh-] Jh
vjfoan ekxZ] ubZ fnYyh 110 016 ls izkIr dh
tk ldrh gSA
5- izn'kZuh lekIr gksus osQ i'pkr~ jkT; Lrjh;
foKku iz n 'kZ u h vkS j ,d&fnolh; xks " Bh
dh vkSipkfjd fjiksVZ ,d ekg osQ vanj
,u-lh-bZ-vkj-Vh- dks izsf"kr dh tk,A blesa
fuEufyf[kr enksa dks 'kkfey fd;k tk,µ
( i ) izn'kZuh dh rkjh[ksa vkSj LFkku
(ii) ;Fkkor Hkjs gq, izi=k I-V
( iii) layXu izi=k osQ vuqlkj izfrHkkxh fo|ky;ksa
dh lwph] izfrHkkxh fo|kfFkZ;ksa rFkk f'k{kdksa
dh la[;k rFkk iq#"k vkSj efgyk izfrHkkfx;ksa
osQ ckjs esa i`Fkd&i`Fkd lwfpr djsAa izn'kZuh
esa Hkkx ysus okys xzkeh.k vkSj 'kgjh fo|ky;ksa
dh la[;k Hkh blesa vafdr gksuh pkfg,A
(iv) jkT; Lrjh; foKku izn'kZuh esa iznf'kZr
25
izn'kks± vkSj ekWMyksa dh lwph] tSlk fd
mijksDr iSjkxzkiQ (4) esa Li"V fd;k
x;k gSA izR;sd mi&fo"k; osQ varxZr
iznf'kZr izn'kks± dh la[;k dk Hkh i`Fkd
:i ls mYys[k fd;k tk,A
(v) izn'kZuh dh eq[; fo'ks"krkvksa rFkk vU;
dk;Zdykiksa dh tkudkjh tSls O;k[;ku]
fiQYe&'kks] iqLrd izn'kZuh vkfn vkSj vU;
oSKkfud@ vkS|ksfxd laxBuksa dh HkkxhnkjhA
(vi) izn'kZuh esa iznf'kZr izn'kks±@ekWMyksa dk
ewY;k¡du (fn, x, ekunaMksa osQ vuqlkj)
djus osQ fy, fu.kkZ;dksa dk iSuyA
(vii) cPpksa osQ fy, 37oha tokgjyky usg:
jk"Vªh; foKku izn'kZuhµ2010 esa Hkkx ysus
gsrq fopkj djus osQ fy, p;fur izn'kks±
dh lwph] fo|kFkhZ] f'k{kd] fo|ky; vkfn
osQ uke vkSj vkys[k (izR;sd mifo"k; ls
rhu izn'kZ@ekWMy)A bl dk;Z gsrq izn'kks@±
ekWMyksa dh lwpuk osQ fy, izi=k layXu gSaA
(viii) izn'kZuh esa vkxarqdksa dh vuqekfur la[;kA
fjiksVZ nsus osQ fy, mi;qDZ r iQkesVZ dk vuqikyu dj
lwpuk dks rkfydkc¼ djus esa Ñi;k gesa lg;ksx iznku djsaA
fjiksVZ
rFkk
izi=k I-V
dks izn'kZuh lekIr gksus osQ i'pkr~ ,d ekg osQ Hkhrj fuEu irs ij Hkstsa %
MkW- 'kf'k izHkk
leUo;d
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&10
foKku ,oa xf.kr f'k{kk foHkkx
jk"Vªh; 'kSf{kd vuqla/ku vkSj izf'k{k.k ifj"kn~] Jh vjfoan ekxZ] ubZ fnYyh 110 016
VsyhiSQDl % 011-26561742
bZ&esy % sciencencert@yahoo.co.uk
osclkbV % www.ncert.nic.in
26
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
izn'kks± osQ ewY;k¡du gsrq ekinaM
,u-lh-bZ-vkj-Vh- }kjk cPpksa osQ fy, tokgjyky usg:
jk"Vªh; foKku izn'kZuh izfr o"kZ vk;ksftr dh tkrh gS
ftlesa iwoZorhZ o"kZ esa vk;ksftr jkT; Lrjh; foKku
izn'kZfu;ksa ls p;fur izfof"V;ksa dks iznf'kZr fd;k tkrk
gSA lHkh jkT;ksa rFkk osaQæ 'kkflr izns'kksa osQ izn'kks± osQ
ewY;k¡du djus gsrq ,d:i ekunaM cuk, j[kus osQ Øe
esa rFkk fofHkUu ,tsafl;ksa ls izkIr izfriks"k.kksa osQ vk/kj
ij izn'kks± dk ewY;k¡du djus osQ fy, fuEu ekunaM
lq>k, tk jgs gSa (lq>k, x, egÙo osQ izfr'kr dks"Bd
esa fn, x, gSa)µ
1- cPpksa dh viuh l`tukRedrk ,oa dYiuk'khyrk
dk lekos'k (20 izfr'kr)_
2-
izn'kks±@ekWMyksa esa ekSfydrk ,oa uokpkj
(15 izfr'kr)_
3-
oSKkfud lksp@fl¼kar@mikxe (15 izfr'kr)
4-
rduhdh dkS'ky@deZ dkS'ky@f'kYi dkS'ky
(15 izfr'kr)_
5-
lkekU;tuksa@cPpksa vkfn osQ fy, mi;ksfxrk@
'kSf{kd egÙo bR;kfn (15 izfr'kr)_
6-
ferO;;h (de ykxr)] lqokárk] fVdkÅiu
bR;kfn (10 izfr'kr)_
7-
izLrqrhdj.kµizn'kZuh osQ igyw tSls vfHkizn'kZu]
o.kZu (10 izfr'kr)A
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
;g Hkh lq>ko fn;k tkrk gS fd bu izfof"V;ksa dks
nks Jsf.k;ksa esa ck¡Vk tk, tSls (i) ekè;fed Lrj_ rFkk
(ii) mPp ekè;fed LrjA mi;qZDr lq>k, x, ekunaMksa
osQ vk/kj ij izR;sd mi&fo"k; ij rhu izfof"V;k¡
p;fur dh tk ldrh gSa vkSj mUgsa tokgjyky usg:
jk"Vªh; foKku izn'kZuh&2010 esa Hkkxhnkjh osQ fy,
fopkjkFkZ ,u-lh-bZ-vkj-Vh- dks Hkstk tk ldrk gSA foKku
dh yksdfiz;rk c<+kus osQ lkFk&lkFk bl fozQ;kdyki dk
mís'; cPPkksa osQ chp vuqlaèkku dh Hkkouk ,oa
uokpkj@l`tukRed dkS'ky dks iksf"kr djuk Hkh gSA
fu.kkZ;dksa ls fuosnu gS fd izfof"V;ksa dk ewY;k¡du Nk=kksa
dh lgHkkfxrk (lfEeyu) osQ vkèkkj ij djsAa izn'kk±@s ekWMyksa
dks cukus esa uohurk rFkk cPpksa dh dYiuk'khyrk dk
ewY;k¡du gksuk pkfg,A fu.kkZ;d ;g Hkh fopkj djsa fd
ekWMy ijaijkxr gS ;k fdlh ijaijkxr ekWMy dk
la'kksèku ;k uokpkjh gSA izn'kZ vFkok ekWMy dh lajpuk
esa iz;qDr fofHkUu dkS'ky] LoPNrk vkSj f'kYidkfjrk
dks Hkh è;ku esa j[kk tk,A cus&cuk, izn'kk±s@ekWMy dks
izkIr djus dh izo`fÙk ls gj gky esa cpus dk iz;kl
fd;k tkuk pkfg,A
vkxarqd lkekU;tuksa rFkk cPpksa osQ fy, izn'kks± dh
:ijs[kk] lkFkZdrk] jkspdrk rFkk layXu pkVks± dh lqLi"Vrk
dks Hkh ewY;k¡du osQ le; laKku esa fy;k tk ldrk gSA
dk;Zdkjh izn'kks± dks ojh;rk feyuh pkfg,A
27
28
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
fnuk¡d
1
2
3
4
5
-----
Øe
la[;k
...
...
...
...
...
...
izn'kZ
dksM
(10%)
...
...
...
...
...
...
...
izLrqrhdj.k
gLrk{kj
uke
in
irk
(10%)
...
...
...
...
...
...
ferO;;rk
lqokárk@
fVdkmQiu
(100%)
...
...
...
...
...
...
...
oqQy
vof/
tyok;q ifjorZuµdkj.k rFkk ifj.kke@ gfjr mQtkZ @ ekuo dY;k.k osQ fy,
tho&foKku @ lwpuk rFkk lapkj izkS|ksfxdh@ nSfud thou vkSj xf.kr @ ØhM+k rFkk
[skyowQn esa foKku ,oa rduhd
eq[; fo"k; – foKku] izkS|ksfxdh ,oa lekt
vk;kstu LFky
fu.kkZ;dksa osQ fy, lgHkkxh izfof"V;ksa osQ ewY;k¡du izi=k&mi&fo"k; vuqlkj
cPpksa dh viuh ekSfydrk@ oSKkfud lksp@ rduhdh dkS'ky@ mi;ksfxrk@cPpksa
l`tukRedrk ,oa uokpkj fl¼kar@mikxe deZ dkS'ky@ ,oa lkekU;tuksa
osQ fy,
f'kYi dkS'ky
dYiuk'khyrk
'kSf{kd egÙo
dk lekos'k
(15%)
(15%)
(15%)
(15%)
(20%)
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
(o`Qi;k ewY;k¡du gsrq
mi&fo"k; ij lgh dk fu'kku yxk,a)
mi&fo"k;
jkT;
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡–2009&2010
O;;&ekud
jk"Vªh; 'kSf{kd vuqla/ku vkSj izf'k{k.k ifj"kn~ }kjk
^jkT; Lrjh; foKku izn'kZuh* vkSj ^foKku dh yksdfiz;rk
ij xks"Bh* vk;ksftr djus osQ fy, jkT;ksa@osaQnz 'kkflr
izns'kksa dks iznku dh tkus okyh lgk;rk vuqnku jkf'k
,d mRizsjd vuqnku gSA visf{kr vfrfjDr O;;] ;fn
dksbZ gS rks jkT; vkSj oasQnz 'kkflr izns'k vius jkT;
fufèk;ksa ls dj ldrs gSaA jkT;ksa@osaQnz 'kkflr izns'kksa dks nh
tkus okyh fufèk;ksa dk mi;ksx vuU; :i ls izfrHkkxh
fo|kfFkZ;ksa] muosQ f'k{kdksa] fo'ks"kKksa dh ;k=kk vkSj Hkkstu
ij [kpZ osQ fy, fd;k tk,A ;g lq>ko fn;k tkrk gS
fd Hkqxrku osQ fy, fuEufyf[kr ekudksa dk vuqikyu
fd;k tk,µ
1-
foKku dh yksdfiz;rk osQ fy, xks"Bh dk
vk;kstu
(i) xks"Bh dk vk;kstu izn'kZuh osQ vk;kstu
dh frfFk;ksa esa gh lqcg@'kke osQ le;
fd;k tk,A
(ii) pkj fo'ks"kKksa@oSKkfudksa (nks ckgjh vkSj
nks LFkkuh;) dks 500@&#- çR;sd dh nj
ls ekuns; fn;k tk ldrk gSA
fVIi.kh % vuqla/ku laLFkku@iz;ksx'kkyk@
fo'ofo|ky; osQ fo'ks"kKksa@oSKkfudksa dks
izeq[krk nh tkuh pkfg,A
(iii) jkT;@osaQnzh; ljdkj osQ fu;ekuqlkj 500
fd-eh- dh vf/dre nwjh okys nks ckgjh
fo'ks"kKksa@oSKkfudksa dks ;k=kk HkÙkk fn;k tk
ldrk gSA
(iv) nks ckgjh fo'ks"kKks@a oSKkfudksa dks vfèkdre
rhu fnu osQ fy, jkT;@osaQnzh; ljdkj osQ
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
2-
fu;ekuqlkj nSfud HkÙkk vkSj izklafxd
izHkkj fn;k tk ldrk gSA
(v) nks LFkkuh; fo'ks"kKksa@oSKkfudksa dks jkT;@
osaQnzh; ljdkj osQ ekunaMksa osQ fu;ekuqlkj
okgu izHkkj fn;k tk ldrk gSA
(vi) vYikgkj lfgr pk;@dkiQh_ Vad.k@
iQksVksdkWih@ikjn'khZ fp=kksa dh ykxr@isu@lhMh
bR;kfn osQ fy, 2500@&#- dh izklafxd
vuqnku jkf'k j[kh tk ldrh gSA
jkT; Lrjh; foKku izn'kZuh dk vk;kstu
(i) pkj fu.kkZ;dksa (LFkkuh;) dks 500@&#dh nj ls izR;sd dks ekuns; fn;k tk
ldrk gSA
(ii) izR;sd izn'kZ osQ lkFk osQoy ,d fo|kFkhZ
vkSj ,d f'k{kd dks Hkkx ysus dh vuqefr
nh tk, rFkkfi fdlh Hkh fo|ky; osQ
,d ls vf/d izn'kks± osQ fy, osQoy
,d gh f'k{kd dks Hkkx ysus dh vuqefr
iznku dh tk,A
(iii) ;k=kk HkÙkk % jsy dk f}rh; Js.kh@ Lyhij@
cl (okrkuqowQfyr ugha) dk okLrfod
fdjk;kA
(iv) izklafxd izHkkj % cl vFkok jsy }kjk 6
?kaVs ls vfèkd ;k=kk osQ fy, ;k=kkuqlkj
vf/dre 100@&#- vkSj ckgjh ,oa Hkhrjh
;k=kk osQ fy, ,d rjiQ osQ 50@&#iznku fd, tk,aA 6 ?kaVs ls de dh ;k=kk
osQ fy, dksbZ izklafxd izHkkj u fn;k
tk,A
29
(v) Hkkstu O;oLFkk % vf/dre pkj fnuksa osQ
fy, izR;sd izfrHkkxh (fo|kFkhZ vFkok
f'k{kd) dks izfrfnu 80@&#- iznku
fd, tk,aA
(vi) LFkkuh; ;k=kk izHkkj osQ forj.k osQ fy,
jkT; ljdkj vFkok osaQnzh; ljdkj osQ
ekunaMksa dk vuqikyu fd;k tk,A
(vii) Vad.k@iQksVksdkWih vkfn osQ fy, 2]500@&#dh izklafxd vuqnku jkf'k j[kh tk
ldrh gSA
,u-lh-bZ-vkj-Vh- }kjk iznku dh xbZ lgk;rk (vuqnku)
esa ls fd, x, O;; dk ,d vyx ys[kk rS;kj djuk
vko';d gS rFkk izn'kZuh dh lekfIr osQ ,d ekg
osQ Hkhrj lHkh laxr ewy okmpjksa vkSj jlhnksa lfgr
ys[kk foHkkx] ,u-lh-bZ-vkj-Vh- osQ ys[ks esa lek;kstu
gsrq ,u-lh-bZ-vkj-Vh- dks vxzlkfjr dj fn, tk,aA
lqfoèkk gsrq izi=k I layXu gSA lHkh okmpj izn'kZuh osQ
leUo;d@izHkkjh }kjk gLrk{kfjr rFkk lR;kfir fd;s
tk,aA {ks=kh; Hkk"kk osQ lHkh okmpjksa@jlhnksa dks vuqokfnr
vaxzs”kh izfr lfgr] jkT; Lrjh; foKku izn'kZuh osQ
leUo;d@izHkkjh }kjk izekf.kr fd;k tk, rkfd ys[kksa
osQ lek;kstu vkSj ys[kk ijh{kk osQ fy, lqfo/k gks
losQA O;; dh ,slh enksa osQ okmpj@jlhnksa dks tks
osQoy O;; ekudksa osQ varxZr vkrs gSa] Ñi;k mUgha
jlhnksa dks bl foHkkx dks ys[kksa osQ lek;kstu@ O;oLFkkiu
gsrq HkstsaA 5000@&#- ls vf/d osQ Hkqxrku vknkrk }kjk
jlhnh fVdV ij izkIr fd, tk,aA
Ñi;k ;g tk¡p fy;k tk, fd O;; jkf'k osQ lHkh
okmpj@jlhnsa fof/or lR;kfir gSa] rn~uqlkj Hkqxrku gsrq
ikfjr dh tk,aA lqfo/k gsrq uhps bl izek.ki=k dk uewuk
n'kkZ;k x;k gS %
^^#i, —————— (#i, ———————————————————— ek=k) osQ
Hkqxrku gsrq lR;kfir vkSj ikfjrA
jkT; Lrjh; foKku izn'kZuh osQ leUo;d@izHkkjh
}kjk gLrk{kfjr fd;k tk,
30
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
4
izi=k
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡–2009&2010
izi=k I
ys[kk&tks[kk
jkT;@osaQnz 'kkflr izns'k
izn'kZuh osQ vk;kstu dh frfFk;k¡
izn'kZuh LFky
O;;
izkfIr
okmpj
la[;k
izkfIr
frfFk
vuqnku
fooj.k
MªkÝV la[;k
fnuk¡d
fu;a=k.k
vf/dkjh osQ
gLrk{kj
izkIr
jkf'k
okmpj
la[;k
O;; frfFk
en osQ vuqlkj
fooj.k
O;; jkf'k
vU; izkfIr
;ksx
,u-lh-bZ-vkj-Vh- dks okil dh xbZ
'ks"k jkf'k (;fn gS rks) }kjk----;ksx
izekf.kr fd;k tkrk gS fd mi;qZDr O;; jkT; Lrjh; foKku izn'kZuh osQ fy, ,u-lh-bZ-vkj-Vh- }kjk izkIr
funsZ'kksa osQ vuqlkj fd;k x;k gSA ;g Hkh izekf.kr fd;k tkrk gS fd fu/kZfjr ekunaMksa rFkk funsZ'kksa osQ vfrfjDr
bl O;; jkf'k esa vU; dksbZ O;; fooj.k lfEefyr ugha gSA
fnuk¡d
leUo;d@vf/dkjh osQ gLrk{kj ,oa eksgj
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
31
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡–2009&2010
izi=k II
izfrHkkxh LowQyksa dh lwph
jkT;@osaQnz 'kkflr izns'k
izn'kZuh osQ vk;kstu dh frfFk;k¡
izn'kZuh LFky
LowQyksa dk
izdkj*
LowQyksa
dh
la[;k
tutkrh; (t)@ izn'kks@± ekWMyksa
xzkeh.k (x)@ dh la[;k
'kgjh ('k)
izfrHkkxh
iq#"k L=kh
jk
lfu
ful
fcfu
Nk=k@Nk=kk
f'k{kd
;ksx
iq#"k
L=kh
;ksx
v-tk-@v-t-tk-
t
x
'k
t
x
'k
t
x
'k
t
x
'k
;ksx
*jk&
jktdh;% fdlh jkT; ljdkj ;k osaQnz ljdkj ;k lkoZtfud {ks=k osQ miØe ;k ljdkj }kjk iw.kZr% foÙkh; lgk;rkizkIr Lo'kklh
fudk; }kjk lapkfyr jktdh; fo|ky;_
lfu& LFkkuh; fudk;% iapk;rh jkt rFkk LFkkuh; fudk; laLFkkvksa tSls ftyk ifj"kn~] uxj fuxe] E;qfufliy desVh ;k osQUVksUesaV
cksMZ }kjk lapkfyr jktdh; fo|ky;_
ful& futh lgk;rkizkIr% fdlh futh laLFkk ;k fdlh O;fDr fo'ks"k }kjk lapkfyr fo|ky; tks ljdkj ;k LFkkuh; fudk; ls foÙkh;
lgk;rk izkIr djrs gSa_
fcfu& fcuk lgk;rkizkIr% fdlh futh laLFkk ;k fdlh O;fDr fo'ks"k }kjk lapkfyr fo|ky; tks ljdkj ;k LFkkuh; fudk; ls dksbZ
foÙkh; futh laLFkk ls lgk;rk izkIr ugha djrs gSaA
32
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
33
oqQy ;ksx
rduhd
ozQhM+k rFkk [ksyowQn esa foKku ,oa
nSfud thou vkSj xf.kr
lwpuk rFkk lapkj izks|kSfxdh
ekuo dY;k.k osQ fy, tho&foKku
gfjr mQtkZ
uokpkj@rkRdkfyd
LFkSfrd izk:i
vè;;u@loZs fjiksVZ
iznf'kZr oLrqvksa osQ izdkj ,oa mudh la[;k
tyok;q ifjorZuµdkj.k rFkk ifj.kke
mi&fo"k;
izn'kZuh LFky
izn'kZuh osQ vk;kstu dh frfFk;k¡
jkT;@osaQnz 'kkflr izns'k
izi=k III
iznf'kZr oLrqvksa osQ izdkj ,oa mudh la[;k osQ fy, lwpuk
eq[; fo"k; – foKku] izkS|ksfxdh ,oa lekt
dksbZ vU;
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡–2009&2010
(mYys[k djsa)
iznf'kZr oLrqvksa dh
oqQy la[;k
34
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
cPpksa osQ fy, jkT; Lrjh; foKku izn'kZfu;k¡–2009&2010
fu.kkZ;dksa osQ uke
in uke
dk;kZy; dk irk] iQksu] iSQDl ,oa bZ&esy vkoklh; irk] iQksu ,oa eksckby ua-
vof/
vuqjks/ gS fd ,sls lHkh oDrO;ksa dks i`Fkd :i ls vxzlkfjr djsaA
* foKku izn'kZfu;ksa osQ vk;kstu osQ fo"k; esa fu.kkZ;dksa osQ vius lq>ko rFkk fopkj gks ldrs gSaA ,u-lh-bZ-vkj-Vh- ,sls lHkh fopkjksa dk Lokxr djrh gSA
Øe
la[;k
izi=k IV
fu.kkZ;dksa dh uke lwph & mi&fo"k; vuqlkj*
vk;kstu LFky _____________________________________
eq[; fo"k; – foKku] çkS|ksfxdh ,oa lekt
mi&fo"k;
tyok;q ifjorZuµdkj.k rFkk ifj.kke@ gfjr mQtkZ @ ekuo dY;k.k osQ
(d`i;k ewY;k¡du osQ fy, mi&fo"k; ij lgh
fy, tho&foKku@ lwpuk rFkk lapkj izkS|ksfxdh@ nSfud thou vkSj
dk fu'kku yxk,¡)
xf.kr@ ØhM+k rFkk [skyowQn esa foKku ,oa rduhd
jkT;
cPpksa osQ fy, 37oha tokgjyky usg: jk"Vªh; foKku izn'kZuh–2010
eq[; fo"k;µ foKku] izkS|ksfxdh ,oa lekt
izi=k V
izn'kZ@ekWMy dh lwpuk osQ fy, izi=k
1.
2.
izn'kZ@ekWMy dk 'kh"kZd
mi&fo"k;
,d ij √ djsa)
(osQoy
3.
fo|kFkhZ@fo|kfFkZ;kssa osQ uke
4.
f'k{kd@f'k{kdksa osQ uke
5.
LowQy dk uke rFkk irk
6.
LowQy dk izdkj*
7.
LowQy dh lac¼rk
8.
LowQy dk LFkku
iznf'kZr oLrq dk izdkj
9.
10.
11.
*jk&
lfu&
ful
fcfu&
iznf'kZr oLrq dh vuqekfur ykxr
izn'kZu gsrq vko';drk,a
(i) 'kkfe;kuk@[kqyh txg@va/sjk (MkoZQ) dejk
(ii) est dk vkdkj
(iii) ikuh dh vkiwfrZ
(iv) fctyh osQ fcanqvksa (IokbaV~l) dh la[;k
tyok;q ifjorZuµdkj.k rFkk ifj.kke@gfjr ÅtkZ@ekuo dY;k.k osQ
fy, tho&foKku@lwpuk rFkk lapkj izkS|ksfxdh@nSfud thou vkSj
xf.kr@ ozQhM+k rFkk [ksyowQn esa foKku ,oa rduhd
(Nk=kk@Nk=k)
(Nk=kk@Nk=k)
(Nk=kk@Nk=k)
(Nk=kk@Nk=k)
(L=kh@iq#"k)
(L=kh@iq#"k)
fiu
jktdh;@LFkkuh; fudk;@futh lgk;rkizkIr@fcuk lgk;rkizkIr futh
laLFkk@vU;
jkT;cksM@Z vkbZ-lh-,l-bZ-@lh-ch-,l-bZvU; dksbZ (mYys[k djsa)
tutkrh; (Vªkbcy)@xzkeh.k@'kgjh
uokpkj@rkRdkfyd midj.k@xfr'khy izk:i@LFkSfrd
izk:i@vè;;u@loZs fjiksVZ@dksbZ vU; (mYys[k djsa)
#.
yackbZ :
gk¡@ugha%
la.:
eh-esa ; pkSM+kbZ:
(5 Amp); la.:
eh-esa.
(15 Amp)
jktdh; % fdlh jkT; ljdkj ;k osaQnz ljdkj ;k lkoZtfud {ks=k osQ miØe ;k ljdkj }kjk iw.kZr% foÙkh; lgk;rkizkIr Lo'kklh
fudk; osQ }kjk lapkfyr jktdh; fo|ky;_
LFkkuh; fudk; % iapk;rh jkt rFkk LFkkuh; fudk; laLFkkvksa tSls ftyk ifj"kn~] uxj fuxe] E;qfufliy desVh ;k osQUVksUesaV
cksMZ }kjk lapkfyr LFkkuh; fudk; fo|ky;_
futh lgk;rkizkIr % fdlh futh laLFkk ;k fdlh O;fDr fo'ks"k }kjk lapkfyr fo|ky; tks ljdkj ;k LFkkuh; fudk; ls foÙkh;
lgk;rk izkIr djrs gSa_
fcuk lgk;rkizkIr futh laLFkk % fdlh futh laLFkk ;k fdlh O;fDr fo'ks"k }kjk lapkfyr fo|ky; tks ljdkj ;k LFkkuh; fudk;
ls dksbZ foÙkh; lgk;rk izkIr ugha djrsA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
35
12- izn'kZ@ekWMy dks cukus osQ fy, izsjd@lgk;rk lzksr
(fuEufyf[kr ls izkIr lgk;rk dh izÑfr rFkk :i dk la{ksi esa fooj.k nsa)A
(i)
f'k{kdx.k@LowQy ls
_______________________________________________________________
_______________________________________________________________
(ii)
ekrk&firk ls
_______________________________________________________________
_______________________________________________________________
(iii)
lkFkh lewg ls
_______________________________________________________________
_______________________________________________________________
(iv)
dksbZ vU;
_______________________________________________________________
_______________________________________________________________
13.
lkj la{ksi.k (iznf'kZr oLrq osQ fl¼kar ,oa iz;kstu dk rhu iafDr;ksa esa o.kZu djsa)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
14.
fuEu iQkesZV esa izn'kZ@ekWMy dk vkys[k (1000 'kCnksa ls vf/d ugha) (uksV % cPpksa osQ fy, tokgjyky usg: jk"Vªh; foKku
izn'kZuh&2010 osQ fy, izn'kZ p;fur gksus ij fn, x, vkys[k dks ^LVªDpj ,saM ofd±x vkWiQ lkbal ekWMYl~* iqfLrdk esa Nkius
ij fopkj fd;k tk ldrk gSA lqfo/k osQ fy, ,d fun'kZukRed vkys[k layXu gSA)
I.
Hkwfedk
(i) iznf'kZr oLrq osQ fuekZ.k osQ ihNs ckSf¼d mís';_
(ii) lekfo"V oSKkfud fl¼kar
II. o.kZu
(i) fuekZ.k esa iz;qDr oLrq,a (lkexzh)_
(ii) iznf'kZr oLrq dh lajpuk dh dk;Z i¼fr_
(iii) mldh iz;qfDr (vxj dksbZ gS)A
III. funsZ'ku
iznf'kZr oLrq osQ fuekZ.k esa lgk;d iqLrdksa rFkk if=kdkvksa osQ uke
IV. fp=k
(i) iznf'kZr oLrq dks n'kkZrs gq,] izk:i dk 'osr&';ke js[kkfp=k_
(ii) iznf'kZr oLrq dk utnhd ls fy;k x;k iQksVksA
uksV
(i)
(ii)
Ñi;k fp=kksa dks u rks fdlh dkxt ij fpidk,a vkSj u gh mu ij fiu yxk,aA iQksVks dks vyx fyiQkisQ esa layXu djsaA
iQksVks dk o.kZu blosQ ihNs fy[ksaA
Ñi;k izfrHkkxh Nk=kksa@Nk=kkvksa ;k muosQ f'k{kd dk iQksVks layXu u djsaA
(lHkh izfrHkkxh Nk=kksa@Nk=kkvksa rFkk f'k{kd osQ gLrk{kj)
36
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
5 cPpksa osQ fy, 35oha tokgjyky usg: jk"Vªh; foKku izn'kZuh&2008
lksyu esa iznf'kZr ,d izn'kZ ¶o`Ùk lacèa kh ize;
s ksa dk o`Ùkh; rF; lR;kiu;a=k
}kjk lR;kiu djuk¸ dk ,d fun'kZukRed fooj.k
Nk=k
euh"k ekyh
jktdh; mPprj ekè;fed fo|ky;
uohu Hkou
fljksgh
jktLFkku
f'k{kd
Jh 'kadj yky
izLrkouk
foxr o"kks± esa xf.kr fo"k; osQ izfr Nk=kksa esa c<+rk gqvk Hk; ,oa T;kferh; izes;ksa osQ izfr v#fp gksus ls fo"k;
dh lkFkZdrk ij iz'ufpUg yx jgk gSA o`Ùk laca/h izes; ljy ,oa ljl gksus ij Hkh mldk f'k{k.k v#fpdj
eglwl gksus osQ dkj.k f'k{kd ,oa Nk=kksa osQ fy, nqfo/k cu x;k gSA
bl gsrq fu£er o`Ùkh; rF; lR;kiu ;a=k dk mi;ksx djus ls] vyx&vyx midj.kksa osQ mi;ksx osQ ctk;
,d gh midj.k esa lc oqQN Lo;a mi;ksx djus osQ dkj.k Lo;a djosQ lh[kus ls fo"k; osQ izfr vfHk#fp c<+rh
gSA ;g "Learning by Doing" fl¼kar ij vk/kfjr gSA
mís';
1- T;kferh osQ izfr O;kIr Hk; dks nwj djuk_
2- T;kferh dFku dks ^^Lo;a djosQ lh[kus** ls Nk=kksa esa vkRefo'okl dh c<+ksrjh ,oa fo"k; osQ izfr yxko
mRiUu djuk_
3- f'k{k.k #fpdj] ljl ,oa ljyre :i ls fl[kkus esa l{ke cukuk_
4- vè;kiu osQ fy, bldk f'k{k.k lgk;d lkexzh osQ :i esa mi;ksx djukA
fl¼kar
;g midj.k o`Ùkh; rF;ksa dk lR;kiu djus esa lgk;d gS ftlesa o`Ùk laca/h dFku tSlsµ
1- o`Ùk esa leku pki gksus ij muesa cuh thokvksa esa laca/A
2- o`Ùk esa leku thokvksa ,oa muosQ }kjk osaQnz ij cuk, x, dks.kksa esa laca/A
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
37
3- o`Ùk esa cus pki ,oa mlh pki }kjk osaQnz ij cus dks.k rFkk 'ks"k ifjf/ esa cus dks.kksa esa laca/A
4- v¼Zo`Ùk esa cus dks.kksa dh fo'ks"krk,aA
5- pØh; prqHkZqt osQ lEeq[k dks.kksa esa laca/A
6- pki }kjk ,dkarj o`Ùk [kaM esa cus dks.kksa esa laca/A
7- o`Ùk esa Li'kZ js[kk ,oa thok osQ chp cus dks.k ,oa mlh thok }kjk ,dkarj o`Ùk [kaM esa cus dks.kksa esa lac/a A
8- o`Ùk esa ckg~; fcanq ls [khaph xbZ Li'kZ js[kkvksa esa laca/A
9- o`Ùk esa f=kT;k ,oa Li'kZ js[kk osQ chp cus dks.k dk ekuA
10- o`Ùk esa thok ij osaQnz ls Mkyk x;k yac ,oa thokvksa esa laca/A
11- o`Ùk esa leku thokvksa dh osaQnz ls nwfj;ksa esa laca/A
mijksDr T;kferh; dFkuksa osQ lR;kiu esa fuEu fl¼karksa dk mi;ksx fd;k x;k gS %
1- o`Ùk esa osaQnz ij cus lHkh dks.kksa dk ;ksx = 360°
2- o`Ùk esa lHkh f=kT;k,a leku gksrh gSaA
3- o`Ùk esa cus oxZ osQ fod.kZ] o`Ùk osQ O;kl dh yackbZ osQ cjkcj gksrs gSaA
4- o`Ùk esa cuk le"kV~Hkqt mls leku pki] leku thok ,oa osaQnz ij
60°
osQ dks.kksa esa ck¡Vrk gSA
5- blesa fLFkr leckgq f=kHkqt osQ osaQnzd] ifjosaQnzd] yac osaQnzd rFkk var%osaQnzd o`Ùk osQ osaQnzd ij gh laikrh
gksrs gSaA
iz;qDr lkexzh
1- gkMZ cksMZ 1.5 × 1.5 iqQV
2- isQohdksy 200 xzke
3- pk¡ns 4 v¼Zpankz dkj o ,d cM+k iw.kZ pankz dkj
4- pkVZ isij&2
5- FkeksZdksy 'khV&1
6- vkWyfiu] /kxk vko';drkuqlkjA
(0° × 360°)
vuqekfur O;;
200 – 220 #i, ek=kA
lajpuk ,oa dk;Z iz.kkyh
1- bl midj.k dh lajpuk dk eq[; ?kVd ,d o`Ùk gS ftlesa rhu
T;kferh; vko`Qfr;k¡ gSa tks o`Ùk osQ Hkhrj mldh ifjf/ ij fLFkr
fcanqvksa ij cuh gSa (fp=k 20-1)
2- bl fp=k esa AE, BF, CG ,oa DH o`Ùk osQ O;kl gSaA
38
fp=k 20-1
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
3- ckg~; fcanq
P
ls o`Ùk ij [khaph xbZ js[kk,¡
PC
,oa
PE
cukbZ xbZ gSaA
4- bl lajpuk esa v¼Z o`Ùk esa vyx&vyx fuEu f=kHkqt curs gSaA
5- bl lajpuk esa fofHkUu pkiksa }kjk ,d gh vof/ ij fuEu dks.k curs gSaA
bl izdkj fofHkUu o`Ùkh; rF;ksa osQ fy, pk¡ns ls dks.kksa dk ekiu ,oa pki] thok dh yackbZ dk ekiu èkkxs ls
;k LosQy ls djrs gq, rF;ksa osQ lgh gksus dh iqf"V dh tkrh gSA bl gsrq vyx&vyx 'kh"kZ fcanqvksa ij vkWyfiu
,oa pk¡ns yxk, x, gSaA
osaQnz ij iw.kZpanzdkj pk¡ns tks 0° ls 360° rd dk ekiu dj ldrk gS] yxk;k x;k gSA vko';drkuqlkj pk¡nksa
dh fLFkfr esa ifjorZu Hkh fd;k tk ldrk gSA
iz{s k.k
o`Ùk
ACEG
esa leku thokvksa ,oa muls cus pkiksa dh yackbZ esa laca/
1- oxZ esa izR;sd Hkqtk,¡ leku gSa vFkkZr~
AC = CE = EG = GA
(fp=k 20-2)A
2- o`Ùk esa leku pki ,oa muls osaQnz ij cus dks.kksa esa laca/ (fp=k 20-3)A
3- o`Ùk esa pki }kjk osaQnz ij ,oa 'ks"k ifjf/ ij cus dks.kksa esa laca/ (fp=k 20-4)A
4- o`Ùk esa Li'kZ js[kk ,oa f=kT;k osQ chp cus dks.kksa esa laca/ (fp=k 20-5)A
5- o`Ùk esa ckg~; fcanq ls [khaph xbZ Li'kZ js[kkvksa esa laca/ (fp=k 20-6)A
6- o`Ùk esa Li'kZ js[kk ,oa thok osQ chp cus dks.k ,oa mlh thok }kjk ,dkarj
o`Ùk [kaM esa cus dks.kksa esa laca/ (fp=k 20-6)A
mi;ksfxrk
1- bl o`rh; rF; lR;kiu ;a=k dh lgk;rk ls mijksDr izs{k.kksa ls fn, x, rF;ksa dk izk;ksfxd fof/ ls
lR;kiu dj vf/xe dj ldrs gSaA
2- blosQ mi;ksx ls detksj Nk=kksa osQ fy, izes; laca/h Kku dks jVus dh ctk; muesa le> fodflr gksxh
,oa fo"k; osQ izfr muesa ftKklk dh izo`fr fodflr gksxhA
3- bldh lgk;rk ls vKkr dks Kkr ls rqyuk djus dh le> fodflr gksxhA
lanHkZ
1- d{kk 8oha ,oa 10oha dh xf.kr (f}rh;) ikB~;iqLrdA
lkfgR;
2- xf.kr f'k{kd izf'k{k.k lanf'kZdkA
3- js[kkxf.krh; izes;ksa dk lS¼kafrd i{kA
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
39
thok AC=CE=EG=GA
vr% CE=EG=GA
o`Ùk esa leku thok,a leku pki cukrh gSa
fp=k 20-3
fp=k 20-2
o`Ùk esa Li'kZ js[kk ,oa f=kT;k osQ chp cus dks.kksa esa laca/A
fp=k 20-5
fp=k 20-4
o`Ùk esa ckg~; fcanq ls [khaph xbZ Li'kZ js[kkvksa esa laca/A
fp=k 20-6
40
jkT; Lrjh; foKku izn'kZfu;k¡µ2009&2010 osQ fy, fn'kkfunsZ'k
1 GUIDELINES FOR THE PREPARATION OF EXHIBITS AND MODELS
INTRODUCTION
All children are naturally motivated to learn
and are capable of learning. They are natural
learners and knowledge is the outcome of their
own activity.
Children learn through interactions with
the environment around, nature, things and
people–both through actions and through
languages. They construct knowledge by
connecting new ideas to their existing ideas
based on materials/activities presented to
them. The structuring and restructuring of
ideas are essential features as children
progress in learning. They actively engage with
the world around them, exploring, responding,
inventing, working things out, and
interpreting. In order to stimulate creativity
and inventiveness in science, National
Curriculum Framework (NCF) – 2005
emphasises on activities, experiments,
technological modules etc. NCF – 2005 also
encourages implementation of various
curricular activities (even if these are not
part of the examination) through a massive
expansion of non-formal channels such as
organisation of science exhibition at the
national level for school students, with
feeder events at school/block/tehsil/
district/region/state levels. The objective
must be to search and nurture inventive/
creative talent among students. NCF–2005
further envisages the upgradation of
current activity in this regard by many
orders of magnitude, through co-ordination
of state and central agencies, NGOs, teacher
associations etc., financial support and
mobilisation of experts in the country. Such
a movement should gradually spread to
every corner of India and even across South
Asia, unleashing a wave of creativity and
scientific temper among young students and
their teachers.
Guidelines for State Level Science Exhibitions–2009-10
Science is a powerful way of investigating
and understanding the world. Therefore, the
teaching of science must enable children to
examine and analyse their everyday
experiences. Every resource must be explored
to enable children to express themselves and
to handle objects. Concerns and issues
pertaining to the environment should be given
importance on all possible occasions through
a wide range of activities involving outdoor
project works. Some of the information and
understanding, flowing from such activities
and projects could contribute to the
elaboration of a publicly accessible database,
which would in turn become a valuable
educational resource. Well-planned student
projects may lead to knowledge generation.
Such projects may then get a place for display
in various science exhibitions.
The National Council of Educational
Research and Training (NCERT), New Delhi
organises Jawaharlal Nehru National Science
Exhibition for Children (JNNSEC) every year
for popularising science amongst children,
teachers and public in general. This exhibition
is a culmination of various exhibitions
organised in the previous year by the States,
UTs and other organisations at district, zonal,
regional and finally at the state level. Selected
schools from all States and Union Territories,
the Kendriya Vidyalaya Sangathan, the
Navodaya Vidyalaya Samiti, Department of
Atomic Energy Central Schools, CBSE affiliated
public (independent) Schools and
Demonstration Multipurpose Schools of
Regional Institutes of Education participate in
this national level exhibition. Like in the past
several years such exhibitions are to be
organised from district to state level during the
year – 2009-10 too. These would form the first
phase of preparation for the 37th Jawaharlal
41
Nehru National Science Exhibition for Children
to be organised in November 2010. To create a
caring community in a well developed society,
the main theme for the State Level Science
Exhibitions for Children (SLSEC)–2009-10
would be ‘Science, Technology and Society ’.
We confront many crucial issues as a
rapidly progressing society, which are directly
or indirectly related to science and technology.
Among these issues, there are a number of
daily and real life situations. There are various
problems related to climate change, global
warming, resource depletion, pollution,
health, nutrition and environment. Children
need to be aware of such situations, issues
and problems that the society is facing. It is
aimed to empower them to apply their
scientific and technological knowledge and
their mathematical understanding to solve
them in order to sustain well being of people
of modern society. They should understand
how human societies unlimited use of natural
resources affects the quality of life and
ecosystem. Children need to be encouraged
to appreciate and participate in the
responsible use of science and technology for
the benefit of the society. They should also
have a scientific vision about different issues
and the ability to acquire and process
information about scientific and technological
developments and their long term
implications on society.
The main objectives of the exhibitions are:
• to provide a forum for children to
pursue their natural curiosity and
inventiveness to quench their thirst for
creativity;
• to make children feel that science is all
around us and we can gain knowledge
as well as solve many problems also by
relating the learning process to the
physical and social environment;
• to lay emphasis on the development of
science and technology as a major
instrument for achieving goals of
self-reliance and socio-economic and
socio-ecological development;
• to highlight the role of science and
technology for producing good quality
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and environmental friendly materials
for the use of society;
• to encourage children to visualise future
of the nation and help them become
sensitive and responsible citizens;
• to analyse how science and technology
have developed and is affected by many
diverse individuals, cultures and
societies;
• to develop critical thinking about global
issues to maintain healthy and
sustainable societies;
• to appreciate the role of science and
technology in meeting the challenges of
climate change, opening new avenues in
the area of agriculture, fertiliser, food
processing, biotechnology, green energy,
information and communication
technology, astronomy, games and
sports etc.;
• to apply mathematics to visualise and
solve problems pertaining to everyday
life etc.
It is envisaged that students and teachers
would try to analyse all aspects of human
endeavor with a view to identify where and
how the new researches and developments
in science and technology can bring and
sustain progress of society leading to
improvement in the quality of life.
The organisation of science exhibitions would
also provide opportunities to all participating
students, teachers and visitors to get
acquainted with different kind of equipments,
devices and techniques. This exercise would
enable the students and teachers to generate
scientific ideas for addressing various
problems of the society.
In order to facilitate the preparation of
exhibits and models for display and the
organisation of State Level Science Exhibitions
during 2009-10, six sub-themes have been
identified. These are:
1. Climate Change–Causes and Consequences;
2. Green Energy;
3. Biology in Human Welfare;
4. Information and Communication Technology;
5. Mathematics and Everyday Life;
6. Science and Technology in Games and Sports.
Guidelines for State Level Science Exhibitions–2009-10
The importance of each sub-theme in the
context of the main theme and a number of
ideas for development of exhibits are given
below. However, these ideas are only
suggestive. Participants are free to develop
exhibits based on other related ideas of their
choice.
THEME : SCIENCE, TECHNOLOGY AND SOCIETY
1. Climate
Change—Causes
Consequences
and
Climate change is emerging as perhaps the
greatest environmental challenge of the 21st
century. Climate change refers to any
significant change in measures of climate (such
as temperature, precipitation or wind) lasting
for decades or even longer. These changes may
result from change in earth’s orbit around the
sun, change in intensity of sun rays, change
in ocean circulation, and various activities of
human (like excessive burning of fossil fuels,
deforestation, urbanisation, desertification etc.)
that change the atmospheric composition.
Climate is always changing, but scientists
are concerned that global warming caused by
human activities has overtaken natural
fluctuations in climate and that this is having
serious consequences for people and the planet
earth. It can upset the delicate ecological
balance of the earth and its living organisms.
Data of tree growth, tropical air temperature
and carbon dioxide emission collected over 16
years indicate that a warming climate may
cause the tropical forests to give off more carbon
dioxide than they take up. Climate change
affects all – plants, people and animals. Human
health can be affected directly or indirectly by
climate change, through extreme periods of
heat and cold, storm and smog episodes and
climate sensitive diseases such as malaria,
yellow fever and dengue. Melting of glaciers,
sea level rise, exposure to climate disaster due
to erratic weather patterns, food insecurity,
water stress, declining health, collapsing
ecosystem are various consequences of climate
change. Many species are on the verge of being
extinct. Loss of key predator or key species may
Guidelines for State Level Science Exhibitions–2009-10
affect the life cycle of other organisms in the
food chain. Even small change in climate may
cause fundamental disruptions in habitat.
Floods, droughts, famines and social
conflicts resulting from climate change also
threaten the developmental goal. Our lives and
livelihood are destroyed when we are deprived
of land, food, water, forest, natural resources,
and energy. About 700 million people of India
depending directly on climate sensitive sectors,
such as agriculture, forest and fisheries for
their livelihood will face the brunt of the
consequences of climate change. Good thing is
that change has been gradual so far. Therefore,
the effects of climate change have the potential
to be manageable. In this scenario, we need
sustainability literacy for all, to better
understand the world in which we live and face
the future with hope and confidence.
The objective of this sub-theme is to foster
awareness about the causes and consequences
of climate change on a sustainable society and
to help children become environmentally and
socially responsible global citizens. Children
should be sensitised that many activities of our
daily life can have an effect on our immediate
surroundings and on places as far as
Antarctica, because climatic change issues are
not confined to the boundary of any one
country.
The exhibits/models in this sub-theme
may pertain to:
• studies of impact of climate change on
agriculture;
• energy footprint and methods to reduce
greenhouse gases;
• conditions of drought, flood, famine,
and effective measures required to
combat them;
• reclamation of riverbanks and flood
affected areas for the rehabilitation of
landless people;
• activities that add/reduce carbon
dioxide in atmosphere/demonstrate
balancing of carbon cycle;
• effect of climate change on carbon cycle
and water cycle;
• estimating one’s carbon footprint on
the globe;
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measure to control air/water pollution/
various methods of air/water
purification/effect of pollution on living
beings;
human susceptibility to infectious
diseases through malnutrition due to
climate stress and ways to controlling
them/studies of the impact of global
warming on human health (spread of
epidemic like dengue, malaria, yellow
fever etc.);
adoption of living beings to increased
temperature for their survival;
designs and development of automatic
weather-recording devices;
use of ecofriendly and innovative
devices that may help in combating
climate change;
estimation of school’s green house
gases emission and ways to mitigate
their impact on school climate;
controlling water -borne infection
related diseases;
managing/recycling solid wastes;
innovative designs/methods of waste
water recycling/reclamation/using
recycled water in industries/homes;
desalination technology to remove salt
and other minerals from water;
dripper clogging removal in waste
water irrigation;
ground water recharging using water
of impaired quality;
innovative technologies/designs of
sanitation/hygiene related issues;
desertification of soil and its remedy;
innovative designs for enhancing
efficiencies of existing lighting system/
automobiles/machines/stoves/
chulhas;
innovative designs/technologies of
environmental friendly electricity
generation;
devices for the assessment of wind
energy/solar insulation;
innovative methods to reduce ozone
pollution;
mathematical modelling and computer
simulation of climate dynamics/
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prediction of weather phenomena
based on a number of predictors;
mathematical modelling to show
spread of forest fire depending on the
types of trees, weather and nature of
the ground surface; etc.
2. Green Energy
The term ‘green energy’ is used for those energy
sources which are considered to be environment
friendly. This term is synonymous with the
widely accepted term ‘renewable energy’.
Renewable energy sources can be renewed,
regenerated or replenished over a short period
of time through natural processes. These energy
sources, therefore, are perennial. These are
perceived to produce less pollutents and result
in lower environmental pollution and carbon
emission. It has already been shown in India and
in many other countries that it is possible to
reduce the energy consumption without
compromising with the quality of required
energy services. The most logical way to reduce
energy consumption is to use available energy
in the most efficient manner and to minimise
energy wastage. It is a well documented fact that
the carbon emission per unit of electricity
produced from renewable energy technologies
and energy efficient cogeneration based power
plants are significantly lower than the fossil fuel
power plants.
Ever increasing greenhouse gas emission
into the atmosphere and related climate change
is now recognised to be one of the major
challenges for mankind. In order to minimise
the perils of climate change, it is therefore
necessary to urgently take up measures to
reduce carbon footprint. Energy production
and its uses contribute much towards carbon
emission. Therefore, increasing the use of
green energy and enhancing energy efficiency
of existing technologies, carbon emission can
be mitigated.
Though India has a large reserve of fossil
fuels but because of its growing demand of
energy, the country is now a net importer of
energy. Currently the installed power
generating capacity in the country
is over 146,000 MW; the majority of which
Guidelines for State Level Science Exhibitions–2009-10
(around 70 per cent) comes from burning of
coal, gas and oil. Large hydroplants contribute
14 per cent and nuclear energy around 4 per
cent. The contribution of renewable energy
technologies in installed power generating
capacity in the country is around 9 per cent
with contributions from wind, small
hydroplants and biomass. Prima-facie, use of
renewable energy may appear costlier than the
conventional energy, but keeping in mind its
benefits, which include assured availability of
power and a much lower contribution towards
global warming, it is worthwhile that India has
evolved an action plan to make judicious use
of renewable energy resources. Some of the
renewable sources of energy in India are
described below.
Solar Energy: This tremendous potential
of energy can be harnessed using a variety of
devices. With recent developments, solar
energy systems are easily available for
industrial and domestic use (heating) with the
added advantage of minimum maintenance.
Most of the developed countries are switching
over to solar energy as one of the prime
renewable energy sources. The current
architectural designs make provision for
photovoltaic cells and necessary flow of heat
while making building plans.
Wind Energy: It is one of the most efficient
alternative energy sources. Globally, use of
wind energy is growing at the rate of 30 per
cent annually. There has been a good deal of
development in wind turbine technology over
the last decade with many new companies
joining the concern. Wind turbines have
become larger. Their ef ficiencies and
availabilities have improved. The concept of
wind farm has become very popular. Efforts
are being made to combine it with solar energy
to provide a total self sustainability to the
project. The cost of production of wind energy
will reduce with increase in its usage. This is
indicated by a boom in wind turbine market.
India now ranks as a “wind superpower”
having a net potential of about 45,000 MW
only from 13 identified states.
Hydroelectric Power: India has a huge
hydropower potential, out of which around
Guidelines for State Level Science Exhibitions–2009-10
20 per cent has been realised so far. The new
hydro projects are facing serious resistance
from environmentalists. Resettlement of the
displaced people with their lands is one of the
major issues. The dislocation of human
settlements causes physical and psychological
stress.
Biomass Energy: It can play an important
role in reducing India’s dependence on fossil
fuels (primarily coal) by making use of
thermo-chemical conversion technologies. In
addition, the increased utilisation of biomassbased fuels will be instrumental in
safeguarding the environment, sustainable
development, health improvement in rural
areas and creating new job opportunities.
Biomass energy could also aid in modernising
the agricultural economy. A large amount of
energy is expended in the cultivation and
processing of crops like sugarcane, food
grains, vegetables and fruits which can be
recovered by utilising energy-rich residues for
energy production. The integration of
biomass-fuelled gasifiers and coal-fired
energy generation would lower investment.
Electrification of villages using biogas is one
of the most prestigious programme of the
Government of India.
Waste-to-energy: These are the efforts of
entrepreneurs to provide environment friendly
management and disposal of wastes, as well
as the generation of clean electric power from
a variety of wastes. Waste-to-energy facilities
produce clean, renewable energy through
thermo-chemical,
biochemical
and
physicochemical methods.
Micro-generation: The traditional
“mega-power” production of electricity is
insufficient today because of exponential
industrial growth and high living standards.
Micro-generation is also called “micro-power”.
It is the generation of zero or low-carbon
electrical power by individuals, small
businesses and communities to meet their own
needs and can act as a catalyst for cultural
changes in consumer attitude. It is both a
serious form of clean energy production and
also a cultural movement that is gaining
momentum worldwide.
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Micro-generation technologies include
small wind turbines, biomass gasifiers, solar
power, micro-hydro, or a combination of these
technologies. Hand held solar and wind-power
recharging devices for personal electronics, as
well as advanced photovoltaic cells, biomass
and wind-turbine systems for domestic and
industrial power generation are result of
technological advances.
The main purpose of this sub-theme is to
make children feel the need to study and
analyse various aspects of green energy — its
generation, transmission, distribution and
management besides realising its cost
effectiveness and positive impact on the
environment and society.
The exhibits/models in this sub-theme
may pertain to:
• green roof technologies/roof
mounted solar technologies such as
solar water heater, solar lighting
system/heating system of a building
by solar heater;
• devices to make breeze funneling
towards your home/natural cooling of
the house;
• designs of insulated bricks for very
cold/hot places/methods of heat
retention in materials/heat control in
the design of house;
• green bricks using waste materials/
different innovative materials for
furniture/construction/road laying;
• innovative designs of solar cooker/solar
distiller/solar dryer for food processing/
solar heated houses;
• solar thermal electricity/community
solar project;
• innovative designs for installation of
solar tower/ mounting solar panels for
electrification in buildings;
• hybrid solar lighting (solar illumination
by routing daylight into the interior
part of the building by reflecting a
focused beam of sunlight through
optical fiber cables);
• studies of variation in sunshine
intensity at a given place for developing
indigenous method of its usage;
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projects for measuring availability of
solar/ wind energy in a given area;
wind turbines for domestic use with
vertical/horizontal axis;
designs of low noise wind farm;
innovative/indigenous designs of
domestic hydroelectric generator/wind/
water mill for grinding grains/ drawing
water from the well and to generate
electricity;
use of tidal waves/ocean currents/
salinity gradient for generating
electricity;
wave energy from oscillating water
column/ocean thermal energy;
tidal barrage generator/conversion/
production of energy from tornadoes/
floods/cyclones;
innovative designs of geothermal
house/green building/environment
building which harvest energy, water
and various materials/self sufficient,
sustainable village/office/home designs;
various ways of harnessing geothermal
energy such as energy from hot
springs/electricity generated from
naturally occurring geological heat
sources;
geothermal desalinisation/geothermal
power/geothermal heating – controlling
heating and cooling of a building using
underground heat by vertical/
horizontal loops;
production of electrical energy from
mechanical energy/nuclear resources;
energy from biomass such as
seaweeds, human/animal wastes,
keeping in view environmental
concerns;
improvised designs of biogas/biomass
plant/improvised technologies for
effective usage of biofuels;
fuel farming/bio diesel from plant oils
(obtained from canola, palm oil, micro
algae oil, waste vegetable oil etc);
low cost liquid fuel (bio-ethanol,
bio-methanol from cellulose biomass
by improving conversion techniques);
impact of bio-energy on food security;
Guidelines for State Level Science Exhibitions–2009-10
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role of nanotechnology and
superconductivity in harnessing
energy;
innovations in batteries/inverters/
photovoltaic cells to reduce cost;
usage of technology for production,
storage, transport for using hydrogen/
methane/CNG as fuel;
designs/models of fuel-efficient
automobiles/machines;
innovative designs of internal
combustion engine which can function
on various biofuels;
innovations in mechanism of
extraction, storage and processing of
fossil fuels; etc.
3. Biology in Human Welfare
The contribution of the advancement in the
field of Science and Technology for the benefit,
comfort and welfare of mankind is
unquestionable. Right from revolution in the
field of agricultural production to feed ever
increasing population, industrial development
for fulfilling the growing needs of human
society, fast development in the field of
transport and communication due to which
no place on the earth is far from the reach,
rapid strides in the area of information and
communication technology, advancement in
the field of medical science to space
exploration, the role of Science and
Technology is remarkable. It is the scientific
and technological development that has
transformed the primitive cave dweller human
being into a modern technology dependent
society.
In the remarkable development of the
human society, the role of Biological Sciences
is in no way less important than any other
area of Science. The understanding of
biological phenomena and principles have led
to the innovations and development of a
number of technologies for the benefit of
mankind. If we consider the field of agriculture,
we have gone far from the era of developing
high yielding varieties of crops for increasing
the agricultural productivity. The genetic
manipulation technologies have enabled us to
Guidelines for State Level Science Exhibitions–2009-10
develop crops which are resistant to specific
pest or grow in adverse conditions.
The understanding of the biology of pests and
crops has evolved appropriate methodologies
and devices in which the use of harmful
chemical insecticides and pesticides can be
avoided. Similarly, in medical sciences, there
is an endless list of achievements. Starting from
the discovery of the first antibiotic i.e. penicillin
to the most modern cutting edge concept of
gene therapy, the understanding of the
principle of various phenomena occurring in
the living organisms and its appropriate
application forms the basis for all such
discoveries and inventions. Advancement in
genetic manipulation technique have brought
revolution in the production of a number of
drugs, vaccines, antibodies and hormones.
It is the genetic manipulation techniques,
which has provided the pathway for the gene
therapy. The story does not stop here.
Knowledge of the fundamentals of
microorganisms has enormous contributions
in the production of food and beverages. The
production of biogas from a large variety of
biodegradable wastes using microorganism is
an excellent alternative to conventional energy
resources. The entire sewage treatment
mechanism is fundamentally based on the
characteristic features of the microorganisms.
Besides these, the tools and techniques
developed or being developed in the area of
molecular biology such as genetic
manipulation techniques and genome
mapping programmes have the potentialities
of predicting the occurrence of diseases well
in advance. This may be of great help in either
avoiding the disease or even planning for an
appropriate and timely treatment. Also, these
techniques and programmes mentioned above
coupled with the advanced areas of biophysics
dealing with nanotechnology can provide an
alternative for tailor -made and targeted
treatment programme for curing a disease.
Thus, the main objective of this sub-theme
is to sensitise children about the overall
implications and contributions of the
biological phenomena and living organisms for
the benefit and welfare of mankind.
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The exhibits/models in this sub-theme
may pertain to:
• ecological study of plants and animals;
• restoration of degraded areas and
habitat of natural biodiversity;
• innovative methods of harvesting and
using plankton;
• schemes/designs to help reduce
production cost and conservation of
various raw materials;
• conventional biotechnological practices
e.g. breeding techniques, tissue
culture/applications of biotechnology,
microbiology, genetic engineering and
genomics to agriculture for improved
and high yielding varieties;
• organic farming/organic fertilisers
versus chemical fertilisers/ biodynamic
liquid manure/green manure;
• global/local environmental changes
and crop selection;
• planning and managing energy crops
(Salix, Poplar, Jatropha, Jojoba etc.);
• use of biotechnology for economically
and ecologically sustainable biofuels;
• environment friendly measures of pest
control;
• applications of biotechnology and
genetic engineering in improving
animal breeds and animal products
that are used as food/advantages and
disadvantages of genetically modified
(GM) food/present status of gene
therapy and its future scope;
• innovative/inexpensive/improved/
indigenous technologies/methods of
irrigation/harvesting/storage/
processing/preservation/conservation/
transport of agricultural products and
food materials;
• growing plants/fruits without seeds;
• analysis of food items for their content
like sugar, protein, fat etc.;
• analysis of milk and milk products to
find out the role of micro-organism;
• comparative analysis of fresh food/left
over food and rotten food and growing
of micro-organism;
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analysis of sewage/industrial affluents
to identify micro-organism;
sugar levels in plant sap at different
times/dates;
best conditions for mushroom
production and growth of ferns;
cultivating biofuel as windbreaks at
agricultural land;
sustainable land use practices/
ecologically sustainable farming
methods;
analysis of soil samples for their
components/depletion of essential
micronutrients in the soil and its
control measures;
desilting and renovation of ponds,
tanks and reservoirs;
innovative/improvised technologies to
manage water shortages and water
surpluses;
development of low cost technologies for
producing potable water/local method
of purification of water (impact study
as well);
water-borne diseases, analysis of water
samples and identification of
pathogens;
demonstration of blood pressure
through self designed kit;
identification and collection of locally
available medicinal plants known and
tested in the control of diseases (cut/
burn/pain etc);
diagnostic tools for diseases in animals
and plants;
awareness on indicators of diabetes
(collection of urine sample and
testing); etc.
4. Information and Communication
Technology
We live in a highly globalised and
interconnected world today. There has been a
global expansion of electronic information in
recent times. This has greatly helped in
improving upon the quality of life. Today,
computers are being increasingly connected
with each other through local area as well as
global networks. Millions of computers in this
Guidelines for State Level Science Exhibitions–2009-10
world are connected to the Internet, facilitating
the accessibility to information within a very
short time, say a few seconds. Information of
every conceivable topic of human interest is
being put up on the internet by individuals and
institutions. Use of fax, mobile phone, e-mail,
have become a common day affair in all walks
of life. The convergence of multiple
communication systems have revolutionised
learning and knowledge sharing. The ability
to access and manage these information and
knowledge repositories is important in the
development of both the individual as well as
the society.
To live and work in information rich
technological society, children should be
exposed to experiences that encourage them
to value the ever increasing capacity of
information and communication technology
and to appreciate its role in human affairs.
They need to adapt/adopt new technologies to
collect, process, analyse, synthesise, evaluate
and share knowledge with others. The task of
management of information and its processing
for development oriented information and
inclusive society requires a fairly good amount
of skill. These skillful persons can be
responsible for the use of processed information
in the progress of different areas of agriculture,
health and nutrition, energy, transport and
communication, various industries,
technological aids, clean environment,
availability of potable water, different kinds of
materials, meeting the challenges of climate
change, financial management and many
more.
The objective of this sub-theme is
promoting innovations in knowledge networks
involving information and communication
technology in all segments of the society.
Children need to reason and communicate to
solve problems and to understand effective use
of information and communication technology
for a variety of purposes.
The exhibits/models in this sub-theme
may pertain to:
• demonstrating how the information in
any of the areas mentioned above can
be accessed;
Guidelines for State Level Science Exhibitions–2009-10
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demonstrating the principle and
functioning of modern devices of
communication, such as television and
radio (AM/FM), mobile phone, fax, e-mail,
internet etc., and accessing and
downloading information from them;
designs for making existing operation
of communication more efficient;
showing the use of information
technology for preservation and
conservation of soil/water management
and mapping of water resources;
showing applications of information
technology for improving upon the
quality of seeds of fruits, vegetables and
flowers and breeds of plants and
animals by the use of biotechnology;
showing the use of information
technology for developing improved
designs of machineries for textiles,
engineering goods, machines, tools,
chemicals, drugs and pharmaceuticals,
plastics and ecofriendly materials;
demonstrating the use of information
technology in developing improved
designs/indigenous designs/devices,
which may be used on a small scale for
production/manufacturing of utility
items of daily use;
applications of information and
communication technology in making
innovative designs of weaving, pottery,
metal and leather wares, dyeing,
printing and other crafts practiced in
cottage industry;
use of information technology for
developing devices to demonstrate the
control and measurement of noise, air,
water and soil pollution due to rampant
industrial development;
efficient use of multimedia in making
the teaching-learning process more
interesting and effective/in enhancing
creativity of children and teachers;
developing software with testing
mechanism inbuilt in them which may
help individual students to learn at
their own pace;
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developing innovative designs/models
of multimedia equipments/materials
and packages for the children with
special needs, especially with visual
and audio impairment;
exploring uses/applications of
information and communication
technology in generating employment/
eradicating illiteracy;
technologies of emerging web designs/
effective use of bookmark sharing;
projects against attack aimed on
information services/cyber security.
technologies in forecasting and warning
of cyclones, floods and storms;
better information and public address
systems in the event of disaster to
prevent chaos and confusion;
improvised/improved devices for
effective communication between
various emergency services–medical,
police,
military
and
other
administrative bodies/committees;
information management from ships
and oceans buoys – use of radars in
cyclone
detection/information
management and early warning system
for flash floods;
use of geo-stationary satellites in
providing information pertaining to
meteorological processes; etc
5. Mathematics and Everyday Life
The fascinating world of mathematics provides
us with an unlimited scope to perceive
problems pertaining to three situations
visualised in the form of concrete, abstraction
and intuition. The important segment of
mathematics – the ability to reason and think
clearly is extremely useful in our everyday life.
Proofs and deductions are the hallmark of
mathematics. Much more than arithmetic and
geometry, mathematics today is a diverse
discipline. It also deals with data,
measurements and observations from science,
mathematical models of natural phenomenon
including human behaviour and social
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systems. Its domain is not molecules or cells
but numbers, chance, forms, pattern and
order, algorithms and change. As a science of
abstract objects, mathematics relies on logic
rather than on observation as its standard of
truth, yet employs observation, simulation, and
even experimentation as means of discovering
truth. Mathematics offers distinctive mode of
thoughts which are versatile and powerful,
including
mathematical
modelling,
optimisation, logical analysis, inference from
data and use of symbols. Experience with
mathematical modes of thought builds
mathematical power – a capacity of mind of
increasing value in this technological age that
enables one to read critically, to identify
fallacies, to detect bias, to assess risk, and to
suggest alternatives.
From medical technology to economic
planning (input/output models of economic
behaviour), from genetics to geology,
mathematics has made an indelible imprint on
every part of modern science, even as science
itself has stimulated for growth of many
branches of mathematics. Applications of one
part of mathematics to another – of geometry
to analysis, of probability to number theory –
provide renewed evidence of the fundamental
unity of mathematics. Despite frequent
connections among problems in science and
mathematics, the constant discovery of new
alliances retains a surprising degree of
unpredictability. Whether planned or
unplanned, the intimacy between science and
mathematics in problem solving, understanding
theories and concepts has rarely been greater
than it is now, in this last quarter of twentieth
century.
Mathematics gives an exactness in thinking
and provides a quantitative approach.
The special role of mathematics in education
is a consequence of its universal applicability.
In general, to solve practical problems we follow
the following steps:
• define variables;
• write equations or inequalities;
• collect data and organise into tables;
• make graphs/illustrations;
• calculate probabilities.
Guidelines for State Level Science Exhibitions–2009-10
With the above fragrance of mathematics,
let us observe a situation and examine, how
mathematics is involved in it.
Situation: Suppose our problem is to
estimate the number of fish/fishes in a
pond. It is not possible to capture each of
those fish/fishes and count them. We may
capture a sample from the pond and
estimate the total number of fish/fishes in
it. How can we do this?
For the above situation, let us first take a
sample of fishes. Now, how do we estimate the
entire population? We would have to then mark
the sampled fishes, allow them to mix with the
remaining ones in the pond, again draw a
sample from the pond, and see how many of
the previously marked ones are present in the
new sample. Then, using ratio and proportion,
we can come up with an estimate of the total
population. For instance, let us take a sample
of 20 fishes from the pond and mark them, and
then release them in the same pond, so as to
mix with the remaining fishes.
We then take another sample (say 50),
from the mixed population and see how many
are marked. So, we collect data and analyse it.
One major assumption we are making is
that the marked fishes mix uniformly with the
remaining fishes, and the sample we take is a
good representative of the entire population.
The simplified mathematical problem
developed above is then solved using various
mathematical techniques.
For instance, suppose in the second sample
5
1
, i.e.
,
50
10
of the population is marked. If this is typical
of the whole population, then
5 marked fishes are present. So,
1
th of the population = 20
10
So, the whole population = 20 × 10 = 200.
Now, we go back to the original situation
and see if the results of the mathematical work
make sense. If not so, we use the model until
new information becomes available or
assumptions change.
Sometimes, because of the simplification of
assumptions we make, we may loose essential
Guidelines for State Level Science Exhibitions–2009-10
aspects of the real problem while giving its
mathematical description. In such cases, the
solution could very often be off the mark, and
not make sense in the real situation. If this
happens, we reconsider the assumptions in
first step and revise them to be more realistic,
possibly by including some factors which were
not considered earlier.
For instance, the number may not be the
actual number of fishes in the pond. We next
see whether this is a good estimate of the
population by repeating the above steps a few
more times, and taking the mean of the results
obtained. This would give a closer estimate of
the population.
To encourage and stimulate students'
interest in Mathematics, some of the
mathematical principles being transacted at
school stages with their applications have been
indicated below.
The exhibits/models in this sub-themes
may pertain to:
• principles of sequence and series in
several spheres of human activities viz,
calculating the amount of money over
certain period of time under given rate of
simple interest or compound interest/
finding depreciated or increased value of
a certain commodity over a period of time;
• determining expenditures needed for
manufacturing water tank/rectangular
box/cylindrical/cone shaped objects of
a certain material provided cost of
material per square/cube/unit are given;
• using principles of permutations and
combinations to count the number of
arrangements and selections,
(for example, determining how many
routes are there from City A to City C
via City B provided there are five routes
from City A to City B and seven routes
from City B to City C);
• determining perimeter, area of a region
bounded
by
polygons/the
circumference and area of a circular
region/surface area and volume of
cube/cuboid/cylinder/cone/sphere/
hemisphere of solid when two basic
solids are joined together;
51
•
•
•
•
•
•
•
•
•
•
•
•
52
construction of sphere by revolving circle
about its diameter/right circular
cylinder by revolving rectangle/right
circular cone by revolving right angled
triangle/construction of conics,
parabola, ellipse and hyperbola by
cutting double napped cones by planes;
analytical tools such as conics used in
designing parabolic reflectors in
automobile head lights/suspension of
cable bridges/loud speakers in radio;
principles of symmetry for indirect
measurement for the height of certain
object;
finding the ratio of area of triangular
regions in terms of ratio of their
corresponding sides;
determining ratio of quantities of
substances in the formation of
compounds or mixtures;
application of semi-elliptic springs and
elliptic shaped gears in engineering and
industry;
constructing an open water tank of
maximum capacity by cutting squares
of same size at each corner of the sheet
and folding up the sides by using given
rectangular sheet of metal/finding
when the reservoir will overflow by
knowing the depth of water at various
instants of time;
designs of parking area for maximum
utilisation of space;
predicting the changes in value of a
particular stock by knowing its present
value through financial institutes;
predicting the population of species
over certain period of time under given
constraints;
estimating/calculating size of
windows/doors/rooms in our school
and home/ estimating number of
plants lying in a particular flower bed/
calculating height of a building/tree;
estimating the degree of uncertainty
regarding the happening of a given
phenomenon such as a candidate
•
•
•
•
•
•
•
•
•
appearing for an interview for a post
may be selected or may not be selected/
it may or may not rain today;
applications of linear programming in
solving problems pertaining to
manufacturing of goods/transport/diet
issues;
study of rotational symmetry in plants
and animals/role of repeated
symmetrical patterns in making fabric
designs, wallpaper etc.;
applications of mathematics in
decorating home e.g., how many rolls
of wallpaper/number of tiles are
needed to cover the wall;
use of triangles/making geometrical
designs on a table cover (for example,
in a circular table of certain radius, a
design is formed leaving an equilateral
triangle in the middle and finding the
area of the design);
using mathematics in cooking and
nutrition/estimating number of
calories and quantity of nutrients
(carbohydrates, proteins, fats, minerals
etc.) in a sample portion of various food
items;
estimating quantity of seeds needed
for a crop/estimating crop yields in a
particular field without cutting or
weighing/estimating/calculating
length of wire needed to fence our
field/estimating life span of an electric
bulb/estimating the volume of blood
inside the body of a person/estimating
amount of water needed to fill a
swimming pool;
establishing a mathematical relation by
considering all possible parameters to
have maximum profit in producing
certain items by a factory;
helping to decide/determine premium
on insurance policies/to make
important decisions in business;
finding instantaneous velocity of a
piston in a cylinder of an automobile
engine; etc.
Guidelines for State Level Science Exhibitions–2009-10
6. Science and Technology in Games and
Sports
Games and sports too have benefited from the
advancements in the field of science and
technology. Today, the form and format of
practically all games and sporting events have
undergone a variety of changes due to
application of technology. These changes
pertain to production/fabrication of play
materials, safety of sports personnel, playing
grounds, rules and regulations for umpiring
and/or judgments, coaching and training,
recording data, maintaining records and
similar other activities related to various games
and sports. For example, replacement of
natural guts for threading of lawn tennis
rackets by synthetic fibre and subsequently
with carbon fibre has tremendously affected
the speed with which the ball is now served,
stroked or spun by a player. Protection gears
used by cricket, hockey, football and soccer
players in the field have helped them to raise
the standard of the game without fear of
personal injuries. Similarly, use of synthetic
turf in many field games has brought about
sea changes in the basic techniques of playing
the games. Umpiring decisions and judgments
in many games are now taken on the basis of
action replays of the recordings. The materials
and designs of shoes/spikes used by athletes
in field events like short and long distance
races, high jump and long jump, pole vault,
hurdle races, javelin/discus/shot-put throws
and accuracy in time measuring techniques
have raised the level of competition to new
heights. The basic equipment used in some of
these field events too has undergone changes
in their material, design etc. as a result of
application of science and technology. Same
is true about gymnastics, boxing, wrestling,
weight lifting and fencing as also water sports
like swimming, diving, rowing and many other
games. In fact, none of the recognised sports
and games events have remained untouched
Guidelines for State Level Science Exhibitions–2009-10
by the impact of science and technology.
Application of science and technology,
especially information technology and
telecommunication, has revolutionised the joy
of watching a game live at the click of a button,
even in the stadium where giant screens not
only bring alive every move of the game but
also help in assimilating intricacies of the play
through closeups and action replays.
Utilisation of the recordings of performance of
a team or an individual in a particular event is
now a well established method for planning
and execution of training/coaching.
The knowledge of nutritional values of
various food items and also evolution of
techniques to estimate nutritional requirements
for developing proper stamina in a person for
a given sports have not only facilitated in taking
proper care of health requirements but have
also led to the enhancement of the level of
competition. So much so, that now there are
specialised branches of study in medicine for
sports nutrition, physiotherapy and injuries.
Unfortunately, there is a negative aspect of
application of scientific knowledge in sports
and games. Use of capacity enhancing drugs
is one of the most familiar examples of this
menace. Here too, the solutions are being
provided by new biomedical techniques and
clinical tests for detecting the use of banned
drugs and other materials for sporting gears.
The exhibits/models in this sub-theme
may pertain to:
• determining the speed of a ball/object
moving at high speed;
• demonstrating action of forces applied
as well as friction due to ground
surface/air/water, on motion/trajectory
of ball in football/cricket/tennis/table
tennis or in discus/javelin/hammer
throw events;
• demonstrating how athletes/players
take advantage of streamlining/
conservation of momentum (linear as
53
well as angular)/laws of motion in
enhancing their performance during
sprint/hurdle race/swimming/high
jump/long jump/diving etc;
•
demonstrating function of time
measuring devices that can correctly
measure fractions of seconds and how
these are synchronised with camera to
decide position of competitors at
finishing line;
•
innovative devices/machines for
physical exercises/reducing or
enhancing weight/ facilitating proper
distribution of body weight;
•
testing to detect use/misuse of drugs/
study of anabolic steroids (used for
stamina building) and their physiological
and side effects;
•
computer simulations to demonstrate
as to how a ball/shuttle cock gets
deflected when it strikes at different
parts of a bat/racket with different
speeds and/or with modes of spinning/
a corner kick in a game of football can
be converted directly into goal;
•
demonstrating how live telecast of
sports and games events is done;
•
scale models of diving board for
optimising performance of divers;
•
studies on design/spacing/shape of
spikes of shoes worn by sports persons
in different sporting events to focus on
how basic laws of mechanics are made
use of in enhancing their performance
in a given event;
•
54
case studies on materials used for
manufacturing/fabricating various
items like football, hockey balls/sticks/
cricket balls/bats; protection gears like
helmets/anklets/gloves/arm-guards/
wrist-guards/pads/goggles and similar
items used by sports persons in
different events; balls/shuttle cocks/
rackets for playing lawn tennis/table
tennis/badminton; material used for
fabricating pole-vault/javelin/ discus/
time measuring devices and
techniques/ use of natural/artificial
turf/mats and the like. The case
studies should highlight the
application of basic principles/laws of
science, impact due to use of new
materials, impact of technology like
video recording, telecasting besides
impact on the quality of game/level of
performance of individual players and/
or teams as a result of changes
introduced in a particular game/sports
event.
•
innovative designs of bicycle to
overcome air resistance;
•
designs to demonstrate role of gravity,
buoyancy and centre of mass in
moving surfboard;
•
mathematical modelling for (i) indoor
(say carrom, billiards, chess or any
other) and outdoor games to work out
correct moves and/or predict winning
combinations, (ii) to show the trajectory
of a football/volleyball/basket ball
taking contingence of as many factors
(such as ground conditions, speed of
air, size and mass of ball, impulse of
force, height and distance of net/
basket/goalpost) as are possible to
handle;
•
computer simulations/programmes to
play field games like tennis, cricket,
hockey, football or to show how the
ranking in a racing event (athletics/
swimming/boat race/cycling/car race/
horse race) is done in the case of a close
finish; etc.
Guidelines for State Level Science Exhibitions–2009-10
2 GUIDELINES FOR ORGANISING SEMINAR ON
POPULARISATION
ASTRONOMY – PAST
AND
FUTURE
Astronomy is the oldest and the most
fascinating science. Astronomy is fun for
children as it stretches their imagination. This
is the science of the universe which includes
the study of nature, motion, laws, history and
the possible future of celestial bodies like the
sun, planets, comets, stars, constellation and
galaxies. It is a versatile subject covering a
wide range of subjects such as history,
physics, chemistry, biology, geology, art and
culture, environment and learning for leisure.
In order to nurture people’s enthusiasm for
the wonder of universe and communicate the
joys and benefits of astronomy, UNESCO has
declared 2009 as the International Year of
Astronomy (IYA).
It is interesting to look through the history
of Astronomy. Human began to understand the
universe 400 years ago with the invention of
telescope by Galileo. How might have been the
craters on the moon looked when observed
through Galileo’s first telescope? Man would
have watched the cycle of the sun because that
cycle told them when crops would be ready for
harvesting. The probable next step towards the
future of astronomy is yet another
Chandrayaan and visit to the planet Mars.
With technology advancing rapidly, the idea of
conquering the space is being more and more
realistic. Hubble Telescope’s two decades
mission ends in 2010. It studies the universe
at optical and ultraviolet wavelengths. The next
generation telescope will scan the sky in
infrared wavelength. It may bring us exciting
discoveries about new stars, orbiting planets,
early universe, brown dwarfs, quasars and
interstellar matters. What happens to
Astronomy in the next 50 years may change
the human civilisation forever. The future of
Astronomy is brighter than any star in the sky.
Guidelines for State Level Science Exhibitions–2009-10
OF
SCIENCE
GOALS
•
•
•
•
•
•
To give confidence to children to be
keen observers and look into the sky
in wonder and curiosity;
To provide them opportunities to derive
joy in learning about astronomy;
To develop interest in learning science
behind the stars;
To encourage children in knowing
about astrophysics, astrobiology,
astrogeology and other branches of
astronomy;
To provide children, opportunities for
debates on the possibilities of
improvement in the quality of our life
from the study of astronomy;
To bring astronomy to general public.
SUGGESTED ACTIVITIES
•
•
•
•
•
Note
•
•
Organisation of lecture and
demonstration programme that provides
opportunity for an interaction of eminent
scientists with general public and
students.
Discussion on the role of astronomers
of the past in the advancement of
astronomical sciences of the present.
Screening of films, video and radio
programmes, slide shows, publications
etc. on the issues pertaining to astronomy.
Organisation of drama, debate etc., on
related issues.
Presentation by children on topics related
with past and future of astronomy; etc.
The seminar should be organised
during the days of exhibition in
morning/evening hours.
Sky watching and identifying various
celestial objects may be encouraged as
an additional activity
55
3 GUIDELINES FOR ORGANISING THE STATE LEVEL SCIENCE EXHIBITIONS
FOR
CHILDREN–2009-2010
OBJECTIVES
The purpose of science exhibitions is to
develop scientific attitude in the young
generation of our country to make them realise
the interdependence of science, technology
and society and the responsibility of the
scientists of tomorrow. These objectives may
be achieved by presenting the exhibits as an
exciting experience of creativity of children,
innovations through improvisations of science
kits, and various devices and models for
providing solutions to many present and
future socio-economic problems particularly
those confronted in the rural areas, using
available materials and local resources.
The exhibition will help children and
teachers to learn from each other experiences
and motivate them to design and develop
something new and novel. It will also provide
a medium for popularising science and
increasing awareness among the public
towards it. The objectives of organising
science exhibitions may briefly be put as
follows:
•
•
•
56
stimulating interest in science and
technology and inculcating scientific
spirit in younger generation;
•
making children realise the
relationship between science and
technology and society;
•
understanding the need for proper
management for the optimum
utilisation of resources and prevailing
technologies;
•
providing exploratory experiences,
encouraging creative thinking and
promoting
psychomotor
and
manipulative skills among children
through self devised exhibits or models
or simple apparatus;
•
encouraging problem solving approach
and developing the appropriate
technologies, especially for rural areas
and integrating scientific ideas with daily
life situations;
•
inculcating intellectual honesty, team
spirit and aesthetic sense among the
participants;
•
popularising science among masses
and creating an awareness regarding
the role of science and technology in
socio-economic and sustainable
growth of the country;
•
developing appropriate techniques for
communication of science, technology
and its management.
exploring and encouraging scientific
and technological talent among
children;
CALL FOR ENTRIES
inculcating in them a sense of pride in
their talent;
The main theme for the State Level Science
Exhibitions—2009–2010 and for the 37th
Guidelines for State Level Science Exhibitions–2009-10
Jawaharlal Nehru National Science Exhibition
for Children – 2010 would be 'Science,
Technology and Society'. The identified six
sub-themes are:
1. Climate
Change—Causes
Consequences;
and
2. Green Energy;
3. Biology in Human Welfare;
4. Information and Communication
Technology;
5. Mathematics and Everyday Life;
6. Science and Technology in Games and
Sports.
•
Department of Atomic Energy Central
Schools;
• CBSE affiliated Public Schools
(independent schools); and
• Demonstration Multipurpose Schools
of Regional Institutes of Education.
The above mentioned organisations
conduct their own science exhibitions
separately. They would send their selected
entries for consideration for participation in
JNNSEC—2010 to the NCERT directly.
(ii)
inviting entries. Guidelines for the
Preparation of Exhibits and Models for
In order to facilitate the preparation of
exhibits and models for display in district to state
level science exhibitions during 2009-2010,
Guidelines for the Preparation of Exhibits and
Models are also being communicated.
(i)
display in district to state level science
exhibitions during 2009–2010 should
be provided to all schools. These
guidelines may also be translated in
local languages, if possible, and be given
Children from all schools [including
government, government-aided, public
and private, catholic, mission, armedforces (Army, Air Force, Navy, Sainik,
BSF, ITBP, Assam-Rifles, CRPF, Police
etc.), DAV management, Maharshi Vidya
Mandir, Saraswati Vidya Mandir,
Navyug, Municipality, Bhartiya Vidya
Bhavan, Science Clubs etc.] are eligible
to participate in State Level Science
Exhibitions. Preference may be given for
students in senior classes (i.e. in
secondary and higher secondary stages).
Note for all State Level Science Exhibitions
coordinators belonging to state/UT
governments:
It may please be ensured that entries from
the following organisations are not forwarded
to NCERT:
Wide publicity should be given for
wide publicity. This may also be given
on the Internet website(s) of the
respective states/union territories and
other participating organisations. It is
also envisaged that guidelines be printed
in local language(s), Hindi, and English
in the form of a booklet for their
dissemination among all the schools for
generating the ideas for developing the
exhibits and models. These guidelines
can also be viewed on NCERT website
(www.ncert.nic.in ).
(iii)
Public
Sector
Undertakings,
Industries, and other Non-government
Organisations working in the areas
(where these science exhibitions are
organised) may also be invited to
participate as the exhibits displayed by
•
Kendriya Vidyalaya Sangathan;
them would be of instructional value for
•
Navodaya Vidyalaya Samiti;
the children and teachers.
Guidelines for State Level Science Exhibitions–2009-10
57
SCREENING, EVALUATION AND MONITORING OF ENTRIES
1.
A screening committee should be set
up to finalise the selection of entries
from the various institutions for
participation in the State Level Science
Exhibition for Children in case
Districts/Regional Level Science
Exhibitions are not being organised by
the state/UT.
2.
The Screening Committee may consist
of representatives of SISE/SIE and
some
selected
representative
institution(s). All records about the
meeting of the committee should be
maintained. The selection procedure
adopted should lay more emphasis on
the quality of the exhibits rather than
quantity. It should be ensured that the
exhibits are not crude and hazardous
and have good finish and are
presentable.
3.
The above mentioned Screening
Committee or a separate panel of
judges should evaluate the exhibits
according to the criteria of evaluation
attached herewith. Best three exhibits
in each sub-theme from each category,
viz., higher secondary and others must
also be selected by the said panel of
judges.
4.
58
A separate list of the selected entries of
the exhibits and models under each
sub-theme (to be displayed in the state
level science exhibition) must be
prepared. This must contain the name
of the exhibit/model, names of the
student(s) and guiding teacher(s),
name of the school and a brief
information about the exhibit (may be
5.
in two sentences only). This list may
also be distributed among all
participating children and teachers.
A copy of this list should be forwarded
to NCERT together with the formal
report of the exhibition.
Such a list may be prepared in
accordance with the NCERT un-priced
publication on “List of Exhibits”, to be
displayed in Jawaharlal Nehru National
Science Exhibition for Children. It is
published every year and distributed
to all participating children, teachers,
and visitors during the JNNSEC.
A copy of this may be obtained from
the Head, Department of Education
in Science and Mathematics,
National Council of Educational
Research and Training, Sri Aurobindo
Marg, New Delhi 110 016.
A formal report of the State Level
Science Exhibition and Seminar on
Popularisation of Science should reach
NCERT within one month after the
conclusion of the exhibition. It should
include the following:
(i) Dates and venue of exhibition.
(ii) Proformas I - V duly filled up.
(iii) List of schools participating and the
number of students/teachers
participating as per the proforma
attached. Break-up of the male and
female participants should also be
given. It should also reflect on the
number of rural and urban schools,
that participated in the exhibition.
(iv) List of entries of the exhibits and
models being displayed in the state
Guidelines for State Level Science Exhibitions–2009-10
level science exhibition, as explained
in paragraph (4) above. Number of
exhibits displayed under each
sub-theme should also be
mentioned separately.
(v) Highlights of the exhibition
including other activities such as
lectures, film shows, book exhibition
etc. and participation of other
scientific/industrial organisations.
(vi) Panel of judges for evaluating the
exhibits/models displayed in the
exhibition (in accordance with the
Criteria for Evaluation of Exhibits).
(vii) List of selected exhibits being sent
for consideration for display in
JNNSEC – 2010 bearing the name
of student, teacher, school, etc. and
their write ups for consideration for
participation in JNNSEC – 2010.
(A proforma for information about
the exhibit/model is also attached
for this purpose).
(viii) Number of visitors to the exhibition.
The Report
and
Proformas I-V
Should strictly follow the above format and be forwarded
within one month
after the conclusion of the exhibition to :
Dr Shashi Prabha
Co-ordinator
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN—2009-2010
Department of Education in Science and Mathematics
National Council of Educational Research and Training
Sri Aurobindo Marg, New Delhi 110 016
Telefax: 011-26561742
e-mail: sciencencert@ yahoo.co.uk
Website: www.ncert.nic.in
Guidelines for State Level Science Exhibitions–2009-10
59
CRITERIA FOR EVALUATION OF EXHIBITS
The Jawaharlal Nehru National Science
It is further advised to divide the entries
Exhibition for Children, organised every year
into two categories, viz., (i) upto secondary level;
by the NCERT, receives entries for consideration
and (ii) higher secondary level. On the basis of
for participation from States/UTs selected from
the criteria suggested above, three entries from
the State Level Science Exhibitions held in the
each sub-theme may be selected and
preceding year. In order to keep a uniform
forwarded to NCERT for consideration for
criteria for
evaluating the exhibits in all
participation in JNNSEC–2010. Besides the
States/UTs and on the basis of the feedback
popularisation of science, the objective of this
received from different agencies, the following
activity is to search and nurture inventive or
criteria for judging the exhibits is suggested
creative talent among children. Judges are
(the percentage given in bracket are suggestive
requested to evaluate the entries on the basis
weightages):
of pupils’ involvement. Imagination and
1.
2.
Involvement of children’s own creativity
innovations made by the child in designing the
and imagination (20 per cent);
exhibit/model should be assessed. They
Originality and innovations in the
traditional or an improvement over the
exhibit/model (15 per cent);
3.
should also judge whether the model is
Scientific thought/ principle/ approach
traditional model or it is innovative. Various
skills involved in constructing the exhibit and
(15 per cent);
model, the degree of neatness and
4.
Technical skill, workmanship and
craftsmanship (15 per cent);
5.
Every effort must be made to rule out the
Utility/educational value for layman,
children, etc.; (15 per cent)
6.
Economic (low cost), portability,
60
Presentation
–
aspects
tendency of procuring the ready-made
exhibits/models.
durability, etc. (10 per cent); and
7.
craftsmanship may also be taken into account.
General layout of the exhibit, relevance,
clarity of charts accompanying the exhibit and
like
overall attractiveness to the layman and
demonstration, explanation, and
children should also be assessed. Working
display (10 per cent).
models should be encouraged.
Guidelines for State Level Science Exhibitions–2009-10
Guidelines for State Level Science Exhibitions–2009-10
61
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5.
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15 %
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20 %
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15 %
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Technical Skills/
Workmanship/
Craftsmanship
15 %
Scientific
Thought/
Principle/
Approach
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Designation and Affiliation:
Name :
Signature …………………………..
10%
10 %
Economic Presentation
(low cost)/
Portability/
Durability
15 %
Utility/
Education
Values for
Layman and
Children
Climate Change–Causes and Consequences / Green Energy / Biology
in Human Welfare / Information and Communication Technology /
Mathematics and Everyday Life / Science and Technology in Games
and Sports
Involvement of
Originality/
Children’s Own Innovations in
Creativity and
the Exhibit/
Imagination
Model
Date: _________________
Code of
the
Exhibit
Sl.
No.
Total
...
...
...
...
...
...
...
...
100 %
Duration___________
JUDGES’ PROFORMA FOR EVALUATION OF PARTICIPATING ENTRIES–SUB-THEME-WISE
VENUE………………………....................
THEME: SCIENCE, TECHNOLOGY AND SOCIETY
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN—2009-2010
(Please tick mark
on the sub-theme being evaluated)
Sub-theme
State ___________
EXPENDITURE NORMS
The ‘Grant-in-Aid’ provided by the NCERT to
(v)
respective states/UTs is a catalytic grant for
organising the State Level Science Exhibitions
and Seminar on ‘Popularisation of Science’.
(vi)
States and UTs are expected to spend the
additional expenditure, if any, from the state
pens/CDs etc.: Rs 2,500.00
funds. The funds given to the States/UTs are
to be utilised exclusively for meeting the
travel and boarding costs of participating
students and their teachers and experts. It
is suggested that the following norms of
2. For Organising the State Level Science
Exhibitions
(i)
payment may be followed:
1. For Organising the Seminar on
(ii)
Popularisation of Science
(i)
The seminar should be organised
during the days of exhibition in
morning/evening hours.
(ii)
Honorarium to four (two outstation and
two local) experts/scientists may be
disbursed at the rate of Rs 500.00 each.
(iii)
(iv)
Note : The expert/scientist should be
preferably from a research institute/
laboratory/ university.
(iii)
(iv)
62
Travelling allowance to two outstation
experts/scientists from a maximum
distance of 500 km may be disbursed as
per the state/central government rules.
Daily allowance and incidental charges
to two outstation experts/scientists for
a maximum of three days may be
disbursed as per state/central
government rules.
Conveyance charges to two local
experts/scientists may be disbursed as
per state/central government rules.
Contingency grant for tea/coffee with
light snacks; typing/photocopying/
cost of transparencies/transparency
(v)
Honorarium to four (local) judges may
be disbursed at the rate of Rs 500.00
each.
Only one student and one teacher may
be permitted to participate with each
exhibit. However, for more than one
exhibit from any one school, only one
teacher may be permitted to
participate.
Travelling allowance: actual secondclass sleeper rail/bus (non-AC) fare.
Incidental charges: Rs 50.00 each way
for outward and inward journeys
subject to a maximum of Rs 100.00
provided the journey time by rail or bus
is more than 6 hours. For journeys less
than 6 hours no incidental charges
should be paid.
Boarding expenses: Rs 80.00 per head
per day for each participant for a
maximum of 4 days.
(vi)
Local conveyance charges may be
disbursed as per state/central
government rules.
Guidelines for State Level Science Exhibitions–2009-10
(vii)
contingency
grant
for
typing/
photocopying etc. Rs 2,500/-
Coordinator/In-charge of the State Level Science
Exhibition to facilitate audit and settlement of
It is necessary to maintain a separate
accounts. Only those Vouchers/Receipts against
account for the expenditure of the grants-in-
such items of expenditure, which are covered
aid provided by the NCERT and the same should
under the expenditure norms, may please be
be forwarded to the NCERT, along with all
sent to this department for adjustment/
relevant vouchers and receipts, in original within
settlement of accounts. All payments exceeding
ONE month of the close of the exhibition
Rs 5000/- should be supported by payee’s
for adjustment in the NCER T account.
receipt with a revenue stamp.
Proforma I is given for convenience. All vouchers
It may please be ensured that each
may be signed by the Coordinator/In-charge of
Voucher/Receipt against the expenditure is
the exhibition. All those vouchers/receipts that
duly verified for the amount and then passed
are in regional language should accompany with
for payment. The specimen of this certificate
a translated copy in English certified by the
is indicated below for convenience:
Verified and passed for payment of Rs ………………………………
(Rupees ………………………………………………………………………. Only).
Signature of the Coordinator/In-charge
STATE LEVEL SCIENCE EXHIBITION
Guidelines for State Level Science Exhibitions–2009-10
63
4 PROFORMAS
STATE LEVEL SCIENCE EXHIBITIONS
FOR
CHILDREN—2009-2010
Proforma I
MAINTENANCE OF ACCOUNTS
State/Union Territory: ________________________________
Dates of Exhibition: ________________________________
Venue of Exhibition: ________________________________
Receipt
Voucher
No.
Expenditure
Signature of
Date of Particulars Amount Voucher
Date of
Particulars Amount Coordinating
Officer
Receipt of Grant Received
Expenditure (Head-wise) Spent
No.
Draft No.
Date
Other
income, if
any
Balance Refunded
to NCERT, if any,
vide
Total
Total
Certified that the expenditures have been made in accordance with the norms and Guidelines as
given by the NCERT for organising the State Level Science Exhibition. It is also certified that no
other voucher is included.
Date
64
Signature of the In-Charge (Controlling Officer)
Seal
Guidelines for State Level Science Exhibitions–2009-10
STATE LEVEL SCIENCE EXHIBITIONS
FOR
CHILDREN—2009-2010
Proforma II
INFORMATION ABOUT PARTICIPATING SCHOOLS
State/Union Territory: ________________________________
Dates of Exhibition: ________________________________
Venue of Exhibition: ________________________________
Type of No. of
School* Schools
Tribal/
Rural/
Urban
Number of
Exhibits/
Models
Participants from the School
Teachers
Male
Female
Students
Total
Boys
Girls
Total
SC/ST
T
G
LB
PA
PU
R
U
T
R
U
T
R
U
T
R
U
Total
* G. Government: A Government School is that which is run by the State Government or Central Government
or Public Sector Undertaking or an Autonomous Organisation completely financed by the Government;
L.B. Local Body: A Local Body School is that which is run by Panchayati Raj and Local Body Institutions such
as Zila Parishad, Municipal Corporation, Municipal Committee or Cantonment Board;
P.A. Private Aided: A Private Aided School is that which is run by an individual or a private organisation and
receives grants from the Government or Local Body;
P.U. Private Unaided: A Private Unaided School is that which is managed by an individual or a private
organisation and does not receive any grant from the Government or Local Body.
Guidelines for State Level Science Exhibitions–2009-10
65
66
Guidelines for State Level Science Exhibitions–2009-10
Grand Total
Science and
Technology in
Games and Sports
Mathematics and
Everyday Life
Information and
Communication
Technology
Biology in Human
Welfare
Green Energy
Climate Change–
Causes and
Cosnequences
Sub-themes
Innovative/Improvised
Apparatus/Working Model
Static Model
Study/Survey Report
Natural and Number of Exhibits Displayed
Venue of Exhibition: ________________________________
Dates of Exhibition: ________________________________
State/Union Territory: ________________________________
THEME: SCIENCE, TECHNOLOGY AND SOCIETY
Any other
INFORMATION ABOUT NATURE AND NUMBER OF EXHIBITS DISPLAYED
Proforma III
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN—2009-2010
Total No. of
Exhibits
Guidelines for State Level Science Exhibitions–2009-10
67
Name(s) of the Judge(s)
Designation
Official Address, Phone
Fax, e-mail
Climate Change–Causes and Consequences/Green Energy/
Biology in Human Welfare/Information and Communication
Technology / Mathematics and Everyday Life/ Science and
Technology in Games and Sports
Theme : Science, Technology and Soceity
VENUE ....................................
PANEL OF JUDGES – SUB-THEME-WISE*
Proforma IV
STATE LEVEL SCIENCE EXHIBITIONS FOR CHILDREN—2009–2010
Residential Address
Phone, Mobile
Duration ___________
* Respective judges may have their opinions, suggestions and comments about the organisation of science exhibition. NCERT welcomes all
such opinions. Kindly enclose them on separate sheets.
4.
3.
2.
1.
Sl. No.
(Please tick mark
on the sub-theme being
evaluated)
Sub-theme
State ___________
37TH JAWAHARLAL NEHRU NATIONAL SCIENCE EXHIBITION FOR CHILDREN–2010
Theme : Science, Technology and Society
Proforma V
INFORMATION ABOUT THE EXHIBIT/MODEL
1.
2.
Title of the Exhibit/model
(in block letters)
Sub-theme:
___________________________________
___________________________________
Climate Change—Causes and
Consequences/Green Energy/Biology in Human
Welfare/ Information and Communication
Technology/ Mathematics and Everyday Life/
Science and Technology in Games and Sports
(Tick only one)
3.
Name(s) of the
Student(s)
(in block letters)
4.
Name(s) of the
_________________________________ (M/F)
Teacher(s)
_________________________________ (M/F)
(in block letters)
Name and complete address of the school (in block letters) :
5.
_________________________________
_________________________________
_________________________________
_________________________________
(M/F)
(M/F)
(M/F)
(M/F)
————————————————————————————————————
6.
7.
8.
9.
10.
11.
* G.
L.B.
P.A.
P.U.
68
————————————————————————————————————
——————————————————— Pin ———————————————
Type of school*
Government/Local Body/Private Aided/Private
Unaided/Any other (Please Specify)
_____________________ _________________
Affiliation of the School
State Board/ICSE/CBSE
Any other (Please Specify) ________________
Location of the School
Tribal/Rural/Urban
Nature of the Exhibit/Model
Innovative/Improvised Apparatus/Working/Static
Model/Study Report Any Other (Please Specify)
________________
Approximate Cost of the
Rs _____________
Exhibit/Model
Requirement for Display
(i) Shamiana/Open Space/Dark room ____________________________
(ii) Table Size
Length: _____ m; width: ______ m.
(iii) Water Supply
Yes/No
(iv) Number of Electrical Points
No.: _____ (5 Amp); No.: _______ (15 Amp)
Government: A Government School is that which is run by the State Government or Central Government or
Public Sector Undertaking or an Autonomous Organisation completely financed by the Government;
Local Body: A Local Body School is that which is run by Panchayati Raj and Local Body Institutions such as
Zila Parishad, Municipal Corporation, Municipal Committee or Cantonment Board;
Private Aided: A Private Aided School is that which is run by an individual or a private organisation and
receives grants from the Government or Local Body;
Private Unaided: Private Unaided School is that which is managed by an individual or a private organisation
and does not receive any grant from the Government or Local Body.
Guidelines for State Level Science Exhibitions–2009-10
12. Source of inspiration/help for preparing the exhibit/model:
(Please explain briefly about the nature and form of help received from the following):
(i) From Teachers/School
__________________________________________________________________
__________________________________________________________________
(ii) From Parents
__________________________________________________________________
__________________________________________________________________
(iii) From Peer Group
__________________________________________________________________
__________________________________________________________________
(iv) Any other
__________________________________________________________________
__________________________________________________________________
13. Brief Summary (Please explain the purpose and the scientific principle involved in the
exhibit/model in not more than three lines).
———————————————————————————————————
———————————————————————————————————
———————————————————————————————————
14. Write-up of the Exhibit/Model
(not more than 1,000 words) in the following format
(Note: Proper submission of the write-up will ensure that if selected for participation in
the 37th Jawaharlal Nehru National Science Exhibition for Children – 2010, it will be
considered for publication in the booklet entitled: Structure and Working of Science
Models. For convenience an exemplary write-up is also given here.):
I. Introduction
(i) Rationale behind construction of the exhibit; and
(ii) The scientific principle involved.
II. Description
(i) Materials used for the construction;
(ii) Construction and working of the exhibit/model; and
(iii) Applications, if any.
III. References
Books, journals or magazines referred for preparation of the exhibit/model.
IV. Illustrations
(i) Black and white line diagram of the model, illustrating the working of the exhibit.
(ii) Close-up photographs of the exhibit.
Note: (i)
(ii)
Please neither pin nor paste the photographs of the exhibits. Enclose them in a separate
envelope. Description of the photograph may be written on its back.
Please do not enclose the photographs of participating student(s) and their guide
teacher(s).
(Signatures of all students and teachers)
Guidelines for State Level Science Exhibitions–2009-10
69
5 AN EXEMPLARY WRITE-UP OF AN EXHIBIT “TOILET MODIFICATION IN INDIAN
TRAINS” DISPLAYED IN THE 35TH JAWAHARLAL NEHRU NATIONAL
SCIENCE EXHIBITION FOR CHILDREN—2008 (SOLAN)
Students
Shameer S. Hameed
Shahid S. Hameed
Nitesh Prabhu
Deepthi Murali
Kendriya Vidyalaya
Port Trust
Kochi
Kerala
Teacher
Ajith S.R.
INTRODUCTION
When it comes to disposal of human excreta and other wastes the country’s largest public
sector undertaking, the Indian Railways, has been groping in the dark for many years. Untreated
excreta and sewerage are discharged into the open, leaving railway tracks a repulsive sight.
Most of the passenger coaches have four toilets, two on both ends of each coach. The human
waste from these toilets is directly discharged onto the open tracks. Unhindered dumping of
such waste is resulting in unhygienic conditions that may also cause spread of diseases.
Human waste, especially of sick passengers, may contain a large number of germs of many
diseases like diarrhoea, cholera, typhoid, hepatitis, other water-borne diseases besides parasitic
infections. Parasites like hookworm, roundworm and pinworm are spread mainly through human
waste that results in the spread of communicable diseases. The seemingly innocent action of
the railways contaminates the environment and promotes unsanitary conditions, negating the
very small strides made in sanitation and community health.
Toilet discharge is another major source of corrosion of rails and fastenings. Large amount of
water used in the toilets at present needs to be minimised in order to conserve water. Waste water
can be treated and recycled so that the problems of corrosion of the tracks as well as spread of
diseases can be checked.
RATIONALE BEHIND CONSTRUCTION OF THE EXHIBIT
This project is an attempt to solve the problems arising due to the present mode of disposal of
human waste in Indian trains with additional benefit of recycling the water after proper
treatment. In the present model the water used in the toilet is filtered and chemically treated and
recirculated so that water usage can be minimised as well as the release of untreated water into
the tracks can be avoided. After separating water the human excreta is stored separately and
can be used to produce biogas
SCIENTIFIC PRINCIPLE INVOLVED
Collection: Human waste flushed from toilets is collected in a tank.
Filtration: Filters used in the proposed system filters water from the human wastes flushed
from the toilet. The filtered water is collected in a separate tank.
70
Guidelines for State Level Science Exhibitions–2009-10
Disinfection: The filtered water is treated chemically using chlorine solution and
1per cent phenol.
Recirculation of Water Using Sensor Controlled Pump: The pump automatically switches ON to
pump up water to the overhead tank. This pump is auto controlled with an IC and sensor circuit
and switches ON when the water has been treated and switches OFF when water has been pumped
up to an overhead tank.
MATERIALS REQUIRED FOR THE CONSTRUCTION
Plywood, transparent plastic boxes, transparent pipes, water pump (washing machine),
fevibond, phenol, bleaching powder, metal clamps, screws and nails, wooden stand and
activated charcoal.
CONSTRUCTION AND WORKING
The present working model consists of the following major components in the given figure.
(i) Toilet and overhead tank;
(ii) Faecal storing tanks;
(iii) Chemical treatment tank;
(iv) Pipes for water circulation; and
(v) Pump with sensor.
1
2
3
4
Water from the overhead tank flushes into the toilet after use and the human waste with
water gets collected in tank 1 after passing through a tube bent in U-shape. This U-bent tube
always holds some water which acts as a seal (to prevent spread of odour). In tank 1 the heavy
matter of the excreta is allowed to settle. A pipe has been attached to this tank in order to
prevent air blockage. This tank has another pipe near its top through which, water and
the light weight matter overflows to tank 2. Tank 2 is connected to tank 3 through a pipe fixed
near its base. Water reaching tank 3 may contain some particles, which may settle down after
some time.
When tank 3 gets filled up, water from it overflows to tank 4 where it gets filtered. Filters
remove tiny particles and the water is then transferred to the treatment tank. Chemical treatment
is done with the help of two chemicals, 10 per cent bleaching powder solution and 1 per cent
Guidelines for State Level Science Exhibitions–2009-10
71
phenol solution. Both chemicals are kept in two separate tanks, fixed over the treatment tank,
and are connected to the treatment tank through pipes, with valves to control the flow of
chemicals.
An agitator is provided in the treatment tank, for the proper mixing of chemicals with the
water. The treated water is then sent to the adsorption tank where unwanted chemicals get
adsorbed by activated charcoal. Charcoal removes foul odour as well as chemicals such as
phenol by the process of adsorption and makes the water clean. The treated water is then pumped
into the overhead tank with the help of a sensor-operated pump. Whenever the water level
reaches a particular level (maximum), through a relay system and IC, the pump gets switched
ON and water is pumped to the overhead tank. The same process is repeated again and again.
The water in the overhead tank is only meant for use in toilets for flushing, not for washing
and other purposes. For this, another tank has to be provided adjacent to the overhead tank.
The solid component of human excreta stored in the retention tanks is sucked out by a
motor when the train reaches the destination station. This can then be transferred to the digester
tank of biogas plant which are to be installed in the yard near the main stations.
APPLICATIONS
1. The present model ensures safe disposal of human waste in running trains and helps in
minimising use of water by recycling it.
2. The suggested system would also help in preventing spread of diseases causing germs
and parasitic infections.
3. Anaerobic fermentation of human waste produces biogas. Hence, the biogas plant set
up in the railway yards could meet some of the energy needs of the railway station.
4. This model ensures that railway stations and tracks are kept clean besides, preventing
corrosion of rails and fastenings.
5. The biogas produced can minimise energy consumption of the railways. Besides, slurry
can be used as manure for plants along the railway lines and at railway stations.
REFERENCES
1.
2.
3.
4.
72
ACCIDENTS civilaviation.nic.in/ccrs/accidents
PIB Press Release: pib.nic.in/archive/lreleng/lyr2003
Indian Railways:www.indianrailways.gov.in/deptts/safety
Department of Transport, www.dft.gov.uk/transportforyou/access/rail/
Guidelines for State Level Science Exhibitions–2009-10