A HEARTY WELCOME

TO
THE ORIENTATION PROGRAMME
FOR
30th NATIONAL CHILDREN SCIENCE
CONGRESS
DATE : 26.09.2022
Presented By
Mr. Netra Singh
Principal, KV No.1 Barauni
( Regional Academic Coordinator NCSC-2022)
 Quote – 1
Research is to see what
everybody else has seen, and to
think what nobody else has
thought…
 Quote – 2
If the result confirms the hypothesis,
you have made a discovery.
If the result is contrary to the
hypothesis, you’ve made a discovery.
….Enrico Fermi
 Focal Theme
“UNDERSTANDING ECOSYSTEM FOR HEALTH AND WELL BEING.”
 Mode of participation
 Two like-minded children from 10-17 years form
a team
 Jrgroup (10 - 14 yrs) Sr group (14+ - 17 yrs)
(Age to be calculated on 31 December 2022)
 Can participate at the national level only once
as group leader in the same age group
 Parents, whose child participate in the CSC, should not
hold any portfolio in the organizing / academic
committee or act as an evaluator of the CSC
conducted at any level. Else, the project may be
disqualified for presentation in CSC
 Nature of CSC projects
 Innovative, simple and practical
 Representing teamwork
 Based on exploration of everyday life-situations
 Involving field based data collection
 Having definite outputs, arrived to draw an
inference using simple methods of science and
research methodology
 Related directly to community problem
 Having follow-up plans and action
 Criteria of a good project

 Originality and innovativeness

 Understanding the problem and finding the
possible solution using methods of science and its
application through experimentation.
 Quality and quantity of work, team work,
learning process, methods of science applied,
experimentation and validation
 Relevance and impact of the study on society
Scientific Method
 Language

 Language is not a barrier for participation

 Childrencan carry out their project in any
schedule language or recognized as medium of
education by the respective state or central
Government
 Points to remember
 The project work of CSC must be carried out in a
systematic way so to rightly reflect the method of
science in the works
 The issue(s) must be studied with designed
experiment using simple methods of science
 Repetition (replication) of the study is important
to draw the meaningful inference/conclusion
 Surveys to be scientifically designed, data with
sufficient sample size verification / triangulation
processes to be followed
 The scope of the study, criteria of selection, sample
coverage, design of questionnaire or interview
schedule are very important along with approach of
data compilation, validation, analysis and
interpretation
 Prototype, functional models or development of
instrument or devices are only encouraged if issues
and methods of study demands and only in cases
where adequate data has been generated by using
the prototypes/models
 No child scientist should be put to any dangerous
situations or exposed to hazardous substances and
always it is better to have a supervisory role of a
responsible elderly person while experiments are
conducted
 Under no circumstances, projects should make
use of live animal samples and should not
have ethical problems
 With respect to conducting experiments or
surveys, standard procedures to be followed
 Any ethical issues if detected would amount
to the rejection of the project
 Log book
A diary of proper daily record of field work, which
needs to be authenticated by the guide
 To be submitted with the project report at the time
of oral presentation
 Details as project title, name of the group leader,
state etc. should be written clearly on the cover of
the logbook either in English or Hindi language
 Format for logbook (suggestive)..
S. No. DATE DAY DESCRIPTION OF Sign. Of Child Scientist Sign. Of Guide
TASK/ACTIVITY undertaken techer

1
2
.
.
.
Structure of the project report
 Cover page

 Titleof the project, Name and address of group

leader ,co-worker and the guide. Name with full
address of the School/ Organization
 Must be written in English or Hindi
Form - A ( Regn. Form)
 Abstract
 FORMAT OF THE ABSTRACT
 ____TH NATIONAL CHILDREN'S SCIENCE CONGRESS 20__
 STATE- ________STATE CODE: ______
 Language : _______ Category: Lower/Upper Area of Participation:
Rural/Urban
 Title : Project Title
 Author's Name: ____________, (Team Leader) __________
 Name of School:……..……………………………………………………………….......
 Address of School: ……………………………………………………………………...
Dist………………. State:…………………………… PIN: ……………….
 E-mail: ……….…………………………
 Contact No....................................................
 ABSTRACT
 Putyour text here which will contain the
Objectives, Objective wise Methodology & Work
plan, Experiments carried out, Observation, Results
and Analysis & Conclusion in short
 The Abstract should give clear idea as to what
your project is, how it was carried out and also
what has been the inferences and conclusion,
follow up carried out etc.
 Maximum 250 words for projects in the Lower Age
Group and 300 words for projects in the Upper Age
Group
 Contents

 Listof chapters with detailed headings and sub-

headings, list of tables, photographs, maps etc.,
along with references against page numbers.
 Format for Contents- (Suggestive)
S. No. Heading/Table/Photographs (along with references) Page No. Remarks

1
2
3
.
.
.
.
 Introduction

 Description on background of the study and its

relevance to the focal theme, rationale and
social context in two to three paragraphs
Hypothesis

A proposed explanation made on the basis of

limited information as a starting point for
further study, to be written clearly in one or
two sentences
Objectives

 Tobe written clearly point by point, not as

running statement (not more than five)
Methodology

 Experimentation: Provide list of materials

used, explain the treatments and control,
provide neatly labeled sketch and/ or diagram
wherever necessary, document every step of
the study by taking photograph, etc
Methodology

 Survey: Clearly describe methodology

followed, sampling procedure and sample
size based on population, provide sample
questionnaire used, document every step of
the work by taking photograph etc
Methodology

 Casestudy: This is a specific study carried out

focusing on a particular area/ community to
understand certain issues or its impact
Observation and data collection

 Observation can be both qualitative as well as

quantitative
 Thequalitative data (information) need to be
transformed into quantitative form either
using ranking approach or weighted index for
numerical analysis
Data analysis and interpretation

 Thedata need to be tabulated in a structured

manner.
 Simple statistical methods can be used to
analyze the data, understand the patterns
that emerge from it to get results and draw
conclusions.
Results

 Resultsare the output of the study derived

from data analysis and interpretation leading
to meaningful outcomes with logical
framework.
 Final result is the analyzed data presented in
structured table as well as graphical form.
Conclusion / Inference

 This is the logical end of the project arriving

at specific conclusions (positive or negative)
from the final result(s) for better
understanding of a problem.
 Solution to the problem

 Once the problem is understood using the

above steps, it may lead to one or more
possible solutions.
Future scope of the work

 Every research is open-ended.

 Due to limited time-period and resources,
research work may need further refinement
for suitable and wide application, in future.
Acknowledgement

 It is a duty of the researcher to acknowledge

all the persons who extended help in various
forms for accomplishing the work, with a
generous statement of gratitude.
References / Bibliography

 This
part includes the list of books, journals,
magazine, articles consulted .
 If these are referred in the write-up of the
project, then it is termed as reference; else it
is bibliography/ literature cited.
Word Limit

 The word limit for written report for junior

group is 2500 and that for senior group is
3500.
 Itcan be substantiated by photographs, neatly
drawn sketches, illustrations or drawings, etc.
 Presentation of the project
 Oral presentation is made by group leader only
 The time limit for the presentation is 8 minutes
 Use of 8 minutes needs pragmatic planning
Two minutes Introduction, Objectives, Hypothesis
दो मिनट परिचय, उद्देश्य, परिकल्पना

Four minutes Methodology, Observations, Results

चार मिनट कार्यप्रणाली, अवलोकन, परिणाम

Two minutes Conclusions, Future plans

दो मिनट निष्कर्ष, भविष्य की योजनाएं
Presentation of the project

 Useof 4 number of charts prepared on 55

cm x 70 cm chart paper is mandatory
1 Title, Names, Objectives, Map of the area, if any
१ शीर्षक, नाम, उद्देश्य, क्षेत्र का नक्शा, यदि कोई हो

2 Methodology
२ कार्यप्रणाली

3 Results
३ परिणाम

4 Conclusion, Solution to the problem, Future plan

४ निष्कर्ष, समस्या का समाधान, भविष्य की योजना
 Presentation of the project

 IfNeed be, 4-5 power point slides may be

used in addition, though this will neither
carry any additional weightage nor any
additional time will be allotted for presenting
the slides/ppt.
 Evaluation Sheet (Regional Level)
Sl. Criteria Max. marks Total
No.
Written Oral

    Report Presentation  

1 Originality of idea and concept 10 10 20

2 Relevance of the project to the theme 10 10 20

3 Understanding of the issue 15 15 30

4 Data collection & analysis 15 15 30

5 Experimentation/validation 10 10 20

6 Interpretation and Problem solving attempt 10 10 20

7 Team work 10 10 20

8 Background correction 10 10 20

9 Presentation 10 10 20

  Total 100 100 200

 Evaluation Sheet (KVS National Level)
Sl. Criteria Max. marks Total
No.

Written Oral

    Report Presentation  

1 Originality of idea and concept 05 05 10

2 Relevance of the project to the theme 05 05 10

3 Understanding of the issue 15 15 30

4 Data collection & analysis 15 15 30

5 Experimentation/validation 10 10 20

6 Interpretation and Problem solving attempt 15 15 30

7 Team work 05 05 10

8 Background correction 10 10 20

9 Oral presentation/ written report (as applicable) 10 10 20

10 Improvement over the previous level suggested 10 10 20

  Total 100 100 200

Focal theme
 Focal theme

“UNDERSTANDING
ECOSYSTEM FOR HEALTH
AND WELL BEING.”
Target Principles:
 Respect and Care for All
 Living a Community Life
 Inculcating the Habit for Saving
 Adopting Minimalism
 Responsible Decision-making
 Sub-themes

 Know your ecosystem.

 Fostering health, nutrition and well-being.
 Social arid cultural practices for ecosystem and health.
 Ecosystem based approach (EBA) for self-rel1ance.
 Technological innovation for ecosystem and health.
1. Know your ecosystem

Focal Points

 Understanding nature and characteristics of

Ecosystem
 Impact of human activities on ecosystem
 NaturalResource Management for ecology,
economy and social sustainability
 Carbon sequestration
 Logical framework:
 Impacts on life (human and non-human)
 Location
 Associated landscape and land use
 Status (quality of water, soil, biodiversity)
 Ecological services
 Exploring and understanding the ecosystem in
Focal areas:
your neighborhood
 Freshwater (stream, river, pond, fake, tank etc)
 Forest
 Grassland
 Agrolorestry
 Farmland
 Home garden
 Tree as ecosystem or repository biodiversity
 Area under Construction Products Regulation
 Community-based practices
 Anthropogenic pressure /interruption
 Project ideas:
 Comparison of butterfly populations in urban and rural environs
 Diversity in the mangrove
 Diversity of water plants in the local pond/wetland
 Diversity of water plants in the disturbed pond/wetland and intact pond/wetland
in the locality
 Impact of urbanization on the mangrove ecosystem
 Impact of solid and liquid wastes on the mangrove ecosystem
 Impact of solid and liquid wastes on the wetlands

Comparison of soil organism in sacred grove and agricultural
land/plantations in the neighborhood
 Urban birds and their survival tactics
 Probe in to reasons of the disappearance of sparrows in urban/ rural
environs
 Pollinators in the home gardens
 Diversity of spiders in the paddy fields and their role in pest control
 Mixed hunting party of birds in rural areas and their dynamics
 Birds in the paddy fields
 Study of heronry and the dynamics
 Fruit eating birds in the locality and their role in seed
dispersal
 Dragonfly and damselfly diversity in the locality
 Dragonfly larvae and their role in mosquito larvae control
 Bird flowers and flower birds
 Ecosystem restoration of different mined areas
 Coastal erosion and impacts
 Choice of native and exotic plants in the home gardens and
the transformations in the garden ecosystems
 Change in riparian vegetations in different zones in a river
 Analysis of change in the local landscape based on satellite
images and land surveys
 Riparian vegetation dynamics and its relation to diversity in
aquatic fauna in the locality
 Earthworm presence and density as an indicator of soil
organic content and soil health
 Study of pollinators in the mustard field.
 Pollinators and pollination
2. Fostering health, nutrition and
well-being.

 This sub-theme will inspire the children to make

scientific inquiry, in their own localities, about
situation of health (both human and animal),
nutrition and well-being and will also encourage
them to make efforts to identify ways and means
to fortify and foster the situation ensuring health
safety and security, nutritional security and well-
being at individual, family and community levels.
Focal areas:

 Know your health

 Know your food
 Sources of food in your locality
 People’s practices
 Myth and reality
 Disaster and health safety
Project ideas:
 Water disinfection / treatment using solar energy
 Correlation between junk food and obesity
 Nutritive value of local / seasonal fruits / vegetables
 Study of common / local zone diseases
 Evaluation of level of essential nutrients in food stuffs
 Impact of climate change on the diseases of humans and/or plants and/or
animals
 Assessment of animal feeds on production
 Study of food-system in tribal and its impact on their health and well-being
 Role of public health system on societal well being
 Study of deficiency diseases and approach to overcome at local level
 Comparison of balanced diet across cultures
 Study of methods adopted for physical / social well-being at school level
 Companion animal health and impact on household well-being
 Study of nutritional deficiency in the community and means to overcome
 Analysis of nutritive values of plant-based versus animal-based food for specific
ingredient
3. Social arid cultural practices for
ecosystem and health.
Focal areas:

 Understanding the society and culture,

people and their practices, interrelation to
ecosystem and health TKS base frame of
references
 acquired modern frame of references
 induced frame of references
 Project ideas:
 Agriculture related social and cultural practices leading to non-chemical farming
with respect to biological pest and nutrient management.
 Human animal conflict and linkage to local ecosystem degradation and coping
mechanisms.
 Land use changes causing ecosystem changes leading to flash-floods/land- slides
including vulnerability mapping of potential landslide hotspots.
 Cloud-burst and resultant flooding and its impact on agro-ecosystems.
 Rain-gardening/farm ponds/soil erosion control measures / Continuous Contour
Trenches/gabion etc. and study of regeneration of green cover over sloppy
terrains.
 Season watch — mango and other fruit orchards / other species / link to local
marketing and study the process of flowering and its linkage to whether they

Sacred groves and their importance / role in conservation and local traditions
and ecosystem services.
 Selective and controlled pruning of trees/fodder for cattle rearing / Jack tree
 leaves for goats etc. as a conservative measure.
 Role of traditional games/sports and their linkage to health / Physical activity
mapping/ seasonal games etc.
 Food preservation/processing linked to seasonal availability of resources / fish
 /meat /vegetable process / in various agro-ecosystems.
Continued…
 Fisierles / Conservative measures leading to sustainable fishing.
 Pest-predator balance in agro-eco systems and cultural pest control measures as
opposed to conventional farming / comparative study / economics of input- based
farming with natural farming systems
 Study on sustainable menstruation as a means to avoid plastic waste. 14.To study
role of rain garden in water recharge.
 Study and compare lifestyle of different group/communities either in village or
cities.
 To study the effect of market force on changing pattern of festivals / dresses /
food habits/ Community celebration and its effect on ecosystem.
 To study the importance of our various festivals/traditional games/toys and their
relation with our cultural aspects and mental health.
 To study traditional biological control methods of pest management and its role 1n
ecosystem.
 Study on bio fencing plants of local area and its role in a)checking man animal
conflict b)conservation of ecosystem.
 Scientific
study on traditional method of food storage processing and its role in
ecosystem.
 Study on land use and its role in ecosystem conservation by sea buckthorn
(Hippophae)[In reference to local area of Leh- ladakh]
 Study on local community knowledge of polyherbal medicine to control tick
infection in Dairy Animals in eco-friendly way.
 Study of machining Makhana (Fox nut/Gorgen nut) popping a way to save health
and improve livelihood of makhana growers.
4. Ecosystem based approach
(EBA) for self-reliance
 Children, under this sub-theme, will get scope
to identify the prospects and
 study / explore how integrated management
of land, water and living resources
 Promotes conservation and sustainable use in an
equitable way. Children can also study the wide
range of ecosystem management activities that
increase the resilience and reduce the
vulnerability of people and the environment to
climate change. Various approaches based on
different ecosystems can be studied and
explored by children under this sub-theme.
Focal areas:
 EBA in farm-based practices
 EBA in human settlement development and
planning
 EBA in architecture
 EBA in drainage planning
 EBA in disaster risk reduction
 EBA in climate change adaptation and resilience
development
 EBA in industrial planning
 EBAin tourism, recreation, and hospitality
management
 EBA in water management
Project ideas:

 Study of dependency of a village on the nearby forest.

 Documentation of the wild edibles from different habitats in the
surrounding area.
 Assessment of current scenarios of different natural resources in the
surrounding area of your school.
 Management of solid waste in urban areas- Reduce, Segregation,
Collection
 Efficiency, Transportation, Resource recovery, Disposal.
 Study of impact of traditional agriculture on water harvesting system.
 Study of propagations techniques of different wild edibles.
 Study of vulnerable/ degraded resource areas in the surrounding.
 Study of restoration practices (indicative) for degraded ecosystems.
 Study of different man-made habitats like gardens and other open spaces
and their role in urban areas.
 Study of aquatic flora to reduce water pollution.
 To study different practices of crop rotation, relay cropping, etc. for
sustainable production (documentation, reflected in soil health,
comparison between two patches).
 To study the diversity of birds in agriculture systems and their
role.
 Study of mushroom cultivation.
 Study of beekeeping and its role in maintaining the ecosystem.
 Effect on food supply chain during pandemic.
 Study and documentation of food preservation practices for crisis
period.
 Study of per capita water resource availability (domestic use)
for a village or town.
 Study of salt tolerant and salt loving plants in coastal agro forestry
and agriculture.
 Assessment of existing fish habitats and measures to improve
them.
 Study of aquaponics cultivation.
 Study of different groundwater recharge practices.
 Study of role of vegetation in water percolation, retention,
reducing runoff and erosion.
 Integrating plants and water for cooling and air conditioning
within settlements and buildings.
 Micro watershed mapping.
 Carbon sequestration in your surroundings
( Vegetation- Height, girth of trees-)
 Terraced cultivation in hilly areas
 Study on After effect of flash floods, storms, landslides.
 Water usages in packaged water bottle vs from Tap bottle
water
 Study of road killed small vertebrates and invertebrates
 Survey and documentation of the biodiversity in the
potential Biodiversity heritage sites
 Study on different Tree species in an Homestead Agro
forestry systems
5. Technological innovation for ecosystem
and health.
 This sub-theme will encourage children to
find local-level problems and take
initiatives for developing local
technological solutions from the
perspectives of green technology,
appropriate technology, information and
communication technology or improvising
traditional technology based on the
principles of frugal innovation.
Focal Areas:
 Ecosystem related
 Soil conservation
 Water management
 Disaster risk reduction
 Human Wildlife Conflict management
 Invasive species control
 Waste management
 Farm-based management
 Strengthening Ecosystem services
 Health and wellbeing related
 Strengthening prevention system
 Health information system
 Stress management
 Improving nutritional inputs
 Health communication
Project ideas:

 Biomass (Algae, Bio-residue, waste, etc.) as green energy

 Design and development of simple and economical devices for
measuring water quality
 Appropriateness of water purifiers
 Technology for potable drinking water delivery during flood
 Design, development of a solar water still for coastal and brackish
water areas
 To develop a simple tool for measuring water table depth in tube well
 Bamboo as a sustainable engineering material.
 Solar/ biomass-based crop dryers for farmers
 Simple technology for weather monitoring (measurement of rainfall,
wind, solar radiation duration, humidity, etc.)
 Technologies for person with disability
 Grey water treatment using plants and microorganisms.
 Use of Biochar to improve moisture and nutrient retention in soil
Continued…
 To study traditional fishing tools and gears and its modification to
make it more efficient and productive
 Rain water harvesting accessories
 Comparative study of thermal performance of traditional and
modern houses
 Exploring electric mobility
 Measuring specific heat of water and appreciating its role in
ecosystem maintenance
 Information and communication technology (ICT) for decentralized
healthcare delivery
 To develop a frugal process
 Application of artificial intelligence for estimating market demand
for agri- products
 To study micro climate condition at the habitat level
 To develop solutions for stubble burning issue
 To explore the use of fruit and vegetable waste for extraction of
value-added materials like pectin or pigments
 Sample Project : 01
Studies of different type of web-forming spiders
and their preys in the ecosystems at your locality..
Background
Spiders play an important role in every ecosystem. They are generalist
predators and prey upon wide variety of insects like agricultural pests,
mosquito, housefly etc. Some spiders directly capture preys which are called
hunting spiders. Other are web- forming spiders that form webs with silk and
sit, wait for capturing preys
in the web. Web forming spiders prepare different size and pattern of webs for
capturing varieties of prey. Their web-forming sites are different which allow
specific prey only. In agricultural ecosystem, some spiders prepare web twisting
the crop leaves; house-dwelling spiders make their web in the walls and roof;
tree-dwelling spiders construct web in the tree.
Objective
 To study web forming spider diversity in different ecosystems with
patterns and type of webs and nature of preys
Methodology
 Survey different ecosystems (forest, grass lands, agricultural crops
like rice, maize, sugarcane, millet etc.) in your locality through
trail walk method. Organic and inorganic agro-ecosystems may also
be targeted to document diversity and numbers of spider species.
 Document the diversity of spiders (draw diagram, size, colour, take
photograph) and document both the sexes - generally, female is
larger and
Science for Sustainable Living 
 mainly sits and waits for the prey, male is much smaller and
remains in one corner of the web.
 Draw the pattern of each web of different species of spiders and
measure their size (radius)
 Measure and count different parts of spider web
(bridge thread, anchor thread, anchor point, auxiliary
spiral, capture spiral etc.) in different species.
 Observe the behavior of web forming and capturing
prey of different species
 Document the types of prey captured by each species
per day.
Significance
 The project will help introduce the child scientist to
the fascinating life of spiders and particularly web
forming spiders and their various activities. It will also
be useful for them to understand the predatory
potential of spiders and their importance in the food
chain and ecosystem functioning. Every ecosystem has
preys and predators with different survival strategies.
 Sample Project : 02
How does organic component influence soil properties of
different ecosystem?
Background
Organic materials are very important to agriculture. Farmers and gardeners use it to
increase the nutrients in their soil. Organic materials retain higher amount of water and in
turn, supply it to the plants on which they grow. Moreover, organic matter may influence
various soil properties like soil colour, pH, organic-carbon
content etc. So, studying soils containing different level of inherent organic materials in it
will provide a relative idea of water availability, soil colour, organic- carbon content, soil pH
etc. Organic material also supply nutrients into soil and plants can take both water and
nutrient from soil. This assists better plant growth.
 Hypothesis
 Organic components of soil influence soil properties irrespective of ecosystems.
 Objectives
 To study variation of organic content of soils under different land use
 To determine the water retention capacity of soils under different land use
 To determine the colour, pH, organic-carbon content of soils under different
land use
 Methodology
 Materials Required
 Select three ecosystems in your locality viz. agricultural, forest and grass lands.
 Spade/ khurpi, colour chart, wash bottle, sieve set, sample collection bags, paper
tags/label, perforated container.
 Soil test kit for organic carbon
 Experimentation
 Prepare a land use map of your locality
 Collect representative surface (0-15 cm) soil sample from each land type and land use
(for example, forest land, grass land, barren land, steep land, soil under agricultural
crops, orchards, etc.). Air dry the samples, grind and pass through 2mm sieve for
studying the following parameters-
 1. Water holding capacity
 Take 500g soil sample in perforated containers add the soil slowly followed
by tapping so that soil of the container comes to natural compaction.
 Place beaker under each container to collect the leachate drain out water.
 Pour measured volume of water from a measuring cylinder to each
container and record the volume of water needed to completely saturate
the column. Add approximately 100 ml of water additionally to form a thin
film of water over the soils of the container.
 Wait for 12 hours
 Measure the volume of water collected in the beaker, then subtract this
from total quantity of water added.
 Repeat the experiment three times for soils of each land type/use
  
 Observations
Land use Agricultural land Forest land Grass land
Replication I II III I II III I II III
Observation 1
WHC
Soil Colour Soil
pH
Organic Carbon
Observation
2WHC
Soil Colour Soil
pH
Organic Carbon
Observation 3
WHCSoil Colour
Soil pH
Organic Carbon
Mean value
WHC
Soil Colour Soil
pH
Organic Carbon
 2. Soil Colour
Take a table-spoon of soil and place into individual petri-dishes, or any
similar glass or plastic containers. Be sure to label each dish
appropriately. Now compare the colour of the soil with the Munsell colour
chart (may be collected from Soil/Agriculture Department) and note their
dominant colours (red, brown, grey, yellow, yellowish red etc.). Moist the
soil with few drops of water and record the moist colour also. Repeat the
experiment three times for soils of each land type/use.

3. Soil pH
Take a tablespoon of soil and place into individual petri-dishes or any
similar glass or plastic containers. Be sure to label each dish properly.
Wet each soil sample with 2 tablespoons of distilled water. Allow to sit for
3 to 5 minutes. Place one piece of pH paper on each soil sample. (Use
pH paper with a range from at least 5-10). Determine the approximate pH
or acid/base level of your soil. Repeat the experiment three times for soils
of each land type/use.
 
  Soil OrganicCarbon (Kit Method)
 Take 1 gram of soil in test tube. Add 2 ml of organic carbon reagent I ( 1N
K2Cr2O7 )and 2 ml of organic carbon Reagent II ( Conc. Sulphuric Acid) in the
test tube. After 15 minutes stay, determine the approximate organic carbon
content of the soil under experiment from the colour chart matching. Repeat
the experiment three times for soils of each land type/use.
Colour Oxidizable organic Carbon,(%) SoilQuality
Dark green >0.75 High
Red 0.50 – 0.75 Medium
Orange < 0.50 Low

 Results
 Water drained from the soil was measured exactly 12 hours after the water
had been initially added.
 Then draw inference of the experiment 
 Relevance
 The study will throw light on the variation of water retention capacity, colour,
pH, organic carbon content of soils under different land type and land use. It
will give an idea of importance of organic matter in controlling the availability
of water, regulation of temperature due to colour, soil pH and organic carbon
content thus nutrient availability for plant growth.
 Sample Presentation: 01
https://youtu.be/ogdC2F5yguQ

Sample Presentation: 02
https://youtu.be/11PFOJQBRkE
 THANK YOU

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