How to Prepare an NCSC Project - Registration Link https://n-csc.in/

Summary

The video explains how to develop a National Children’s Science Congress (NCSC) project based on a real problem in a child’s surroundings. Possible starting points include water wastage at school, plastic or food waste, excessive electricity use, drying ponds, and chemical use in farming.

An NCSC project is not simply a model- or chart-making competition. Children investigate a local issue scientifically: they ask questions, gather and analyze evidence, and propose practical solutions. The video summarizes the approach as:

Local problem + scientific study + practical solution

For 2026–27, the focal theme is “Science and Innovation for Sustainable Development.” Suggested areas include waste management, energy and water conservation, recycling, food and agriculture, health, and the use of Indian knowledge traditions for sustainable development.

Project-development steps

1. Choose a local, researchable problem. Look for an issue in the home, school, village, neighborhood, or city. It should affect society or the environment, be possible for children to investigate, and have the potential for a practical solution. Examples include measuring daily water wastage at school or investigating whether kitchen waste can be composted.

2. Connect the issue to the focal theme. Link the chosen problem to the year’s main theme and an appropriate subtheme. State the theme and subtheme clearly in the project.

3. Write a clear, research-based title. Make the title indicate where the study takes place, what problem it addresses, and its main purpose. For example, replace “Save Water” with a focused title such as “Study of Water Consumption and Wastage in Our School and Measures for Conservation.”

4. Formulate a research question. Identify the main question the investigation will answer. Examples include:

   • Where is the most water wasted at school?
   • Do students know how to segregate waste?
   • Does using LED bulbs reduce electricity consumption?

5. Set clear, measurable objectives. Decide what the study needs to find out, measure, or improve. Objectives might include measuring daily water use, identifying where water is wasted, assessing students’ awareness, or testing whether proposed measures reduce consumption.

6. Develop a hypothesis. Make a testable scientific prediction before beginning. For example, predict that running taps and leaking pipes account for most school water wastage. A hypothesis may be right or wrong; the aim is to test it objectively, not to prove it.

7. Review existing information. Consult books, newspapers, government reports, scientific articles, reliable internet sources, and relevant local experts or community members. Use this material to understand the topic, but do not copy another project. Conduct original research in the local area.

8. Plan the investigation. Decide where and how long the study will run, whom or what it will examine, and how many homes, students, or locations to include. List the required equipment and assign team responsibilities—for example, supervision, recording figures, taking photos, and preparing the report. Plan first, then begin the study.

9. Select an appropriate scientific method. Choose methods suited to the research question:

   • Observation: Notice and record events or conditions.
   • Survey: Gather information using questionnaires.
   • Interview: Speak with people such as farmers, teachers, doctors, artisans, or other local experts.
   • Measurement: Record quantities such as weight, length, temperature, time, water use, or electricity use.
   • Experiment: Test an idea or solution under controlled conditions.
   • Comparative study: Compare places, methods, or conditions before and after an intervention.

Prefer measurable evidence over opinions alone.

1. Collect data systematically. Use a sufficient number of samples and the same method at each location. Use appropriate measuring instruments and record the date, time, and place. Base findings on actual measurements rather than estimates, and repeat the study if needed. For example, sort school waste by category each day, weigh each category, and record the results.

2. Maintain a project diary or logbook. Begin recording on the first day and update the log on the same day as the work. Include dates, times, places, work completed, observations, measurements, changes to experiments, difficulties, team members’ roles, expert input, and the next day’s plan. The logbook documents how the children conducted the project themselves.

3. Analyze the data. Present information using tables, percentages, averages, bar graphs, pie charts, line graphs, or comparative charts. Look for patterns, such as which day had the highest water use or what share of waste was food waste. Let the recorded evidence—not unsupported claims—drive the findings.

4. Interpret the results. Ask what the data reveals, what may be causing the problem, whether the hypothesis was supported, and whether any unexpected results occurred. Compare locations or groups where relevant. Draw only conclusions supported by the data.

5. Develop a practical solution. Propose a solution that is simple, low-cost, safe, scientific, and appropriate to local conditions. Examples include repairing taps, adding separate wet- and dry-waste bins, composting organic waste, monitoring electricity use, or creating a small rainwater-harvesting model. Where useful, combine traditional knowledge with modern science.

6. Test the solution. Implement the proposed measure and measure its impact. Compare conditions before and after an awareness campaign, waste-separation system, LED installation, or composting intervention. Testing helps establish whether the solution actually works.

7. Write conclusions and suggestions. Summarize the main findings, causes of the problem, outcome of the hypothesis, and impact of the solution. Offer future suggestions that a school, family, or community could realistically adopt.

The video ends by introducing project-report preparation as the next step but does not provide further report-writing instructions in the subtitles.

Speakers and sources featured

• Narrator/presenter: One unnamed speaker explains the NCSC project process.
• No other speakers are directly featured in the subtitles. Farmers, teachers, doctors, artisans, local experts, and elders are mentioned as possible sources of information for student research.