Page 1
リエ。 リエ'ー
臀”、
HYDRO-BIOLO
, OF
THONDAIMAN
Bulletir
STUDENTS
K. Sivapa K. Ponna M. Atput
OCTO E
'll lish oil by the 3Cydrobiole
Dβ2
*
 
 
 

Y **** ETERSEY
GICAL SURVEY
THE ਮ5t
NAR LAGOON N
No. 12
PROJECTS
nth as Candaram mbalam
hanathan
ER 1 968
ܢܓ¬

Page 2


Page 3


Page 4
KANKESANTHURAI
KARAINAGAR 3
DELFT ?
VELAN
PUNGU
MAP:
SCALE: 1 =

VALVEDDITURAI
工っ
BRIDGE
*5 THONDAMAN
”سے
8
JA.FFNA
M
AI
MAN DAITVŪ DUTIVU
4 miles g

Page 5
MAP OF THE H. SURV
PoINT PEDRo
RA
'{{S. THONDA: ANNAR
ELEPHANT PASS
 
 
 
 
 

(DRO-BIOLOGICAL EY AREA
INAR LAGOON
ARACHCHI LAGOON
ιARKOVII
ssie MULLIAN CHANNEL

Page 6


Page 7
p:૧૯૨૧નranc ARE PRESENTATcPN coF T
YDRO - BIOLOGICAL SULR N - P - S
EDucAION - H. E
DEPT RESEARCH
C h
R .
இஞ்ஞ"இஞ் ↓ ܬ̈ܠ ܝ݇2 ]ܢ ܐܸܠ
B. PO THONDAIMANNAR P
\ \N, Z
JR A
- PuBLICRTION OF FIN) – 2. ETTER sc ENoE EDu lti- FELD Work CENTRE
 
 

·sa·
E MAN FOLD fMPCA Trons of rhe
VEY PROGRAMME. S - T - A
5 - JNTERESTED could Nic - T T BOTDIES
LAGOONf
* 3 - d. A RC - - C C A NO
NGS. CAT to N.

Page 8
Guide to the understanding of
N. P. S. T. A-Northern Province Science
H. B. S.
S. R. C.
Sa T.
PO.
PS.
Pt.
RA.
CRO.
FRO.
C.
Si , S., & Sa
-Hydro-Biological Survey
-Secretary, Research Coun -Schools; Students and T
-Project Officers of Static (Members
-Individual specific projec
s s s
—Research Assistants (Mem
-Ceylonese Research Offic
-Foreign 5 sy
—Convener of this program
-Working Stations.

Chart overleaf :
: Teachers' Association.
of Thondaimannar Lagoon.
cil.
achers.
ons I, II, III, etc.
of Research Council.)
ts at student level.
at teacher level.
bers of Research Council)
CS,
me, (Chairman of the Research Council)

Page 9
12 .Bulletin No -܀
dStudents
Gorηpi
K. Sivapat K. Ponnam M. Atputhí
projects by various members
their respee
OOTOE9E
ALL RIGHTS
Dublished by the 3Cydrobiologi
o (Öhe torthern 3Drovince ප්o

(Drojects
9ெ 2து
hasundaram balam
anathan
carrying out students' o the (Research (ouncil
tive schools.
FR 1 Se68
RESERVED.
eal currey (Research (9e uneil
івnce õesehors'

Page 10


Page 11
CONT
Preface
Section I The Project
Section III Organisation
Section III Trials
es
Section IV Brief Accounts of some of 1
Section V Some suggested Projects
List of References.

ENTS
he projects worked
1
25

Page 12


Page 13
Erra
Preface para 3 line 8 to read as page 3
* १
s
92
page 15
፪ ፵
15
5
6
16 16
16
6
6
2 line 3 to read as
s s
ss s
9 ‘萝多
es 梦事
·爱爱
99. l s
in title and in (d) line 7 to read as
y
s: s 3 ‘常数
多多 SY 13 意參
s l 罗多
多多 y s
s 99 8 s
99 9 4 s
s 9 s s number l to read as
多敦 莎 》 5
21
99 ss
Discussion No. 1 . read as types of fishes had' discussion No. 2 read as
s: , 6 line Z su (for appendix 2) discussion No 6 line 7 aft that come under 23 and 2 para 1 line 4 read as “but , 2 ... 1 s 'as
, 4 number 1 delete aft , 5 line 3 read as 'als , 5 , 7 梦多 “lag ,, 6 , 5 substitute (ch

ta
project studies field work appears to be at Grades 9 & 10 year of study
last period even allow projects England Considers project
well equipped projet' to read as project
abundant
observations
procedures
relevant
peculiar
survey
For each aspect
for it is only “the number of types of During dry season
planned for the first one “of the 47 types of fishes 26
"These 26 types of fishes" bstitute “chart facing page 16"
der fishes substitute thus (ie those
on page 14) experience gained over'" shown in para 6,” er market "and the other" o made the relative abundance' oon do not form' '
art facing page 16) for (see table 2)

Page 14
page 7 para 1 line l read as popul
99
99.
s 9
sy
sy
多多
99.
>岁
99
99
99
99
sy
99
17 under comments No. 8 lir 20 para 1 line 1 read as “Any 20 section 24 line 3 read as 25 last para line 2 read as “ 29 praa 1 last line read as “ 29 3 line 3 read as “dev
heat dissipation. 30 para 2 No. 3 line 1 read 32 , 2 line 8 read as “het 33 , 4 last line read as - ste 34 Section 4'2, line 3 read as 37 para 1 line 1 read as “Se 39 , l , 10 , “Se 43 No. l read as 'Rhizoph 43 No. 15 read as “Ostrea s 44 No. 35 read as ““Tilapia”

ar varieties
e 1 read as “the final write up'
interesting point arising
project are to be given'
chart read at"
46 watt bulb''
ise such as blower'... .. “minimise
as matt Screens erophylla' p short of
“weeds wilt under."
en a bird's nest''
an to live with them' ora mucronata p.'

Page 15
PR
In section IV of Bulletin II, briefly list some of the other outc in the context of modern concept some of the projects that had been that await application. A detailed out, the impetus that initiated thc followed, the immediate and ultima and hence this additional number.
One of the aims of th Thondaimannar Lagoon, is the devo among students and teachers, and i analyse, and find solutions to prob or interest them. To those who those who grudge the want of pre difficult to select a problem and an of a some sort of ready-made pr prepared through experience gained projects in schools will be a hope that this number will contrib approach to science education.
Through this number, we pr teachers, in the selection and syst methods that could possibly be ac of those pursued, the assistance research council and finally the g minature research programme. The up that the readers could, on reac in the necessary technique, and c his own and carry out to a fair de that an appreciable number from studies, and render a significant o the betterment of science educati scientists.
That anything which is lear is almost always better than that v in Education. When viewed in th learning through projects becomes way in developing a healthy scien an added zest to the work of the pupils to solve new problems req

"AC
we have stated that we would :omes congenial to learning science of Education. We indicated briefly successfully carried out, and those statement, of the projects carried se, the methods and procedures te outcome, appear very significant,
2 Hydrobiological survey of the lopment of initiative and eagerness induce them to select, systematically lems through projects that suit had been lagging in intitiative, to cedents, or to those who find it alyse it systematically in the absence ocedure, we hope this number,
by guiding and carrying out very much awaited guide. We ute to the needs of the present
esent the role of the students and ematic analysis of projects, the opted in the successful completion rendered by the hydrobiological ains and losses incurred by such
contents in this issue are so drawn ling to completion, become familiar ould take up project studics of gree of success. We fervently hope each school, indulge in project ir appreciable contribution towards on and production of budding
ht as a result of personal experience what is told is an accepted axiom is perspective the importance of crystal clear. Projects go a long tific attitude. It not only gives
science teacher who directs the uiring the application of various

Page 16
types of skills, but also taps at of the teachers and students. to inventiveness, which is the ki
Today project studies are b the untiring efforts of the Hydrol But unfortunately the council’s te schools while in a very great nu never thought of. In the interes and in the interest of the natio occupy pride of place in the schc Deparment of Education would curricula and syllabuses.
THANKS
The research council is spe of the U. S. A. for their magnani our investigations go into print. we take this opportunity to than College, J/Hartley College, J/Nelli School and J/Uduppiddy America necessary facilities to the studi working out the projects, and ( in several ways to make this ven
The authors are grateful to council for thc very valuable cri

the latent talents and resourcefulness his type of fascinating work leads ng pin of research.
eing initiated, and pursued through biological survey research council. ntacles have embraced only a few mber of schools project studies are t of modern approach to science, l, we wish that project studies ol science curriculum, and that the :ffect the necessary changes in the
cially indebted to Asia foundation mous gesture in seeing the results of
On behalf of the Research council, k the principals of J/Chithampara ady M. M. V., J/Puloly Boys English in Mission College, for providing ents of the respctive colleges, in contributing directly and indirectly turc a SlCCCSS .
the other members of the Research ticism made towards this publication.
Authors

Page 17
SECTION:
The
11 What is a project?
A project is a specific stu (or a small group) largely on his inquiry into some specific problem The nature of projects diffel academic and Technical endowmen mental and physical alertness, guic like factors. The student project that involve little or no finance, equipments. The projects should pursued with no interference witl curriculum specially when project the activities of the institution. aimed particularly at the developm of a problem and the designing a investigation. It is the means and in student projects.
An individual acquires an e when and if he associates himsel studies and surveys. The Hydrobi has induced many students to ta its biannual surveys of the Thond whole hearted co-operation and gu pating in regular surveys, and ob come by, and become aware of research attitude, and finally inter
Some of the student projec of hypotheses, others may be ai couditions and or life prevailing in be aimed at learning and cor. individuals of any one community who selects his project or area o
1:2 . Aims of a Project
Having briefly stated what enumerate reasons why student p1 encouraged. Project studies prov.

project
dy carried out by an individual initiative, involving experimental that has interested him. , depending upon the experimenter's ts, financial and physical facilities, ling and assisting personnel and the -s are mostly miniature in form, and lesser use of laboratories, and be so chosen that they could be the examinations or the school studies have not found a place among The student projects should be ent of research attitude-awareness nd improvising of apparatus for the not the end that carries weightage
agerness, and becomes a participant f with those engaged in project ological survey research council, ke on the project studies through aimannar Lagoon, and through the idance of its members. By particiserving scientists at work, students the existence of problems, develop est themselves with suitable projects.
ts may be aimed at a verification med at studying particular physical selected niches, and still others may relating features common among 7 or race. It must be the student f study. (Refer Section V)
a project is, we now proceed to 'ojects should be undertaken, and ide.

Page 18
12 2.
12 3.
1·2 4。
l2 5.
2 6.
2 7.
12 8.
12 9.
2 10.
2 11
1:2 12.
Practice in recognising Practice in analysing a means of approach. Practice in forwarding the application of what or through the contents Practice in designing ex
Practice in the imp materials in his enviro1 Practice in the collec to the best advantage. Projects help in the (a) Measurement (b) ( senses (c) Classifying and logical sequence. Willingness to consid opinion or conclusion The projects help stud contributions of some e and methods. The projects help in
books, journals, record The ability to evaluate and to draw conclusior and from the data col Through projects one coherently, concisely a
In general it can be said
scientific methods as a way c develop the creative powers and the contributions of the scienti
time
activities. . A successful
provide a student not only and independance, but also problems of his environment, :
2

the existence of problems.
situation, and formulating possible
hypotheses regarding the problem, by had been learnt or read in class-room, of the syllabus. (periments for the analysis.
'ovisation of apparatus, and use of
ImetS.
tion of data and recording preciously
development of fundamental skills like Observation through the use of all the data with regard to its importance (d) Patience for research work. er new evidence and to change an because of later evidence. 2nts to develop an appreciation of the eminent scientists and their discoveries
the realisation of the importance of S etc.
the evidence, correlate the data is on the basis of evidence at hand lected from associated projects. gains the ability to compile an account nd lucidly.
that projects help one to develop if thinking and solving problems, to skills, to develop an appreciation of sts, and to develop interests for leisure project carried to completion can opportunities for ingenuity, initiative a deeper understanding of particular and thic willingness to work.

Page 19
SECTION
Organi
2 * 1 Project and curriculum
In many countries the “subj culum is being replaced, It is sai than museum pieces. The curriculu of activities to be encouraged rathe memory. Hence the importance Curriculum content should be organ approach possible, and to stimulate learners.
Today the prescribed syllabus a or require project studies. They ar. In some schools even the field-work simple reason that it has to be dol class-room. The content material c outcomes of the syllabuses are in Though in the greater interest sma during the spare time with little or curriculum, teachers and students do no in outlook and examination centre is our fervent hope that the Depa earliest, include project studies in thei the students to apply their knowled
... Project studies could preferab and 1&2 stages in our schools. At pursue such studies, during their s hours. The authorities may exempt, 1 studies, from some of the co-curr them additional time, initiative and
When and if the Department the curriculum, we would advocate guiding and supervising some stude an allotment of one period of forty n year of study. It would be advisa ast period of the afternoon session not the only criterion. For the su

sation
ct' mode of organising the currithat “subjects'' are no more m should be thought of in terms than of things to be learnt by
of learning through projects. ised so as to make this new
real and deep interest in the
hd the curriculum do not demand 2 archaic and didactic in outlook. appear to be barred for thc he outside the four walls of the nly is stressed, and the mere terpreted as the mark scorers. ill projects could be worked out no interference with thc school pt indulge in it, being “materialistic' d in aim. As stated earlier it rtment of Education will at thc r syllabuses and pave the way for ge, scientific method and skills.
ly be taken up at Grodes 9 & 10 the present context students should pare time and outside class-room hose students braving with project icular activities thereby giving
encouragement.
introduces project studies through (with the experience gained in nt projects worked to completion) hinutes per week during the second ble if the period allotted is the Provision in the timetable is |ccessful completion of projects,
3

Page 20
there must be at least the bare n libraries and equipments. A labc be one that is spacious and equip area available to students during and where interference by other sufficient. The school authoriti journals, and magazines relevent t students in their endeavours. Vadamaradchy, having felt the im importance of laboratory and libr associated themselves into a “socie science field work centre' and are n cum library on the banks of Thondai and teachers pursuing project stuc council extends its kind co-o far thinking society. This laborat make amends for the deficiencies
Since project study occupie modern approach to science learr the school authorities to even allc subject taught abstractly. At thi universities in North India exemp from one subject, as an incent One of the Examination boards in awarding certificates. If cade project studies which lead to the bu: and scientific attitude. The Re is that, even at the denial of son provision in the timetable, a we reading materials and encourgeme the Students' and Teachers' level mind are there.

inimum requisites like laboratories, ratory for this purpose need not ped, but even a small protected their free periods and spare time, tudents would not occur is quite es must try to procure recent o project studies and help the Some of the science teachers of portance of project studies, and the ary facilities for such studies, have ty for the establishment of a school naking efforts to set up a laboratory mannar Lagoon, to facilitate students lies. The Hydrobiological research peration to that well meaning, ory cum library will, we are sure , prevalent in our schools.
is a very significant position in the
ling, it will not be illadvisable for
wing projects to be substituted for a
s context it may be said that some
t students taking on to Cadetship live to fulfil nation's requirements. in England consider project study tship can be encouraged why not lding up of individuality, confidence search council's considered opinion he of the above stated facilities, like |l equiped laboratory and sufficient nt, projects could be pursued at s, if the willingness and frame of

Page 21
22 Teachers Role in Student Pro
The role of the teacher in and not a director. He should passively interest himself. He has places of the project, and at inte
2:21 Teacher in the Selection of a
The teacher must take up the students in the selection of the best judge of a student's abil Selection of a project, the teach project, and the student's prospec
(a) The capabilities of the s (b) The nature of work invc (c) The approximate time requ (d) The availability of the so (e) The availability of labora (f) The availability of readin (g) The availability of financ (h) Previous experience of th
A stereo type method of se varies with the innate capabilit and the subject area suitable for a be selected from a limited area of specific or particular. It could mathematics or grography, but p abunndant literature is available t of science and greater number of investigated by the students of a will be wider and greater.
222 Teacher's part in guiding the
The teacher should instil prospects of project studies. Sor accepted principles, or some of th ends, or even come to a deadloc

*cts.
student projects is one of a guide not actively participate, but must to appear at the stage, at differernt rvals when his presence is solicited.
Projet.
on himself the onus of guiding suitable projects, for a teacher is ities. In advising a student in the er should in the interest of the ts, take into consideration,
tudent
olved ired for the successful completion urce of projct. tory facilities if and when required g material suitable for the project. e and
he student in project study.
election cannot be suggested for it ies and aptitudes of the students zone. The project should however study, and at the student level be pe from chemistry, physics, biology referably from subject in which o the student. If different areas problems within an area, could be school, the enthusiasm and benefits
students through their projects.
in the minds of the students the me of the results might go against e projects fail to produce desirable k, but at every instance the teacher
う

Page 22
should observe and make the stu means and not the end that is s results or obesrvations are equal line with the accepted principles.
The teacher could help thi of reading materials. Students mauch of their available time, and The language difficulties of the varied and a helpful guide may even to give translations, cor appreciable results to be product authorities in the purchase of b like, helpful in project studies.
As the student engages in against concepts or techniques tha consume more time and effort periodical discussions with the and progress of the student needy. It may become necessary or the method of approach or or even to select a new project. could make the students realise encountered (b) the reasons for (c) the possible modus operandi method of approach. As hinted himself from enunciating methods
In addition students can n laboratory facilities only with Although a laboratory cannot students carrying on project stud protected area, where those not where experiment and apparatus
Microscopic observation, an
prime factors that help in drawi During preliminary discussions,
ό

dents to comprehend that “it is the ignificant, and that contradictory ly important as those that fall in
students in the collection and use eft to themselves alone might lose some might be left in the lurch.
present day student population is
also be called upon to explain or nprehensible to the students. For ed, the teacher could assist the ooks, journals, magazines and the
his project, the teacher could advise it are difficult, undesirable, and that The teacher could arrange for students, to estimate the difficulties and offer suggestions to the to change the sequence of enquiry, to discard the apparatus designed,
It would be best if the teacher for themselves (a) the difficulties the occurrence of those difficulties that could be adopted - project earlier, the teacher should restrain
and proceedures.
lake the best use of the available the good will of the teacher. be left at the disposal of the lies, the teacher could arrange for a engaged cannot find admission, and set up will remain unhampered.
d true and accurate recording are the ng up deductions and conclusions. the teacher should indicate the

Page 23
necessity for the recording of all 1 or otherwise, any improvements on along with the reasons for the cha should be stressed, and the stud that in science if 20% of the trials p is appreciated, a 30-40% is consider is approved as significant,
Students on the successful co proceed to arrange the data, co hypotheses or conclusion. Even at an important role, It is only the student the importance of the use pursued earlier or at contemporar presenting, the students must be for coherence, lucidity and brevity.
223 The teacher as a Liasion Offic
The teacher can help in the students. Through special classes be shared, and this would enab equipped to surmount their diffic could consult and receive guidance in the special fields when pecuil steps fall on the way during the in that Hydrobiological survery researc perform this function.
Futher it is left to the teach even to take steps for publishing borne in mind that those projects circumstances beyond the control at get disapproval or condemnation. T seminars under the auspices of where the students could participate those of other-schools. If any proje appreciable, recognisable, or signific to research bodies for perusal and

he observed information relevent
the methods earlier laid down. nges. The value of repetitions ents must be made to realise roduce the same result, the result ed of some value, and only 50-60%
mpletion of their projects would irrelate them and possibly draw
this final phase, the teacher plays
teacher who impresses upon the of data collected from studies y periods. In composing, and made to understand the necessity
2.
sharing of experiences among the or discussions, experiences could le training students to become ulties and hurdles. The teacher and direction from those qualified lar or difficult or unaccountable vestigation. It may be mentioned h council provides a forum to
her to appreciate, commend and
worthy results, but it must be which are not completed due to hd reach of the participants do not he teacher could also arrange for recognised local science bodies, 2 and share the experience with ct study has resulted in finding of ant nature, it could be presented acceptance. The hydrobiological
7

Page 24
survey research council always research, and shall if demanded w through which national appreciatio the school authorities could be inf the successfully completed projec posterity. These would serve as to take om project studies.
224 Teacher as an evaluator.
Evaluation of a piece of wo in assessing the progress mai originality of the participant. The cards, for each student or project, observations from the time a proj completion. Evaluation calls for si progress made by the student, and may also be useful when such as: cxamining body if and when pr the curriculum. The assessments - sł
1. Record of work-which invol
(a) Neatness
(b) Systematic recording (c) Truthful recording
(d) Compiling and preserv
2. Originality in approach, w
(a) Recording (b) Finding solutions to (c) Improvisation of appa (d) Presentation in the w
3. Impressions formed during
(a) Accuracy (b) The steps taken and (c) Perseverance and devi (d) Help or guidance soug

interests itself in the promotion of ould recomend to the C. A. A. S., could be achieved. In addition luenced to publish a selection of is and make those available to ;he best guides to those who are
frk done forms a significant aspect de, the needed assistance, and evaluator must maintain progress wherein he could record all his ect study is launched, till it finds ncerity, as it helps to study the the student himself. The reports sesssments are called for, by the ject studies are incorporated in hould be based on
VeᏕ
ing data collected.
hich may be gauged by
problems as they crop up
ratul S rite up
progress-which may be based on
the quickness in deciding
otion ht

Page 25
4. Interview when the following
(a) Background knowledge (b) Reference made (c) Difficulties encountered (d) Applicability of the res
5. The final write up, where th
(a) Analysis of data (b) Synthesis of data (c) Logical presentation (d) Illustrations
We would recomend that each
evaluated on a five point scale and grades can be assigned.
Schenne For the Distinction A 22Good Credit B l7Credit C l 2Pass D 7Weak pass E -
Its only the true evaluation 1 project studies. Of all the duties of though difficult is the most import
External Moderation
In addition to the teachers c, the research council advocates fo assessments, to establish a uniform natural for a teacher to be biased either too familiar or too alien to project studies are incorporated in outside agency becomes a necessity-b must be based only on the teachers ev him, for its only the teacher who the year.
※

could be assessed
and how they are overcome ults to social problems
evaluator has to look for
of the above aspect to be from the raw marks scored, the
Project For each aspest -25 5 -2 4. -les 3 -ll 2
- 6
hat would initiate and accelerate the teacher, that of Evaluation, ant.
ontinuous and thorough evaluation, r an external moderation of the ity and standard. Further it is in evaluating projects that are him. If and when as we hope, the curriculum, moderation by an ut thesin in any case, moderation "aluation and in consultation with had observed the student round
9

Page 26
The moderation board at members of the Hydro-biological it may be a body appointed by of the board have to visit the sc the assessments in the light of
1. The Final write up 2. The Progress card maint 3. A discussion with the 1
4. An interview with the s
o

present consists of experienced survey Research council-in future Examination budies. The members hools on invitation, and moderate
ained by the teacher eacher tudent if necessary.

Page 27
sECTION : III
Tri
In this section we present 1 tempted to satisfaction by the s studies could be initiated and pu by students during their spare tim their co-curricular activities. In f: interested themselves also in ac oration and dramatics, taxidermy
TRIAL I
Investigating the economic pi Thondaimannar Lagoon - Lake.'
Students participated
S- Santhirase G. Puviran ja R. Siritharan
A. V. Radhak College : J / Chithampa Teacher / Guide : M. Atputhan
K. Chithrava

ials
:wo trials of project studies attudents, revealing how project
sued. They were worked out
e, and with no interference with act some of the students involved
tivities like sports and games,
and photography.
otential of the fishes found in the
garana
krishnan ra College; Valvettithrai athan Esqr.
divelu Esqr.

Page 28
Investigating the economi found in the Thondai
This problem was given to background of the problem was seven students of the G. C. E. A points relevant to this problem w
I. On a survey made during th fishes collected from the Tho
2. This is made up of fishes be 32 families. ( A complete list
names was given to each stu was made of each one them.
3. Some of these fishes are con lagoon while others are found and still few others prevalant
4. This lagoon stretches over a
holds water during rainy seas
5. During rainy season the wate
6. This lagoon could form a po
7. These fishes could be either f in the lagoon or We could in it into a fish farm.
8. As a first step to this problen the lagoon one must study to lation of fishes are of economi
Method: -
As to how one can set abc was discussed with the whole clas given below.
1. It is imperative that the visi one of the important method.
1.1. It was decided that the bi
2

: potential of the fishes mannar Lagoon-Lake
a group of students (four). The 2xplained to the whole class of , L. Second Year. The following ere explained to them.
e last five years the number of ldaimannar Lagoon is 47.
longing to eleven orders comprising
of fishes with their vernacular
ident and thorough acquaintance
( see appendix i)
fined to different parts of the over a larger area of the lagoon all over the lagoon.
distance of nearly 2 miles and on in an area of 30 sq. miles.
r recedes to about five sq. miles.
tential source of fish.
rom the endemic species present troduce suitable fishes and convert
of making use of the fish from what extent the present popusic importance.
ut collecting facts for this problem s and the methods evolved are
to the fish market should form of collecting information.
ggest market namely Pt. Pedro

Page 29
market where fishes from : centre of investigation.
1.2. Thondaimannar market thou was also selected. A third also selected but later drop
1.3 It was decided to make a p find out the time when the r
1.4. Since in the collection of da possibility in the case of fis was agreed that two stude1 market to minimise persona
1.5 The data was collected ever weeks. On each data sheet t
and posted immediately on
2. Collection of opinion from v fish salesmen and observatio) men in their areas, were to
2.1 This is also done on the sa
3. It was also agreed that th:
pendent observation in both t regarding 1 & 2 (This was m their alert and at the same t also will make the students f them. )
Execution:-
After the general disel the planning of the method the problem, volunteers were selected. In selecting, consideratic the market and a thorough gras work was spaced during a school when the lagoon was fairly full This fact was explained to the st in the collection of data they need fishes came for we are only inter

ll over come, should form the
gh small, being close to the lagoon market namely Atchuvely was ped off.
reliminary visit to the market and larket is at its p3ak of activity.
ta a rough count was the only nes coming in large numbers. it its should collect data from each
error. - - -
y other day for a period of two wo days data to be entered, signed,
the second day itself.
arious consumers in the area, the n and discussion with the fisheiform another aspect of the data.
me form planned for first one.
teacher wiil also make his indehese markets and collect the data eant to make the students to be on ime to cross check the data. It eel that the teacher is one with
ission about the problem and ls of collecting data about called and four of them were n was given to the proximity of of the variety of fishes. The vacation. This was also the time and the catch was at its highest. udents; but they were told that not worry as to from where the ested in finding out whether the
13

Page 30
particular variety is in demand. COIllES.
Assen bling the data
This aspect of the work was the guidance of the teacher.
1. They produced first the histo counts that they have taken in th card certain data for they were gave them an idea of the frequenc in the common markets.
2. The opinions from consumers si lated into a five point scale of i were given to each fish after goin; their colleagues and the teachers.
2. 1. The fish that is highly value
2. 2. The fish that was generally valled as a delicacy was giv
2. 3. The fish that was generally
comparatively cheap was giv
2, 4. Fish normally not bought,
there are no other fishes i normally thrown out by th ja his catch was given 2 p
2. 5. Fishes always thrown by fi en by the population surve) those variety of fishes may section of population and h
2. 6. This was drawn in the for togram to give better pictu
3, Question was raised whether
in the market was due to no: tres or the poor value they of a partial answer to this qu
each of the fishes collected d

It is immaterial from where it
done by the four students with
gram of the frequency of the e two markets. They had to disfound to be incomplete. This cy of appearance of these fishes
alesmen and fishermen were transimpression. The following points g through the remarks written by
d was given five points.
in demand but not so highly 'en 4 points.
valued but bought because it was 'en 3 points.
but bought as a last resort when n the market and the one that is e fishermen when he has variety oints.
shermen and not recorded as eatyed was given 1 point. Some of be of importance in some other ence 0 was avoided.
m of a polygon across the His re of the value of fishes.
he absence of some of the fishes n availability in the fishing cenfetch in the market. In the form estion the data of the catch of
uring 24 hrs., during the survey

Page 31
carried in the last five such data was provided for e the form of a polygon acros t
Discussion:-
I.
Of the 47 fishes 25 fishes 1
rest did not appear at all.
These 26 fishes may have beer ed all the other fishes were als
That is, the other possibility is presented in the market may h; period of investigation.
Another possibility was that th were discarded by fishermen.
Or not brought to the market variety like the 26 fishes.
The second line of investig plotted in the form of graph. This showed that of the 21 fisl the market, only 7 come under those that are bought because abundance and normally not b fishes. Further 14 of the even by the second method between these two numbers i fairly safe to rely on the info1 methods. Therefore the line o is not valued. The fourth ma being caught at least in the la
! In the second method
were economically unimportant (91 14) = 18. I8
7.
ARREAMS» m
If we take the second possibi that possibility came because fishes in thę market and maak

years was made available (8 ach fish) this was also plotted in he histogram.
ad appeared in the market. The
the most popular fishes provid caught.
that the fishes that were not reave been not caught during the
e fishes were less popular and
in the presence of more popular
ation involving opinions were ( See appendix 2 in dotted lines). nes that had never been reported in fiches which are categorised as they are cheap and found in ought in the absence of the other 21 fishes are normally not bought of investigation the difference s not significant and hence it mation collected by these two f argument postulated in five is y be true because these fishes are goon.
of investigation 14 fishes Therefore the mean value
}”4
ity given in para 2, we will find we were counting the number of ing that as the indication of the
15

Page 32
popularity. In the second lin. not taken into account and th based not on the availability during the period of investig years.
As shown in para 4, there the result of these two investi lative abundance of these fish line polygon) showed that the goon over a period of five y this period of investigation,
Thus it is highly improbable appeared in the market were not caught.
Conclusion: -
es
In our investigations of the of the lagoon, we definitely fo (1) Basing on the frequency mon market and the other.
( 2) On the opinions collecte and producers.
We have seen that one subs gree of freedom statistically all have also made one of the rel the lagoon taken from a support the assumptions, that gations. This has a limited v lagoon does not form the ma.
The facts thus reveal that V tulate that fishes coming to th their economic potential and to put forward the fact that lagoon are not of economic does not mean that some of in the interior parts of the a1r6C 1T3a,1(C.
This takes us to the problem of the fishes of the lagoon as

of investigation numbers were 2 opinion of various people were of those fishes in the market .tion but experience over many
was no significant difference in gations; further, data on the rees in the lagoon ( continuous y were being caught in the la2ars, at various times, including
that the fishes that had not lue to the fact that they were
economic potential of the fishes llowed two lines of investigations of the appearance in the com
!d from their consumers, sellers
tantiates the other within the delowed in such type of data. We ative abundance of the fishes of stratified random sample to emerged from our earlier investialue because, the fishes from the jor supply to the market.
7e can to a greater extent posLe market have a relevance to hence we may be on safer grounds about 40% of the fishes of the importance (see table 2.). This these fishes may not be popular Island where fresh marine fishes
of the possibility of exploitation a source of fishes for the popu

Page 33
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Page 34

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of Consum e r s sale smen & P 3 err
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6ame scale oિ y 1 & lો.
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4-է : 午え

Page 36
lation. Only two of the pop are above the average in the fishes are found among the ni the lagoon. ( These are the f frequency counts ).
In thinking of introducing problems among others.
( 1 ) The elimination of unde (2) The cause of the increas (3) The food habits of the
( 4 ) The type of habitats av,
Assessment of the Participants
Ra." S. Santhirasegaram G. Puviranjan R. Sritharan A. V. Radhakrishnan
Comments on the project
1.
Evaluation of the project was correlation with the general per indicated with all its limitation
luation was more practicable t
One Project should not be g There was a tendency of lack relying on other for the comp selecting two it was found tha gether.
Considerable help had to be giv in Tamil). This may be becau. previously written up material
The use of laboratory at their very useful purpose.
This project was a guided ol tended to be not very much cause that they have not sele

lar variety ( that is those that r frequency of appearance ) of ne varieties that are abundant in orms above the average in our
shes one may have to look into
sirable varieties. e in population of such varieties. introduced varieties. ailable in the lagoon.
is as follows. V−
Marks Grade
25 A 18 C 16 C 2 B
very useful and this gave us high formance of these students and this that our method of continuous evahan the few hours of testing.
iven to more than 2 students.
of co-ordination and even one letion of the work. Even when t they should be living close to
'en to put the final right up (done se our students do not have any
to be guided by.
free periods was found to serve
ne. The reaction of two students
encouraging. This may be bected it or may be that the other
7

Page 37
two had been taking lot of i rely on them.
TRIAL III
1nvestigation of the Variatior Thondaimannar Lagoon “Lake'
Students participated
C. Sivakanr V. Nadaraj: S. Navarat) R. Ratnagop A. Thangara S. Raveend
College: : : J/Puloly Bo Teacher/Guide K. Ponnam
Investigation of the variatio) Thondaimannar Lagoo
l. How this project came abc
Two teachers of a school t life-cycle of prawns in the Thonda of the Hydro-biological survey pro ing the variation of prawn popula was collected and it was found th prawn population from the month ed in the month of March. It w of the prawns dwindled from Ju the month of September. The the change of salinity during an tion in the general H. B. Surve were taken only twice an year ir ary of each year, thought that th tion may be related to the change they decided upon a systematic the lagoon. As one of the invest it was decided to make the Chemi to pursue this problem of studyi lagoon throughout an year, and class work.
8

iterest and these two wanted to
of Salinity of the water in the over an year.
al
h avel alan tnam,
'a
ys English School, Pt. Pedro palam Esqr.
n of salinity of the water in n/"Lake' over an year
: utכ
ook up the specific study of the imannar Lagoon, as an extension gramme. Preliminary data regardtion in the lagoon, over an year at there was an incre 3 se in the
of January and a peak was reachas also noted that the population he and almost disappeared after investigators who were aware of
year from their earlier participay, where chemical measurements the months of July and Februe variation in the prawn popula: in Salinity of the lagoon. Hence study of the change in salinity of igators being a Chemistry teacher, stry students of this investigator, ng the change in salinity of the to integrate this project with he

Page 38
After consultation with the H Council, a plan was drawn out to by the students, The following pli discussed with the students to enab
2.0 Plan of the Project
2.1. Subject area : - Chemist 2.2. Aim : - To stud
of the year ir distribu
prawns.
2.3 Working of the project: -
2.31. Samples of water to be ta of the year, during the fir
2,32. The samples of water to b
rom the surface.
2.33. The samples of water to b,
and Nagarkovil at points gatOrS.
2.34. The method for collection Y the inverted bottle meth
2.35. The quantity of water to
point will be one pint.
2.36. Halide content (salinity )
the water sample against st
2.37. The result of the analysis W vestigators before the secon
2.38. Collection and analysis of
entrusted to two students f
2.39. The results of the analysis students of the class for d
2.310. Other members of the class
the project occasionally.

ydro-biological Survey Research
carry out this special project an was drawn out and fully le them to work on this project.
ry. y the variation in the salinity
lagoon water throughout the order to study the population, tion and possible migration of
ken from January to December st week of each month.
e taken at a depth of two feel
2 taken at Thondaiman nar, Vallai, to be indicated by the investis
of water will be by employing od'. ( Refer Field Work Guide)
be collected from each working
to be determined by titration of andard silver nitrate solution.
to be made available to the ind week of each month.
water from each station to be rom G. C. E. '6O' level.
to be presented to the other iscussion.
to help the students doing
9

Page 39
2.311. Any interesting points ari
noted by the teacher in c. members of the Hydrobiolo
2.4 Registration of the proje
Survey Research Council.
The project is to be reg Survey Research Council. project is to be given to plying for registration.
(a) Name of school of th
(b) Name Names of the
in charge:-
(c) Name / Names of stu
(d) Level of students:-
(e) Nature of project:-
(f) Period required for c
(g) Nature of aid requir
2.5 Duties of the Teacher |
2.5.
2.52.
2.53.
20
proiect.
He / She / They should no same time be responsible of the project.
He / She They should no students, but direct them the project.
He / She They should through the secretary of report about the project Council Meeting.

sing out of these discussions to be harge and reported to the other gical survey research Council.
ct with the Rhydrobiological
stered with the Hydrobiological The following details about the the Research Council while ap
e participating students: -
member members of the Staff
ident students participating:-
:ompletion of the project:-
ed from the Research Council:-
Teachers in charge of the
t directly participate, but at the for the accuracy of the results
t curtail the free thinking of the towards the main objectives of
present either personally or the Research Council, a progress every month at the Research

Page 40
2.54. Any problems regarding
taken up by the teach charge of the Central Of Nelliaddy M. M. V., Kara
2.56 The teacher/teachers must c
students on a five point give a final grading like participating student, stud the work of a particular discontinue the stndent fr
26 Scheme for Assessment c
The students' project is to b Five marks to be allocated to each the project.
( a ) Record of data (b) Background knowledge of ( c.) Originality of approach (d) Labour involved in the p (e) Observations made by the
project ( f ) Final write up
Each of the above aspect scale and the total out of the be assigned to each student. Fro) student the grade for his working ing to the following scheme.
Distinction ( A ) Good Credit ( B ) Credit ( C ) Pass ( D ) Weak Pass (Ε)
3. Progress made in the proje
From January 1968, three g consisting of two students, collect

equipments chemicals etc. can be er / teachers with the person in ice of the Research Council at væddy.
ontinuously assess the work of the scale (Refer Assessment) ani must A, B, C, D or E to the work of ents. If the teacher finds that student is unsatisfactory he can om the project.
if a Project; -
e assessed on the following lines:- oine of the following aspect of
participants
roject : teacher during the course of the
o be evaluated on a five point
maximum marks of thirty is to m the raw marks scored by the g is then to be assigned accord
For the Project For Each Aspect
of Project 23 - 30 5 20 - 22 4. 3 19 --س- 15 8 - 15 2 1 - 7 1.
bcts.
; roups of students oach group ed samples of water from the
21

Page 41
three stations along the Lagoon, out the analysis for chlorinity ir during their free periods. These of this work as they had partici vey, collecting chemical data. H lysis fairly accurately. As the st collected were far away from the 8 - 9 miles from the school, the ples on a poya day ( 1st and brought the samples t the post poya day, Hence in collecting their water sannples. and systematic and entered their results were also discussed with which these students were studyii to the Hydrobiological Survey Res went on smoothly for six months not be carried out successfully b participated left school to join ot pants of the projects were selecti Hence after the G. C. E. (O. L.) school. (From this experience w assigned to second year students chance of a participant leaving s
The work that was carried
students were compiled and it p
The results are reproduced below students are also given below.
Assessment: ( according to sche plan of the proje
Names of Participants C. Sivakannan V. Nadarajah S. Navaratnavel R. Ratnagopalan A. Thangaratnara S. Raveendrana -
22

assigned to them, and carried the School's Chemistry laboratory students had earlier experience lated in the Hydrobiological Surince they carried out these anations from which samples were School, each station being about students collected the water samday of a week like Sunday) the school for analysis on much labour was involved The students were very regular data truly and correctly. These he other students of the class in g. The results were also reported earch Council. The project study But from July the work could 2cause some of the students who her schools. The student particid from G. C. E. ( A. L., ) 1st year. results some of the students left e feel that the projects should be so that there is normally no chool.
out up to July by the different 'oduced some significant results.
The assessments made on these
me of assessment as given in the
t)
Raw Marks Grade
20 20 16 18
20 16

Page 42
Report by the Participants
Aim : ——
To study the variation at three points along
working points being
and Thondaimannar Wł survey is being carried
Planning - A plan drawn out
consultation with the Council was presented was discussed at the class. (G. C. E. A. L. take part in this proje
Working :- The six of us divide
each and each group samples at Nagar kovil, pectively, every month water samples in the sc our free periods.
Each of our gro signed to us on the last ed samples of water by brought the collected w tory for chemical anal by the titration of the silver nitrate and resul to our chemistry teache
We could work months as our work g tion of the G. C. E. ( ing the variation in sa January to December i: one station. :

if any, in the salinity of water the Thondaimannar Lagoon. The
the stations at Nagarkovil, Vallai here the bi-annual Hydro-biological out.
by our chcmistry teacher in Hydro-biological Survey Research to us by the teacher and the plan beginning of the year in our 1st year) six of us volunteered to Cf.
'd ourselves into three groups of two ook the work of collecting water Vallai and Thondaimannar resand determining the salinity of the :hool chemistry laboratory during
up visited the working point aspoya day of each month, collectthe inverted bottle method and ater samples to the school laboraysis. The salinity was determined water samples against standard ts were calculated and handed over
.
systematically only for the first six ot disorganised after the publicaO. L.) results. We are presentalinity of the lagoon water from n the form of a graph, of only
23

Page 43
Conclusion:-
We find that during every
daimannair, less at Wallai and leas increase in salinity in all these t
Comments: -
In the light of the experie
following comments could be ma
1. 2.
2雄
The participants became enthu
Their participation, in the p. co-curricular activities.
Regular discussion of the pro cipants was found to be frui to be disinterested. Hence th: ject need not be discussed reg but be discussed in special c
Hydro-biological survey Resea to be useful in procuring ref
Discussions of the project wit biological Survey Research C. very valuable advice in plan
Selecting a project, the result for the improvement of the sive interest among the parti
There is a tendency for the st special files containing data be provided to the participan
As every project involves s not be seperately assigned for ject. But labour can be cons ing an interview after the f evaluation,

month, salinity is greatest at Thont at Nagar kovil. There is a gradual hree stations from January to June.
nce gained in the above trial, the de for future guidance. siastic and worked with an aim roject, in no way hindered their
piect in the class with non-partitless as most students were found 2 problems encountered in the proularly (once a week ) in the class, lasses.
"ch Council's library was found erence material for the participants.
h the other members of the Hydroouncil pro ved useful in obtaining ning the project.
s of which could be made use of community aroused more responcipants.
udents to misplace the data. Hence sheets etc. and cupboards should its at the school.
ome kind of labour, marks can
the labour involved in the proidered during assessment by holdnal write up is submitted for

Page 44
33
3
2Ꭲ Ꮷ
3.
2.1 -
1.
1
15
13
ላቶ •
В
ཞེས་ན་མཁས་པ་ནས་ 羽 豪 R. f5ê. MR A PRI MAY JŲ NE JŲ L
Halide Concentration in thousands (Parts
 

g
Αυα ξε στ σετ. Νον ρες, την F店a,
per million against month

Page 45


Page 46
sECTION: V
Brief Accounts of some
In this section are included dent projects worked to completio the Science Congress organised by much that we are unable to publ space.
1. Project:- The extent of co artificial fresh Wate.
Students Engaged :-
College :-
Academic Level :-
Method :- Introducing p. and observing to a period c
An investigation was done August 1962, in the college prem of radius 9.9' and the depth and gradually deepening to 1.7" lies a deeper pit of radius 2',3' tain is fixed. The sides are are with well water, and the level w,
The temperature of the wa and fell from 3 P.M. The a 8 A M - 27.50c; 11 A M - 30.50c; 7 PM -, - 29.0c.
The pH of the water was

of the projects worked
the final write up of some stuin. They were all presented at the N. P. S. T. A. We regret very ish all the Write up for want of
lonisation and survival in an r pond.
S. Gunanayagam V. Vasanthaku mar
S. Sivachandran
Hartley College. Point Pedro
G. C. E. O/L
lants and animals into the pond, their fate from time to time up f two years,
in an artificial pond dug in ises. The pond is a circular one being 1'.5' at the circumference towards the centre. At the Centre
and depth 3',4', where a founcemented. The pond was filled as maintained by the fountain.
ter rose from 8 A.M. to 2 P. M. verage temperature chart red 1 PM - 32.250c; 4 PM - 31.750
7.4 on average.
25

Page 47
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Page 48
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Page 49
Of the fourteen animals fou seven were colonised forms, and the All the plants observed were only the twelve varieties introduced, or that perished, were reintroduced, ed. For reasons that we are un plants like Pistia did not survive.
From the above we may si colonising new environments. A not capable of surviving under ali

nd in the pond in August 1964, other seven were introduced forms. the introduced varieties. Out of ly seven survived. The plants and they were again found perishaware of some common pond
ly that the insects are quick i ind every fresh water plant is en conditions.

Page 50

---
P.S." face

Page 51


Page 52
2, Project:- HoME-MADE
Students Engaged
College:-
Academic Level:-
The main aim of this proje sive apparatus, using as far as p home. The apparatus can be use and where electricity is not avail a 200 watt lamp can be made us used as the current source a 6 Vo
In constructing the apparat problems. The first problem was for the projecting lamp. For tha. a circular wooden block with two were fixed. This served as the la
Since the lamp used was a heat was produced. In the comr vices, as blower cooled or fan coc In our apparatus, a simple circul ing holes on the upper side of t
The condenser should be o apparatus we made use of fused water. When this empty bulb wa emitted by the projecting lamp travelling through this bulb, and be absorbed by the water. Ther of glass bounding water in betwee vex lens of glass and water. Fill cult; but we drilled a hole at t filled in through it.
The commercial 35 m. m. fil jector may further be modified t

EPISCOPE
V. Yogaaandan N. Anandarajah
American Mission College;
Uduppi ddy
G. C. E. A/L,
ct is to construct an inexpenossible the materials available at d in places with Electric supply, able. When electricity is available e of, and when a car battery is lt, 46 Watt can be made use of.
us we came across many practical to make a suitable lamp base t a wooden board was taken and small wooden blocks with grooves imp holder. FIG l.
powerful one, large amount of nercial projectors, ventilating depled is used to minimise the heat. ation of air was set up by punchhe outer tin case.
f a short focal length. In our
empty electric bulb filled with s positioned any heat or light could reach the film only after
while doing so, the heat would e were also two concave surfaces in them, making a complex conling the bulb with water is diffi he bottom of fused bulb, and
m strips can be used. The proo project inexpensive improvised
29

Page 53
film strips and slides. The impro exposed film negatives, biscuit paper with drawings made by a film and to rotate it while the an arrangement indicated in Fig
To obtain a clear image t have tried with the following sc
1. Crystalline surfaces : Her well. The picture had to near the normal. When normal, the intensity of
2. Metallic surfaces like all ance but dropped rapidly
3. Mat Screens:- We used Here the brilliance of the was possible to look fron
We fixed a black boarder rol picture was distinctly seen.
The size of the final imag mined by the focal length of th with lenses of focal lengths 3'; that the size of the picture decr We also found that the size of tance between the screen end the
PICTURE SIZE FOCAL LENGTH
3'4' 2
3'4' 3
3'4' 6
Зо

ised film strips consist of the over trappers or some semi-transluscent l ordinary pen. To mount the apparatus worked, we improvised
2. -
ere should be a clear screen. We
'CCS,
the particles reflected the light
be viewed through a narrow angle . we viewed from points away from he picture fell.
minium, . This gave more brilli
at wider angle of viewing.
“Johnsons White to paint. picture slightly decreased but it a wider angles as shown in fig. 3.
und it about 4" wide, and the
e falling on the screen is detere convex lens. We experimented 1.5' and I', and it was found
eased with increasing focal lengths. the picture varied with the dis projector, and the type of lens used,
DISTANCE BETWEEN PROJECTOR AND SCREEN
4'6''
7፡
14" .6' "
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Page 54
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Page 55


Page 56
3. Project:- HETËROPHYL Students engaged:-
K College :- N Academic Level :- C
When leaves of different typ plant, the phenomenon is termed think of heterophylly, the habits ( phyllum, Limnophila, Trapa etc. pa phylly is not so uncommon. It is leaves with the various categorie: ligules, etc, we might even cons rule.
In nature, one might say
alike. ' And as regards the leav two leaves of one and the same difference, a major or a minor leaf, in the thickness of the leaf, length of the petiole, in the nur veinlets, in the angle of the leaf consider the more obvious diffe seen without any close scrutiny clarity and convenience, we will coi phylly, under these different head lopmental Heterophylly, Enviroj Heterophylly, Anisophylly and lea! Habitual Heterophylly
In some plants leaves of di leaves of different shapes are me involves no functional significanc Pentaphylla, Acalypha indica, Cle sizes are seen. In Bryophyllum p pound leaves may be seen. Lol pinnate type. In mulberry ( Mo lobed leaves are met with. The lo asymmetrical. In cotton (Gossypiu cus mutabilis) Tapioca ( Mani nus communis) and the like, the the same in different leaves of the ( Passiflora foetida), as in mulb leaves are common. Other examp micranthus, Tridax procumbens, A

LY
leelalosany Veluppilai amalaranee Selvadurai elliaddy M. M. V. . C. E. (A. L.)
es are seen on one and the same : heterophylly. Usually, when we of aquatics luke Sagitaria, Myrioss through our mind. But heterovery common, and if we include of bracts, cataphylls, stipules ider heterophylly as a universal
that “no two living beings are es of plants, we may find that no plant are alike. There will be a one, in the general shape of the. in leaf area, in the thickness or inber and position of veins and apex. But for the present let us "ences; diffetences that are easily of leaves and for the sake of nsider the phenomenon of heteros. Habitual Heterophylly, Devenmental Heterophylly, Seasonal f mosaic arrangement.
fferent sizes, and to a less extent it with. This type of formation e. In Vernonia, Gynandropsis, :ome viscosa, leaves of different binnatum, simple, lobed and combed and compound leaves are of rus indica ) simple and variously bed leaves may be symmetrical or m herbaceum), bengal rose (Hibishot utilissima ), castor (Ricinumblr of lobes are not always same plant. In passion flower erry, simple and variously lobed les in this category are Hibiscus Argemone mexicana, Jatropha gos
3.

Page 57
sypifolia, Atropha curcas, Jal Various crotons are good examp
Developmental Heterophylly:
This is the phenomenon juvenile to mature foliage in th This may indicate some recent ch of the race concerned. This ada ficance alo. In plants like Gyi chifolia and Cleome viscosa smal the production of flowers so th In Euphorbia het rophylla and P pulcherrima ) some of the leaves picuous flowers are produced an are seen immediately below th leaves have smaller red patches The upper leaves have larger 1 leaves are smaller and become c these plants yellow patches are
In Pothos ( Many pla and simple. Adult leaves are la nately. In Eucalyptus, young leav thin; where as adult leaves are oxylon, young plants have comp mation of the petiole into a phy stage leaves are produced with S compound leaves with fully form with reduced compound leaves; beans, peas, grams and many ( Leguminosae, the first pair of le dons) where as the leaves that In most palms also, in young pl adult plants the leaves are comp variously lobed. Examples are palm, the Kithul palm, the Indi Date palm, Fan palms, Ornamen Environmental Heterophylly: Here the phenomenon of vironmental factors. In dicoty leaves become dissected and in submerged leaves are linear. In broad and sagitate with long pet are ribbon shaped, long and na
32

( Artocarpus integrifolia ) , etc. es for habitual heterophylly.
where in there is a change from development of the individual. anges of foliage type in the history ptation has some functional signis andropsis pentaphylla, Emilia soner leaves are produced just before at the flowers are well exposed. oinsetti pulcherrima ( or Euphorbia become coloured when the inconsd help in attraction. These leaves 2 inflorescences, where the lower at their bases, on the upper side. 'ed patches and the upper most ompletely red. In some species of See. nt ) younger leaves are smaller rger and may become lobed pin'es have larger laminal areas and are inear and thick. In Acacia melanound leaves, where the transforyllode is not seen. At a later lightly flattened petioles; still later ed phyllodes; later still phyllod es and finally phyllodes alone. In other plants belonging to family aves are simple ( not the cotyle
are produced later are compound. ants the leaves are simple and in ound. In some the leaves become he Coconut palm, the Palmyrah an and Ceylon date palms, the tal palms etc.
heterophylly is conditioned by enledonous aquatics the submerged the monocotyledonous aquatics the
Sagittaria the floating leaves are oles where as the submerged leaves rrower. In Myriophyllum, Limno

Page 58
phylla heterophylla, Trapa etc. the broad; where as the submerged le: aerial leaves are different from thi
Seasonal Heterophylly:
When the production of diff to the changes in the seasons it i In Rhododendron, during certain not very favourable, only reduced protect the buds from injury and favourable seasons ordinary leaves sonal heterophylly is common in where the climate is temperate. Functional or adaptational Hete When leaves are modified to it may be noticed that there are normal leaf to the completely moc penthes, Venus flytrap, Utricularia the leaves are variously modified fo will be seen that all the leaves do n in Nepenthes a pitcher may be pr trap the trap may be formed or 1 segments are not modified to form sa superb i the leaves may or may may or may not have the pair of leaf. These differences result in h Anisophylly:
In plants where the leaves a leaves are alike in all respects the it is often noticed, that in some one is smaller than the other. U are smaller and the lower row c which are horizontal. Thus the l the upper leaves. This phenomen stem short of or rather towards h
Leaf Mosaic Arrangement:
This arrangement provides : enough sunlight. For example in other similar plants, it is noticed with shorter petioles where as the petioles, resulting in leaf mosaic a are unlike, If all the leaves ar is not possible.
From these observations we heterophylly is a more common fea

aerial and floating leaves are aves are dissected. In Lotus the 2 floating leaves.
erent types of leaves correspond is said to be seasonal heterophylly. seasons, when the conditions are
scale leaves are present that cold. On the resumption of the and flowers are produced. Seamany plants growing in countries
rophylly :
perform various other functions, a various gradations from the lified leaf. For example in Neand other insectivorous plants r the capture of insects. It ot become modified. For example esent or absent; in Venus' flynot; in Utricularia all the leaf bladders. Similarly in Glorionot end in tendrils. Similax tendrils in relation with each
eterophylly,
are opposite and if each pair of y are said to be isophyllous. But plants, of each pair of leaves sually the upper row of leaves if leaves are larger in branches ower leaves are not shaded by on is defined as anisophylly a heterophylly.
all the leaves of a plant to get
Acalypha indica, Physalis, and that the upper leaves are smaller lower leaves are larger with longer rrangement. That is the leaves e alike, leaf mosaic arrangement
may come to the conclusion that ture。
33

Page 59
4. Project :- SOM E - FIELD
Studients engagedi :—
College:- Academic Level :-
In the course of our field
and we would like to present th multifarious without any correlat have categorized them to sor Hence the general heading. “So.
4.2
4.3
34
Books in (huisqualist- Hoo thought of studving the ho observations brought to light
from a portion of the petiol
short petioles, whereas some
the former the abscission la
petiole so that these leaves fa
the abscission layer is formé blade, and not the petiole, a portion of the petiole ren becomes Woody and gets tran
Deep feeding roots of Pai months, when conditions are
most weeds wilts under the we discovered that Pavonia h shows no wilting. On examir these plants have very deep
ing to a depth of 9 to 10 ficant in comparison to the
growing to a height of a foo the dry season, when other supply of water from the de it has a number of xerophy
(brigin of lobed and compou where the lamina is cut inco the lamina is cut into sep; origin of these lobed and
In Bryophyllum simple lob

oBSERVATIONS MADÉ
Anandajaya sekaram Thangavadi velu
Nelliaddy M. M. V. G. C. E. A. L.
work we made some observations :m tò you. Our observations are on between one another, and we le extent under different heads. ne field observations'.
ks are seen in Quisqualis and we mology of these structures. Our the fact that the hooks are derived . In Quisqualis some leaves have have slightly longer petioles. In yer is formed at the base of the ll off completely. But in the latter 2d towards the base of the leaf so that when these leaves fall off hains on the stem. This portion sformed into a hook.
vonia hastata :- During the dry not favourable for plant life, when not sun and most of them die off, astata is not affected by heat, and ling the roots we discovered that feeding roots, some roots extendeet or even more. This is signisize of the plant which is a herb, t, or slightly more or less. During plants die off, this plant gets a eper layers of the soil. Of course tic adaptations also in addition.
nd leaves:- A lobed leaf is one mpletely. And in a compound leaf rate leaflets. In some plants the compound leaves may be noticed. d and compound leaves are met

Page 60
4.4
within one and the same plant. scrutinised, various gradations are observed, leading towards a palm, leaves are simple, whereas or compound, Here the simple to the death of a few rows of form of long threads, in freshly In Jatropha multifida when the resemble the leaves of papa leaves became more and more dis of the laminal area. In mulber variously lobed leaves are seen. formation of the lobes.
Non Prickly pear:- In Prickly pear into thorns and the leaves and
are modified into spines. Hence prickly in nature. But in our Col a species of prickly pear where absent; and therefore is non pri we have christened it as “Non
Convergence in Evolution or Diverse plants belonging to differ same environments usually resemb faced with the same environmel these conditions by having simila evolved in the same lines. This gence. We will consider a few t different families and resembiing their habits. In plants like Eu Plumeria ( apocynaceae ), calotr Bryophyllum (Crassulaceae ) leav similar adaptive features. These mucilage. Euphorbia tirucalli (E (scrophulariaceae) Dregia ( asclep nilotika ( உப்பிலிக்கொடி ascler ( cactaceae ) end casurina ( casuri a very great extent. They have stems contain either latex or m rounded and reed like. Branchir Euphorbia antigonum (Eu:horbiac

When the lobed leaves are in the sizes of the leaves compound nature. In young in adults they are either lobed leaves became compound due cells, which are seen in the opened leaves (LDi 60 - 15Ti). plants are young, the leaves w but in adult plants the sected resulting in a reduction ry and Passiflora simple and A gradation is seen in the
the axillary buds are modified stipules of the axillary buds , as the name implies it is lege botanical gard en we have
the thorns and spines are ckly in nature. So much so Prickly Pear'.
adaptative convergence :- ent families, living under the ble each other: These plants htal conditions get adapted to ar modifications and thus get is said to be adaptive converypes of plants, belonging to each other to some extent in rrya Japanica (Euphorbiacea) opis (asclepidaceae) and es are broad and thick with plants contains either latex or phorbiaceae ), Russelia juncea bidaceae (g5sóG5FT ) Ceropegia bidaceae ) Rhipsalis cassytiha nae) resemble each other to
reduced leaves and in their ucilage. Stem is a cladode, ng is often multifarious. In eae) Caralluma (asclepidaceae).
35

Page 61
Circus peruvianous (cactaceat pelidae) stems are angular are reduced (except in cissu Stem is a clado de and conta tative propagation from stem cases. Coccoloba or Muehle (сасtaceae), Epiphyllum ( са ( Liliaceae ) have flat ribb Leaves are reduced or abse1 cases. All the above cases h
4.5 Divergence in evostion or
36
examples may be considered example if we consider a fe family, Euphorbiaceae we fin tions and belong to different Euphorbia tirucalli, and Eup each other. Similarly Calotro other. Even though these environmental features, they showing divergence in evolu when the same group of plan ments. Thus examples may b parasites, Xerophytes, hydrop the same family.
If we consider a single | we may consider Lantana a our islandı. In the dry zor leaves and in the dry reaso we proceed towards the wet variation undergone by this plants will be len, with Reasons are obvious. In thi minimised, whereas in the advanced. Therefore plants h in the wet zone have larg transpiration is affected acco

:) and Vitis quadrangularis ( amawith four or more ridges. Leaves
s ) and absent in mature shoots.
ins either mucilage or latex. Vegi
cutting is possible in all these
:nbeckia. ( Polygonaceae ), Opuntia
actaceae ) and Asparagus falcatus
on shaped or leaf like clado des.
it. Stem contains mucilage in all
ave Xerophytic adaptations.
adaptive radiation :- The above
for adaptive radiation also. For w types of plants belonging to the - d that they have different adapta
categories. Thus Eurrya japanica horbia antigonum do not resemble pis, and Caralluma differ from each plants are faced with the same become adapted in different lines |tion. Divergence is also possible ts are faced with different environe seen of plants that are epiphytes, hytes, halophytes, all belonging to
plant showing ecological variations,
plant that is common throughout
le it is a small shrub with small on very few leaves are seen. As Zone low country or hill country
plant are easily noticeable. Taller
arger leaves in greater numbers.
: dry Zone transpiration has to be
wet zone transpiration has to be ere have smaller leaves, and plants. r leaves, and the leaf area for rdingly.

Page 62
5. Project:- SOME BIRDS
Student engaged:- P.
College:- Ha
Academie Levet:– G.
We have all seen bird's nes shaped cradles in which birds put and beautifully made. These nests to another.
Different birds live in diffe to sea shores we can see Gulls & and streams we can see King Fis
Most kinds of birds feed C But some kinds hunt small anima are called birds of Prey.
If you peep into a bird's 1 They are beautifully mottled and one end than the other. If all t fit together in the cup shaped ne the eggs so that the narrower ent they take up little room and she at once and keep them warm.
In one occasion I turned tv sition and when the mother bird right position.
The noise of many birds see
it is called song. We do not knc sider their song sweet although w
If we continue to watch a in the morning ......... Suddenly or bird. It has not left but since ou 1 and our male is mated. The su not accidental. It is a rule in ma
The song of Wood pecker is probably attracts the female by t made a little instrument out of a the drumming and I placed it nea peckers lived. I was surprised to

AND THER WAYS
Gopalakrishnakone
rtley College
C. E. A/L.
t and wondered at the pretty cup their precious eggs. They are neat differ very much from one species
rent types of localities. If we go and Terns. If we go to the ponds hers, Cranes and Pelicans.
in seeds, fruits, insects and worms. ils and others, small birds. They
nest you can see eggs lying there. marked and are narrower at he eggs were round they would not st. The mother bird places all i points towards the centre. Thus can brood over all the cluster
vo of her eggs in the wrong poreturned she moved them to the
ms melodius to us. That is why ow whether birds themselves con'e believe they do so.
bird which is singing every day le day there is no singing of the last visit, a female has arrived lden change in its behaviour is ny species. Eg. Cuckoo bird.
of different type. It drums and his instrumental music. Once II old alarm clock which imitates r the locality where female wood see many wood peckers were
37

Page 63
attracted. If we tape record the suitable habitat in spring we wi songs serves more than one purpo keeping the males apart.
Birds build nests and lay eg of nests was built by the males the female birds. The neatness C bird tucks in each straw or twig, bird has built her nest she gets smooth and round by pressing he she makes it cup shaped.
Birds use all kinds of thing nearest to hand. The Robin nesting site, the sea birds use the the same kind make the same sor instant makes similar nests of twi the end of the tunnels in the riv
A strange nest was once in a bus-stand. She found heaps of that; but it must have been unc ( Karikuruvi J often put her nest nest in anything that belong t sauce pans etc. Once a pair W. empty coconut shell.
Sparrows ( Adai Kalla Ku lamps and letter boxes. The col shows great skill. The nest is fla cone shaped and hangs from a bird ( a small bird which lives beautiful little pear shaped structu
Some birds build their nest in it eg. Wood Pecker, Parrot, M Posts on which cows rub themselv and every feather is taken and w made as I said before of material sometimes lead to funny results.
A little bird once nested nea held. Many coloured papers and by and the bird used these mate: this so many people discovered th
38

bird's songs and played it in the ould get surprising results. The se, such as to attract females and
.gs inside it. The outer covering and the inner side was built by f the nest it partly because the leaf or hair separately. When a into it and renders the inside r breast against the sides. Thus
gs probably the material that lies Luses the dead leaves around her sea weeds. But all the birds of t of nest, that is all crows for gs. King Fishers put the nests at er bank.
nade by a crow which lived near old wire and built her nest of omfortable. Black Backed Robin
in curious places. It builds its o man such as old boots, old as found in their nest inside an
ruvi) sometimes breed in street struction of Weaver Bird's nest sk like, The upper part of it is single point. The nest of a sun on the honey of flowers ) is a ure hanging from the twig.
s in tree trunks by making holes ynah and Barbet (Kukkuruvan ). es are always visited by the birds oven into a nest. Most nests are s that lie close at hand. This,
|r a temple in which festivals were tissues lay on the ground near
rials for nesting. As a result of
e nest and stare at it so hard.

Page 64
If we peep into the bird's 1 They are brightly coloured with sl for every curious thing in the wo birds are coloured because a pure green leaves would be very easily eggs. Birds like Stone Plover ( a cost) lay sandy or stone colou shingle on which they are laid. T to see. The author of “Birds of obliterately coloured; that unless live them, they can be discovered
Birds that put their eggs in need not have protective colours. white. The eggs of King Fishers, ers are white in colour. The colch and Crow's egg are alike because in the nest of crow.
Bird's eggs can develop onl fairly high temperature about that living in our area keep the eggs a on them (except the lazy cuckoo
When an egg is about to h ing itself repeatedly and slowly cracks and finally a hole in the all the way round and separating crawls out. When the eggs have and carry away the empty shell, recovering parts of calcium it orig
When the baby birds are ir busy. For there are many wide of day after day and make hundreds pillars and insects of all sorts for the mother bird arrives at the nest or five yellow beaks wide open to nearest one and off she goes again.
Once the chicks have got ov feathers and can flutter their wings to leave the nursery where they are out into the world to learn to look

nest we can see eggs lying there bots. There is usually a reason rld of nature. The eggs of some white egg in a nest built among seen. So birds camouflage their bird which lives along the sea red eggs speckled just like the Thus they are almost impossible Ceylon' says “The eggs are so the brooding female is seen to. only with the greatest difficulty. '
the darkness of tunnels or holes, So their colours are usually parrots, Barbets and wood peckur of Cuckoo bird's egg ( Koel ) the Lazy Cuckoo bird lays it eggs
y if they are at a constant and a of the bird's body. All birds t the right temperature by sitting
bird )
atch the chick inside by stretch curns round making a series of shell, and it cracks the shell a lid from the rest. It then hatched the parent may pick up or it may swallow it in this way ginally put into the egg.
the nest the parents are very ben beaks to feed. Off they go of journeys to find flies, catertheir hungry youngsters. When with the caterpillar she sees four receive it. She pops it into the
Thus it feeds the youngsters.
er the young stage and have grown
, their lessons begin. They have well fed and protected to go after themselves.
39

Page 65
Project 6: Variation in the he
Conditions,
Students engajed : T. Sivanathan
N. Shanmuganat
College J/Uduppiddy Al
Academic Level G. C. E. (A-L)
வெவ்வேறு சூழ்நிலைகளில் தவ?
- உபகரணம்
உபகரணத்தை அமைப்பதற்கு நிவர்த்தி செய்யப்படல் வேண்டும். 1. இதயத் துடிப்பைப் பலமுறை பெ 2. உருப் பெருக்கப்பட்ட இதயத்தின் ஒர் அசையும் (சுழலும்) தகரப்பேன வேகம் மாறது மெதுவாகச் சுழற்
நுண்ணிய அலகின் அழுத்தம் ( கூடிய கடதாசி.
காட்டி அலகின் (வரையும்) வரை 6. குறிக்கப்பட்ட நேரத்திற்குத் துடிப் வரை படம் அழியாமல் இருப்பதற்.
சக்கரங்கள் பொருத்தப்பட்டு யுடன் சிறிய மோட்டார் (Motor மணிக்கூட்டின் நேரக் கம்பியுள்ள பொருத்தி ஒரு இரப்பர் வளையத்திஞ கப்பட்டது.
பின் மணிக் கம்பியின் சக்க மிடையில் நூல் வளையமொன்றைப் யும், கீழேயும் தாங்கியினல் பூட்ட அசைவின்றி இணைக்கப்பட்டது. பு ஒட்டப்பட்டது. மின் கலத்தின் உ பேணி மிகவும் மெதுவாகச் சுழலும்
4o w

rt beat of Toad under different
han
merican College.
ளயின் இத்யத்துடிப்பை அறிதல் அமைத்தல்
முதலில் பின்வரும் பிரச்சினைகள்
ருக்கிக் காட்டக்கூடிய ஒர் பொறிமுறை
கீழ் அசைவை வரை படமாக மாற்ற ரி அவசியம்
சியைத் தரக்கூடிய பொறிமுறை. குறைந்த அசைவையும் வரைபடமாக்கக்
படமாகும் தன்னிம. பின் வேகத்தைக் கணிக்கும் பொறி. கு வேண்டிய தடை முறை.
ள்ள ஒரு டிணிக்கூட்டின் உட்பகுதி ) ஒன்று இணைக்கப்பட்டது. Lair சக்கரத்தில் ஒரு நீல் கட்டையைப் றல் மோட்டரின் தண்டுடன் தொடுக்
ரத் தண்டிற்கும் தகரப் பேணிக்கு பூட்டி தகரப்பேணியானது மேலே ப்பட்டு அதன் அச்சு செங்குத்தாக கை படிந்த தாழ் ஒன்று பேணிமேல் தவியினல் மோட்டரை இயக்க தகரப்
இது நிற்க, இன்னெரு தாங்கியில்

Page 66
ஒரு பலகையை இணைத்து அதன் நடு அதனுள் பொருத்தத் தக்க துவ செலுத்தினுேம், ஒரு நீண்ட ஈக்குக்கு வெட்டப்பட்ட ஒரு கூரான பகுதி இன போல் றேசரிலுள்ள இரும்பு ஆணிய அதை நன்கு அசையத்தக்கதாக வை கொண்டு குச்சின் ஒரு பகுதியின் நீள நீளத்தைக் குறுக்கியும் விடப்பட்டது துடிப்பின் ஒரு சிறு அசைவை ஆணியை மைய அச்சாகக் கொண்டு
சரிசெய்தோம். இப்பொழுது இக் க இதயத்துடிப்பின் ஒரு சிறு அசைவை தது. காட்டியின் நடுவில் ஒரு தக காட்டியின் கீழ் ஒரு செம்புக் கம்பி சுற் தாங்கியுடன் இணைத்து அது காட்டி இணைக்கப்பட்டது. பின் மெல்லிரும் கம்பியை ஒரு ஆணிக்கும் மின்கலத்தி காட்டப்பட்டுள்ள உபகரணத்தைப் இலகுவாகப் புரியும். இப்படியான ஒரு மேற்கூறிய பிரச்சினைகளை நிவிர்த்தி ெ
வரை படம் எடு
இதயத்துடிப்பின் வரைபடம் புகைபிடிக்கப்பட்டது.
தவளையின் தோலையும், உட்புறச் வெளியே தூக்கிப்பிடித்து, நூலினுல் வளைந்த குண்டூசியினுல் இதயத்தின் ே காட்டியுடன் இணைத்தோம். இதயத் டிருக்கும் காட்டியின் நுனியைப் பு தோம். பின் ஆணியைப் போட்டபெ காந்தமாக, காந்தம் காட்டியைக் க பின் மின்னைச் செலுத்தி மோட்டரைச் சுழல ஆரம்பிக்கும். காட்டி அசையா கொண்டிருந்த படியினல் தாளில் ஒரு வரும். இப்படி ஒரு சிறு நேர்க்கோடு 2 தட்டி மின்னை இல்லாமல் செய்தபெr

வில் ஒரு போல்றேசரைப் பொருத்தி ாரமுள்ள ஒரு இரும்பு ஆணியைச் ச்சின் முனையில், பட பிலிமிலிருந்து ாக்கப்பட்டது. அவ் வீக்குக் குச்சியைப் பின் துவாரத்தினுடாகச் செலுத்தி த்து அவ்வாணியை மைய அச்சாகக் த்தை அதிகரித்தும், மறுபகுதியின் 1. அதாவது தவளையின் இதயத் மிகவும் பெரிப்பிக்கக்கூடியவகையில் குச்சை ஒரு குறிப்பிட்ட விதத்தில் ாட்டி நன்கு அசையத்தக்கதாகவும், ப் பெருப்பிக்கக்கூடியதாகவும் இருந் ரத் துண்டைச் சுற்றினேம். பின் றப்பட்ட மெல்லிரும்புத் துண்டைத் இணைக்கப்பட்டிருந்த தாங்கியுடன் பின்மேல் சுற்றப்பட்டிருந்த செப்புக் ற்குமாக இணைத்தோம். படத்தில் பார்ப்பதன் மூலம் அதன் அமைப்பு ந உபகரணத்தையமைத்ததன் மூலம் செய்யக் கூடியதாகவிருந்தது.
நிக்கும் முறை
எடுப்பதற்கு ஒரு தாளின் மீது
சவ்வுகளையும் அகற்றி, இதயத்தை
கட்டப்பட்டிருக்கும் ஒரு மெல்லிய மேல் தசையில் குற்றி அந்நூலினைக் தின் துடிப்பினல் அசைந்து கொண் கை படிந்த தாளில் முட்டச் செய் ாழுது மின்சாரத்தினுல் மெல்லிரும்பு வர, காட்டி அசையாமல் நின்றது. சுழலச்செய்யத் தகரம் மெதுவாகச் ாமல் புகைபடிந்த தாளிலே முட்டிக்
நேர்க்கோடு உண்டாக்கிக்கொண்டு உண்டாகியவுடன் ஆளியை (Switch)த் ாழுது மெல்லிரும்பின் காந்த சக்தி
41

Page 67
இல்லாமல் போக காட்டி அசைய அணைக்கும் அதே நேரத்தில் நிறுத் வைப்பதனுல் நிறுத்தற் கடிகாரத்ை விரும்பிய நேரத்திற்கு இதயத் து இதயத் துடிப்பைப் பதிவு செய்யத் குறிக்கப்பட்ட நேரத்திற்கு இதயத்து ஆணியை உபயோகித்து மின்னைச் ெ போக புகை படிந்த தாளில் ஒரு ே
இதிலிருந்து நாம் நிறுத்தற் ச திற்கு, முதல் கோடு ஆரம்பமாகி துடிப்பிலிருந்து அடுத்ததோடு ஆரப் இதயத் துடிப்பு வரைக்கும் எவ்வ கணித்துக் கொள்ளலாம். சுருக்கமா டிற்கும் அடுத்த நேர்க்கோட்டிற்கும் குத்துத் தளத்தில் எத்தனை இதயத் கின்றனவோ , அவையே குறிக்கப்பட் துடிப்பின் வேகமாகும்.
இப்படியாக முற் கூறியுள்ளபடி 40°Cயில் உள்ள நீர், அதிரைலின் ஆ இதயத்துடிப்பின் வேகம் கணக்கிடப்
ஆகவே மேற்கூறிய பரிசோதை கள் பெறப்பட்டது.
சூழ்நிலைகள் அடிப்புக்களிே
எண்ண
(10 செக்
1. சாதாரண நிலை
2. அறை வெப்ப
நிலையிலுள்ள நீர்
3. 40° Cயிலுள்ள நீர் - 1
அதிரலின்

த் தொடங்குகின்றது. ஆணியை தற் கடிகாரத்தையும் ஆரம்பித்து த உபயோகிப்பதன் மூலம் எமக்கு டிப்பைக் கணிக்க முடியும். காட்டி தொடங்கும். இப்படியாக ஒரு டிப்பை எடுத்த பின்னர் மறுபடியும் சலுத்தும்போது காட்டி அசையாமல் நர்க்கோடு உண்டாகின்றது.
டிகாரத்தில் குறிக்கப்பட்ட நேரத் அதிலிருந்து உண்டாகின்ற இதயத் b பிக்கும் இடத்தில் முடிவடைகின்ற ளவு துடிப்புகள் என்று எண்ணிக் கச் சொல்லின் முதல் நேர்க்கோட் இடையில் உள்ள தூரத்தில் செங் துடிப் ;க்கள் பதிவு செய்யப்பட்டிருக் ட்ட நேரத்தில் தவளையின் இதயத்
டி அறை வெப்ப நிலையிலுள்ள நீர், கியவற்றைவிட்டு, சூழ்நிலையை மாற்ற பட்டது.
ன வாயிலாகக் கீழ்க் காணும் முடிவு
ன் சுருக்கத்தின் நீளம் ரிக்கை
கனுக்கு)
7 O' 26 6. B. 5 0 2 B. B.
2 0 13 B. B.
7 0 43 5. f6.

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Page 70
SECTION v
Some Sugges
Though selection of proje
himself, the Hydro Biological Surve some of the projects that could p inadequate, Will serve to direct how to look for,'
:
12,
13.
14,
l5.
l6.
7.
18.
9.
20.
2l.
Life history of Rhinophora a'
99 s of Avicennia
Gases dissolved in the water i. An Improvised znethod of mea Estimating the catch of Prawn Size of Macrones gluio at vari
possible causes for their differe
Variation in Salinity on either Food & nesting habits of a ri Study of the temperature fluc Comparing the changes in sali water and selected wells aroun
. Trying different strains of pad
Do ..................... Vallai.
Collection & identification of Thondaimannar area.
Construction of a Thermister Studying the salinity toleranc sea side of the barrage.
Evolving a better technique fo in water.
Collecting and identifying the co:
a3a. Making a critical study of th Extent of influence of plants
Collection mounting and identi the lagoon area. Devising a turbidity scale base in water.

sted Projects
its must be left to the Student y Research Council ventures to list ossibly be worked. The list though the willing members “where and
CrOmata
in Mangrove swamp. suring light intensity. s every month.
ious regions of the lagoon and the
;I1C6
side of the barrage every month. asident bird of the lagoon. tuation with seasons of the year. nity and hardness of the lagoon d it throughout an year.
dy on reclaimed soil at Nagarkovil.
the dead molluscan shells of
from locally available material. e of Ostvea sp. found on the
or estimating the oxygen dissolved
rall skeletan found at Thondaimannar
2 local methods used in Fishing. on the evaporation of water. fiction of butterflies that frequent
'd on the amount of total solids
43

Page 71
22.
23.
24.
25.
26.
27. 28.
29.
30.
31.
32. 33.
34。
35.
36.
37.
38.
39,
40.
41,
42. 43. 44.
45.
46.
47.
44
Listing the soil organisms in Do at Thondaimannar
Do at Vallai. Influence of bridge on plant Study of the life history of Home made Anemometer Construction of an electric w; Studying the development lagoon. Variation of hardness and salinit and known type & number of Collection and testing of gase and Anthananthidal.
Tolerance of Salicornia to fre
Investigating the chemical chal Salicornia and i redness in Arth
Study on the growth & structur Growth of Tilopia in the lago Evaporation rate in relation t humidity. M v Amphibian distribution along Decline of marine fauna from
Estimation of the amount of the earthworms. Qualitative estimation of the f Humidity and Temperature e. Oecophilla. Colour variation with food in Qualitative estimation of the f Benthic faunal/floral distributic Variation of surface tension ar Magnetic elements at different Xerophytes along the lagoon.

the soil at Nagarkovil.
growth at Vallai. Decophilla.
ter current meter. of Chironomid larva found in the
y in an aquarium with a known plant
fishes.
in the marshy soils of Nagarkovi,
sh water flooding.
nge that causes the yellowishness in
OCICI 1.
e of pneumatophores of Avicennia. YO.
o wind speed, temperature and
the lagoon.
the lagoon.
leaf litter drawn into the soil by
resh water fauna of the lagoon. ffects on the nesting habits of
caterpillars. resh water plants of the lagoon. )n in relation to salinity. ld viscosity with salinity.
places.

Page 72
48. Food cycle in the lagoon. 49. Pyramid of life in the lagoon.
50. Distribution of any one fish al
List of R
l, Scientific Research in Schoc
2. Atputhanathan, M., Kugath
Preliminary Observations Thondaimannar lagoon (C.
Project book-Nuffield trial
4. The teaching of science
Publication.

ng the length of the lagoon.
ference
ls, S. M. A. Publication
asan, K. S. & Gunaratnam, K. : of Hydrobiological survey of A. A. S. Session, 1965-Section D)
A. Level Biology Project, 1967
in secondary schools, S. M. A.
45

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Page 74
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TIONDOO HOHWESEH ‘ĀBAHNS–TVO1OOTOIG-ORGIAH
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Page 75


Page 76
MEMBERS
HYDRO-BOLOGICAL SURVEY R.
M. Atputhanathan Convener & K. S. Kugathasan, Project Off K. Selvavenayagam, Project Of K. Ponnampalam, Secretary-cum K. Chitravadivelu, Project Ass
P. Ganeshamoorthy , s
S. Roy Kanthoraj s s
R. Ponnambalam s 99
T. Puthrasingam s
V. Rajanayagam s s
P. Sabaratnam s sy
K. Shanmugasundaram ,, s
K. Sivapathasundaram , 梦舞 N. Sundaramoorthy , , s
V. Sundaralingam s 3 2
T. Thamby 岑参 罗罗
S. Sathyamoorthy s 9.

OF THE
ESEARCH COUNCIL-Aug. 1968
Project Officer, Station I icer, Station III 'ficer, Station II -Treasurer, Research Council.
t

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Page 78
l.
2.
3.
0.
l.
l2.
14。
15.
16,
Participa
American Mission Colle
Chithambara College, V
Gnanasaria College, Ka Hartley College, Point-F
Holy Family Convent,
Jaffna Central College,
Nelliady M. M. V., Kar
Puloly Boys' English Sc
. Uduppiddy Girls' High
Urumpirai Hindu Colle,
Vada-Hindu Girls' Coll
Vaideswara Vidyalayam,
. Vigneshwara College, K.
Methodist Girls' High
Thondaimannar M. V.,
Mahajana College, Telli

ting Schools
ge, Uduppiddy.
alvettithurai.
raveddy.
Pedro.
Jaffna.
Jaffna.
aveddy.
chool, Point-Pedro,
School, Uduppiddy.
ge, Urumpirai.
*ge, Point-Pedro.
Jaffna.
araveddy.
School, Point-Pedro.
Thorndaimannar.
palai.

Page 79
BULLET||NE HYDRO-BIOLOGICAL
(HONDAMAN
OF THE NORTH SCIENCE TER CHE
THE IMPACT OF THE
ON SCIENCE EDUCA
FELD WORK GUIDE
BRDS OF THE LAGOO
5 YEAR REPORT (1963 th PRAWNS OF THE AG study of Two worM
MANGROVES OF THE
CARBONDIOXIDE &
OF THE LAGOON
FISHES OF THE LAGOC
YDROLOGICAL PARA LAGOON AREA
PLANTS OF THE LAGIC
STUDENTS PROJECTS
PRINTED AT THE AS
 

RESEARCH COUNCIL
AR LAGOON)
ERN PROVINCE RS ASSOCIRTION
ESEARCH PROGRAMME TION
rough 1967)
CENTRAL office og THE RESEARCH GOUNCTNearby M. M. v. DYALAYAM
KARAVEDDY. P.
CEYLON
RVATHAM PRESS., JAFFNA.