Many times we refute all ordinary routines to be effective and satisfying. One genuinely feels elated with the true usefulness of an act or path which many prefer not to tread. This is a space for such works because science popularisation may need many such efforts in right earnest. If one can imbibe the component of interest, amusement and playfulness in science communication (be it formal or non-formal), then there is no reason why such an effort cannot culminate into an outstandingly satisfying experience. The author has toyed with this very idea and gone ahead by putting action into his thoughts. It worked wonders towards turning science into an interesting subject. Here are some accounts of his work in his own words. – Editor

During last two decades the author has been organising various activities for students. Organising a science club was the most interesting and playful activity. I have spared neither labour nor expense to render the activities of our science club instructive and amusing to the young as well as to my co-workers. Here is open picture of my approach towards (young students) 'how and why', so than one can certainly feel inspired.

There were at least four thousand questions asked by the students of our science club, on science. It is not mere collection of questions in a so called question box hanging on a wall. All question cover widespread fields of scientific knowledge. Are these questions abruptly asked by the students? No. There was a very-very systematic and planned background, in this short account, I intend to deal with the background of some sections of the questions.

Science projects and other such activities can be carried out very profitably in the science clubs. I and my co-workers had undertaken various activities like preparation of scientific charts, instruments, making informative wall papers and arranging lectures on scientific subjects. In addition to these activities we had planned and executed different educational observational excursions. Here are some examples. For astronomical purpose we had our excursions at dawn and at night, for the observation of birds we had gone to the water side at Someshwar; we had been to a flower farm near Agra Road for the observation of flower plants and behaviour of butterflies. For rock collection, we had gone to the hilly area near Bhagur and at Chamber caves. This list can be further extended. We had given a specific plan to our students as home work during holidays. Thus our students had their first step into the various fields of science like astronomy, ornithology, home science, physics, biology, etc. These planned and systematic excursions created appropriate setting around the students and had thus led them towards 'how and why'?. Unless proper situation is there you can't expect desired provocations.

It is useless to make astronomical observations in city areas. It is because of glare of electric street lighting and smoky atmosphere. For this reason, we had our excursions for astronomical observations (both naked eye and telescopic) in a favourable countryside two kilometers away from Nasik city.

We had kept limited objectives in mind while making this plan. We carried out only one unit at a time. Here are some details:

While walking during the act of observation, some of the students asked, "Why does the moon follow us when we walk?".

Pat followed the answer – "Look at the moon. The distance of the moon from the earth is quite great. So as we move along the angle at which we see the moon, hardly changes. In fact we could go along a straight line for kilometers and the angle at which we would see the moon would still be the same. And as we notice everything else flying past, we get that feeling of the moon 'following us'.

The students' curiosity was fulfilled and they were enlightened. When we climbed the hill and observed the vast horizon, here was another question, "How big is univserse?" And then questions after questions, one by one.

"If the moon is round, why isn't so all the time? What are the dark areas on the moon's face?"

"Why does the moon always present the same face to the earth?

"How big is the moon?

"How does the moon compare with the sun for brightness?

"Why did man want to go to the moon?"

While making telescopic observations of the moon, questions arose :

"How many craters were there on the moon?"

"What caused the moon's craters?"

When we were observing the moon, some students saw a wonderful object. A bright spot appeared to move from the west horizon and as it passed nearly overhead it suddenly faded.

Questions started flowing :

"What is this bright spot?"

It is an artificial satellite. The man made moon.

"How did it disappear when it passed nearly overhead?"

It passed into the earth's shadow so it disappeared.

"How does a satellite stay up there?"

"What keeps a satellite circling earth?"

When I heard these questions, I questioned them in return.

How does our moon stay up?

What keeps the moon circling our earth?

The students were dumb founded.

But, I had to explain them the laws of motion, law of gravitation and principles behind launching rockets, etc.

There was a never ending flow of questions while focusing on plants, constellations, stars, meteors, comets, etc.

We were going to Somewhare for observation of birds in the afternoon. Some bullocks and cows were running across the streets. Their tails were erected. One of the students questioned.

"Why do bullocks and cows erect their tails when they run?"

They erect their tails because they can keep up their balance. It was rather hot now and we went to the river side under a shady tree. We felt better.

"Why is it cool under the tree shade?" A question spurted.

It is cool under this shady tree because the over hanging branches screen off the rays of the sun. As the rays of the sun are checked, the air beneath is being not now heated by the earth, which is comparatively cool.

We sat on a rock near the river, some ducks were toting on the water. A question again :

"Why could ducks dive under water without getting wet?" We caught a duck and the students observed its feathers covered with an oily secretion which has no attraction for water and therefore repel it.

Students also observed fish, crows, and tailor birds. Some one brought a typical nest of a tailor bird. Students asked number of questions about the birds, fishes and varied nests.

Some students had caught some insects. One of them asked a very interesting question.

"How do insects breath?"

I told him to examine the insect closely on the abdomen and showed him little openings. These openings work as breathing organ.

When we returned home, it was getting dark. We saw bats flying in the sky, students asked question about them too.

"Can bats see in the dark?"

"How do bats see?"

I told the students about the experiments of scientists on bats. I explained them the relation between radar and bat. All were fully engrossed.

Before the commencement of vacation, students were given a questionnaire. The questions were familiar and related to the phenomena of home science . They were prepared from the utility point of view. The project was divided into groups. Each of the group submitted its own findings. Here are, groupwise questions :

The students' findings and observations were undoubtedly appreciable. The investigations through this project led them to many more questions in their home laboratory, i.e., kitchen. Our purpose was fulfilled.

No science is more generally interesting than that which explains the most common phenomenon of life. But when a student looks up into our face and asks us; 'how and why'? How many times is the student silenced with a frown, or called "very foolish to ask such silly question". For all those with an appreciation for child's 'silliness' this kind of approach certainly provides an opening inkling to do it differently.