SCIENCE ENRICHMENT PROGRAM 2025
GUIDELINES for Response Form Submission
a. Read this entire document carefully before proceeding to sections 3, 4, 5, 6, 7 and
8.
b. Questions in Section 3 (Science quest in you) and Section 4 (The Environment
and You) are mandatory. This means that we expect you to answer each of the
questions under these two sections (Questions 1 thru 4 in section 3 and questions 5
thru 9 in section 4).
c. You need to answer two or more of sections 5, 6, 7 and 8. Under each of the
chosen sections, please ensure that you answer all the questions within the section.
d. You can also choose to answer all the four of sections 5, 6, 7 and 8.
e. Please answer the questions in detail. Answers to each question should contain a
minimum of 50 words.
Sections and Questions:
Section Title Questions Remarks
1 Title Section None Guidelines document here as an
attachment / link
2 Contact Information a thru t Mandatory. Personal & school
details
3 A. Science quest in you 1 thru 4 Mandatory
4 B. The Environment and You 5 thru 9 Mandatory
5 C. Welcome to the Racetrack 10 thru 14 All these four sections are
Optional. However, two of these
6 D. Bio-Mechanics 15 thru 18 4 sections are mandatory and you
could choose any 2 of the 4. All
7 E. A tool capable to Edit Life 19 thru 22
questions within a section are
8 F. Biology and inefficiencies 23 thru 26 mandatory, once you choose a
section.
You may choose to answer all 4.
e. Read the following more than once to understand why this is not just another
examination where maximising right answers is your only objective.
Our objective is to select those who can demonstrate depth or breadth (or both) in
their grasp of science. We are looking for students who are ready and capable of
learning on their own, and demonstrate:
i. Originality and Creativity
ii. Analytical Depth and Complexity
iii. Clarity and Coherence
iv. Research and Integration of Knowledge &
v. Reflection and Personal Insight
Your objective should be to show your excellence even if you attempt any two of
sections 5, thru 8. This means we encourage you to give well-reasoned answers and
not short and cryptic answers.
Allocate your time wisely. Choose the section/sections you want to attempt on the
basis of your own judgement of your strength.
f. IMPORTANT: Each of the sections 3 thru 8 has an introductory passage followed by
a set of questions. There are questions marked with an exponent (^) in each of these
sets. These are the most ‘valuable’ questions. Your thoughtful, high quality responses
to these, carry maximum weight in the selection process. We recommend that you
invest maximum time in researching, thinking about, and formulating your responses
to these questions.
g. You are allowed to refer to the internet or AI to arrive at your responses. In fact,
we encourage you to do so since all the answers to the questions may not be
obtained by reading the passage given. But inform yourself about responsible use of
web and AI. At the simplest level, you are not allowed to directly copy and paste
anything from the internet or AI. Your answer must be written in your own words.
This is the minimum evidence that you learned something from your research.
h. WE HAVE SOPHISTICATED TOOLS TO DETECT ANY PLAGIARISM (COPYING AND
PASTING DIRECTLY FROM THE INTERNET OR AI). Therefore, to enhance your chances,
please refer to any source and understand the responses. Eventually write the
responses in your own words.
i. We have reproduced the passages and questions from sections 3, 4, 5 and 6 below
to make things easier for you. We recommend that you go through these, and spend
at least a minimum of 3 hours answering the questions that you have chosen
(including the mandatory Section 3). You can learn a lot more if you invest more
time.
j. We recommend that you put down your answers in a Word document first. Edit
them until you are satisfied with the answer. Then copy and paste the answers to the
Google Form. This will make things much easier as compared to typing out the
answers directly to the Google Form.
Wishing you the very best!!
QUESTIONS
A. Science quest in you (mandatory)
Every great scientific discovery or breakthrough began with someone being deeply
bothered by a question they couldn’t shake off—a question that didn’t have an easy
answer or that conventional explanations couldn’t fully satisfy. As students of science,
math, and technology, we all encounter moments where something feels incomplete or
unresolved, even after reading or discussing it. These moments often lead us to dig
deeper, think critically, and sometimes even challenge existing ideas. Let’s journey into
such a question that is yours.
Remember, the depth of your question takes your quest further. A deep, unresolved
question can be a gateway to exploring the unknown and may shape the way you pursue
STEM in future.
Proceed to respond to Questions 1.1 - 1.4 based on this para.
Question 1.
1. Your interesting Question:
What is a question in STEM that has truly bothered you for while now—one that feels
unresolved, contradictory, or incomplete to you? This could be a concept, a process, or
even an implication of something you’ve learned.
Question 2.
2. The Source of Botheration:
Why does this question matter to you? Is it because the explanation doesn’t seem
logical, the evidence feels insufficient, or the implications are unsettling /unclear? Where
and when did you first come across this question? Describe what specifically makes it
troubling for you.
Question 3.
3. ^ How have you tried finding your answers - researched it / discussed it with people /
think it through on your own? Any partial answers thus far? How did you try to find
answers- experiment/ create hypotheses/ seek alternative explanations? Why do you
think a convincing answer is hard to find? Is it because the question lies at the frontier of
current knowledge, or is it that existing answers don’t align with your understanding or
expectations?
Question 4.
4. Your Personal Connection:
Why is this question important to you? How does it connect to your aspirations, interests,
or worldview? Why is it important to you that you understand this better?
B. The Environment and You (Mandatory)
Modern toiletries such as soaps, shampoos, face washes, and bathroom cleaners are
integral to daily life, yet many of these products contain chemical constituents—such as
sulfates, parabens, phthalates, triclosan, and synthetic fragrances—that can persist in
the environment, adversely affecting water, soil, and ecosystems. Their potential for
bioaccumulation and contribution to pollution raises concerns about environmental
sustainability and human health. This presents a critical need to evaluate whether these
products are indispensable, the extent of their ecological impact, and the viability of
more sustainable alternatives
Question 5.
5. Discuss the environmental impacts of chemical constituents in toiletries on water
quality, soil health, and ecosystems?
Question 6.
6. How do these chemicals affect human health, and are their long-term risks
adequately understood?
Question 7.
7. ^ Are sustainable and effective alternatives available, and how do they compare to
conventional products regarding performance and environmental trade-offs? Only
economics wins the race in every field.
Question 8.
8. Are these products essential for maintaining hygiene and quality of life, or could
cultural shifts reduce their necessity?
Question 9.
9. How effective are current regulations in mitigating toiletries' environmental and
health impacts, and what policy changes could drive the adoption of sustainable
practices? Or are we really aware of the magnitude of the problem, like how we are
caught off guard regarding the plastic problem?
C. Welcome to the Racetrack
Four (4) different types of designs of running tracks are shown in the diagrams. All of
them are built around a square of side 'a' meters. For your reference assume all runners
go from A -> B->C->D. The diagonals AC or BD can also be used for practice.
Fig 1 is a circle passing through all 4 vertices. Fig 2 has two semicircles aligned with
squares as shown. Fig 3 and 4 have semi sinusoids. The Fig 4 has the property that that
it has the same path length of Fig 2. That is, the path length of the semi-sinusoid is the
same as the semicircle with the same base.
Question 10.
10. Assuming the runner achieves a constant speed after starting, identify which path
geometry will produce the highest accelerations at curves. (Clear conceptual arguments
based on properties of shapes without calculations are acceptable)
Question 11.
11. If you are a middle-distance runner (>1000 M) which of these paths would you
choose to run during your practice. Why? (Assume a=150-200M) for this purpose.
(Notes for questions 11 and 12 below:
# Assume/calculate a value of 'a' that may justify your answer. State other assumptions
clearly
# Consider your total experience as a runner, not merely speed.)
Question 12.
12. If you are a 200 meters runner which of the paths would you like to choose and why?
(Notes for questions 11 and 12 :
# Assume/calculate a value of 'a' that may justify your answer. State other assumptions
clearly
# Consider your total experience as a runner, not merely speed)
Question 13.
13. Examine Fig 3. Compare the track length of the semi sinusoid on BC with the
semicircular track on BC. Which is shorter?
Question 14.
14. Draw an XY plot that shows the difference between Y coordinates on the semicircle
and semi-sinusoid, at points x= from 0 to 'a' with BC as the X axis.
D. Bio-Mechanics
We explored curved tracks in the earlier question. You may have seen in your school
that 400 Meter races use curved tracks.. In national international events there are 8- 9
tracks. The starting point for runners’ individual tracks is in a staggered pattern. The
outer track start points are “ahead” of the inner tacks. The staggered starts in 400-meter
races are a technical solution to equalize race distance for all runners, but its impact on
biomechanics, psychology, and athlete performance merits further exploration.
Biomechanics is the study of how living organisms move and function, applying principles
of physics and mechanics to understand movements, forces, and structures in the body.
It bridges biology and engineering to explain actions like walking, running, or even
cellular motion.
Here are additional insights supported by scientific research and data:
D.a. Biomechanical Analysis of Curved Running
Force Asymmetry: Research indicates that running on curves creates asymmetrical
forces on the body. This asymmetry is more pronounced in inner lanes due to tighter
curvature, which increases the demand on the inside leg for stabilization. The tighter
curvatures of the inner generate higher ground reaction forces than the gentler
curvatures of the outer tracks. These factors can lead to different localized fatigue and
injury risks.
Stride Mechanics: Athletes in inner lanes often adopt shorter strides due to increased
curvature, which can disadvantage runners with naturally longer strides. Conversely,
runners in outer lanes, with their less pronounced curves, may maintain a more natural
stride, giving them an advantage in preserving energy and speed.
D.b. Psychological Dynamics
Visual Field and Competitor Awareness: Outer-lane runners start ahead, which might
initially feel advantageous but could lead to pacing errors without competitors in their
immediate field of vision. This isolation can create a psychological burden, especially for
less experienced athletes.
Perception of Pressure: Inner-lane runners often experience the “chased” effect, which
can either heighten focus and performance or increase anxiety and pacing mistakes.
D.c. Statistical Performance Trends
Lane Bias Studies: An analysis of Olympic and World Championship results shows that
while medallists can emerge from any lane, lanes 4 to 6 are often perceived as optimal.
This could be due to a balance of manageable curvature and reduced visual isolation
compared to outer lanes.
Impact of Training on Lane-Specific Performance: Athletes who train predominantly in
inner lanes may be better equipped to handle tighter curves. This suggests that lane-
specific training regimens might mitigate some of the disadvantages linked to particular
lanes.
Question 15.
15. Explain, using your knowledge of physics, why more effort is required during the run,
to stabilise the body in the inner tracks relative to the outer tracks. Why does more of
this effort exerted by the leg closer to the centre of the ground than one that is away?
ALTERNATELY, How do motorcycle racers make sure their vehicles are stable in different
paths/tracks close to the centre of curved tracks vs away from curved tracks
Question 16.
16. For 400m training, pick any two tracks (e.g., inner, middle, or outer). Explain your
choice considering curvature, biomechanics, and psychological factors. (There may be no
right answer applicable to everyone. Please feel free to make your own choice and your
reasoning for your choice.)
Question 17.
17. Explain the significance of a strong start (high acceleration) for runners in inner,
middle, or outer lanes in a 400m race. Consider the impact of lane curvature and
biomechanics in your answer.
Question 18.
18. Design a racetrack that ensures all racers run the same 400 meters while minimizing
physiological disparities (e.g., force asymmetry, stride mechanics). The path length must
be absolutely equal for all runners. Trade-offs and compromises are allowed in balancing
other factors
E. A tool capable to Edit Life
E.a. CRISPR: Rewriting the Code of Life
Imagine holding the power to rewrite the blueprint of life itself—changing the genetic
code that determines how every living thing on Earth grows, functions, and survives. This
isn’t the stuff of science fiction. It’s happening right now, thanks to CRISPR, one of the
most revolutionary tools ever discovered. Inspired by a natural bacterial defense system,
CRISPR gives scientists the ability to edit DNA with extraordinary precision. Whether it’s
fixing genetic diseases, creating crops that thrive in extreme conditions, or cleaning up
pollution, CRISPR is reshaping the boundaries of what’s possible in science and
engineering.
CRISPR, short for Clustered Regularly Interspaced Short Palindromic Repeats, may sound
complicated, but its origins are fascinating. In their microscopic battle for survival,
bacteria needed a way to protect themselves against viruses that invaded their cells.
They developed CRISPR as a kind of molecular memory system. When a virus attacked,
the bacteria stored a small piece of its DNA in their CRISPR sequence, like a wanted
poster for future reference. The next time that same virus appeared, the bacteria used a
specialized enzyme called Cas9, guided by the stored information, to hunt down and
destroy the viral DNA. This extraordinary mechanism has been happening invisibly in
nature for millions of years.
E.b. How CRISPR is Changing Science
What makes CRISPR so exciting is how scientists have adapted this natural defense
system into a versatile tool for editing DNA in any organism. Think of CRISPR as a high-
tech pair of scissors, programmed to cut DNA at exactly the right spot. Once the DNA is
cut, scientists can remove, repair, or even insert new genes. It’s like having the ability to
debug the source code of life. In medicine, CRISPR is already being tested to cure genetic
disorders like sickle cell anemia and blindness. In agriculture, it’s creating crops that can
grow in deserts, resist pests, and yield more food. Environmental researchers are even
engineering bacteria with CRISPR to break down plastics or clean up toxic waste. The
possibilities are as vast as they are thrilling.
E.c. The Big Opportunities—and Bigger Challenges
With all its promise, CRISPR also comes with its share of challenges. Even with its
incredible precision, mistakes can happen—like cutting the wrong part of the DNA. These
"off-target effects" can have unintended consequences, especially when editing genes in
humans or ecosystems. For example, editing crops or animals could accidentally disrupt
delicate balances in nature. Then there are the ethical dilemmas: Should we use CRISPR
to modify human embryos to prevent diseases? What about enhancing traits like
intelligence or athletic ability? Could this lead to a future where only the wealthy can
afford “designer babies,” deepening societal inequalities? These are not just scientific
questions—they are questions about the kind of world we want to build.
E.d. Tool to Shape the Future
CRISPR represents a fusion of biology, physics, chemistry, and engineering. It’s not just a
tool—it’s a window into the future. By understanding and harnessing CRISPR, scientists
are working on solutions to some of humanity’s greatest challenges. But CRISPR’s story
isn’t finished—it’s still being written, and it needs new thinkers, dreamers, and innovators
to take it to the next level. Imagine being the scientist who cures a disease, the engineer
who builds CRISPR-powered ecosystems, or the ethicist who helps guide its responsible
use. The possibilities are endless, and the future of CRISPR is waiting for bold ideas,
careful minds, and imaginative solutions.
Question 19.
19. The CRISPR-Cas9 system relies on complementary base pairing to guide the Cas9
enzyme to the correct DNA sequence. The success of the system also depends on how
tightly the gRNA binds to the target DNA under different conditions, such as changes in
temperature or pH. Explain how changes in these environmental conditions could affect
the interaction between the gRNA and the target DNA, and hypothesize why these
changes might increase or decrease the precision of CRISPR. Propose a strategy to
design a gRNA that could maintain its function under varying environmental conditions.
Question 20.
20. The DNA inside cells is often tightly packed, making it difficult for CRISPR-Cas9 to
access its target sequence. Explain how the physical packing of DNA could reduce
CRISPR's effectiveness and why this might be more challenging in certain types of cells.
Question 21.
21. CRISPR-Cas9 depends on precise base pairing between the guide RNA (gRNA) and
the target DNA. Explain why a single mutation in the target DNA might prevent the
CRISPR system from functioning correctly.
Question 22.
22. ^ Design an experiment to test whether CRISPR-Cas9 can cut DNA more efficiently at
different temperatures. Describe the steps you would take to set up the experiment and
explain how you would determine which temperature allows CRISPR to work best.
F. Biology and inefficiencies
Attached image carries a table that approximately represents the process of how the
food we consume gets transferred to the energy we use in the race track.
Question 23.
23. Explain the biological processes involved in converting food into usable energy
(ATP). Focus on why energy losses occur and discuss how the “wasted” energy benefits
the body
Question 24.
24. Why hasn’t evolution prioritized energy-efficient processes? Explain using examples
of how biological “inefficiency” may provide advantages (e.g.) temperature regulation.
Question 25.
25. Do you think biological inefficiencies exist in all organisms? Discuss how energy use
patterns influence lifestyles of simple organisms (e.g., bacteria) compared to complex
ones (e.g., humans).
Question 26.
26. ^ A virus is life-like because it can replicate. But it has no metabolism, no means of
producing or storing energy. Yet to survive and reproduce it needs energy. Give
examples of its energy demands and how the energy demands are fulfilled.
