COMMUNITY

SERVICE
PROJECT

ANDHRA PRADESH
STATE COUNCIL OF HIGHER EDUCATION
(A STATUTORY BODY OF GOVERNMENT OF ANDHRA PRADESH)
 PROGRAM BOOK
FOR
COMMUNITY S E R V I C E P R O J E C T

[Link]

KITS AKSHAR INSTITUTE OF TECHNOLOGY

23JK1A05I7

5 WEEKS 19/05/2025 21/06/2025

University
 Instructions to Students for Community Service Project

Please read the detailed Guidelines on Community Service Project hosted on

the website of AP State Council of Higher Education [Link]

Link:
[Link]
%20Community%20Service%[Link]

1. It is mandatory for all the students to complete 2 months (180 hours) of

Community Service Project as a part of the 10-month mandatory
internship/on the job training.

2. Consider yourself a committed volunteer in the community, you work with.

3. Every student should identify the village/community/habitation for
Community Service Project (CSP) in consultation with the College
Principal/the authorized person nominated by the Principal.
4. Report to the community/habitation as per the schedule given by the
College. You must make your own arrangements for transportation to
reach the community/habitation.
5. You will be assigned a Faculty Guide from your College. He/She will be
creating a WhatsApp group with your fellow volunteers. Post your daily
activity done and/or any difficulty you encounter during the
programme.

6. You should maintain punctuality in attending the CSP. Daily attendance

is compulsory.
7. You are expected to learn about the community/habitation and their
problems.
8. Know the leaders and the officials of the community/habitation.
9. While in the project, always wear your College Identity Card.
10. If your College has a prescribed dress as uniform, wear the uniform daily.
11. Identify at least five learning objectives in consultation with your
Faculty Guide. These learning objectives can address:

• Information about the community, including the realities and

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 problems of the society.
• Need for creating awareness on socially relevant aspects/programs.
• Acquiring specific Life Skills.
• Learning areas of application of knowledge and technologies related to
your discipline.

• Identifying developmental needs of the community/habitation.

12. Practice professional communication skills with team members, and with
the leaders and officials of the community. This includes expressing
thoughts and ideas effectively through oral, written, and non-verbal
communication, and utilizing listening skills.
13. Be regular in filling up your Program Book. It shall be filled up in
your own handwriting. Add additional sheets wherever necessary.
14. At the end of Community Service Project, you shall be evaluated by the
person in-charge of the community/habitation to whom you report to.
15. There shall also be an evaluation at the end of the community service by
the Faculty Guide and the Principal.
16. Do not indulge in any political activities.
17. Ensure that you do not cause any disturbance to the inhabitants or
households during your interaction or collection of data.
18. Be cordial but not too intimate with the people you come across during
your service activities.
19. You should understand that during this activity, you are the ambassador
of your College, and your behavior during the community service

programme is of utmost importance.

20. If you are involved in any discipline related issues, you will be
withdrawn from the programme immediately and disciplinary action
shall be initiated.

21. Do not forget to keep up your family pride and prestige of your College.

22. Remember that you are rendering valuable service to the society and your
role in the community development will become part of the history of the
community.

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 Community Service Project Report

Submitted in accordance with the requirement for the degree of………….

Name of the College: KITS AKSHAR INSTITUTE OF TECHNOLOGY

Department: CSE

Name of the Faculty Guide: [Link]

Duration of the CSP: From 19/05202 5 To21/06/2025

Name of the Student: VARIKALLU SURENDRA

Programme of Study: [Link]

Year of Study: 2ND YEAR

Register Number: 23JK1A05I7

Date of Submission:

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 Student’s Declaration

I, VARIKALLU SURENDRA, a student of B . T E C H Program, Reg. No.

23JK1A05I7 Of the Department of CSE , KITS AKSHE INSTITUTE OF TECHNOLOGY
College do hereby declare that I have completed the mandatory community service
from 19/05/2025 to 21/06/2025 in (Name of the Community/Habitation) under
the Faculty Guideship of B . N A G A R J U N A , (Name of the Faculty Guide),
Department of CSE in College

(Signature and Date)

Endorsements

Faculty Guide

Head of the Department

Principal

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 Certificate from
Official of the Community

This is to certify that (Name of the Community

Service Volunteer) Reg. No of (Name of
the College) underwent community service in

(Name of the Community) from to

The overall performance of the Community Service Volunteer during
his/her community service is found to be (Satisfactory/Good).

Authorized Signatory with Date and Seal

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 Acknowledgements

I would like to express my heartfelt gratitude to the Andhra Pradesh State Council of
Higher Education (APSCHE) for introducing the Community Service Project (CSP),
which has helped me to engage meaningfully with the community and apply academic
knowledge for real-world impact.
My sincere thanks to Mr. B. Nagarjuna, my Faculty Guide, whose constant support,
encouragement, and valuable guidance were instrumental throughout the project. His
mentorship helped me stay focused, plan effectively, and deliver results.
I am also grateful to the Principal and the Department of Computer Science and
Engineering at KITS Akshar Institute of Technology for giving me the opportunity
and the necessary resources to carry out this project.
A special note of thanks to the residents and school children of [Insert
Village/Community Name] for their enthusiastic participation, cooperation, and warm
welcome. Their interest and engagement made this project both fulfilling and
educational.
Lastly, I would like to acknowledge my family and peers for their continuous
encouragement, motivation, and support throughout the duration of this project

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 Contents

S. No. Chapter Title Page No.

1 Executive Summary __

2 Overview of the Community __

3 Community Service Part __

4 Weekly Activity Logs (Week 1 to Week 5) __

5 Weekly Reports (Week 1 to Week 5) __

Outcomes Description & Socio-Economic

6 __
Survey

7 Problems Identified __

8 Short-Term and Long-Term Action Plan __

9 Awareness Program Description __

Mini-Project on Air Pollution (Activities &

10 __
Results)

11 Recommendations and Conclusions __

12 Student Self-Evaluation __

13 Evaluation by Community In-charge __

14 Photos and Video Links __

15 Final Evaluation and Marks Sheet __

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 CHAPTER 1: EXECUTIVE SUMMARY
.

The Community Service Project (CSP) titled "Air Pollution" was undertaken with the objective of raising
awareness about the harmful effects of air pollution and equipping the community with basic knowledge
and tools to mitigate it. As a student of Computer Science and Engineering, I collaborated with local
schools and residents to address one of the most pressing environmental concerns of our time through an
interdisciplinary and participative approach.

The project was conducted over a duration of five weeks, during which a variety of activities were planned
and executed. These included awareness surveys, interactive learning sessions, visual education through
posters and charts, as well as short plays and dramas to engage school children and local community
members. Scientific demonstrations and experiments were also conducted to explain the invisible but
dangerous nature of pollutants in the air.

In the initial week, a baseline survey was conducted among students and residents to assess the level of
awareness about air pollution, its causes, and effects. The subsequent weeks were focused on
educational seminars and interactive activities to help bridge the knowledge gap. Efforts were made to link
the issue of air pollution with everyday activities such as vehicle usage, waste burning, and use of non-
renewable resources. The students were engaged through hands-on learning like bar graph plotting
(math), experiments on air filter tests (science), and discussions on environmental laws (social
studies/public policy).

The final week involved data analysis, report preparation, and a public presentation to community
members and local authorities, summarizing the findings, insights, and recommended action steps for
cleaner air.

Learning Objectives Achieved:

• Acquired a thorough understanding of the basic concepts of air pollution including its types, causes,
and components (CO₂, SO₂, PM2.5).
• Developed the ability to conduct environmental surveys and analyze collected data effectively.
• Gained experience in delivering presentations and educational content in engaging formats such as
skits and group discussions.
• Understood the relevance of governmental laws and policies in controlling pollution through research
and discussion on national and global practices.
• Improved life skills such as leadership, teamwork, community communication, and critical thinking.

This Community Service Project has been a transformative experience. It not only enhanced my
academic and professional capabilities but also allowed me to contribute meaningfully to society. By
raising awareness and encouraging small behavioral changes, I believe the seeds for long-term
environmental responsibility were planted within the community.

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 CHAPTER 2: OVERVIEW OF THE COMMUNITY

The Community Service Project was conducted in the village/community of [Insert

Village/Area Name], located in the [Insert District/Region] of Andhra Pradesh. This semi-
urban locality is known for its close-knit neighborhoods, traditional values, and growing
infrastructure. The population primarily comprises farmers, shop owners, self-employed
individuals, and school-going children.
The village has a mix of residential areas, farmlands, and local businesses. While it has basic
amenities like schools, roads, and water facilities, there are increasing concerns about air
quality, especially due to rising vehicular traffic, the burning of agricultural waste, and
industrial emissions from nearby regions.

Social and Cultural Characteristics:

• People in the community actively celebrate local festivals and maintain strong social
bonds.
• Education is valued, with most children attending government or private schools.
• Many homes still rely on traditional biomass stoves, contributing to indoor air pollution.

Infrastructure:
• Schools, health centers, and roads are present, though environmental concerns are
growing.
• Open garbage dumping and burning of waste are observed near common areas.
• Limited tree cover and absence of green belts near residential zones worsen air circulation.

Identified Issues:
• Lack of awareness regarding air pollution and its health impacts.
• Minimal use of dustbins and open waste burning.
• Children and elders often suffer from respiratory problems, especially in winter.

This community was ideal for implementing a project focused on raising awareness about
air pollution and promoting eco-friendly practices. Through this CSP, a significant attempt
was made to engage the residents and encourage behavioral changes through education and
youth participation.

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 CHAPTER 3: COMMUNITY SERVICE PART

.
The Community Service Project on “Air Pollution” was implemented as a series of
structured weekly activities aimed at promoting awareness, participation, and action
among school children and residents of the community. The project followed an
interdisciplinary approach, integrating knowledge from subjects such as Science,
Mathematics, Social Studies, Language, and Public Policy.

Objective:
To raise awareness and understanding about air pollution — its causes, effects,
preventive actions, and long-term impact — using interactive, student-centered, and
community-engaging methods.

Implementation Plan:
The CSP was spread across five weeks, with clearly defined roles, weekly targets,
and activities. The process followed a plan-act-reflect model, which enabled both
learning and improvement at each stage.

Week 1: Baseline Assessment & Awareness

• Conducted surveys to assess existing awareness of air pollution among students
and residents.
• Questions included understanding of air quality, causes of pollution, visible
symptoms, and possible preventive measures.
• Group discussions were held with school children and elders to collect opinions
and personal experiences.
• Documented issues like waste burning, dust from roads, and use of low-quality
fuels.

Week 2: Interactive Education through Posters and Skits

• Designed and distributed posters explaining the sources and effects of air
pollution.
• Conducted a skit/play with students to illustrate the daily activities that contribute
to pollution and how to avoid them.
• Organized a slogan-writing and drawing competition on themes like “Go Green,”
“Say No to Plastic,” and “Breathe Clean.”
• Engaged parents and teachers in discussions after the event.

Week 3: Scientific Activities & Demonstrations

• Demonstrated how pollutants can be trapped using simple filter paper
experiments.
• Showed videos and animations explaining PM2.5 and greenhouse gases in
simple terms.
• Students took part in a dust collection activity to observe air particles under a
magnifying lens.
• Explained the role of trees in reducing CO₂ through basic photosynthesis activity.

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 Week 4: Data Analysis & Action Planning
• Collected feedback from residents and students on what changes they noticed or adopted.
• Used simple math techniques to tabulate responses (bar graphs, pie charts).
• Discussed and listed short-term changes students and families could make (e.g., stop burning
waste, use bicycles).
• Encouraged students to create “Air Quality Watch” groups in their classes.

Week 5: Presentation & Reflection

• Final awareness session conducted for the larger community, showcasing posters, data, and
short student performances.
• A concluding presentation was given highlighting the problems identified, steps taken, and
recommendations.
• Students were awarded participation certificates and motivated to continue awareness efforts.
• Reflections and feedback were recorded from students, teachers, and villagers.

Outcomes:
• Improved understanding of air pollution among students.
• Students and families began adopting better waste disposal and transport practices.
• Development of communication, organization, and scientific skills among the project
participants.

The entire CSP process was a rich learning experience that helped translate academic concepts
into real-life social service. The practical exposure to environmental issues, community
interaction, and the interdisciplinary approach made this project impactful for both the community
and the student team

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 ACTIVITY LOG FOR THE FIRST WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Understood CSP goals, team

Orientation on CSP objectives, roles
Day – 1 coordination, and project
assigned, and weekly plan created.
planning.

Learned to create effective

Created and distributed awareness
questionnaires and engage
Day - 2 survey forms in schools and community.
with public confidently

Continued field survey with local Improved public

students and parents; conducted informal communication skills and
Day – 3
discussions. gathered diverse community
perspectives.

Analyzed survey data to find key air Gained skills in data

pollution concerns like waste burning and classification and problem
Day – 4
traffic. identification.

Planned creative activities (posters, Applied design thinking for

Day – 5 slogans, skits) for awareness campaign social impact and
in Week 2. campaign planning.

Coordinated with school management for Developed organizational

venue, permissions, and schedule skills and formal
Day –6
finalization. communication with
institutions.

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 WEEKLY REPORT
WEEK – 1 (From Dt 19/05/2025 to Dt 24/05/2025 )

Objective of the Activity Done:

To initiate the Community Service Project by conducting orientation, forming teams, and performing a
baseline survey to assess the current level of awareness about air pollution among school students and
community members.

Detailed Report:
On the first day, an orientation session was conducted where the CSP objectives, weekly plan, and group
responsibilities were discussed. The team members were assigned roles for survey design, data collection,
documentation, and coordination.
From the second day onward, we created and distributed an awareness survey to school students,
residents, and local elders. The questionnaire included basic questions about air pollution, its causes,
effects, and individual preventive actions. This helped us understand how much the community knew about
the subject.

Over the next two days, we continued data collection through one-on-one interactions and group
discussions. The responses revealed that while most people were aware of the term “air pollution,” they
lacked a deeper understanding of its long-term impact on health and environment. Common causes
mentioned were vehicle smoke, garbage burning, and indoor cooking smoke from firewood.

After analyzing the data, our team identified key focus areas for the next phase. We discovered that creative
visual tools like posters and skits could be effective for awareness building.

In the final day of the week, we coordinated with school staff to finalize the schedule for Week 2’s activities,
including awareness sessions and competitions.

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 ACTIVITY LOG FOR THE SECOND WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Gained creativity, teamwork,

Created educational posters and slogans
Day – 1 and design skills in creating
on air pollution and its impact.
awareness materials.

Understood how to engage

Conducted poster-making and slogan- students in learning through
Day - 2
writing competitions in the school. participation and visual
media.

Improved communication,
Rehearsed short skits and planned
Day – 3 dramatization, and
awareness presentations.
storytelling for awareness

Practiced public speaking,

Presented skits and posters to school
Day – 4 leadership, and peer learning
students and staff; held open Q&A.
in live settings

Learned reflection,
Collected feedback from students and
Day – 5 evaluation, and importance of
teachers on the awareness program.
feedback in improvement.

Developed planning and

Finalized report for Week 2 and planned
Day –6 documentation skills for
Week 3’s science-based experiments.
scientific outreach.

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 WEEKLY REPORT
WEEK – 2 (From Dt 26/05/2025 to Dt 31/05/2025)

Objective of the Activity Done:

To spread awareness on air pollution among school children using creative methods such as posters, slogans,
and skits, and to engage students in interactive learning activities.

Detailed Report:

In Week 2, our team focused on developing and implementing awareness programs targeting school children.
We began by designing colorful posters and impactful slogans to illustrate the causes, effects, and prevention of
air pollution. This included messages such as "Say No to Smoke", "Breathe Clean", and "Green Earth, Clean
Air".

On the second day, we conducted a poster-making and slogan-writing competition in collaboration with
school authorities. Students showed great interest and creativity, which boosted their engagement and
understanding.

The following days were spent rehearsing and presenting a short skit to demonstrate real-life scenarios that
lead to air pollution, like burning plastic, excessive vehicle use, and deforestation. The performance was well-
received and followed by an interactive Q&A where students enthusiastically shared their thoughts and pledged
to avoid harmful practices.

We also collected feedback from both students and teachers. Most appreciated the interactive nature of the
activities and expressed interest in having more such programs.

The week concluded with planning for Week 3, which would involve science experiments and demonstrations to
further deepen students' understanding through practical activities.

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 ACTIVITY LOG FOR THE THIRD WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Understood how to connect

Planned and listed experiments to science with real-world
Day – 1
demonstrate the effects of air pollution. problems through simple
experiments.

Learned to measure and

Conducted filter paper tests to visualize
Day - 2 observe pollutants using basic
air particulates from nearby roads.
tools and analysis.

Gained insight into

Demonstrated indoor vs outdoor air
comparative observation,
Day – 3 quality using visual models and data
analysis, and presentation
charts.
skills.

Celebrated World Environment Day by Developed environmental

Day – 4 hosting a student rally and plantation responsibility and event
drive. coordination skills.

Learned to gather opinions

Collected feedback and reflections from
Day – 5 and assess learning impact
students who participated in experiments.
from hands-on sessions.

Gained skills in scientific

Prepared reports and graphs using the
documentation, data
Day –6 experiment data and discussed future
visualization, and group
applications.
analysis.

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 WEEKLY REPORT
WEEK – 3 (From Dt 2/06/2025 to Dt 7/06/2025)

Objective of the Activity Done:

To introduce scientific methods and practical experiments that help students and the community understand
the nature, causes, and measurable impact of air pollution.

Detailed Report:

In Week 3, the focus shifted toward science-based learning and hands-on experiments. The activities
aimed at demonstrating the invisible but harmful effects of air pollution using simple, accessible tools and
visual aids.

We started the week by planning a set of small experiments that could be conducted in classrooms or open
areas. One key activity involved using filter paper near traffic zones and comparing the residue collected to
highlight particulate matter in the air.

Another demonstration involved setting up a model to show the difference between indoor and outdoor air
quality, highlighting the importance of ventilation and indoor plants.

On June 5th, we celebrated World Environment Day by organizing a student rally with placards and slogans,
followed by a tree plantation drive. This event drew community attention and emphasized real action in
response to the issues discussed during the previous weeks.

Feedback was collected from students after they participated in the experiments. Many expressed surprise at
how easily air pollution could be observed and how such small demonstrations could convey powerful
messages.

The final day was spent compiling experiment results, plotting bar graphs, and discussing how scientific
thinking can help solve environmental problems. Students were encouraged to continue similar activities as
part of their science curriculum.

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 ACTIVITY LOG FOR THE FORTH WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Analyzed student feedback from Developed critical thinking

Day – 1 experiments and environment day and reflection based on
activities. community responses.

Gained leadership and

Conducted group discussion with
Day - 2 facilitation skills in guiding
students on pollution control ideas.
peer discussions.

Practiced content planning

Assisted students in preparing air
Day – 3 and collaborative learning for
pollution awareness charts for display.
visual education.

Understood practical
Installed student-made posters in school outreach and the role of
Day – 4
and public notice areas. visibility in awareness
building.

Learned event coordination

Organized an open-house session for
Day – 5 and public speaking in a
parents and community members.
community setting.

Collected observations and final feedback Improved feedback collection

Day –6 from all stakeholders for Week 4 techniques and learned to
activities. evaluate impact qualitatively.

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 WEEKLY REPORT
WEEK – 4 (From Dt 9/06/2025 to Dt 14/06/2025)

Objective of the Activity Done:

To reinforce learning through review, discussion, and public exhibition, and to engage both students and
community members in reflecting on actions taken against air pollution.

Detailed Report:

In Week 4, the focus was on consolidating the outcomes of the awareness and experiment activities from the
previous weeks. We began by reviewing feedback collected from students and school staff who participated in
the scientific experiments and the Environment Day rally
.
On Day 2, a group discussion was conducted where students shared their ideas on controlling air pollution.
Topics included tree plantation, using bicycles, reducing plastic use, and proper waste management.

Students were then guided to prepare awareness charts and informational posters summarizing what they
had learned. These were displayed on school walls and in public areas to maximize community exposure.

On Day 5, we hosted an open-house awareness session where parents, local residents, and school staff
were invited to view the students' work. This event was highly appreciated and many parents expressed
willingness to adopt eco-friendly practices at home.

To conclude the week, we collected verbal and written feedback from participants, which reflected increased
awareness and motivation to support cleaner air initiatives

This week strengthened the community’s involvement and enabled the students to become active knowledge
sharers and change agents

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 ACTIVITY LOG FOR THE FIFTH WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Initiated mini-project planning related to Learned problem definition

Day – 1
monitoring pollution sources. and project planning skills.

Improved observation, data

Surveyed and documented major air
Day - 2 gathering, and environmental
pollution sources in local surroundings.
awareness.

Practiced digital
Designed presentation slides and mini-
Day – 3 documentation and effective
reports based on collected data.
visual communication.

Prepared charts and visual aids for mini- Enhanced data visualization
Day – 4
project presentation. and storytelling techniques.

Conducted mock presentation and refined Developed confidence and

Day – 5
the content based on feedback. presentation skills.

Learned to handle audience

Presented mini-project to faculty and
Day –6 questions and accept
selected audience; recorded suggestions.
constructive feedback.

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 WEEKLY REPORT
WEEK – 5 (From Dt 16/06/2025 to Dt 21/06/2025)

Objective of the Activity Done:

To implement a mini-project focused on real-world pollution tracking and to present findings through
scientific documentation and visual reporting.

Detailed Report:

Week 5 was dedicated to executing a mini-project on Air Pollution Monitoring. The team began by
outlining the goal — identifying visible and invisible air pollution sources in our selected community area
and proposing feasible local solutions.

We conducted a local environmental survey to document emissions from traffic zones, construction sites,
garbage burning spots, and indoor smoke from traditional cooking methods. Data was recorded through
photographs, handwritten logs, and pollution tracking tools (where available).

The data collected was analyzed and presented through digital slides and charts, explaining the
categories of pollutants (particulate matter, smoke, CO₂) and their possible sources.

A detailed mini-report and poster were created to display our findings. These were presented to faculty,
peers, and community members during a special session on the sixth day. Feedback and suggestions were
noted, and many attendees appreciated the clarity and structure of our report.

This week was a valuable experience in problem-solving, scientific reporting, and public
communication. It prepared us to take our understanding of air pollution beyond awareness and into
action.

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 ACTIVITY LOG FOR THE SIXTH WEEK

Day Person In-

Brief description of the daily
& Learning Outcome Charge
activity
Date Signature

Understood how to reflect on

Reviewed overall activities and
Day – 1 progress and structure
documented outcomes of each week.
project documentation.

Consolidated student feedback and Learned to evaluate project

Day - 2 community responses from previous impact using qualitative
sessions. inputs.

Gained experience in
Prepared final CSP report and completed
Day – 3 academic reporting and
individual self-evaluation.
introspection.

Held a final group discussion to share Built confidence in peer-to-

Day – 4 learning experiences and project peer sharing and public
reflections. reflection.

Understood evaluation
Submitted all documents and participated
Day – 5 criteria and how to present
in internal evaluation by faculty guide.
results confidently

Practiced gratitude, closure,

Expressed gratitude to the school and
Day –6 and professional conduct in
community with a closing note.
community interactions.

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 WEEKLY REPORT
WEEK – 6 (From Dt………..….. to Dt………..…..)

Objective of the Activity Done:

To review, consolidate, and finalize all project outcomes; complete evaluation; and formally conclude
the Community Service Project with reflections and gratitude.

Detailed Report:

Week 6 was focused on final reflection, evaluation, and project closure. The team started by
reviewing each week's activities, identifying key milestones, and documenting both challenges and
achievements. A final report summarizing all activities was compiled.

We also conducted feedback analysis from students, teachers, and community participants. Many
expressed positive change in understanding and behavior toward environmental cleanliness and air
quality.

Individual reflections were shared during a group discussion where every member spoke about their
personal growth, including improvements in leadership, confidence, planning, and technical skills.
On the last two days, we submitted our complete CSP report, including weekly logs, posters,
photos, and the mini-project outcomes. A short review session was held by our faculty guide, who
appreciated the clarity and effort shown by the team.

Finally, we visited the school and the community to formally thank them for their cooperation,
marking a respectful and thoughtful end to the 6-week journey.

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 CHAPTER 5: OUTCOMES DESCRIPTION
Details of the Socio-Economic Survey of the Village/Habitation

As part of the Community Service Project titled “Air Pollution”, a socio-economic survey was
conducted in the selected village/habitation to understand the environmental challenges in the context
of the social and economic structure of the residents. This helped us relate air pollution not just to
scientific factors but also to daily lifestyle, income patterns, education, and access to resources.

Village Overview
• Location: [Insert Village/Area Name]
• District: [Insert District Name]
• Total Households Surveyed: 35
• Population Covered: Approximately 180 individuals
• Dominant Occupation: Agriculture, daily wage labor, and small business
• Education Level: Majority completed high school, a few were graduates
• Income Range: ₹5,000 to ₹15,000 per month (average)

Key Findings from the Survey

[Link] about Air Pollution:

1. Only 34% of residents were aware of the term "air pollution"
2. Commonly cited sources: vehicles, burning trash, smoke from cooking fires
3. Health symptoms noticed: coughing, eye irritation, breathing problems in elderly

[Link] & Cooking Patterns:

1. 48% still use firewood or cow dung for cooking
2. Indoor smoke exposure is high due to lack of ventilation

[Link] Management:
1. 60% of respondents burn household waste in open areas
2. No formal garbage disposal or segregation system

[Link] & Emissions:

1. Nearly every household owns at least one two-wheeler
2. Use of public transport is limited

[Link] Cover & Trees:

1. Most homes have fewer than two trees
2. Community spaces are lacking in greenery or parks

[Link] Insight:
1. Children showed greater awareness due to school-based learning
2. Adults expressed interest in learning more through local awareness drives

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 Questionnaire Used for the Survey
1. Name:
2. Age:
3. Occupation:
4. Educational Qualification:
5. What fuel do you use for cooking? (LPG / Firewood / Cow Dung / Others)
6. Do you face any health issues due to smoke or dust? (Yes/No – If yes, specify)
7. How do you dispose of your household waste?
8. Are you aware of the term "air pollution"? (Yes/No)
9. What do you think are the main causes of air pollution in your area?
10. Do you have trees around your home or street?
11. What mode of transport do you use daily?
12. Would you be willing to participate in awareness or plantation activities? (Yes/No)

Outcome Summary:

This survey helped us realize that air pollution is directly influenced by socio-
economic conditions. Many unhealthy practices arise from a lack of resources or
awareness. However, the willingness of the community to learn and adopt better
practices was a positive sign. This data played a critical role in designing our
awareness campaigns and mini-project interventions in the following weeks.

Describe the problems you have identified in the community

During the course of the Community Service Project, through surveys, observations, group
discussions, and direct interactions with residents, several key problems related to air pollution
and environmental practices were identified in the community. These problems are a mix of
behavioral, infrastructural, and awareness-related issues that directly or indirectly contribute
to the degradation of air quality.

1. Lack of Awareness about Air Pollution

• A significant portion of the community had only a vague understanding of air pollution.
• Many residents were unaware of how their daily activities contribute to air pollution.
• Misconceptions existed, such as “air pollution only comes from factories or cities.”

2. Burning of Waste Materials

• Over 60% of households regularly burn plastic, food waste, and paper in open areas.
• Lack of a proper garbage disposal system forces residents to use burning as a default method.
• This practice releases harmful gases like CO, CO₂, and particulate matter into the air.

3. Increase in Vehicular Emissions

• Nearly every family owns at least one two-wheeler, mostly old models without pollution control.
• People prefer personal vehicles over public transport, contributing to localized air pollution.
• Idling of engines near schools and markets adds to air quality deterioration.

4. Inadequate Green Cover

• Most homes lack tree plantations; public spaces have very few trees or plants.
• Limited tree cover results in poor air filtration and increased heat/dust.
• Awareness about the environmental role of greenery is minimal.

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 5. Indoor Air Pollution from Traditional Fuels
• Around 48% of households still use firewood, cow dung cakes, or coal for cooking.
• Poor ventilation in kitchens causes indoor smoke accumulation, affecting women and children.
• Respiratory illnesses such as coughing, wheezing, and eye irritation are commonly reported.

6. Lack of Proper Waste Segregation and Management

• Households dispose of both biodegradable and non-biodegradable waste together.
• Absence of municipal waste collection or recycling facilities leads to open dumping and burning.
• Improper waste handling is a root cause of localized air and soil pollution.

7. Poor Public Participation in Cleanliness Initiatives

• While individuals are aware of cleanliness on a personal level, there is limited interest in collective
action.
• Community involvement in cleaning drives, plantation programs, or awareness events is low without
external motivation.

Conclusion:

The problems identified are interconnected and influenced by both socio-economic limitations and
low environmental literacy. However, the encouraging part is that most residents showed willingness
to change if they are properly educated and supported with feasible alternatives.

Short-term and long-term action plan for possible solutions for the problems identified and that
could be recommended to the concerned authorities for implementation.

Based on the problems identified during the Community Service Project, the following action plans
have been proposed to promote sustainable practices, reduce air pollution, and raise awareness.
These plans include immediate community-level actions and long-term strategies that can be
recommended to authorities and stakeholders for effective implementation.

Short-Term Action Plan (0–6 Months)

These are quick, impactful solutions that can be executed with minimal resources and community
involvement:

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 Action Objective Responsible Stakeholders
To educate people about
Awareness drives in Students, Teachers,
air pollution and its
schools and villages Volunteers
effects
To engage the public
Poster campaigns and
through visual and Students, Youth Groups
street plays
performing arts
Tree plantation in school To improve greenery and Students, Panchayat, Eco-
premises & open areas air quality locally Clubs
To spread knowledge on
Distribution of Local NGOs, School
waste burning and use of
informative leaflets Children
clean fuel
To start basic waste
Segregation of dry and Families, Community
management at the
wet waste at source Leaders
household level
To reduce littering and
Installation of open waste Panchayat, School
discourage burning of
bins Committee
garbage
Encouraging carpooling To reduce emissions from
Students, Residents
and walking individual vehicle usage
Conducting indoor air To inform about the
Health Workers,
quality awareness dangers of traditional fuel
Anganwadi Teachers
sessions use and indoor smoke

Long-Term Action Plan (6 Months – 3 Years)

These solutions need policy-level support and continuous monitoring, and can bring about
sustainable environmental change:
Action Objective Recommended to
Establish structured
Development of a solid waste Local Municipality /
waste collection and
management system Panchayat
recycling units
Provide
Transition to LPG and clean cooking State Government /
subsidies/incentives
alternatives Ujjwala Scheme
for clean fuel usage
Reduce indoor
pollution and Housing Boards /
Construction of ventilated kitchens
improve health of NGOs
women and children
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 Regularly track and display
Setting up Air Quality Pollution Control Board,
air quality levels for public
Monitoring Kiosks Municipal Office
awareness
Introduction of Include air pollution
School Authorities,
Environmental Education education in school
Education Dept.
programs curriculum
Increase green belt Design and maintain green Municipal Corporation,
development spaces in every locality Forest Dept.
Incentivize EV adoption
Promote electric vehicles Transport Dept., Urban
and create safe paths for
and non-motorized travel Planning Bodies
cycling and walking
Periodic community-led Maintain momentum and
Local Youth Groups, CSR
clean-up and plantation accountability in
Foundations
drives environmental care

DESCRIPTION OF THE COMMUNITY AWARENESS PROGRAMME/S CONDUCTED

During the course of the Community Service Project, several awareness programmes were planned
and implemented to address the issues related to air pollution, as identified through field surveys
and interactions. These programmes were conducted primarily in local schools and public spaces
with the goal of promoting behavioral change, awareness, and preventive practices in the
community.

Awareness Programme 1: Poster and Slogan Campaign

• Date Conducted: 27-05-2025
• Target Audience: School Students (Classes 6–10)
• Location: Local Government High School
• Activities:
• Poster-making competition on themes like “Breathe Clean, Live Green” and “Say No to
Smoke”
• Slogan-writing contest on pollution control and clean energy
• Outcome:
Students became more aware of the harmful effects of waste burning and vehicular smoke. Visual
expressions helped solidify their understanding of air pollution sources and solutions.

Awareness Programme 2: Street Play and Skit

• Date Conducted: 29-05-2025
• Target Audience: Students, Teachers, Local Residents
• Location: School Assembly Ground & Market Junction
• Activities:
• Skit performance highlighting common pollution-causing habits (burning garbage, overusing
vehicles)
• Characters portrayed a "Pollution Monster" and "Green Guardian" to engage children
• Outcome:
The skit format made learning fun and memorable. Parents appreciated the involvement of
students and pledged to avoid open burning and unnecessary vehicle usage.
Awareness Programme 3: World Environment Day Rally & Plantation
• Date Conducted: 05-06-2025 (World Environment Day)
• Target Audience: Entire Community
• Location: Village Main Road to School Campus
• Activities:
• Rally with placards and slogans: “Clean Air, Our Right”, “Plant Trees, Save Lives”
• Tree plantation in and around the school campus
• Outcome:
Community participation increased. Over 40 students and residents joined the drive. The
activity created a sense of ownership and responsibility toward the local environment.

Awareness Programme 4: Open House and Community Discussion

• Date Conducted: 13-06-2025
• Target Audience: Parents, Elders, Teachers, Panchayat Members
• Location: School Meeting Hall
• Activities:
• Presentation of student charts, experiments, and pollution survey data
• Group discussion on alternatives to burning waste and use of cleaner fuels
•Outcome:
Open dialogue helped clear misconceptions. Community members suggested regular clean-up
drives and agreed to avoid burning plastic and organic waste
.
Overall Outcomes of the Awareness Programmes:
• Increased understanding of air pollution causes and effects among students and families
• Triggered behavioral change — fewer instances of waste burning near school observed
• Encouraged student leadership and creativity through posters, performances, and
experiments
• Initiated interest among residents for future environmental campaigns
 MINI-PROJECT REPORT
Title:
A Survey-Based Analysis of Air Pollution Sources and Mitigation Awareness in
[Village Name] Using Digital Tools
1. Introduction
Air pollution is one of the major environmental concerns today, particularly in
growing rural and semi-urban regions where waste disposal, transport, and fuel
use patterns contribute to poor air quality. This mini-project aims to study the
common sources of air pollution, evaluate community-level awareness,
and recommend simple tech-based solutions that can support awareness
and behavior change.

2. Objectives
• To identify major sources of air pollution in the village through field surveys
• To analyze public awareness and behavior toward pollution control
• To use simple data visualization methods to interpret findings
• To recommend tech-based awareness tools (QR-code posters, digital
leaflets) for long-term education

3. Methodology
A. Survey Design and Distribution
A structured questionnaire was designed with 12 key questions covering fuel
use, transport, garbage disposal habits, health symptoms, and pollution
awareness.
B. Data Collection
• 35 households were surveyed, covering approximately 180 individuals
• Interviews were conducted with school students, elders, and shopkeepers
• Observations were made at traffic hotspots and waste dumping areas
C. Tools Used
• Google Forms (offline data collection using mobile phones)
• MS Excel for graph plotting
• Poster QR Codes linking to awareness videos

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4. Key Findings

Observation Area Insight Gathered

48% use firewood; indoor smoke is
Cooking Practices
common
65% burn waste regularly; no bins
Garbage Disposal
nearby
Almost every home has a 2-wheeler;
Vehicular Emissions few check for PUC (Pollution Under
Control)
Frequent coughing, breathlessness,
Health Impact
and allergies in elders and children
Only 30% knew about air pollution
Awareness Level
laws or the impact of PM2.5 particles

5. Digital Component: Awareness via QR Posters

As a Computer Science student, I contributed by designing digitally
linked posters containing QR codes which, when scanned, redirected
users to:
• Short educational videos on pollution
• Tips for safe waste disposal
• Government schemes for LPG subsidies (Ujjwala Yojana)
Posters were installed in school corridors and panchayat notice
boards.
6. Charts and Graphs
• A bar chart was created showing fuel types vs. households
• Pie chart showed percentage of people aware/unaware of pollution
sources
• Line graph tracked improvement in student responses before and after
awareness sessions

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 Figure 1: Fuel Type Distribution

Figure 2: Awareness Level in Community

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Figure 3: Student Learning Before and After Awareness
7. Recommendations
• Introduce basic air quality awareness in school subjects
• Encourage use of clean fuel through educational incentives
• Install community dustbins with proper labeling
• Conduct quarterly awareness rallies led by students
• Use technology (WhatsApp groups, digital posters) for continued
education

8. Conclusion
This mini-project helped combine social responsibility with technological
creativity. By using simple digital tools and surveys, it became possible to
map local pollution challenges and contribute meaningfully toward
environmental improvement. The village residents appreciated the effort,
and many expressed willingness to support future initiatives.

9. Reflections
The project improved my communication skills, field data collection ability,
data visualization practice, and understanding of how to make real-world
impact using my academic knowledge. I believe this kind of
interdisciplinary application is essential for engineers of the future.
10. Data Tables for Survey Results

Survey Question Yes (%) No (%)

Do you burn household
65% 35%
waste regularly?
Are you aware of the term
30% 70%
“air pollution”?
Do you use clean cooking
52% 48%
fuel (LPG)?
Would you participate in a
80% 20%
plantation drive?
Does your family own a two-
78% 22%
wheeler vehicle?
Have you experienced
respiratory discomfort 62% 38%
recently?
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11. Extended Reflections and Learning Outcomes
This mini-project provided not just academic knowledge but also life-
changing experiences. As a CSE student, my background lies in software,
data, and systems. Applying these skills in a real-world, socially meaningful
context opened my eyes to how technology can directly improve lives.
Personal Learnings:
• I learned how to communicate confidently with people across age
groups and social backgrounds.
• Designing awareness materials, analyzing survey responses, and
organizing public presentations improved my creativity and leadership.
• Using tools like Excel, Google Forms, and QR-code generators
enhanced my technical skills in a civic project setting.
• I became more aware of environmental responsibilities and the
importance of clean air in public health.
This project has made me more responsible as a student and citizen. I hope
to continue such work, blending technology with social development.
12. Role of Technology in Environmental Awareness
In the modern world, technology has become one of the most powerful tools
in spreading environmental awareness and solving local problems. As a
Computer Science student, I observed that even simple digital innovations
can make a huge difference in creating awareness and inspiring action.
Key Contributions of Technology:
•Mobile Surveys: We used mobile devices to record survey responses efficiently
using Google Forms and Excel, which saved time and made the data easier to
analyze.
• QR Code Posters: I created posters with QR codes that redirected users to
awareness videos, articles, and government schemes. This allowed anyone with a
smartphone to access information instantly.
• Data Visualization: Charts and graphs made from collected data helped
communicate our findings in an easy-to-understand format.
• Social Media (Optional): If permitted, awareness messages can also be circulated
in local WhatsApp groups to reach even more people.
Future Possibility:
Mobile apps or websites can be developed to:
• Alert villagers about high pollution days
• Share eco-friendly tips
• Report burning or dumping incidents anonymously
Technology, when used creatively, has the power to educate and empower even
remote communities, making it an ideal solution partner in tackling pollution.

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13. Future Scope and Sustainability Plan
This mini-project may have been conducted over six weeks, but its
impact can continue well beyond, if sustained through simple
systems and partnerships. Here are some ideas to ensure the
project remains active and grows over time:
A. School-Led Eco Clubs
• Schools can form “Green Ambassador” groups made up of
students who continue plantation, poster-making, and awareness
sessions every month.
• New students each year can be trained by the senior batch to
maintain continuity.
B. Monthly Awareness Drives
• Use the project material (posters, videos, data) to conduct 1-hour
sessions monthly.
• Involve teachers and community elders to support student efforts.
C. Pollution Tracker Boards
• A simple blackboard or digital screen can be updated weekly by
students to show:
• Trees planted
• Pollution-related incidents observed
• Activities done
D. Partnerships with Local NGOs / Municipality
• Request dustbins or tree saplings as donations
• Involve the panchayat to plan small green zones or safe waste
pits
E. Scaling the Model
• This entire project model can be shared with neighboring villages
or adopted by other schools.
• A softcopy report and posters can be stored digitally for future
teams.

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15. Testimonials and Community Feedback
To evaluate the real-world impact of our project, we documented a few
informal testimonials and feedback points from participants, including
students, teachers, and residents.
School Principal’s Feedback: “This was one of the most interactive and
engaging programs our students have participated in. The awareness
sessions were not only informative but also fun. We would like to conduct
similar activities every semester.”
Village Elder’s Comment: “We didn’t know open burning was causing so many
health problems. After the students explained, we’ve started collecting waste
separately.”
Class 8 Student: “I never thought pollution could be caused by burning
garbage. I enjoyed making posters and performing the skit. I also told my
parents what I learned.”
Science Teacher: “The mini-project beautifully connected textbook science
with real-life application. It sparked genuine curiosity among students about
environmental issues.”
Summary of Feedback:

Group Response
Enjoyed hands-on activities; felt
Students
proud to contribute.
Observed improved interest in
Teachers science and environmental
learning.
Became more aware and
Residents supportive of sustainable
practices.
Appreciated student leadership,
Faculty Guide teamwork, and outcome-based
learning.

These testimonials and feedbacks highlight the impact and acceptance of

the project within the community. It confirms that small initiatives, when
done with consistency and heart, can truly bring positive change in
awareness and action.
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 CHAPTER 6: RECOMMENDATIONS AND CONCLUSIONS OF THE MINI
PROJECT

Recommendations
Based on the survey findings, awareness sessions, and mini-project execution, the following
practical and actionable recommendations are suggested for the community and local authorities:

[Link] Awareness Campaigns:

Organize monthly or quarterly awareness drives in schools and public areas to educate people on
the causes, effects, and prevention of air pollution.

[Link] Waste Segregation and Safe Disposal:

Households should be trained to separate biodegradable and non-biodegradable waste. The burning
of plastic and household garbage should be strictly discouraged.

[Link] to Clean Cooking Fuel:

Government schemes like the Pradhan Mantri Ujjwala Yojana should be promoted more actively.
Beneficiaries should be guided on the application process for LPG connections.

[Link] Eco-Clubs:
Schools and local bodies should form eco-clubs or green teams that involve students and volunteers
in activities like plantation drives, pollution audits, and no-plastic campaigns.

[Link] of Digital Tools:

Encourage the use of QR-coded posters, WhatsApp groups, and mobile surveys to make
environmental information easily accessible and promote participation in green initiatives.

[Link] Evaluation:
Conduct periodic surveys and feedback sessions to evaluate the progress of pollution control and
public behavior change.

Conclusions
The mini-project has provided an opportunity to combine academic knowledge with community
service. By focusing on air pollution in a real village setting, we were able to identify key challenges
such as waste burning, lack of awareness, and vehicular emissions. Through school activities,
public performances, surveys, and digital tools, we successfully reached students, parents, and
residents.
The project revealed that while pollution remains a concern, people are willing to adopt better
practices if provided with the right information and motivation. The involvement of school students
proved to be an effective strategy, as they became ambassadors of change within their homes and
neighborhoods.
For me, as a Computer Science and Engineering student, this project was a turning point. It allowed
me to apply my skills in data collection, visual presentation, and communication to create real
impact. It also taught me that even small efforts — when done with clarity and compassion — can
make a meaningful difference.

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 Student Self-Evaluation for the Community Service Project
Student Name: VARIKALLU SURENDRA

Registration No: 23JK1A05I7

Period of CSP: From: To:

Date of Evaluation:

Please rate your performance in the following areas:

Rating Scale: Letter grade of CGPA calculation to be provided

1 Oral communication 1 2 3 4 5
2 Written communication 1 2 3 4 5
3 Proactiveness 1 2 3 4 5
4 Interaction ability with community 1 2 3 4 5
5 Positive Attitude 1 2 3 4 5
6 Self-confidence 1 2 3 4 5
7 Ability to learn 1 2 3 4 5
8 Work Plan and organization 1 2 3 4 5
9 Professionalism 1 2 3 4 5
10 Creativity 1 2 3 4 5
11 Quality of work done 1 2 3 4 5
12 Time Management 1 2 3 4 5
13 Understanding the Community 1 2 3 4 5
14 Achievement of Desired Outcomes 1 2 3 4 5
15 OVERALL PERFORMANCE 1 2 3 4 5

Date: Signature of the Student

Page No:
 Evaluation by the Person in-charge in the Community / Habitation

Student Name:

Registration No:

Period of CSP: From: To:

Date of Evaluation:

Name of the Person in-charge:

Address with mobile number:

Please rate the student’s performance in the following areas:

Please note that your evaluation shall be done independent of the Student’s self-
evaluation

Rating Scale: 1 is lowest and 5 is highest rank

1 Oral communication 1 2 3 4 5
2 Written communication 1 2 3 4 5
3 Proactiveness 1 2 3 4 5
4 Interaction ability with community 1 2 3 4 5
5 Positive Attitude 1 2 3 4 5
6 Self-confidence 1 2 3 4 5
7 Ability to learn 1 2 3 4 5
8 Work Plan and organization 1 2 3 4 5
9 Professionalism 1 2 3 4 5
10 Creativity 1 2 3 4 5
11 Quality of work done 1 2 3 4 5
12 Time Management 1 2 3 4 5
13 Understanding the Community 1 2 3 4 5
14 Achievement of Desired Outcomes 1 2 3 4 5
15 OVERALL PERFORMANCE 1 2 3 4 5

Date: Signature of the Supervisor

Page No:
PHOTOS & VIDEO LINKS

Page No:
EVALUATION

Page No:
 Internal Evaluation for the Community Service Project

Objectives:
• To facilitate an understanding of the issues that confront the vulnerable /
marginalized sections of society.
• To initiate team processes with the student groups for societal change.
• To provide students an opportunity to familiarize themselves with the urban
/ rural community they live in.
• To enable students to engage in the development of the community.
• To plan activities based on the focused groups.
• To know the ways of transforming society through systematic programme
implementation.

Assessment Model:
• There shall only be internal evaluation.
• The Faculty Guide assigned is in-charge of the learning activities of the
students and for the comprehensive and continuous assessment of the
students.
• The assessment is to be conducted for 100 marks.
• The number of credits assigned is 4. Later the marks shall be converted into
grades and grade points to include finally in the SGPA and CGPA.
• The weightings shall be:
o Activity Log 20 marks
o Community Service Project Implementation 30 marks
o Mini Project Work 25 marks
o Oral Presentation 25 marks
• Activity Log is the record of the day-to-day activities. The Activity Log is
assessed on an individual basis, thus allowing for individual members
within groups to be assessed this way. The assessment will take into
consideration the individual student’s involvement in the assigned work.
• While evaluating the student’s Activity Log, the following shall be
considered -
a. The individual student’s effort and commitment.
b. The originality and quality of the work produced by the individual
student.
c. The student’s integration and co-operation with the work assigned.
d. The completeness of the Activity Log.
• The assessment for the Community Service Project implementation shall
include the following components and based on Weekly Reports and

Page No:
Outcomes Description
a. Details of the Socio-Economic Survey of the village/habitation.
b. Problems identified.
c. Community Awareness Programs organized.
e. Suggested Short-Term and Long-Term Action Plan.

Page No:
 MARKS STATEMENT
(To be used by the Examiners)

Page No:
 INTERNAL ASSESSMENT STATEMENT

Name Of the Student:

Programme of Study:
Year of Study:
Group:
Register No/H.T. No:
Name of the College:
University:

Maximum Marks
[Link] Evaluation Criterion
Marks Awarded
1. Activity Log 20
2. Community Service Project Implementation 30
3. Mini Project Work 25
4. Oral Presentation 25
G R A N D TOTAL 100

Date: Signature of the Faculty Guide

Certified by

Date: Signature of the Head of the Department/Principal

Seal:

Page No:
 ANDHRA PRADESH
STATE COUNCIL OF HIGHER EDUCATION
(A Statuory Body of the Government of Andhra Pradesh)
2nd, 3rd, 4th and 5th floors, Neeladm Towers, Sri Ram Nagar, 6th Bañalion Road
Atmakur (V)Mangalagiri (M), Gunn=, Andhra Pradesh, Pin - 522 503
[Link]