## N 1 Syllabus Mumbai University by munotes

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AC – 17/05/2022

Item No. – 8.2(N)

UNIVERSITY OF MUMBAI

Syllabus for

B.Sc. B.Ed. four years integrated course

Sem – I to VIII

(Choice Based Credit System)

(Introduced with effect from the academic year 2022-23)

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UNIVERSITY OF MUMBAI

Syllabus for Approval

Name & Signature of BOS Chairperson : Dr Sunita Magre

Name & Signature of Dean: Dr. Anita Swwami

Sr.

NoE. Heading Particulars

1 Title of the

Course

B.Sc. B.Ed. four years integrated course

2 Eligibility for

Admission Candidates with at least 50% marks in the senior

secondary/ +2 or its equivalent are eligible for

admission.

3 Passing

Marks 40%

4 Ordinances /

Regulations ( if any)

5 No. of Years /

Semesters

Sem I to VIII

6 Level P.G. / U.G./ Diploma / Certificate

( Strike out which is not applicable)

7 Pattern Yearly / Semester

( Strike out which is not applicable)

8 Status New / Revised

( Strike out which is not applicable)

9 To be implemented

from Academic Year From Academic Year 2022 -2023

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UNIVERSITY OF MUMBAI

Ordinances, Regulations and the Curriculum

for the

B.Sc. B.Ed. Four years Integrated Programme

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UNIVERSITY OF MUMBAI FOUR YEAR INTEGRATED B.Sc. B.Ed.

(Credit Based Choice Semester)

PROGRAMME GUIDELINES

Title : Bachelor of Science and Bachelor of Education (B.Sc. B.Ed. )

Objectives of the B.Sc. B.Ed . (Integrated) Course

To enable the student teachers:

1. To prepare student -teachers to bring in quality in all their endeavors .

2. To inculcate research skills to find solutions to classroom problems.

3. To inspire individual, social, emotional and intellectual competence.

4. To create an awareness among student teachers about community, national and global

issues.

5. To provide opportunities to interact with experts in the field of education.

6. To foster networking and collaborative skills with their contemporaries.

7. To cultivate organizational skills through teamwork, collaboration and co-operation.

8. To train the student -teachers in imparting and evaluating learning experiences.

9. To inspire student -teachers to meet the challenges of dynamic society.

10. To provide supportive skills in dealing with academic and personal problems of learners.

11. To nurture the thirst for knowledge and skills in the latest innovation and technologies in

education.

12. To sensitize the student -teachers towards the threatening environmental issues.

13. To direct the student -teachers to fulfill their role as nation builders.

14. To be sensitive about emerging issues such as environment, population gender equality,

etc.

15. To inculcate rational thinking and scientific temper among the student -teachers.

Preamble:

The four-year integrated programme aims at integrating general studies comprising

B.Sc. B.Ed . and professional studies comprising foundation of education and school

subjects and practicum related to the tasks and functions of a school teacher. It maintains

a balance between theory and practice and coherence and integration among the

components of the programme representing a wide knowledge base of a secondary

school teacher. The programme aims in preparing teachers for Upper Primary and

Secondary stages of education.

Duration:

The B.Sc. B.Ed. programme shall be of four academic years or eight semesters including

school based experiences and internship in teaching. Student teachers shall, however, be

permitted to complete the programme within a maximum period of six years from the

date of admission to the programme.

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Working days:

1. In a year there shall be at least two hundred and fifty working days including

the period of examination but excluding the admission.

2. A working day will be of minimum 5 -6 hours adding up to a minimum of 40 hours

per week. The institution shall ensure the availability of teachers and students for

consultation and mentoring – providing group or individual guidance.

3. The minimum attendance of student - teachers shall have to be 80% for all course

work and practicum and 90% for school internship.

4. 1 Credit equals to 12 hours

Intake

There shall be a basic unit of fifty (50) students. Initially two units may be permitted. The

University may prescribe distribution of students for different subjects.

Eligibility

Candidates with at least 50% marks in the senior secondary/ +2 or its equivalent are eligible

for admission.

Standard of Passing: 40%

Admission procedure:

1. Admission shall be mad on merit on the basis of marks obtained in the qualifying

examination and in the entrance examination or any other selection process as per the

policy of the Central / State Government/ University administration.

2. At the time of admission to the programme, the student will need to indicate their

selection of the subjects to be pursued for the discipline options and the accompanying

pedagogic specializations for which they are applying, and these may be assigned on

the basis of order of merit and availability.

The Professional Education Course (PEC) Component consists of the following.

1. Perspectives in Education (PE)

2. Curriculum an d Pedagogic Studies

3. Ability Enhancement Course (AEC)

4. Engagement with the Field/Practicum (FE)

School Internship

School internship would be a part of the broad curricular area of ‘engagement with the field’ and

shall be designed to lead to the development of a broad repertoire of perspectives, professional

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capacities, teacher sensibilities and skills.

Internship Programme: All activities should be systematically documented and maintained

for the purpose of internal assessment

Semester V (200 marks)

1. Active involvement in the college level preparation : Bridge lesson (Pedagogy 1 or 2)

and skills of teaching (any four) – 5X10= 50

2. School Internship: Practice Teaching – General Lesson 5 X10 =50 (3 Pedagogy 1 +2

Pedagogy 2)

3. Report of Shadowing -30 (6 Lessons observation X 5 Marks = 30)

4. Report of Peer Observation Lesson -4x5= 20

5. Organize an Activity in school - 1x 30= 30

6. Reflective Journal of major activities (College level preparation / General lessons,

Peer Observation and organise school activity) – 4 reports x 5 marks= 20

Semester VI - (150 marks)

1. School Internship: Peer Lesson (Pedagogy 1 or 2) – 1X10 = 10

2. Theme bas ed Lesson (Pedagogy 1 or 2) -2 x15 =30

3. Experiential Lesson strategies (Pedagogy 1 or 2) - 1 X 20 = 20

4. Observe School activity (any two) -2x10= 20

5. Reflective Journal of major internship activities ( Peer lesson, Theme based lesson,

Experiential lesson str ategies and Observation of school activities) – 4 reports X 5

marks= 20 marks

6. Report of Community Service – 50 Marks

Semester VII - (300 marks)

1. School Internship : General Lesson (Pedagogy 1: 5 lessons , Pedagogy 2: 5 lessons) -

10 x10 =100

2. Peer Lesson – 2X 10 = 20

3. Theme based Lesson -2 x15 =30

4. Experiential Lesson strategies – 1 x20 = 20

5. Administration of Unit test and Analysis of result – 80 marks

6. Organize an Activity in school - 1x 20= 20

7. Reflective Journal of major internship activities ( Genera l Lesson, Peer lesson, Theme

based lesson, Experiential learning strategies, Administration of unit test, Organize

school activity) -6 reports x 5 = 30

Semester VIII - (100 marks)

1. School Internship: General Lesson – 2 X 10 = 20 (P1 -1 + P2 -1 )

2. Peer Teac hing -1 X10= 10

3. Experiential Lesson - 1 x 20= 20

4. Developing Learning resource - 35

5. Reflective Journal of major internship activities - (General lesson, Peer teaching,

Developing learning resources ) 3 Reports x 5 = 15

The student teacher during internship in a school should perform the roles of a regular teacher

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at the respective level under the direct guidance and supervision of the mentoring teacher

(Supervising / Guide Teacher) of the school. While at school, the student teacher shall prepare

the necessary teaching resources and records for teaching lessons.

Scheme of Assessment and Examination

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Semester - Subject wise Mark Distribution

Semester Credit B.Sc. B.Ed. Total

Semester I 45 500 250 750

Semester II 45 500 250 750

Semester III 45 400 350 750

Semester IV 45 400 350 750

Semester V 45 400 350 750

Semester VI 45 400 350 750

Semester VII 45 200 550 750

Semester VIII 45 200 550 750

Total 360 3000 3000 6000

Percentage of Mark

Distribution 50% 50% 100%

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Semester wise Details

Semester I – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc Curriculum &

Pedagogical Studies –

Course I: Physics Curriculum &

Pedagogical

Studies 6 60

40 100

B.Sc Curriculum &

Pedagogical Studies -

Course I: Chemistry Curriculum &

Pedagogical

Studies 6 60 40 100

B.Sc Curriculum &

Pedagogical Studies –

Course I : Mathematics/

Botany Curriculum &

Pedagogical

Studies (M/B) 6 60 40

100

B.Sc Curriculum &

Pedagogical Studies -

Course I: (Science

Foundation /

Mathematics

Foundation ) Curriculum &

Pedagogical

Studies

(Foundation

M/S) 6 60 (40 Theory

+20

Practical) 40 100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course I: Physics

Practical, Chemistry

Practical, Botany

Practical/Mathematics

Practical Physics,

Chemistry,

Botany

/Mathematics

6 Physics

Practical – 35

100 Chemistry

Practical –

35

Botany

/Mathematics

Practical –

30

B.Ed. Perspectives in

Education – B.Ed.

Course I Childhood and

Growing Up 6 60 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course II Creating an

Inclusive

School 6 60 40 100

B.Ed. Ability Course -

B.Ed.Course III Health and

Yoga 3 50 50

45 750

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Semester II – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies -

Course II: Physics Curriculum &

Pedagogical

Studies 6

60 40 100

B.Sc. Curriculum &

Pedagogical Studies -

Course II : Chemistry Curriculum &

Pedagogical

Studies 6

60 40 100

B.Sc. Curriculum &

Pedagogical Studies -

Course II :Zoology /

Mathematics Curriculum &

Pedagogical

Studies (M/B) 6

60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

(Course II: Science

Foundation /

Mathematics

Foundation) Curriculum &

Pedagogical

Studies Science 6 60 (40 Theory

+20

Practical) 40 100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course II: Physics

Practical, Chemistry

Practical, Zoology

Practical/Mathematics

Practical Physics,

Chemistry,

Zoology

/Mathematics 6 Physics – 35

100 Chemistry –

35

Zoology

/Mathematics

– 30

B.Ed. Perspectives in

Education –

B.Ed.Course IV Learning and

Teaching 6 60 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course V Knowledge and

Curriculum 6 60 40 100

B.Ed. Ability Course -

B.Ed.Course VI Critical

Understanding

of ICT 3 50 50

45 750

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Semester III – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc. (SE) B.Sc. (CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies -

Course III : Physics Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

Course III :

Chemistry Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies –

Course III :

Mathematics / Botany Curriculum &

Pedagogical

Studies (M/B) 6 60 40 100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course III: Physics

Practical, Chemistry

Practical, Botany

Practical/Mathematics

Practical Physics,

Chemistry,

Botany

/Mathematics 6 Physics – 35

100 Chemistry –

35

Botany

/Mathematics

– 30

B.Ed. Perspectives in

Education -

B.Ed.Course VII Assessment for

Learning 6 60 40 100

B.Ed. Curriculum &

Pedagogical Studies -

Course B.Ed.Course

VIII Pedagogy of

School Subject 6 60 40 100

B.Ed. Curriculum &

Pedagogical Studies –

Mathematics :

B.Ed.Course IX Pedagogy of

School Subject 6 60 40 100

B.Ed. Ability Course :

B.Ed.Course X Drama and Art

in Education 3

50 50

45 750

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Semester IV – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies –

Course IV : Physics Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

Course IV :

Chemistry Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies –

Course IV : Zoology /

Mathematics Curriculum &

Pedagogical

Studies (M/B) 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course IV: Physics

Practical, Chemistry

Practical, Zoology

Practical/Mathematics

Practical Physics,

Chemistry,

Zoology

/Mathematics 6 Physics – 35

100 Chemistry –

35

Zoology

/Mathematics

– 30

B.Ed. Perspectives in

Education -

B.Ed.Course XI Contemporary

India and

Education 6 60 40 100

B.Ed. Curriculum &

Pedagogical Studies –

Science -

B.Ed.Course X II Pedagogy of

School Subject 6 60 40 100

B.Ed. Curriculum &

Pedagogical Studies -

Mathematics :

B.Ed.Course XIII Pedagogy of

School Subject 6 60 40 100

B.Ed. Ability Course -

B.Ed.Course XIV Reading and

Reflecting of

Text 3

50 50

45 750

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Semester V – B.Sc. B.Ed.

Part Course Name of the Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies -

Course V : Physics Curriculum &

Pedagogical Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

Course V : Chemistry Curriculum &

Pedagogical Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies –

Course V :

Mathematics / Botany Curriculum &

Pedagogical Studies

(M/B) 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course V: Physics

Practical, Chemistry

Practical, Botany

Practical/Mathematics

Practical Physics, Chemistry,

Botany /Mathematics

6 Physics – 35

100 Chemistry –

35

Botany

/Mathematics

– 30

B.Ed. Perspectives in

Education -

B.Ed.Course XV Educational

Management 6 60 40 100

B.Ed. Ability Course -

B.Ed.Course XVI Understanding the Self 3 50 50

B.Ed. Engagement with the

Field/Practicum -

B.Ed. Course XVII School Internship

Internship Lesson Plan

Coaching / Orientation

and Demonstration

class

(4 weeks – 5 days/

week ) 12

200 200

45 750

Active involvement in the college level preparation : Bridge lesson (Pedagogy 1 or 2) and skills of teaching (any

four) – 5X10= 50/ School Internship: Practice Teaching – General Lesson 5 X10 =50 (3 P edagogy 1 +2 P edagogy

2) /Report of Shadowing -30 (6 Lessons observation X 5 Marks = 30)/ / Report of Peer Observation Lesson -4x5=

20/Reflective Journal of major activities (College level preparation / General lessons, Peer Observation and

Shadowing) – 4 reports x 5 marks = 20/ Organize an Activity in school - 1x 30= 30

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Semester VI – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies -

Course VI : Physics Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

Course VI : Chemistry Curriculum &

Pedagogical

Studies 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies -

Course VI : Zoology /

Mathematics Curriculum &

Pedagogical

Studies (M/B) 6 60 40

100

B.Sc. Curriculum &

Pedagogical Studies

Practical

Course VI: Physics

Practical, Chemistry

Practical, Zoology

Practical/Mathematics

Practical Physics,

Chemistry,

Zoology

/Mathematics 6 Physics – 35

100 Chemistry –

35

Zoology

/Mathematics

– 30

B.Ed. Curriculum &

Pedagogical Studies -

Science : B.Ed.Course

XVIII Pedagogy of

School Subject 6

60 40 100

B.Ed. Curriculum &

Pedagogical Studies -

Mathematics :

B.Ed.Course XIX Pedagogy of

School Subject 6 60 40 100

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XX School

Internship (3

Weeks -5 days /

Week) + 1 -week

community

Internship

Lesson Plan

Coaching /

Orientation 9 150 150

45 750

School Internship: Peer Lesson (Pedagogy 1 or 2) – 1X10 = 10 /Theme based Lesson (Pedagogy 1 or 2) -2 x15 =30 /

Experiential Lesson strategies (Pedagogy 1 or 2) - 1 X 20 = 20 / Observe School activity (any two) -2x10= 20 /

Reflective Journal of major internship activities ( Peer lesson, Theme based lesson, Experiential lesson strate gies and

Observation of school activities) – 4 reports X 5 marks = 20 marks / Report of Community Service – 50 Marks

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Semester VII – B.Sc. B.Ed.

Part Course Name of the

Course Credit B.Sc.

(SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies –

One Major Course VII

1 (Physics / Chemistry

/ Mathematics /

Botany ) Curriculum &

Pedagogical

Studies 6 60 (40

Theory

+20

Practical) 40 100

B.Sc. Curriculum &

Pedagogical Studies –

One Major Course VII

2 Physics / Chemistry /

Mathematics /

Zoology ) Curriculum &

Pedagogical

Studies 6 60 (40

Theory

+20

Practical) 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course XXI Peace Education 6 60 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course XXII Language across

Curriculum / 6 60 40 100

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XXIII School Internship

(8 weeks – 5 days/

Week)

Internship Lesson

Plan Coaching /

Orientation

Action Research

Guidance 18

300 300

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XXIV Participation and

organizing in co -

curricular activities

and report (1) 3

50 50

45 750

School Internship : General Lesson (Pedagogy 1: 5 lessons , Pedagogy 2: 5 lessons) -10 x10 =100 / Peer Lesson – 2X

10 = 20 / Theme based Lesson -2 x15 =30 / Experiential Lesson strategies – 1 x20 = 20 / Administration of Unit test

and Analysis of result - 80 / Organize an Activity in schoo l- 1x 20= 20/ Reflective Journal of major internship

activities ( General Lesson, Peer lesson, Theme based lesson, Experiential learning strategies, Administration of unit

test, Organize school activity) -6 reports x 5 = 30

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Semester VIII – B.Sc. B.Ed.

Part Course Name of the Course Credit B.Sc. (SE) B.Sc.

(CE) B.Ed.

(SE) B.Ed.

(CE) Total

B.Sc. Curriculum &

Pedagogical Studies

– One Major Course

VIII 1 (Physics /

Chemistry /

Mathematics /

Botany ) Curriculum &

Pedagogical Studies

(P/C) 6 60 (40

Theory

+20

Practical) 40

100

B.Sc. Curriculum &

Pedagogical Studies

– One Major Course

VIII 2 Physics /

Chemistry /

Mathematics /

Zoology ) Curriculum &

Pedagogical Studies

(M/B) 6 60 (40

Theory

+20

Practical ) 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course XX V Gender School and

Society 6 60 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course XXVI Action Research 6 60 40 100

B.Ed. Perspectives in

Education -

B.Ed.Course XXVI I Guidance and

Counselling /

Envir onmental

Management 60 40 100

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XXVII I School Internship (3

Weeks) + Learning

resources based on

Pedagogy 6

100 100

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XX IX Action Research

Project 3

50 50

B.Ed. Engagement with the

Field/Practicum -

B.Ed.Course XX X Educational Feld trip

report OR

Development of

Learning Resources

on Health Education

/ Environmental

Education material

and publish ( 24

hours self -learning

program) 3

50 50

B.Ed. Ability Course -

B.Ed.Course X XXI Cyber law 3

50 50

45 750

School Internship: General Lesson – 2 X 10 = 20 (P1 -1 + P2 -1 )/ Peer Teaching -1 X10= 10 / Experiential Lesson -

1 x 20= 20/ Developing Learning resource - 35 / Reflective Journal of major internship activities - (General lesson,

Peer teaching, Developing learning resources ) 3 Reports x 5 = 15

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B.Sc. B.Ed. Course

Semester

Course No. Course Title Subjects

Semester 1 Physics - 1 Mechanics

Semester 2 Physics - 2 Optics

Semester 3 Physics -3 Thermodynamics

Semester 4 Physics -4 Electricity and

Magnetism

Semester 5 Physics -5 Electronics

Semester 6 Physics -6 Modern Physics and

Quantum Mechanics

Semester 7 Physics -7(1) Solid State Physics

Physics -7 (2) Atomic, Molecular

and Nuclear Physics

Semester 8 Physics -8(1) Advanced Mechanics

and Special Relativity

Physics -8(2) Applied Physics

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SEMESTER -I

COURSE I: MECHANICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory : 60

Internal Assessment: 40 ( Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcome

By the end of the course, student will be able to:

1. apply Newton’s laws to classical systems.

2. explain Newton’s laws of motion and conservation principles.

3. explain the analytical mechanics as a systematic tool for problem solving.

4. describe the concepts of work -energy principle, gravitational potential energy, conservative and

non-conservative forces.

5. explain the dynamics of rotating objects i.e. rigid bodies , angular velocity, the moment of

inertia, the motion of rigid bodies, parallel axis theorem.

6. state conservation of angular momentum and torque.

7. explain the application of central force to the stability of circular orbits, Kepler’s laws of

planetary motion .

8. explain SHM, its applications, damped and forced oscillations and resonance.

9. describe elasticity as the basics of material property and its different moduli.

10. explain the basics of motion of fluid in different forms like, streamlined and turbulent flows .

Buoyancy, Bernoulli’s Equation, Viscosity and Turbulence

11. analyze interference and superposition of mechanical waves.

12. describe the properties of sound waves, their interference, resonance, beats, and Doppler effect

Module I - Motion and Energy of a Body 2 Credits

Unit I: Newton’s Laws and Applications

a) Newton’s Laws: Newton’s first, second and third laws of motion

b) Applying Newton’s Laws: applications of Newton’s first and second law of motion, frictional

forces, Dynamics of Circular Motion

c) Worked out examples

Unit II: Work Energy and Applications

a) Work And Energy: Kinetic Energy and the Work –Energy Theorem, Work and Energy with

Varying Forces, Power

b) Gravitational Potential Energy, Elastic Potential Energy, Conservative and Nonconservative

Forces, Fo rce and Potential Energy

c) Worked out examples from the reference book

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Unit III: Rotational Motion and Momentum

a) Rotational Motion: Angular Velocity and Acceleration Rotation with Constant Angular

Acceleration Relating Linear and Angular Kinematics Energy in Rotational Motion Parallel -

Axis Theorem

a) Moment -of-Inertia Calculations

b) Torque, Torque and Angular Acceleration for a Rigid Body, Rigid -Body Rotation About a

Moving Axis, Work and Power in Rotational Motion, Angular Momentum, Conservation of

Angular Moment um

c) Worked out examples from the reference book

Module II - Gravitation, Fluid Mechanics and Waves 2 Credits

Unit IV: Gravitation and Motion

a) Gravitation: Newton’s Law of Gravitation, Weight, Gravitational Potential Energy, The

Motion of Satellites, Kepl er’s Laws and the Motion of Planets, Spherical Mass Distributions,

Apparent Weight and the Earth’s Rotation

b) Periodic Motion: Describing Oscillation, Simple Harmonic Motion, Energy in Simple

Harmonic Motion, Applications of Simple Harmonic Motion, The Simpl e Pendulum, The

Physical Pendulum, Damped Oscillations, Forced Oscillations and Resonance

c) Worked out examples from the reference book

Unit V: Equilibrium and Fluid Mechanics

a) EQUILIBRIUM AND ELASTICITY: Conditions for Equilibrium, Center of Gravity,

Solving Rigid -Body Equilibrium Problems, Stress, Strain, and Elastic Moduli, Elasticity and

Plasticity

b) FLUID MECHANICS: Gases, Liquids, and Density, Pressure in a Fluid, Buoyancy, Fluid

Flow, Bernoulli’s Equation, Viscosity and Turbulence

c) Worked out examples from the reference book

Unit VI: Mechanical and Sound Waves

a) MECHANICAL WAVES: Types of Mechanical Waves, Periodic Waves, Mathematical

Description of a Wave, Speed of a Transverse Wave, Energy in Wave Motion, Wave

Interference, Boundary Conditions and Superposition, Standing Waves on a String, Normal

Modes of a String

b) SOUND AND HEARING: Sound Waves, Speed of Sound Waves, Sound Intensity Standing

Sound Waves and Normal Modes, Resonance and Sound, Interference of Waves, Beats, The

Doppler Effect, Shoc k Waves

c) Worked out examples from the reference book

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 Internal Theory: One Assignment / Class test 10 marks

2 Internal Practical and Journal Submission (Any six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Flat spiral spring (η)

2. Young’s modulus by Koenig’s method

3. Torsional Oscillation: To determine Modulus of rigidity η of a material of wire by Torsional

oscillations.

4. To determine Coefficient of Viscosity (η) of a given liquid by Poisseuli’s Method.

5. Surface Tension/Angle of contact

6. Bifilar pendulum

7. Flywheel

8. Verification of Stokes theorem

References

1. Hugh D. Young, Roger A. Freedman, Sears and Zemansky's University Physics with Modern Physics

(2015, Pearson Education)

2. Concepts of Physics, H. C. Varma (Bharati Bhawan Publishers)

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SEMESTER -II

COURSE II: OPTICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes

By the end of the course, student will be able to:

1. explain phenomenon based on light and related theories .

2. identif y and apply formulas of optics and wave physics.

3. analyse the events like reflection, refraction, interference, diffraction

4. explain the applications of interference and diffraction.

5. explain the designing and working of interfero meters.

6. explain the concept of resolving power of different optical instruments.

7. elaborate principles and working of LASER systems and their applications

Module I: Physics, Characteristics, and Properties of LIGHT 2 Credits

Unit I: Light and Applications

a) Brief history of Light, Four theories of light,

b) Properties of light (rectilinear propagation, reflection, refraction, polarisation, interference,

diffraction, photoelectric effect, Compton effect – introduction), dual nature of light.

c) Fermat principle of least time, Law of reflection, Law of refraction, the thin lens formula,

Unit II: Reflection and Refraction

a) Light ray, reflection at plane surface, reflection at spherical mirror, Refraction of light, total

internal reflection,

b) Lateral magn ification, longitudinal magnification, Lens maker’s formula, power of lens

c) Cardinal points, the three magnifications and their inter relationship

Unit III: Dispersion and Magnification

a) Dispersion by a prism, Dispersive power, deviation without dispersion, dispersion without

deviation, direct vision spectroscope,

b) Aberrations, spherical aberration, coma, astigmatism, chromatic aberration,

c) Simple magnifier, Huygens eyepiece, Ramsden eyepiece, compound microscope, telescope

Module II: Physics of Optical instruments 2 Credits

Unit IV: Interference

a) Superposition of waves, Interference,

b) interferometry, plane parallel film interference, variable film interference,

c) Newtons ring, Michelson’s interferometer

Unit V: Diffraction and Resolving Power

a) Fraunhoffer diffraction at single slit, Fraunhoffer diffraction at circular aperture, Plane

diffraction gratting,

b) Resolving power, Rayleigh’s criterion, resolving power of optical instrument,

c) RP of telescope, RP of microscope.

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Unit VI: Photon interactions and LASERs

a) The photoelectric effect, The Compton Effect, The photon mass

b) Population inversion, LASER.

c) He-Ne LASER, Ruby LASER

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Refractive index of glass by using glass slab.

2. Use of spectrometer to determine angle of prism.

3. Use of spectrometer to determine RI of prism for different colour.

4. Focal length of convex lens by displacement method (using filament lamp)

5. Cardinal points of a lens system.

6. Bi-prism interference.

7. Diffraction grating to determine wavelength of light.

8. Single slit diffraction using LASER beam.

References:

1. A textbook of Optics, for BSc students as per UGC model syllabus (Revised Edition), Dr N

Subrahmanyam Brijlal, Dr M N Avadhanulu (Module 1 Unit 1, 2, 3 Module 2 Unit 1, 2)

2. Optics, Ajoy Ghatak (Module 2 Unit 3)

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SEMESTER -III

COURSE III: THERMODYNAMICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes

By th e end of the course, student will be able to:

1. explain Kinetic theory of gases.

2. describe the process of thermal conductivity, viscosity and diffusion in gases.

3. Explain the nature of thermodynamic properties of matter like internal energy, enthalpy, entropy,

temperature, pressure and specific volume

4. explain the efficiency of Carnot’s engine.

5. explain the significance of first and second laws of thermodynamics.

6. explain the implications of the second law of thermodynamics and limitations placed by the second

law on the performance of thermodynamic systems.

7. explain the entropy changes in a wide range of processes and determine the reversibility or

irreversibility of a process from such calculations.

8. describe the interrelationship between thermodynamic functions and ability to use such relationships

to solve practical problems.

Module 1 – Ideal and Real Gases 2 Credits

Unit I : Elementary Kinetic Theory and Maxwellian Distribution

a) Introduction, Basic assumptions of Kinetic Theory, Kinetic Interpretation of

Temperature, Root Mean Square Speed

b) Some Elementary Deductions from Kinetic Theory, Classical theory of Heat Capacities

of Gases

c) Distribution of Molecular Velocities in a Perfect Gas: Maxwell - Boltzmann Distribution

Law,

Molecular Distribution of Speeds, Some useful deductions from Maxwell’s law

Unit II: Mean Free Path and Transport Phenomena

a) Introduction, Mean Free Path, Expression for Mean Free Path, Distribution of Free Path

b) Transport Phenomena, Viscosity - transport of momentum, thermal Conductivity -

Transport of Energy, Diffusion - Transport of Matter

c) Brownian Motion, examples of Brownian m otion, Random walk

Unit III: Real Gases: Vander Waal’s equation of state

a) Introduction, Deviations from perfect gas behaviour, Regnault’s experiments’ Andrew’s

experiments on Carbon Dioxide, Amagat’s Experiments

b) Onnes ’ equation of state, Vande Waals’ equation of state, Discussion of van der Waals’

equation -comparison with experimental results, Determination of van der Waals’

constants, Virial coefficient -Boyle temperature, Limitations of van der Walls’ equation,

reduce d equation of state

c) Molecular Attraction - Existence and implications, Joule experiment, The porous plug

experiment, Joule -Thomson coefficient for a van der Waals’ gas

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Module II - Laws of Thermodynamics 2 Credits

Unit IV Zeroth and First Law of Thermodynamics

a) Introduction, Thermodynamic system, surroundings and boundaries, state of a system and

thermodynamic variables, thermodynamic equilibrium, thermodynamic processes

b) The zeroth law and the concept of temperature, some deductions from the equation of state,

measurement of temperature, Scale of temperature

c) Origin of the first law, the internal energy, thermal interaction, mechanical interaction,

diffusive interaction, The first law, Applications of the first law, Heat cap acities of a gas,

Adiabatic transformation - equation of state, the enthalpy, Adiabatic and isothermal

elasticities

Unit V: Second Law of Thermodynamics

a) Introduction, origin of the second law, Heat engines, the Carnot cycle, Carnot cycle as

Refrigerator

b) The Kelvin -Planck and Clausius statements, equivalence of the statements, Carnot theorem,

thermodynamic temperature, Unattainability of absolute zero

c) Irreversibility and unavailable energy, Power cycles, Rankine cycle, Air standard cycles,

refrigeration cy cles, vapor -Compression refrigeration cycle

Unit VI : Entropy

a) Introduction, Concept of Entropy, Entropy change in reversible processes, the Carnot cycle,

reversible heat transfer

b) The Clausius inequality, entropy change in irreversible process, the principle of increase of

entropy

c) The entropy of the first law, entropy of an ideal gas, entropy of mixing, unavailable energy

and thermal death of universe, physical concept of entropy

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. To determine the Coefficient of Thermal Conductivity of a bad conductor by Lee and Charlton’s

disc method.

2. To determine the Coefficient of Thermal Conductivity of Copper by Searle’s Apparatus.

3. To determine the Temperature Coefficient of Resistance.

4. To study the variation of Thermo -Emf of a Thermocouple with Difference of Temperature of its

Two Junctions.

5. To Calibrate a Thermocouple to measure Temperature in a Specified Range using (1) Null

Method (2) Direct Measurement using an Op -Amp Difference Amplifier and to determine Neutral

Temperature.

6. To calculate loss of heat due to radiation while determining Joule’ s constant.

7. Few experiments on virtual lab: http://htv -au.vlabs.ac.in/ apparatus can be arranged in the lab

of the college as shown.

8. Following three experiments at

https://facultyweb.cortland.edu/douglas.armstead/S15/intermediate/Lab12Thermodynamics.pdf

: (i) Coefficient of Linear Expansion of Metals, (ii) Specific Heat, (iii) Thermocouple Voltage

can be studied with simulators or apparatus can be arranged in the lab.

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References:

1. Thermal Physics, S C Garg, R M Bansal & C K Ghosh, McGrawHill Education (India) Second ed

(2013)

2. Heat and Thermodynamics - M M Zemansky,McGrawHill Education (India) 8ed (2011)

3. Geeta Sanon, B. Sc. Practical Physics, 1st Edn. (2007), R. Chand & Co. 2. B. L.

4. Worsnop and H. T. Flint, Advanced Practical Physics, Asia Publishing House, New Delhi. 3.

5. Indu Prakash and Ramakrishna, A Text Book of Practical P hysics, Kitab Mahal, New Delhi. 4.

6. D. P. Khandelwal, A Laboratory Manual of Physics for Undergraduate Classes, Vani Publication

House, New Delhi.

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SEMESTER -IV

COURSE IV: ELECTRICITY AND MAGNETISM

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes

By the end of the course, student will be able to:

1. explain Electric field as well as force, electric charge, electric potential, current, voltage,

resistors, inductors and capacitors.

2. analyse electrical circuits with the help of different circuit theorems.

3. explain different methods to measure values of c apacitors and inductors.

4. analyse working of ac as well as dc circuits with inductors, capacitors and resistors.

5. describe generation of magnetic field and its measurement

6. explain the working of systems based on magnetic fields.

7. handle the instruments worki ng on the principles of magnetization.

Module I - Electricity 2 Credits

Unit I: Electric Current

(Review of - Electric current, Ohm’s law, Resistive circuit and Kirchhoff’s laws.)

a) Thevenin’s theorem, Current source, Norton’s theorem,

b) Maximum pow er transfer theorem,

c) Wheatstone bridge, Kelvin double bridge

Unit II: Resistor, Inductor and Capacotor

a) Transient response of LR, CR, LCR circuits.

b) The AC signal, AC response of a resistor, an inductor, a capacitor.

c) Representation of sinusoid by complex number

Unit III: Response of Circuits to AC signal

a) AC signal applied across CR, AC applied across LR,

b) AC signal applied across LCR (series and parallel ).

c) AC bridges - Sauty AC Bridge, Maxwell Bridge.

Module II - Magnetism 2 Credits

Unit IV: Magnetization

a) Magnetization, Magnetic pole density,

b) Magnets and magnetic shells

c) Hysteresis in ferromagnetic material,

Unit V: Magnetic Force

a) Lorentz force, Origin of magnetic field,

b) Force on current carrying conductor in magnetic field, Biot-Savart law,

c) Applications of Biot -Savart law, Current carrying loop in magnetic field

Unit VI: Magnetic Induction and Galvanometers

a) Electromagnetic induction, Eddy current, self -induction, mutual induction,

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b) Moving coil galvanometer, Sensitivity and accuracy of MCG,

c) Moving Magnet (Tangent) galvanometer, Sensitivity and accuracy Tangent galvanometer.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Verification of Thevenin’s theorem.

2. Use of Post Office box to measure high resistance.

3. Verification of maximum power transfer theorem.

4. LCR series resonance.

5. Capacity of De -Sauty AC Bridge.

6. Deflection magnetometer.

7. Current sensitivity of MCG.

8. Current sensitivity of tangent galvanometer.

References:

1. Electricity And Magnetism, D Chattopadhyay, P C Rakshit

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SEMESTER -V

COURSE V: ELECTRONICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes

By the end of the course, student will be able to:

1. explain basics of semiconductor & devices and their applications in different areas.

2. elaborate biasing techniques to operate BJT and comparison between them.

3. describe parameters of OPAMP and design different circuits using OPAMPs.

4. explain digital signal, digital logics, Boolean algebra, and various logics systems.

5. handle the minimization techniques to simp lify the hardware requirements of digital circuits and

apply them for real time digital systems.

6. examine the structure of various number systems and its application in digital design.

7. analyze and design various combinational and sequential circuits.

Mod ule I – Analog Electronics 2 Credits

Unit I: Semiconductor Diodes and their applications

a) Review of extrinsic semiconductors of n and p types, diode characteristics, DC and AC

resistance of diode. Effect of temperature on diode characteristics, series and parallel

configurations of diodes.

b) Applications as logic gates (AND, OR), Zener diode c haracteristics and voltage regulator

c) Light Emitting Diodes, voltage multipliers.

Unit II : Bipolar Junction Transistors

a) Transistor construction and operation, CB and CE modes, Current amplification factors in

CB and CE modes and their relationship

b) Input and output characteristics of transistor in CE mode, Concepts of load line and operating

point. Dc biasing of trans istor - Fixed bias, Emitter bias with equation of load line.

c) Voltage divider bias with approximate and exact analysis. Comparison of stability in fixed

bias, emitter bias and voltage divider bias

Unit III : Operational Amplifier

a) Properties of ideal OPAMP and OPAMP 741, Concepts of -ve feedback and virtual short,

Inverting & non -inverting amplifier, unity gain circuit, Summing amplifier

b) Concepts of CMRR, Bandwidth, gain bandwidth product, slew rate, Integrator and

differentiator circuits, Instrumentation amplifier and its applications

c) Introduction to 555 timer and its application to generate clock signal

Module II - Digital Electronics 2 Credits

Unit IV: Digital Logics and Implementation

a) Review of Digital principles and Digital logics, Boolean identities, De Morgan’s laws,

NAND & NOR logics, NAND and NOR gates as universal building blocks

b) SOP method to write Boolean equations, Karnaugh Maps, POS method and simplification

and

implementat ion of Boolean equations

c) EXOR operation with its Boolean expression using SOP and POS methods

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Unit V : Number systems

a) Binary number system (4 bit), Binary to decimal and decimal to binary conversion, Octal

number system, Octal to binary/decimal and binary/decimal to octal conversion

b) Hexadecimal number system, Conversion from/to hexadecimal, Binary arithmetic,

subtraction using 1’s and 2’s complements

c) Half and full adder circuits, Adder -subtractor circuit

Unit VI: Flip Flops and counters

a) RS flip - flop using NOR gates and NAND gates, concepts of pulse and edge triggering,

Clocked RS FF, D FF, PRESET and CLEAR functions, switch contact debounce circuit

b) JK FF, M/S JK FF

c) Counters with natural count, UP -DOWN Ripple counter

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any six experiments from the list:

1. Zener voltage regulator

2. Output characteristics of Transistor in CE mode.

3. Plotting load line for transistor with emitter bias.

4. Inverting, Non - inverting and unity gain amplifier using OPAMP.

5. 555 timer as square wave generator.

6. NAND and NOR as universal building blocks.

7. Half adder circuit using basic gates.

8. RS flip flop using NOR/NAND gates with manual clock.

9. JK flip flop as divide by two circuit.

Reference Books:

1. Electronics Devices and Circuit Theory — Boylestad & Nashelsky 11th edition, Pearson Publication

2. Electronic Principles — Malvino , Tata McGRAW Hill

3. Digital Principles and Applications — Leach, Malvino & Saha, Tata McGRAW Hill

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SEMESTER -VI

COURSE VI : MODERN PHYSICS AND QUANTUM MECHANICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes

By the end of the course, student will be able to:

1. explain the production and properties of X -rays, their applications and Bragg’s law

2. derive the origin of quantum theory, Blackbody radiation, matter waves.

3. elaborate wave properties of particles, DE Broglie waves and its implications on the uncertainty

principle.

4. explain Schrödinger’s equation for many systems such as particle in a box, Hydrogen Atom and

familiarize with 1d and 3d potential well, potential step problems.

5. explain the tunneling effect.

6. explain working principle of scanning tunneling microscope and scanning electron microscope.

7. explain the alpha decay process.

8. explain the wo rking of 1d harmonic oscillator.

Module I - Modern Physics 2 Credits

Unit I : Basics of Quantum physics

a) X-RAYS: X -Rays production and properties, Continuous and characteristic X -Ray spectra,

Applications of X -Rays, X -Ray Diffraction, Bragg’s Law, Frank -Hertz experiment

b) Origin of Quantum theory, Black body (definition), Black body spectrum, Wien's

displacement law, Matter waves, Wave particle duality, Heisenberg’s Uncertainty Principle,

Davisson -Germer experiment, G. P. Thompson experim ent.

c) Numerical problems from reference book

Unit II: Wave Function

a) Wave function, the wave equation, Schrodinger’s equation: time dependent form.

b) Linearity and superposition, expectation values, operators and eigenvalues.

c) Worked out examples on allowed/ no t allowed wave functions, operators and eigenvalues,

expectation values.

Unit III: Schodinger’s equation and its applications

a) Schrodinger’s equation: steady state form, free particle, probability current.

b) Particle in 1d infinite potential well, wavefunctio ns and energies. Particle in finite potential

well (only wavefunctions and E < V )

c) Solved examples on probability current, energies in 1d infinite potential well

Module II - Quantum Mechanics 2 Credits

Unit IV: Potential well

a) Particle in 3d infinite potential well (complete solution), degeneracy.

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b) Finite potential step, reflection coefficients in both the cases E < V and E > V.

c) Solved examples on energies in 3d infinite potential well and reflection coefficient in

potential step.

Unit V: Tunne ling effect

a) Potential barrier (Finite height and width) penetration and tunneling effect (derivation of

approximate transmission probability),

b) Scanning Tunneling Microscope and Scanning Electron Microscope.

c) Solved examples in transmission coefficient in potential barrier

Unit VI: Alpha decay, Harmonic Oscillator

a) Theory of alpha particle decay from radioactive nucleus.

b) Harmonic oscillator (one -dimension), correspondence principle, diatomic molecule.

c) Solved examples in alphas decay and harmonic oscillator

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six experiments only

1. Frank -Hertz experiment

2. Determination of Planck’s constant using LEDs of different colors.

3. Visit to an X -ray diffraction facility and understanding working of the instrument (equivalent to two

experiments)

4. Visit to STM and SEM facility (equivalent to two experiments).

5. Numerically solving Schrodinger equation using excel programming.

References

1. Concepts of Modern Physics by Arthur Beiser.

2. Modern Physics by Kenneth Krane.

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SEMESTER -VII

COURSE VII -1: SOLID STATE PHYSICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcomes

By the end of the course, student will be able to:

1. explain the basic concepts of force between atoms and bonding between molecules

2. analyses the relationship between conductors, insulators and superconductivity

3. describe free -electron model and energy band and distinction between metals, semiconductors and

insulators

4. explain the properties of matter and its classifications

5. explain properties of semiconductors

6. describe phonons impact on heat capacity and heat transport

Module I – Crystal Bonding and Crystal Structure 2 Credits

Unit I: Concept of Crystal

a) Introduction of crystals, Ionic crystal, Covalent crystal, Metals, Concept of inter – atomic

forces, types of bonding, ionic bonding, covalent bonding, molecular or Vander Waal’s

bonding, hydrogen bonding, metallic bonding, atomic radii

b) Introducti on of Crystal Lattice and translation vectors, unit cell, types of lattice (Plane lattice

and Space lattice with bcc and fcc

c) Miller indices, Concept of reciprocal lattice and its properties, Brillouin zones (only concept)

Unit II: Electron and Electr on Theory

a) Free Electron theory: Free Electron model, Fermi - Dirac distribution, electronic specific

heat, thermionic emission from metals, energy distribution of the emitted electrons

b) Band theory of Solids: Origin of energy band, Energy bands in solid, Bl och functions,

Kronig - Penney model (no mathematical derivation)

c) Motion of electrons in one – dimensional periodic potential, Distinguish between metal,

semiconductor and insulator, concept of a ‘hole’

Unit III: Semiconductor Crystal and Thermal Prope rties

a) Semiconductor Crystal: Electrons and Holes densities in an Intrinsic Semiconductor (undoped),

Doped Semiconductor, Carrier densities in doped semiconductor, Metal - Insulator transition,

Fermi level in extrinsic semiconductors, Diffusion, Carrier lifetime

b) Phonons: Phonons and heat capacity, Debye Model for density of states.

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c) Thermal Properties of phonons

Module II - Magnetic Properties 2 Credits

Unit IV: Concept Magnetism

a) Classification of magnetic materials, Origin of permane nt magnetic dipoles, dynamics of dipole

in magnetic field, Magnetic susceptibility

b) Introduction of Diamagnetism and Paramagnetism, diamagnetism and the Larmor precession,

static paramagnetic susceptibility, Quantum mechanical theory of paramagnetism

c) Nuclea r paramagnetism, The Hamiltonian for an electron in a magnetic field

Unit V: Introduction to Ferromagnetism and Ferrimagnetism

a) Ferromagnetism - The Weiss molecular field, interpretation of the Weiss field, anisotropy energy,

thickness and energy of the Blo ch wall, Coercive forces and hysteresis

b) Introduction of Antiferromagnetism, Two sublattice model, Super exchange interaction

c) Introduction to Ferrimagnetism, structure of ferrites, Elements of Neel’s theory

Unit VI: Paramagnetic relaxation and Superconduct ivity

a) Paramagnetic relaxation - phenomenological description, relaxation mechanism - spin - lattice

and spin spin relaxation

b) Introduction of Nuclear magnetic resonance, conduction required for absorption of resonance,

Bloch equation and the complex suscept ibility

c) Superconductivity: Occurrence of Superconductivity, destruction of superconductivity by

magnetic field, Meissner effect, Applications

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Measurement of resistivity by using 4 - probe technique.

(https://vlab.amrita.edu/?sub=1&brch=282&sim=1512&cnt=4 )

2. Study of hall effect

(http://mpv -au.vlabs.ac.in/mo dern-physics/Hall_Effect_Experiment/# )

3. To understand the concepts of crystal structure, atomic packing, and Miller Indices as well

as their applications to materials properties and development

(http://user.engineering.uiowa.edu/~matsci/crystallography.html

4. To study Bravais lattices with the help of models

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(http://www.omgroup.edu.in/downloads/files/n5375e8edae2b2.pdf )

5. Thermal properties of metal (Steel)

( http://www.omgroup.edu.in/downloads/files/n5375e8edae2b2.pdf )

6. To find the thermal conductivity of a material by the two slabs guarded hot plate method and

To find the thermal resistance of the sample.

(https://vlab.amrita.edu/index.php ?sub=1&brch=194&sim=801&cnt=4 )

7. Nuclear Magnetic Resonance

(https://www.labster.com/simulations/nuclear -magnetic -resonance -2/)

References:

1. Pillai, S.O. : Solid state physics 3rd ed. New Delhi, New Age International (P) Ltd. 1999 .

2. Kittel, Charles: Introduc tion to solid state physics 8th ed. Reprint New Delhi Wiley India Pvt. Ltd.

2005(2015)

3. Dekker, Adrianus J.: Solid state physics. Indian Reprint Delhi Macmillan Publishers India Ltd.

1957(2014)

4. Solid State Physics - S.P.Kakani and Amit Kakani

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SEMESTER -VII

COURSE VII 2: ATOMIC, MOLECULAR AND NUCLEAR PHYSICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcomes

By the end of the course, student will be able to:

1. explain atomic structure, atomic spectra and excitations.

2. explain Schrodinger equation for Hydrogen atom and its solution.

3. analyse set of different quantum numbers and their selection rules.

4. explain symmetric and antisymmetric wave function, electron spin and spin orbit coupling.

5. describe rotational and vibrational energy levels of complex molecules and molecular spectra.

6. explain the radioactive decay process , its decay and growth and applications.

7. explain the basic properties of nucleus, nuclear energy and liquid drop model.

8. explain the principle and working of nuclear detectors.

Module I - Atomic Physics 2 Credits

Unit I : Atom and Energy level

a) The nuclear atom, Electron orbit, atomic spectra,

b) Bohr atom, energy level and spectra,

c) Atomic excitation.

Unit II: Schrodinger’s approach with Quantum numbers

a) Schrodinger equation for the hydrogen atom, Separation of variables,

b) Quantum numbers, Principal quantum number, Orbital quantum number,

c) Magnetic quantum number, Selection rule

Unit III : Interaction between electron spin and orbital motion .

a) Electron sp in, Exclusion principle,

b) Symmetric and anti -symmetric wave function, atomic structure,

c) Spin orbit coupling Total angular momentum

Module I I - Molecular and Nuclear Physics 2 Credits

Unit IV: Molecular Bond and Energy Level

a) Molecular bond, Hydrogen molecule,

b) Complex molecules, Rotational energy level, Vibrational energy level,

c) Spectra of molecules.

Unit V: Radioactive Properties

a) Radioactivity, properties of radioactive rays,

b) law of radioactive decay, Radioactive growth an d decay, Determination of age of earth,

c) ideal equilibrium, transient and secular equilibrium,

Unit VI: Introduction to Nucleus

a) Constituents of the nucleus and some of their properties,

b) alpha beta and gamma rays, liquid drop model, Nuclear energy,

c) Introduction of Instrument like – GM counter, NMR, ESR

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Absorption spectra in sunlight

2. Franck -Hertz Experiment (available on virtual lab by Amrita University)

3. Determination of Cauchy’s constants

4. Hydrogen spectra using spectrometer.

5. Experiment on GM counter.

6. Determination of Rydberg constant using spectrometer.

7. Use of Simulator for understanding physical concepts.

References:

a) Concepts of Modern Physics Arthur Beiser (Module 1 Unit 1 to 3, Module 2 Unit 1)

b) Nuclear Physics - An Introduction by S B Patel (Module 2 Unit 2,3)

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SEMESTER -VIII

COURSE VIII 1: ADVANCED MECHANICS AND SPECIAL RELATIVITY

Total Credits: 06 (1 Credit = 12 h ours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcomes

By the end of the course, student will be able to:

1. define and understand motion under central force, elliptical orbits with Kepler’s laws.

2. describe and understand the systems with an inertial frame of reference.

3. describe and understand the motion ideal fluid and its conservation laws.

4. describe and understa nd Euler’s theorem, Euler’s equation of motion of rigid bodies.

5. explain the concepts of special relativity, space and time dilation, length contraction

6. explain the concept of General Relativity.

Module I – Mechanics of a moving body and fluid 2 Credits

Unit I: Introduction to Central Force

a) Motion under a central force, the central force inversely proportional to the square of the

distance, Elliptic orbits, The Kepler problem.

b) Moving origin of coordinates, Rotating coordinate systems, Laws of motion on the rotating

earth, The Foucault pendulum, Larmor’s theorem.

c) Worked out examples from the reference book

Unit II: Kinematics of moving fluids and Rigid Dynamics

a) Kinematics of moving fluids, Equati on of motion for an ideal fluid, Conservation laws for

fluid motion, Steady flow.

b) Rigid dynamics: introduction, degrees of freedom, rotation about an axis: orthogonal

matrix,

c) Worked out examples from the reference book

Unit III: Euler’s Theorem

a) Euler’s the orem, Eulerian angles, inertia tensor, angular momentum of rigid body,

b) Euler’s equation of motion of rigid body, free motion of rigid body, motion of symmetric

top (without nutation).

c) Worked out examples from the reference book

Module II – Relativity 2 Credits

Unit IV: Special Relativity

a) Introduction to Special relativity, Lorentz transformations

b) Spacetime and time dilation

c) Worked out examples from the reference book

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Unit V: Electricity and Magnetism

a) Doppler effect, length contraction and twin paradox

b) Electricity and Magnetism, relativistic momentum

c) Worked out examples from the reference book

Unit VI: Energy and Momentum

a) Mass and energy, energy and momentum

b) General relativity

c) Worked out examples from the reference book

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. To study Doppler effect using ‘phyphox’

2. To study Motion of a spinning top using ‘tracker’ software

3. Determination of ‘g’ by Kater’s pendulum

4. Logarithmic decrement

5. Study of Coupled oscillations and resonance

6. Determination of Y -Flat spiral spring

7. Surface tension of soap solution

8. Elastic const ants of a rubber tube

References

1. Classical Mechanics, P. V. Panat (Narosa).

2. Classical Mechanics -a Modern Perspective: V. D. Barger and M. G. Olsson. (Mc Graw Hill

International 1995 Ed.)

3. Mechanics : Keith R. Symon, (Addision Wesely) 3rd Ed.

2. An Introduction to Mechanics: Daniel Kleppner & Robert Kolenkow Tata Mc Graw Hill (Indian

Ed. 2007).

3. Concepts of Modern Physics, Arthur Beiser, Chapter 1.

4. Modern Physics, Kenneth Krane, Chapter 2.

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SEMESTER -VIII

COURSE VIII 2: Applied Physics

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcomes

By the end of the course, stude nt will be able to:

1. explain major concepts in physics.

2. relate scientific knowledge with real life situations.

3. analyse typical optical imaging systems, with emphasis on the human eye

5. apply the aspects of nuclear reactions in view of compound nuclear dynamics

6. explain ionization and the results of ionization during exposure to x -rays.

Module I – Applications of Mechanics, Light and Thermodynamics 2 credits

Unit I: Every day applications o f Mechanics

a) Review of Newton’s I, II and III law of motion, inertia, mass, net force, inertial frame of reference,

Physics behind Skating and ballet dance

b) Review of projectile motion, energy, work, conservation of energy, gravitational potential energy,

Physics behind falling balls and Ramps, Looping the loop, motorcycles in cage ball

c) Work out problems

Unit II: Applications of basic properties of Light

a) Review of light, refraction, reflection, dispersion, interference in electromagnetic waves,

polarized ref lection Physics behind Sunlight, industrial applications of different phenomena of

light in non -destructive testing

b) Review of levels of solid, band structure, fermi level, metal, semiconductor, insulator,

photoconductors, p - n junction diode), Brief descr iption of LED

c) LASER: Spontaneous and Stimulated emission, population inversion

Unit III: Thermodynamics as applied to different machines

a) Review of laws of Thermodynamics, heat, entropy, heat pumps, thermodynamics efficiency,

Working of Air Conditioners

b) Review of heat engines, thermodynamics efficiency, Physics behind Automobiles

c) Work out problems from the reference book

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Module II – Applications of Electricity, Magnetism and Nuclear reactions 2 credits

Unit IV: Machines working on the Principles of Electricity

a) Review of electric fields and voltage gradients, electric fields inside and outside conductors,

discharges, charging by induction, capacitors, Physics behind Xerographic copiers

b) Review of electric current, electric circuit, direct ion of current, electrical resistance, voltage drop

and rise, ohm’s law, series and parallel circuit) Physics behind Flashlight

c) Work out problems from the reference book

Unit V: Physics behind home appliances

a) Review of relationship between changing elec tric and magnetic fields, electric field energy, tank

circuit, electromagnetic waves, antennas, speed of light, modulations (amplitude and frequency,

bandwidth) Brief description of Radio

b) Review of speed, frequency and wavelength in electromagnetic waves, polar and non - polar

molecules, Lorentz force, cyclotron motion) Physics behind Microwave ovens

c) Work out problems from the reference book

Unit VI: Use of Nuclear reactions and Nuclear Energy

a) Review of nuclear structure, Heisenberg uncertainty principle, quantum tunnelling, radioactivity,

half-life, fission, chain reaction, isotopes, alpha decay, fusion, isotopes, transmutation of

elements, radioactive fallout) Physics behind Nuclear Weapons

b) Review of controlling nuclear fission, delayed neutrons, thermal fission reactors, moderators),

Nuclear Reactors

c) Review of X - Rays, photoelectric effect, Compton scattering, gamma rays, beta decay), Medical

Imaging and Radiation

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. To determine specific gravity of solid.

2. Atwood’s Machine

3. To find the Modulus of Torsion of a Wire by Maxwell's Vibration Needle.

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4. Determination of the Velocity of Sound in Air by Measurement of the Length of a Resonance

Tube corresponding to a Fork of known Pitch

5. Determine the freezing and boiling points of the given thermometer.

6. Determine the coefficient of expansion of the given liquid and of cubical expansion of the given

solid.

7. Compare the illuminating power of the gas - flame and standard candle.

Reference:

1. How things Work, The Physics of everyday life by Louis A. Bloomfield, Wiley

2. https://archive.org/details/practicalphysics00glazuoft/page/262/mode/2up

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SEMESTER I

COURSE I: CONCEPTS OF ANALYTICAL AND INORGANIC CHEMISTRY I

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment : 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Comprehend and interconvert concentration terms such as molarity, normality, formality,

molality, mole fraction and ppm.

2. Determine empirical formula and molecular formula for a compound from the given

exper imental data; and perform stoichiometric calculations.

3. Differentiate between precision and accuracy, examine errors and their sources.

4. Present experimental data using statistical methods of data representation and significant

figures.

5. Explain t he definition of solubility and solubility product, calculate the value of Ksp and predict

formation of precipitate.

6. Identify the mathematical relationships between the various properties of gases, use the

combined gas law to compute the values of vari ous gas properties under specified conditions

and recognize why gases do not behave as ideal gases.

7. Describe quantum mechanical model of the atom, quantum numbers, radial and angular

distribution curves and shapes of s, p, and d orbitals.

8. Identify p eriodicity in atomic and ionic radii, electronegativity, ionization energy, electron

affinity of elements of the periodic table.

Module I - Introduction to Analytical Chemistry and its interdisciplinary nature

(2 Credits)

UNIT I: Chemical Calculations and Stoichiometry

a) Mole concept, determination of molecular mass by gram molecular volume relationship for

chemical reactions, problems based on mole concept. Methods of expressing concentration of

solutions: molarity, normality, molality, mole fraction, formality, dilution of solutions, inter -

conversion between different concentration units, concept of milliequivalents, millimoles, ppm

and ppb.

b) Gravimetric and Volumetric analysis: use of digital balance, calibration of glassware, pipette,

burette and volumetric flask, primary and secondary standards.

c) Importance of accuracy, precision and sources of error in analytical measurements, presentation

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of experimental data and results from the point of view of significant figures.

UNIT II: Buffers, solubility product and its applications

a) Buffer solutions: types of buffers, derivation of Henderson –Hesselbelch equation and its

applications; buffer capacity, buffer range, buffer action and applications of buffers in analytical

chemistry .

b) Solubility product, factors affecting precipitation equilibria (solubility product) in qualitative

analysis: common ion effect, pH, complexation, diverse ion effect, oxidation states (numerical

problems expected).

c) Numerical problems based on the above concepts.

UNIT III: Study of Fluids

a) Behaviour of Real Gases. Recapitulation of ideal behaviour of gases, deviations from ideal gas

behaviour, compressibility factor - Z and its variation with pressure for different gases. Causes

of deviation from ideal behaviour.

b) Van der Waal’s equation of state, its derivation and application in explaining real gas behaviour

(Mention of other equations of state: Berthelot, Dietrici).

c) Isotherms of real gases and their comparison with Van der Waal’s isotherms, continuity of

states, critical state, experimental determination of Pc, Tc and Vc, critical constant of gas in

terms of Van der Waal’s constant.

Module II – Atomic structure and Periodicity (2 Credits)

UNIT IV: Atomic Structure

a) Bohr’s theory of Hydrogen atom, wave theory

b) Heisenberg’s Uncertainty Principle

c) Orbitals (shapes of s, p and d orbitals) and quantum numbers.

UNIT V: Periodic Table and Periodicity of Properties

a) Arrangement of elements in the long form of the periodic table, correlation of classification of

elements into s, p, d and f -block on the basis of electronic configuration, Pauli’s Exclusion

Principle, Aufbau Principle and Hund’s Rule of maximum multiplici ty, anomalies in electronic

configuration.

b) Atomic and ionic radii, ionization energy, electron affinity, effective nuclear charge and

calculations using Slater’s Rule, electronegativity and its determination using Mulliken’s and

Pauling’s method (numerical problems expected), metallic and non -metallic character,

oxidation states, melting / boiling points, colour, magnetic properties, polarizability. Trends

in the periodic table and applications in predicting and explaining chemical behaviour.

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c) Chemistry of ‘s’ block (Groups 1 and 2): Position of elements in the periodic table, electronic

configuration, trends in the properties with respect to family relationship, physical and

chemical properties, ionization potential (charge to size ratio), electronegativity, polarizing

power, oxidation state, hydration energy of ions.

Anomalous behaviour of Li and Be and diagonal relationship.

UNIT VI: Principles involved in Qualitative Analysis

a) Use of borax, sodium carbonate, cobalt nitrate, hydrogen sulphide and ammonium chloride in

qualitative analysis.

b) Solubility product and Common ion effect in QA.

c) Detection of the following acid radicals in presence of each other: carbonate, sulphite, chloride,

bromide, iodide, nitrite and nitrate.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry

Lab Safety

Semi -Micro Inorganic Qualitative Analysis:

Inorganic mixtures containing four radicals, 2 cations and 2 anions. Preliminary dry tests, preparation of

solution for analysis and wet tests for confirmation of the presence of the radicals.

Cations: Cu2+, Bi3+, Sb3+, Al3+, Fe2+, Fe3+, Mn2+, Cr3+, Zn2+, Ni2+, Co2+, Ba2+, Sr2+, Ca2+, Mg2+, NH 4+, K+

Anions: Cl-, Br-, I-, NO 2-, NO 3-, CO 32-, SO 42-, PO 43- , CrO 42-, BO 33-

At least 5 – 6 mixtures to be analyzed with interfering radicals.

References:

1. Principles of Physical Chemistry, 4th edition by S.H. Marron and C. F. Pruton.

2. Textbook of Physical Chemistry, Samuel Glasstone.

3. Physical Chemistry, Ira Levine, 5th Edition, 2002 Tata McGraw Hill Publishing Co. Ltd.

4. Physical Chemistry, G.M. Barrow, 6th Edition, Tata McGraw Hill Publishing Co. Ltd. New

Delhi.

5. University Chemistry, Bruce Mahan.

6. Textbook of Physical Chemistry, Sharma and Puri.

7. Fundamentals of Analytical chemistry, 8th edition, Skoog, West, Holler and Crouch.

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8. Concise Inorgan ic Chemistry, J. D. Lee, 5th edition, Oxford Press.

9. Advanced Inorganic Chemistry, Volume I, S. Prakash, G.D. Tuli, S. K. Basu, R. D. Madan.

10. Theoretical Inorganic Chemistry, C. M. Day & J. Selbin, Affiliated East West Press Pvt. Ltd.,

1985.

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SEMESTER II

COURSE II: CONCEPTS OF PHYSICAL AND ORGANIC CHEMISTRY I

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Interpret the first law of thermodynamics and express it mathematically; calculate energy

changes, work and heat contributions in chemical systems an d correlate ΔU and ΔH.

2. Differentiate between extensive and intensive properties; define spontaneous and non -

spontaneous processes and correlate free energy change and spontaneity of a process

3. Examine operation of Carnot cycle in order to determine t hermodynamic efficiency.

4. Define the average and instantaneous rate of a reaction, express the rate of a reaction in terms

of change in concentration of either of the reactants or products with time, and differentiate

between molecularity and order of a reaction.

5. Define rate constant and derive integrated rate equations for the zero, first and second order

reactions.

6. Name an organic compound using IUPAC nomenclature rules and to accurately represent an

organic compound given an IUPAC name.

7. Explain mechanism of organic reactions and classify reaction types and intermediates.

8. Outline the molecular attributes that generate chirality, stereoisomers, enantiomers,

diastereomers, meso compounds, optical activity and racemic mixtures.

Module I – Fundamentals of Physical Chemistry (2 Credits)

UNIT I: Chemical Thermodynamics

a) Recapitulation of some important mathematical concepts: derivatives, rules of differentiation

and partial differentiation, algebraic, logarithmic and exponential functions. Integration; rules

of integration, algebraic and exponential functions (Self -Study) . Intensive and extensive

properties, state and path functions, isolated, clos ed and open systems, zeroth law of

thermodynamics (definition only).

b) First Law of thermodynamics: Definition, relation and comparison between heat capacities,

calculations of q, w, E and H for reversible, irreversible and free expansion of ideal gases under

isothermal and adiabatic conditions, limitations of first law and need for introducing new

functions (numerical problems expected).

Second Law of thermodynamics: Carnot cycle, mechanical efficiency, entropy changes for

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system and surroundings for reversible and irreversible processes, entropy changes for an ideal

gas in isothermal, isobaric and isochoric processes, entropy changes in chemical reactions,

entropy changes accompanying state change, physical significanc e of entropy, need for

introducing new functions (numerical problems expected).

c) Free Energy Functions: Gibbs and Helmholtz energy; variation of G and A with P, V and T;

Gibbs energy change and spontaneity, exergonic and endergonic reactions, Gibbs - Helmholtz

equation, thermodynamic equation of state (numerical problems expected).

UNIT II: Chemical Kinetics

a) Graphical representation of equations: Co -relation between mathematical functions and shapes

of the graph, rules for drawing graph co-ordinates etc., equation of straight line, slope and

intercept, plotting the graph from the data of chemical properties, determination of equation of

line of best fit (method of averages and least squares) for y = mx only and problems.

b) Recapitulation of basic concepts : Rate law, specific rate constant, comparison between order and

molecularity with examples, integrated rate equations for zero and first order reactions and their

half-life (no derivations), numerical problems expected.

c) Second order r eaction: Derivation of integrated rate equation (for equal and unequal

concentration of reactants), characteristics of second order reactions with suitable examples,

effect of temperature on rate of reaction (no derivation expected for Arrhenius equation).

UNIT III: Catalysis and Colligative properties of Dilute Solutions

a) Catalyst and catalysis, positive and negative catalysis, type of catalysis, characteristics of

catalytic reactions, promoters, catalytic poisoning, autocatalysis. Activation energy and

catalysis, theories of catalysis, active center on catalyst surface, adsorption theory and catalytic

activity (theoretical aspect only). Acid -Base catalysis (theoretical aspect only) and its

applications in industry.

b) Enzyme catalysis, mechanism of enzyme catalysis, characteristics of enzyme catalysis, effect of

temperature on enzyme catalysis (qualitative approach only), applications.

c) Dilute solution, colligative properties, Raoult’s law, relative lowering of vapour pressure.

Elevation in boiling point of a solution, thermodynamic derivation relating elevation in the

boiling point of a solution and the molar mass of the non -volatile sol ute. Depression in freezing

point of a solution, thermodynamic derivation relating the depression in the freezing point of a

solution and molar mass of the non -volatile solute.

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Module II – Reaction Mechanism and Hydrocarbon chemistry (2 Credits)

UNIT IV: IUPAC Nomenclature and Basics of Reaction Mechanism

a) IUPAC nomenclature: ALIPHATIC system only with multiple functional groups.

Geometry and structure of sp3, sp2 and sp hybridized carbon, nitrogen and oxygen atoms and

some common functional groups E.g., carbonyl and cyano.

b) Applications of electronic factors: Impact of inductive effect on pK a and pK b. Resonance in

organic compounds. Hyperconjugation and effect on stability of carbocation and carbon

radicals. Introduction of reaction mechanism including bond fission, classification of reactions,

reagents and intermediates. Structure and stability of carbocations, carbanions and carbon

radicals.

Mechanism of nucleophilic substitution, S N1, S N2 and S Ni. Effect of substrate, nucleophile,

leaving group and solvent on rate of reaction. Elimination Reactions E 1 and E2.

c) Alkanes - mechanism of halogenation. Reactions of alkenes and cycloalkenes: hydrogenation,

halogenation, addition of HX - Markownikoff and anti- Markownikoff additions with

mechanism. Reactions of alkynes: hydration, addition of HX, selective hydrogenation to cis - and

trans - alkenes, acidity of terminal alkynes, preparation of metal acetylides and their alkylation.

UNIT V: Isomerism and Stereochemistry

a) Isomerism: Types of isomerism; structural isomerism (chain, position and functional) and

stereoisomerism.

b) Chirality: Configuration, chirality and enantiomers, stereogenic / chiral centre, asymmetric

carbon atom, repre sentation of configuration by flying wedge formula and projection formulae -

Fischer, Newmann and Sawhorse.

c) Stereochemistry of carbon compounds with one and two similar and dissimilar asymmetric

carbon atoms, enantiomers, diastereomers and racemic mixtures and their properties; threo,

erythro and meso isomers. Geometrical isomerism due to restricted rotation around carbon –

carbon double bond and cycloalkanes.

UNIT VI: Polymers

a) Polymers: Introduction, General idea of monomers, polymers and polymerization. natural and

synthetic polymers. Homopolymers and Copolymers. Classification of polymers.

b) Copolymers – alternating, block, random and graft. Mechanism of free radical, cationic and

anionic addition polymerisation.

c) Recyclable polymers: Biodegradable polymers and their uses. Biomedical uses of polymers.

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Volumetric Estimations :

(i) Determination of percentage composition of a mixture of Na2CO 3 + NaHCO 3.

(ii) Determination of percentage composition of a mixture of Oxalic acid + Potassium oxalate.

(iii) Estimation of Fe2+ versus K 2Cr2O7 using an internal indicator (diphenylamine).

(iv) Iodometry and Iodimetry:

(a) Estimation of iodine in tincture iodine

(b) Estimation of Cu2+

(v) Complexometry: Estimation of Mg2+/ Zn2+, Cu2+ using EDTA

Chemical Kinetics :

(i) To investigate the hydrolysis of methyl acetate in HCl and identify the rate constant graphically

as well as by calculations.

(ii) To study the reaction between KI and K2S2O8 using equal concentrations and unequal

concentrations.

References:

1. Mathematical preparation for Physical Chemistry by F. Daniel, Mc. Graw Hill publication.

2. Thermodynamics for Chemist: S. Glasstone, Affiliated East -West Press Pvt. Ltd., New Delhi.

3. Commonly Asked Questions in Thermodyna mics. Assael, M. J.; Goodwin, A. R. H.;

Stamatoudis, M.; Wakeham, W. A. & Will, S. CRC Press: NY 2011.

4. Chemical Kinetics, J. Laidler K. Pearson Education: New Delhi 2004.

5. Concise Physical Chemistry, Rogers, D. W. Wiley, 2010.

6. The Elements of Physical Chemistry: 4th Ed., P. W. Atkins, Oxford University Press, 2005.

7. Physical Chemistry, G. M. Barrow, 6th Ed, Tata McGraw Hill Publishing Co. Ltd., 2008.

8. Introduction to Principles of Heterogeneous Catalysis, Thomas J. M., and Thomas W. J., VCH

Publishers, New York, 2008.

9. Organic Chemistry, Paula Y. Bruice, Pearson Education, 2008.

10. Organic Chemistry, R. T. Morrison and R. N. Boyd, 6th Edition, Pearson Education.

11. Organic Chemistry, T. W. G. Solomon and C. B. Fryhle, 8th Edition, John Wiley & Sons.

12. Polymers, D. Walton and P. Lorimer, Oxford University Press, New Delhi, Indian Edition, 2005.

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SEMESTER III

COURSE III : CONCEPTS OF ANALYTICAL AND INO RGANIC CHEMISTRY II

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Recognize the principles of volumetric analysis and identify the classification of volumetric

methods of analysis.

2. Recognize the type of titration methods suitable under given cond itions and predict the choice

of indicators.

3. Examine applications of solubility and solubility product in precipitation gravimetric analysis.

4. Solve problems in quantitative analysis using concepts of gravimetry.

5. Elucidate the difference between m olecular and atomic spectra and understand various types of

spectroscopies.

6. Correlate the physical properties across the groups -13 to 17, compare and distinguish between

halogens, halides, pseudo halogens and pseudohalides.

7. Solve problems related to screening constant, effective nuclear charge and identification of

group, block and period.

8. Give an overview of manufacturing processes of bulk chemicals [ammonia and sulphuric acid],

including physicochemical principles.

Module I – Quantitative Analys is and Spectroscopy (2 Credits)

UNIT I: Types of Titrations

a) Classification of volumetric analysis (basic concepts only).

b) Acid base (neutralisation) titrations: Theory of indicators, theory of acid base indicators, mixed

and universal indicators , explanation of the shapes of neutralization curves for strong acid -

strong base, weak acid - strong base, weak base - strong acid, weak acid - weak base, choice of

indicators (numerical problems expected).

Oxidation -Reduction Titration: Principle and only theoretical discussion (using suitable

examples), detection of end points, numerical problems.

c) Complexometric Titration: Principle (using suitable examples), standardisation, detection of end

point.

Iodometry and Iodimetry: General discussion, detection of end point, difference between

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iodometry and iodimetry.

Precipitation Titration: Principle and only theoretical discussion (using suitable examples),

detection of endpoint.

UNIT II: Gravimetric Analysis

a) Definition and Types of Gravimetric Analysis.

b) Precipitation Gravimetry with respect to theory and practice .

(i) Solubility considerations: Common ion effect, diverse ion effect, pH and temperature.

(ii) Controlling particle size with respect to nucleation and rate of crystal growth.

Treatment of precipitates in Gravimetry: Digestion, Filtration and Washing, Drying and

Ignition.

c) Use of Organic Reagents in Gravimetric analysis E.g., Dimethyglyoxime, Salicylaldoxime,

Cupron, Oxine and Cupferron.

UNIT III: Introduction to Spectroscopy

a) Physical quantities and their dimensions: International system of units, derived units, subsidiary

units, prefixes for S.I. units, some important conversion factors.

b) Interaction of low energy radiation with matter: Electromagnetic spectrum, quantisation of

energy, absorption of radiation, absorption process, absorbance, transmittance, Beer’s law,

absorption spectrum, atomic absorption, molecular absorption, limitations of Beer’s Law, Beer

- Lambert’s Law and its applications.

c) Components of an optical instrument, photometer and spectrophotometer, construction and

working of a single beam colorimeter.

Module II - Chemistry of ‘p’ block elements (2 Credits)

UNIT IV: Groups 13 and 14

a) Position of elements in the periodic table, electronic configuration, trends in periodic properties

with respect to family relationship, physical and chemical properties, ionization potential (charge

to size ratio), electronegativity, oxidation state and metallic character.

b) Group 13: Structures of electron -deficient compounds with reference to boron hydrides, inert

pair effect . Chemistry of Aluminium compounds – halides, oxides and alkyls.

c) Group 14: Catenation and allotropy with special reference to carbon. Chemistry of silicon,

preparation and uses of silicones.

UNIT V: Groups 15 and 16

a) Physical properties of hydrides of elements of group 15 with respect to hydrogen bonding.

b) Physical properties of hydrides of elements of group 16 with respect to hydrogen bonding.

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c) Manufacture of bulk chemicals - ammonia by Haber’s process and sulphuric acid by Contact

process [principles, reactions and flow chart expected].

UNIT VI: Groups 17 and 18 and the d -block elements

a) Group 17: Pseudohalogen chemistry with respect to comparison with halogens, preparation and

uses - cyanogens, thiocyanogens and selenocyanogens.

b) Group 18: History, peculiar properties of Helium, clathrate compounds, preparation of Xenon

compounds.

c) The d -block elements: Electronic configuration, Physical properties, trends in chemical

properties (oxidation state).

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Gravimetric Estimation:

(i) To study the effect of heat on the following mixtures and to calculate the percentage composition

of the mixture.

(a) NH 4Cl + BaSO 4 and

(b) Na2CO 3 + NaHCO 3

(ii) Precipitation Gravimetry:

(a) Ba2+ as BaSO 4

(b) Ba2+ as BaCrO 4

(c) Ni2+ as Ni -DMG

Colorimetry:

Determination of λmax for potassium permanganate solution using colorimeter, determination of

unknown concentration by calibration curve method.

References:

1. D. A. Skoog, D. M. West, F. J. Holler, Fundamantal Analytical Chemistry, 7th Ed. Philadelphia,

Saunders College Publishing, 1996.

2. G. D. Christian, Analytical Chemistry, 6th Ed., John Wiley & Sons, New York, 2003.

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3. Basic Concepts of Analytical Chemistry, S. M. Khopkar, 3rd edition, New Age International

Publication.

4. Analytical Chemistry: Problems and Solutions, S. M. Khopkar, 2002, New Age Intern ational

Publication.

5. R. A. Dey & D. L.Underwood, Quantitative Analysis, 6th ed. Prentice Hall Of India Pvt. Ltd.

New Delhi, 1993.

6. C. N. Banwell, Fundamentals of Molecular Spectroscopy, 5th ed., Tata McGraw Hill Publishing

Co. Ltd, New Delhi

7. Theore tical Inorganic Chemistry, C. M. Day & J. Selbin, Affiliated East West Press Pvt. Ltd.,

1985.

8. Inorganic Chemistry, D. F. Shriver, P. W. Atkins and C. H. Langford, 3rd edition, Oxford

University Press, 1999.

9. Advanced Inorganic Chemistry, Volume I, S . Prakash, G.D. Tuli, S. K. Basu, R. D. Madan.

10. James E. Huheey, Inorganic Chemistry, 3rd edition, Harper & Row Publishers, Asia, Pvt Ltd.,

1983.

11. Concise Inorganic Chemistry, J.D. Lee, 5th edition, Oxford University Press.

12. Vogel’s textbook of Qu antitative Chemical Analysis, J. Mendham, R.C. Denney, J. D. Barnes

and M. J. K. Thomas, 6th edition.

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SEMESTER IV

COURSE IV : CONCEPTS OF PHYSICAL AND ORGANIC CHEMISTRY II

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Derive Nernst equation for cell, electrode, and th ermodynamic parameters associated with cell

reaction.

2. Identify different electrodes used in construction of electrochemical cell and construction of

workable electrochemical cell, represent the cell -cell reactions.

3. Apply Raoult’s law to find total pr essure and partial pressure of each component and, as well as

the composition of the phases of binary mixture.

4. Explain the thermodynamic aspects of equilibria between phases and draw phase diagrams of

simple one component and two component systems.

5. Interpret reactivity of various aliphatic organic compounds and their interconversions in 5 – 6

steps.

6. Outline the mechanism of reactions involving the reactive intermediates.

7. Apply Huckel’s rule to recognise aromatic, non -aromatic and anti -aromatic compounds.

8. Propose the mechanism of aromatic electrophilic substitution and the effect of substituents on

the orientation of an incoming electrophile.

Module I – Phase Equilibria and Electrochemistry (2 Credits)

UNIT I: Phases in Equilibria and Two component systems

a) Phases in Equilibria: Introduction, Phase, components, degrees of freedom, Gibb’s phase rule,

phase diagram (with one suitable example).

b) Two component systems: Completely miscible liquid -liquid mixtures: Phase diagrams of ideal

mixture: Vapour pressure composition and temperature composition diagrams. Raoult’s law,

ideal solutions. Deviation from Raoult’s law, positive and negative deviations (Numerical

Problems expected).

c) Phase diagrams of non - ideal mixtures, azeotropes, distillation of azeotropic mixtures.

Partially miscible liquid -liquid mixtures: only introduction and examples.

Completely immiscible liquid -liquid mixtures: Steam distillation and its applications. Self -

study: One component system: CO 2 system, breaking of azeotropes.

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UNIT II: Electrochemistry

a) Introduction to Electrolytic cell and Electrochemical cells (Galvanic /Voltaic cell).

Ion selective and ion specific electrodes, comparison, simple examples. Types of ion specific

electrodes: (i) Metal -metal ion electrode (ii) Gas electrode (including S.H.E.) (iii) Metal - metal

insoluble salt electrode (including reference and calomel electrode) (iv) Redox elect rode (v)

Amalgam electrode.

b) Cell representation of galvanic cell from cell reactions and vice versa. Concept of combination

electrode: Glass electrode - construction and working (in brief).

c) Derivation of Nernst equation for the emf of a cell and hence for a single electrode potential,

potential of glass electrode. Determination of equilibrium constant from EMF measurements.

Thermodynamic parameters [∆G, ∆H and ∆S] for the reaction taking place in a chemical cell.

Introduction to electrode concentr ation cell and electrolyte concentration cell.

UNIT III: pH-metric Titrations

a) Introduction to pH metric titrations. Titration curves for:

(i) strong acid Vs strong base

(ii) weak acid Vs strong base

b) Graphical methods to determine the equivalence point. Determination of Ka for weak

monobasic acid.

c) Self-study: Numerical problems on calculation of pH of different types of acids, bases and

buffer solutions.

Module II - Mechanism of Organic Reactions (2 Credits)

UNIT IV: Functional Group Chemistry

a) Reactions of alkyl halides with: aqueous alkali, alcoholic alkali (dehydrohalogenation), potassium

cyanide, conversion of alkyl cyanide further to primary amine and carboxylic acid, ammonia,

silver salt of carboxylic acid, sodium alkoxide, Wurtz reaction.

Reactions of alcohols with sodium metal, dehydration, esterification, oxidation of primary,

secondary and tertiary alcohols.

b) Reactions of aldehydes and ketones:

(a) Addition to carbonyl compounds:

(i) HCN and (ii) NaHSO 3

(b) Condensation reaction with hydroxylamine

(c) Oxidation with acidic K2Cr2O7 and PCC

(d) Reduction of aldehydes and ketones:

(i) Catalytic reduction

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(ii) Clemmensen reduction

(iii) Reduction with LiAlH 4 and NaBH 4

(iv) Wolff - Kishner reduction

c) Reactions of carboxylic acids: Formation of salt, anhydride, amide, acid halide, ester and alkane.

Reactions of amines: Acetylation of amines with acetic anhydride and acetyl chloride, action of

nitrous acid on primary / secondary / tertiary amines, alkylation of primary / secondary / tertiary

amines yielding quaternary ammonium salts.

Note : Each reaction should be studied with respect to compounds upto 6 carbon atoms. Based on these

and the reactions of alkanes, alkenes and alkynes, multi -step synthesis of compounds having

one functional group are expected, the number of carbon atoms in each being not more than six.

No mechanisms are expected.

UNIT V: Reactive Intermedi ates

a) Carbocations: Different types of carbocations such as alkyl, allyl, benzyl. Electrophilic addition

across an olefinic double bond. Rearrangements: Wagner -Meerwein rearrangement, Pinacole -

Pinacolone rearrangement.

b) Carbanions: Concept of carbon acid. Alkylation of carbon acids (active methylene compounds

and terminal alkynes) using alkyl halides . Reactions of Grignard reagents at sp3 carbon and

carbonyl group. Aldol condensation with mechanism.

c) Carbon radicals: General reactions of radicals – abstraction, addition to C=C, combination,

disproportionation. Addition of HBr to alkenes in presence of peroxide. Polymerization.

Carbenes: Generation of carbenes through alpha elimination, from diazoalkanes, from ketenes.

Structure and stability of carbenes. Reactions: insertion into C-H bond and addition to olefin.

UNIT VI: Aromatic Electrophilic Substitution Reaction

a) Electronic structure and Huckel’s Rule of aromaticity including nomenclature of aromatic

systems. Concept of anti-aromaticity, non-aromaticity.

b) General mechanism of aromatic electrophilic substitution reaction with energy profile diagram.

c) Drawing resonance structures of mono -substituted benzenes - activated and deactivated

aromatic rings. Effect of electron -withdrawing and electron -donating substituents on the

orientation of an incoming electrophile on the basis of –

(i) electron -density distribution (ii) stability of intermediate.

Cases to be studied: Mono and disubstituted benzenes containing - alkyl, amino, hydroxyl,

alkoxy, halo, acyl, nitro, carboxy groups, ortho / para ratio.

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Identification of an Organic Compound: The identification should be done through: preliminary tests,

solubility, element detection, functional group tests, physical constant determination. The analysis should

be done by micro -scale techniques. For the identification of an organic compound about 200 mg of any

compound with not more than two functional/neutral groups be given belonging to the following

categori es: Acids (carboxylic acids/sulphonic), phenols, aldehydes/ketones, alcohols, esters, amines

(primary, secondary and tertiary), carbohydrates, hydrocarbons, halo/nitro hydrocarbons.

Note: A minimum of 10 compounds be given for the identification from the categories mentioned above

References:

1. The Elements of Physical Chemistry: P.W. Atkins (1996) 2nd Ed, Oxford University Press,

Oxford.

2. Physical Chemistry: G. M. Barrow 6th Ed., Tata McGraw Hill Publishing Co. Ltd., New Delhi.

3. Text Book of Physical Chemistry, S. Glasstone, Affiliated East -West press Pvt. Ltd., New Delhi.

4. Phase equilibria –Reisman Arnold, Edited by Ernest M. Loebe, New York and London

Academic Press.

5. Properties of Liquids and Solution: J. N. Murrell and E.A. Boucher, Wiley, 1982.

6. An Introduction to Electrochemistry – Samuel Glasstone Affiliated East -West Press.

7. Organic Reaction Mechanism, 3rd Ed., V.K. Ahluwalia and R.K. Parashar, Narosa Publications.

8. Organic Chemistry, Paula Y. Bruic e, Pearson Education, 2008.

9. Organic Chemistry, R.T. Morrison and R.N. Boyd, 6th Edition, Pearson Education.

10. Organic Chemistry, T. W. G. Solomon and C. B. Fryhle, 8th Edition, John Wiley & Sons.

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SEMESTER V

Course V: ANALYTICAL AND INORGANIC CHEMISTRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

Course Outcomes:

By the end of the course, student will be able to:

1. Define and describe important terms involved in electrolytic cells.

2. Identify and study Arrhenius theory, Ostwald’s dilution law and Kohlrausch’s law of

independent migration of ions for weak electrolytes a long with their various applications

3. Explain the basic principles and experimental setup of various instrumental methods, i.e.,

conductometric and potentiometric titration and analyse various titration curves in

conductometric titration.

4. Apply laws governing photochemistry to various photochemical reactions and photochemical

transitions to interpret the basic principles of fluorescence, phosphorescence &

chemiluminescence.

5. Predict the hybridization of the central atom, parent structure, approxima te bond angles, and

molecular shape of a molecule or polyatomic ion.

6. Draw and interpret given MO diagram as well as fill in electrons into an MO diagram to predict

bond order for a compound and magnetic character.

7. Identify acids and bases using diffe rent theories.

8. Predict the products of acid -base reactions; compare strong and weak acids and bases using the

concept of equilibrium.

Module I – Electrolytes and Instrumental methods (2 Credits)

UNIT I: Solutions of Electrolytes

a) Introduction of the terms involved: electronic and electrolytic conductors, conductivity,

resistivity, specific resistivity, measurement of conductivity of solutions, conductometer,

conductivity cell, cell constant, specific conductivity, molar conductivity and equivalent

conductivity with their units in SI and C.G.S. systems.

Variation of molar conductivity with change in concentration of solution for strong and weak

electrolytes. Arrhenius theory and Ostwald’s dilution law for weak electrolytes. Debye -Huckel

theory for strong electrolytes (asymmetric and electrophoretic effect), concept of limiting molar

conductivity.

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b) Kohlrausch’s law of independent migration of ions. Applications of Kohlrausch’s law: (i)

Determination of limiting molar conductivity of weak electrolytes (ii) Determination of

dissociation constant of a weak acid (iii) Determination of solubility of sparingly soluble salts.

c) Migration of ions, transport number, determination of transport number by i) Hittorf’s

method using unattackable electrodes (only qualitative explanation) ii) Moving boundary

method. Use of coulometer, factors affecting the transport number of ions, relation between

transport number and ionic conductivity of an ion. Relationship between ionic mobility and ionic

conductivity of an ion (Derivation is not expected).

Self-study: Numerical problems based on all the above concepts.

UNIT II: Use of Instrumental methods in Titrimetric analysis

a) Conductometric titrations

Basic principles, experimental set up, titration curves in the titration of:

(i) strong acid Vs strong base

(ii) weak acid Vs strong base

(iii) weak acid Vs weak base

(iv) mixture of strong and weak acids Vs strong base

(v) sodium chloride Vs silver nitrate

(vi) barium hydroxide Vs magnesium sulphate

Advantages and limitations.

b) Potentiometric titration: Principle, concept of indicator electrode .

c) Self-study : Application of analytical methods in various fields such as chemical and

pharmaceutical industries, environmental analysis and monitoring.

UNIT III: Photochemistry

a) Laws of Photochemistry, Jablonski energy level diagram – primary & secondary Photochemical

processes.

b) Radiationless transition – internal conversion & intersystem crossing. Radiative transitions –

fluorescence, relation to structure. Phosphorescence - conditions for phosphorescence emission

(spin – orbit coupling). Singlet and triplet.

c) Chemiluminescence .

Module II – Theories of Chemical Bonding (2 Credits)

UNIT IV: VSEPR and Valence Bond Theory

a) VSEPR concept: Effect of lone pairs, effect of electronegativity, isoelectronic

principle, shapes of chemical species and polarity on the basis of VSEPR theory.

b) Hybridisation: sp3, sp2, sp hybridization of carbon and nitrogen, sp3 and sp2 hybridization of

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oxygen in organic compounds; theory of hybridization with respect to equivale nce of

contributing atomic orbitals in the following examples: CH 4, NH 3 and H2O.

c) Energetics of hybridization, types of hybridization and extent of d -orbital participation in

molecular bonding. sp, sp2, sp3, sp3d, sp3d2 and sp3d3 with illustrations like BeCl 2, BF 3, SiCl 4,

PCl 5, SF 6, IF7, ClF 3, ICl 2-, BrF 5, SO 2, SO 3. Merits and Demerits of Valence Bond Theory.

UNIT V: Molecular Orbital Theory [M.O.T.]

a) Conditions for the formation of Molecular Orbitals.

b) Linear Combination of Atomic Orbitals to obtain Molecular Orbitals [LCAO -MO] Approach.

c) Application of the LCAO -MO to the formation of:

(i) Homo - and Hetero -nuclear diatomic molecules and ions E.g., H2, N2, O2, F2, He2, Li2,

Be2, C2, Ne 2, CO, NO, HCl, HF and CN-.

(ii) Occurrence of the Molecular ions O2+, O21-, O22- .

Discussion should include orbital interaction, stabilization of orbitals, bond order and correlation with

stability, bond length, bond energy and magnetic properties.

UNIT VI: Theories of Acids and Bases

a) Recapitulation of Arrhenius theory.

b) Lowry -Bronsted concept: Bronsted acids and bases, acid -base properties of water, pH, strength

of acids and bases, weak acids and acid ionization constants, weak bases and base ionizatio n

constants, relationship between ionization constants of acids and their conjugate bases, diprotic

and polyprotic acids.

Solvent levelling, solvent -system definition of acids and bases. Lux-Flood, Lewis & Usanovich

concept.

c) Lewis acid concept: Examples of Lewis acids and bases, characteristics of Lewis acids. Pearsons

concept of Hard and Soft Acids and Bases (HSAB), applications of HSAB.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

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Practical Chemistry:

Instrumentation:

(i) Potentiometry:

(a) Determination of E° cell, free energy and equilibrium constant for a cell having cell

reaction:

(ii) pH metry:

(a) pH-metric titration of strong acid Vs strong base and to determine pKa value.

(b) pH-metric titration of weak acid Vs strong base and to determine pKa value.

(iii) Conductometry:

(a) Conductometric titration of strong acid Vs strong base.

(b) Conductometric titration of weak acid Vs. strong base.

(c) Conductometric titration of a mixture of a strong and weak acid Vs strong base.

(d) Verification of Ostwald’s dilution law for weak electrolyte (acetic acid).

References:

1. Properties of Liquids and Solutions: J. N. Murrell and E.A. Boucher, Wiley, 1982.

2. Introduction to Princip les of Heterogeneous Catalysis: Thomas J. M. and Thomas W.J.

3. An Introduction to Electrochemistry – Samuel Glasstone, Affiliated East -West Press.

4. Modern Electrochemistry: J. O’M Bokris and A.K.N. Reddy, Maria Gamboa – Aldeco, 2nd Ed,

1st Indian reprin t, Springer (2006).

5. Basic Concepts of Analytical Chemistry, S. M. Khopkar, 3rd edition, New Age International

Publication.

6. Instrumental Methods of Chemical Analysis: Chatwal and Anand, 5th Ed., Himalaya

Publication.

7. Fundamental Analytical Chemistry, D. A. Skoog, D. M. West, F. J. Holler, 8th edition.

8. Chemistry, McMurry Fay, Prentice Hall.

9. Shriver Atkins Inorganic Chemistry, P. W. Atkins, Overton, Rourke Weller, Armstrong, 5th

edition, Oxford University Press.

10. Chemistry Concepts and Connections, Charles H. Corwin, Prentice Hall.

11. Chemistry, James E. Brady, Neil D. Jespersen and Alison Hyslop, 6th edition.

12. Inorganic Chemistry, P. A. Cox, Bios Scientific Publishers Ltd

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SEMESTER VI

Course VI: PHYSICAL AND ORGANIC CHEMISTRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 35

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Describe and explain different types of colloidal systems.

2. Analyse and correlate colligative properties of solutions with molar masses of solutes.

3. Differentiate between physical and chemical adsorption and correlate adsorption results on the

basis of various adsorption isotherms.

4. Examine the role of catalysis in industries; apply collision theory to predict reaction rate.

5. Assess the role of electrochemistry in providing renewable sources of energy.

6. Identify modern functional materials and assess how they have impacted our lives.

7. Write functional group transformations and propose plausible mechanism for certain reactions.

8. Describe synthesis methods, reactions applications and mechanisms of aromatic nitrogen and

amino compounds, aromatic aldehydes and ketones, aromatic carboxylic and sulphonic acids

with mechanisms of certain reactions.

Module I - Surface Chemistry and Alternative Fuel Technologies (2 Credits)

UNIT I: Colloid s

a) Introduction to colloidal state of matter.

b) Origin of charge on colloidal particles. Concept of electrical double layer, zeta potential,

Helmholtz and Stern mode, Electrokinetic phenomena:

(i) Electrophoresis

(ii) Electro -osmosis

(iii) Streaming potential

(iv) Sedimentation potential

Colloidal electrolytes.

Donnan Membrane Equilibrium.

c) Surfactants, micelle formation, applications of surfactants in detergents, food industry in

pesticide formulations.

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UNIT II: Catalysis

a) Adsorption Physical and Chemical Adsorption, types of adsorption isotherms, Langmuir’s

adsorption isotherm, (postulates and derivation expected). B.E.T. equation for multilayer

adsorption, (derivation not expected, significance of the terms involved in the equation is

expected), determination of surface area of an adsorbent using B. E.T. equation.

b) Catalysis: Homogeneous and heterogeneous catalysis, catalytic activity and selectivity,

promoters, inhibitors, catalyst poisoning and deactivation, TON and TOF (introduction only).

Acid -Base catalysis, mechanism and kinetics of acid -base catalyzed reactions, effect of pH on

acid-base catalyzed reactions. Mechanics and kinetics of enzyme catalyzed reaction (Michaelis -

Menten equation).

c) Kinetics of surface reactions, heterogeneous catalysis:

(i) Unimolecular surface reactions

(ii) Bimolecular surface reaction (relevant rate expressions expected)

UNIT III: Renewable Energy Sources and Introduction to Materials of the Future

a) Batteries – Secondary cells, Lithium -Ion Cell.

Fuel Cells - Choice of fuel and oxidant, thermodynamic and kinetic aspect of

electrochemical energy transformation, efficiency of fuel cells, Bacon’s H2 and O2 fuel cell.

Solar cells, solar energy, photovoltaic effect, semiconductors as solar energy converters. Silicon

solar cell.

b) Biomass energy from biomass and its sources, conversion of biomass into energy by alcohol

fermentation and anaerobic digestion method.

Hydrogen: fuel of the future, production of hydrogen by direct electrolysis of water and biomass

gasification, advantages of hydrogen as a universal energy medium.

c) Liquid Crystals: Classification, Molecular ordering, identification, polymeric liquid crystals,

application of liquid crystals – LC displays and thermography. Organic Light Emitting Diodes.

Module II – Functional group chemistry of Aromatic compounds (2 Credits)

UNIT IV: Aromatic Hydrocarbons, Haloarenes, Phenols and Ethers

a) Alkyl arenes: Preparation of alkyl arenes through reforming, Friedel -Crafts alkylation using –

olefins, alcohols, alkyl halides. Reactions of alkyl arenes – side-chain oxidation, ring Vs side-

chain halogenation (mechanism).

Haloarenes: Preparation by halogenation of arenes – Halogenation of benzene and substituted

benzenes with molecular halogens (mechanism) . Reactions : Grignard reagent formation.

Ullmann reaction. Applications of aromatic halogen compounds.

b) Phenols: Preparation from (i) halobenzenes (ii) from aromatic sulfonic acids (iii) isopropyl and

2-butylbenzene by hydroperoxide method. Reactions: Acidity of phenols – effect of substituents

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on acidity of phenols. Salt Formation. Etherification – direct reaction with alcohol. Williamson

synthesis. O -acylation. Halogenation, Nitration, Fries rearrangement of aryl carboxylates,

Claisen rearrangement of allyloxyarenes. Applications of phenols.

c) Ethers: Preparation by dehydration of alcohols (mechanism), reactions of phenols with alcohols,

Williamson synthesis (mechanism). Reactions: Acid -catalyzed cleavage – reaction with HX

(mechanism). Applications: Applications of ethers, Crown ethers: Structure of 12 -crown -4 and

18-crown -6 and their uses.

UNIT V: Aromatic nitro compounds, Aromatic amino compounds and Aromatic diazonium salts

a) Aromatic nitro compounds: Preparation: Nitration using mixed acid (mechanism).

Reactions: Reduction of aromatic nitro compounds by – catalytic hydrogenation, dissolving

metal reduction using – Fe-HCl, Sn -HCl and partial reduction using NaHS.

b) Aromatic amino compounds: Preparation : Reduction of nitro compounds, amination of

halobenzenes and Hoffmann bromamide reaction. Reactions: Basicity of aromatic amines, effect

of substituents on basicity o f aniline, salt formation, N -alkylation and N-acylation.

c) Aromatic diazonium salts: Preparation: Diazotization of aromatic primary amines. Reactions:

(i) Sandmeyer, Gattermann reaction (ii) Azo-coupling reaction with phenols/ naphthols and

aromatic amines

UNIT VI: Aromatic carbonyl compounds, Aromatic carboxylic acids and Aromatic sulfonic acids

a) Aromatic carbonyl compounds: Preparation of aromatic aldehydes and ketones: Gattermann -

Koch reaction, Gattermann reaction, Vilsmeier -Haack reaction, Reimer -Tiemann reaction

(mechanism), oxidation of methyl arenes and Rosenmund reduction, Friedel -Crafts acylation

using acid chloride and acid anhydride (mechanism). Reactions with mechanism: Knoevenagel,

Claisen -Schmidt, Cannizzaro and Reformatsky reactions with applications.

b) Aromatic carboxylic acids: Preparation of mono - and di -carboxylic acids: Side-chain oxidation

of alkyl benzenes, reaction of Grignard reagents with solid ca rbon dioxide, hydrolysis of aryl

nitriles and Kolbe -Schmidt reaction. Reactions: (i) Acidity and effect of substituents on the

acidity of benzoic acid (ii) Conversions to acid chloride, amide and anhydride (iii) Reduction

and (iv) Decarboxylation.

c) Aromatic sulfonic acids: Preparation of aromatic sulfonic acids: Commonly used sulfonating

agents. Sulfonation of benzene (with mechanism) and mono -substituted benzenes. Reactions:

Acidity of arene sulfonic acids. Comparative acidity of carboxylic acids and sulfonic acids, salt

formation, desulfonation and Ipso substitution. – SO 3H as a solubilizing and blocking group,

preparation of sulfonate esters.

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

(i) Derivative preparation: The exercise is aimed at imbibing the concept of derivative preparation

as a method of identifying a given compound from a set of compounds having the same

functional group. Based on the melting point, identify the given compounds looking at the chart.

About 500 mg of a suitable compound be given. The candidate will prepare the given derivative.

Crystallization is expected. M.P. of the dried derivative should be taken and appropriate

inference drawn. The derivative preparation should involve one of the following reactions:

(a) Bromination of Acetanilide

(b) Nitrati on of Aromatic compounds

(c) N/O-Acylation

(d) Hydrolysis of Amides

(ii) Estimation of an Organic Compound: The following estimations be given:

(a) Estimation of formaldehyde by oxidation using iodine and alkali.

(b) Estimation of aniline by bromination using brominating solution.

(c) Estimation of acetamide by hydrolysis.

Note: For the estimations, the concentrations and the quantities be reduced. For dilution a standard flask

of 100 cm3 capacity and for the transfer a pipette of 10 cm3 capac ity be used. The concentrations of the

solutions be around 0.05 N.

References:

1. Phase Rule, F. D. Ferguson and P. K. Jones, (Bitterworth Publisher).

2. Properties of Liquids and Solution, J. N. Murrell and E.A. Boucher: Wiley, 1982.

3. Adsorption and Catalysis, D. K. Chakravarty, Oxford Publishers.

4. Basic Principles of Colloid Science, D. H. Everett, Royal Society of Chemistry, 1988.

5. Introduction to Principles of Heterogeneous Catalysis, Thomas J. M. and Thomas W. J., VCH

Publishers, New York, 2008.

6. Principles and Applications of Homogeneous Catalysis, Nakamura A. and M. Tsutsui,

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Wiley, 1980.

7. Biomass for Renewable Energy, Fuels & Chemicals, Donald L. Klass, Academic Press, London,

UK.1998.

8. Handbook of alternative fuel technologies, S. N. Lee & James G. Spergit, CRC Press.

9. Organic Chemistry, R. T. Morrison and R. N. Boyd, 6th Edition, Pearson Education.

10. Organic Chemistry, John McMurry 5th Edition, Asian Books Pvt. Ltd., New Delhi, 2000.

11. Organic Chemistry, Francis A Carey, Pearson Education, 6th Edition, Special Indian Education,

2008.

12. Organic Synthesis Special Techniques, V. K. Ahluwalia, Renu Aggarwal, Narosa Publication.

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SEMESTER VII

Course VII 1 : PHYSICAL CHEMIS TRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Interpret the basics of quantum chemistry & appreciate the concept of entropy as a probability

factor.

2. Apply quantum chemistry concepts such as photoelectric effect, Compton effect and

Schrodinger equation to understand mol ecular and particle behaviour.

3. Outline the selection rules for rotational and vibrational spectra and rationalize the role of the

molecular dipole moment in the selection rules.

4. Identify the IR frequencies where simple functional groups absorb light.

5. Identify how nuclear spins are affected by a magnetic field, and be able to explain what happens

when radiofrequency radiation is absorbed.

6. Predict the number of proton signals and splitting parameters expected from a compound given

its structure.

7. Describe what happens to a compound in a mass spectrometer.

8. Identify methods of detection of various ionizing radioactive radiations, various types of nuclear

reactions and differentiate between nuclear fission and fusion.

Module I – Introduction to Quantum Ch emistry and Nuclear Dynamics (2 Credits)

UNIT I: Basics of Quantum Chemistry

a) Classical mechanics, limitations of classical mechanics, Black body radiation, photoelectric

effect, Compton Effect.

Introduction to quantum theory, Planck’s theory of quantization, wave particle dualism, de -

Broglie equation, Heisenberg’s uncertainty principle. Simple numerical problems.

b) Progressive and standing waves, boundary conditions, Schrödinger’s time independent wave

equation, interpretation and properties of wave function.

c) State function (wave function) and its significance. Concept of operators: definition, addition,

subtraction and multiplication of operators, commutative and non - commutative operators,

linear operator, position, momentum and energy opera tors. Eigen function and eigen value,

eigen value equation.

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UNIT II: Introduction to Nuclear Chemistry

a) Types of nuclear radiations and their characteristics, behaviour of ion -pairs in electric field,

detection and measurement of nuclear radiations using G.M. counter and scintillation counter.

b) Kinetics of radioactive decay, units of radioactivity (Curie, Becquerel, Rutherford).

c) Radioactive equilibrium (secular and transient) Determination of radioactive constants for

radio -elements h aving (i) moderate half -life (ii) long half -life (iii) extremely long or short half

-life.

Use of radioisotopes as tracers in:

(i) Chemical investigations - reaction mechanism

(ii) Age determination – dating by tritium content and by Carbon -14.

UNIT I II: Nuclear Reactions

a) Nuclear Reactions: nuclear transmutation, artificial radioactivity (suitable examples using

different projectiles are expected.), Q -value of nuclear reaction threshold energy.

b) Fissile and fertile material, nuclear fission, chain reaction, factors controlling fission process

(multiplication factor and critical size or mass of fissionable material), nuclear power reactor

and breeder reactor.

c) Nuclear fusion, characteristics of nuclear fusion, thermonuclear reactions occurring in stellar

bodies.

Module II - Molecular Spectroscopy (2 Credits)

UNIT IV: Rotational and Vibrational Spectroscopy

a) Dipole moment: Polarization of a bond, bond moment, dipole moment and Molecular structure.

b) Rotational / Microwave Spectroscopy: Rotational spectrum of a diatomic molecule, rigid rotor,

moment of inertia, energy levels, limitations of rotational spectra, selection rule, nature of

spectrum, determination of inter nuclear distance and isotopic shift.

c) Vibrati onal (IR) Spectroscopy: Vibrational motion, degrees of freedom, modes of vibration,

vibrational spectrum of a diatomic molecule, simple harmonic oscillator, energy levels, zero -

point energy, conditions for obtaining vibrational spectrum, selection rule, na ture of spectrum.

Anharmonic Oscillator: energy levels, selection rule, fundamental band, overtones.

UNIT V: Vibration -Rotation Spectroscopy and Raman Spectroscopy

a) Vibration -Rotation Spectroscopy of diatomic molecules: Vibrating rotor, energy levels, selection

rule, nature of spectrum, R and P branches.

b) Applications of vibration -rotation spectrum: (i) Force constant, determination and significance

(ii) determination of inter -nuclear distance, isotopic shift. Introduction to infrared spectra of

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simple molecules like H2O and CO2.

c) Raman Spectroscopy: Scattering of electromagnetic radiation, Rayleigh scattering, Raman

scattering, nature of Raman spectrum, Stoke’s lines, anti -Stoke’s lines, Raman shift, quantum

theory of Raman scattering, comparative study of IR and Raman spectra, rule of mutual

exclusion (example of CO 2 molecule).

UNIT VI: Nuclear Magnetic Resonance and Electron Spin Resonance Spectroscopy

a) Nuclear Magnetic Resonance Spectroscopy: Nuclear spin, magnetic moment, nuclear ‘g’ factor,

energy levels, Larmor precession. Relaxation processes in NMR (spin -spin relaxation and spin -

lattice relaxation)

b) NMR spectrometer, chemical shift, shielding and de -shielding of protons, low resolution NMR

spectrum of methanol and ethanol, fine structure of NMR - nuclear spin-spin interaction with

reference to methanol and ethanol.

c) Electron Spin Resonance Spectroscopy (introductory concepts): Derivative curves & g-values,

Hyperfine splitting with respect to methyl radical and benzene radical. Applications of ESR

Spectroscopy.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Physical Chemistry: Non -Instrumental Experiments:

(i) Partition Coefficient: To determine the partition co -efficient of I 2 between CCl 4.H2O and to

determine the equilibrium constant for the reaction KI + I 2 = KI 3 by partition method.

(ii) Chemical Kinetics: To study the effect of ionic strength (KCl) on the reaction between K 2S2O8

and KI.

(iii) Adsorption Experiment: To study the adsorption of acetic acid / oxalic acid on charcoal.

(iv) Phase Rule: To determine th e phase diagram for the system water, chloroform, acetic acid at

room temperature.

(v) Solubility Measurement: To determine the solubility product of calcium hydroxide at room

temperature.

(vi) Viscosity: To determine the molecular weight of polyvinyl alcohol by viscosity measurements.

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References:

1. The Elements of Physical Chemistry: 4th ed. P. W. Atkins, Oxford University Press, 2005

2. Physical Chemistry: 6th Ed, G. M. Barrow, Tata McGraw Hill Publishing Co. Ltd., 2008.

3. Text Book of Physical Chemistry, 2nd ed, Glasstone, Affiliated East -West press Pvt. Ltd., New

Delhi.

4. Physical Chemistry: 2nd ed. C.B.S,K. J. Laidler and J. H. Meiser, First Indian ed. Publishers and

Distributors, New Delhi, 1999

5. Nuclear and Radiochemistry, Friedlander, Kennedy and Joseph W., John Wiley & Sons, New

York, 1955.

6. Essentials of Nuclear Chemistry: 4th Ed., Arnikar H. J., New Age International Ltd., Publishers,

New Delhi.1955.

7. Nuclear Chemistry, Maheshwar Sharon & Madhuri Shar on, Ane Books (P), Ltd. 2009.

8. Quantum Chemistry, Donald A. McQuarrie, Viva Books Pvt Ltd, 2003.

9. Quantum Chemistry: 3rd ed., R. K. Prasad, New Age International (P) Ltd., Publishers, New

Delhi.2000.

10. A Textbook of Physical Chemistry, (Vol 1 – 5) K. L. Kapoor, Macmillan India Ltd, 2008.

11. Fundamentals of Molecular Spectroscopy: 4th ed. C. N. Banwell & E.M. Mc Cash, Tata McGraw

Hill Publication, 1995.

12. Organic Spectroscopy, William Kemp, MacMillan Publisher, London, 1975.

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SEMESTER VII

Course VII 2 : INORGANIC CHEMISTRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Ma rks)

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Assign IUPAC names of coordination compounds; deduce the stereochemistry and identify

types of isomerism in transition metal complexes.

2. Apply 18 -electron rule using the neutral atom and oxidation state method for electron counting.

3. Describe bonding and stabilization energies in coordination complexes using molecular orbital

theory and crystal field theory and compare the two.

4. Use the properties of Lanthanides and Ac tinides to identify their real -world applications in

domestic, medical, industrial and military uses.

5. Specify atomic planes, directions, and families of planes and directions within a given crystal

structure using Miller indices.

6. Analyse the structur e of materials and interpret unit cell, types of crystal lattices, atomic packing

factor and coordination number.

7. Explain types of superconductors and their applications.

8. Classify solvents and compare characteristics of non -aqueous solvents.

Module I - Co-ordination Chemistry (2 Credits)

UNIT I: Introduction to Co -ordination Compounds

a) Distinction between Double salts and Co -ordination compounds. Terms involved in Co-

ordination Chemistry: Co-ordination Compound, central metal atom or ions, complex

compound, Complex ion, Ligand: Definition, Classification, Chelates and chelating agents, Co -

ordination Sphere, Co -ordination Number, Charge of the complex ion, calculation of oxidation

and coordination number of metal, etc.

b) Werner’s Theory – postulates.

IUPAC nomenclature of Co -ordination compounds.

Sidwick Model (Eighteen electron rule), EAN rule limitations.

Isomerism in Co-ordination compounds: Structural isomerism (ionization, hydrate, linkage,

ligand, coordination position) and Geometrical isomerism and optical isomerism.

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c) Bonding in Co -ordination Compounds

Pauling’s Valence Bond Theory – Assumptions, concept of hybridization, Limitations and

Drawbacks.

Bonding in tetrahedral, square planer, trigonal bipyramidal and octahedral complexes with

examples. Inner and outer orbital complexes.

Electroneutrality principle and Back (Multiple) bonding.

UNIT II: Crystal Field Theory (CFT)

a) Basic tenets of Crystal Field Theory and effect of Crystal Field on central metal valence orbitals.

b) Splitting of d orbitals in octahedral, tetrahedral and square planar complexes and Jahn -Teller

Effect.

c) Crystal field splitting energy (10Dq/Δo) for octahedral complexes and factors affecting the

magnitude of Δo. Crystal field stabilization energy (CFSE), calculation of CFSE for

octahedral and tetrahedral complexes with d1 to d10 metal ion configurations, high-spin and low-

spin complexes.

UNIT III: Molecular Orbital Theory (MOT) of Coordination Complexes

a) Application to octahedral complexes in case of (i) [Ti(H 2O)6]3+ (ii) Fluoro complexes of Fe

(II) and Co (III) (iii) Cyano complexes of (Fe (III) and ammino complexes of Co (III).

b) Effect of pi -bonding on ligand field splitting parameter in M→L π - and L→M π - interactio ns.

Module II – Solid -state and Solution Chemistry (2 Credits)

UNIT IV: Lanthanides and Actinides

a) Chemistry of lanthanides with reference to i) Occurrence of Lanthanides (ii) lanthanide

contraction (iii) oxidation states (iv) magnetic properties (v) color and spectra (f -f transition

spectra).

b) Chemistry of Uranium and Plutonium with reference to occurrence, extraction (solvent

extraction method) , properties and applications.

c) Comparative chemistry of lanthanides and actinides.

UNIT V: Structures of Solids

a) Importance of solid -state chemistry. Crystals: size and shape of crystals, interfacial angles in

crystals, symmetry and elements of symmetry in crystals. Designation of planes in crystals:

Miller indices.

b) Classification of solids on the basis of bonding. Explanation of terms viz. crystal lattice, lattice

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points, unit cells and lattice constants. Closest packing of rigid spheres (hcp, ccp) packing

density in simple cubic, bcc, fcc and hcp lattic es (numerical problems expected).

c) Structures of metallic solids. Tetrahedral and octahedral interstitial voids in ccp lattice,

tetrahedral holes, limiting radius ratios for different coordination numbers and their significance,

calculation of ionic radii and limiting radius ratio for co -ordination number 4. Structures of

sodium chloride, cesium chloride and fluorite . Structure of zinc chloride and failure of radius

ratio rule (directional bonding), structure of wurtzite.

UNIT VI: Superconductivity and Chemistry in Non -aqueous solvents

a) Superconductivity, Meissner effect. Different superconducting materials viz., conventional

superconductors, organic superconductors, alkali metal fullerides (A 3C60) and high temperature

supercondu ctors. Applications of superconducting materials.

b) Chemistry in Non-aqueous solvents: Classification of solvents and importance of non -aqueous

solvents.

c) Characteristics of study of liquid ammonia, liquid sulphur dioxide.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Inorganic Preparations:

(i) Synthesis of complexes:

(a) Tris-(ethylenediamine) nickel (II)thiosulphate.

(b) Bis-(acetylacetonato) copper (II).

(c) Nickel dimethyl glyoxime.

(d) Tetrammine Copper (II) Sulphate hydrate [Cu (NH 3)4] SO 4.H2O.

Titrimetric Analysis:

(i) Determination of the calcium and magnesium content of a Dolomite sample.

(ii) Analysis of calcium tablet.

(iii) Determination of metal content in Tris(ethylenediamine) nickel (II)thiosulphate.

References:

1. Inorganic Chemistry, James E. Huheey, 3rd Ed., Harper & Row Publishers, Asia, Pvt. Ltd., 1983.

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2. D. F. Shriver and P.W. Atkins, Inorganic Chemistry, 3rd Ed., Oxford University Press, 1999.

3. Symmetry in Chemistry, H. H. Jaffee and M. Orchin, New Delhi, W iley Eastern, 1965

4. Symmetry in Chemistry, J. M. Hollas, Chapman and Hall, NY, 1972.

5. Chemical Application of Group Theory, 2nd Ed., F. A. Cotton, Wiley Eastern Ltd., New Delhi,

1976.

6. Molecular Orbital Theory, C. J. Ballhausen and H. B. Gray, McGraw -Hill, New York, 1965.

7. Solid State Chemistry and its Applications, A. R. West, John Wiley & Sons, Singapore, 2008.

8. Solid State Chemistry – Introduction, 2nd Edition, Lesley Smart and Elaine Moore, Nelson

Thornes Ltd., UK, 1996.

9. Principles of the S olid State, H. V. Keer, New Age International, 1993.

10. Fundamentals of Crystal Chemistry, R. N. Kutty and J. A. K. Tareen, Universities Press India,

Ltd.

11. Chemistry in Non -aqueous Solvents, H. Sisler, Reinhold Publ., New York, 1961.

12. The Chemistry of Non -aqueous Solvents, J. J. Lagowski, Academic Press, New York

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SEMESTER VIII

COURSE VIII 1 : ANALYTICAL CHEMISTRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Identify sources of errors estimates the ty pes errors in chemical analysis.

2. Define the confidence limit, compare the experimental mean with a true value, identify the

detection limit and interpret statistical tests.

3. Comprehend the concept of uncertainty in measurements; identify the differenc e between

uncertainty and error; and solve numerical problems based on the same.

4. Categorize and define the sampling methods.

5. Categorize the types and define the basic parameters of chromatography.

6. Evaluate strengths and limitations of different ch romatographic separation and detection

methods in relation to the properties of the sample.

7. Define principles of liquid -liquid extraction and ion exchange.

8. Identify and illustrate principles of thermoanalytical techniques.

Module I – Errors in Chemical Analyses (2 Credits)

UNIT I: Errors

a) Types of errors, determinate and indeterminate errors, minimization of errors, constant and

proportionate errors.

b) Accuracy and precision, measures of dispersion and central tendency: mean, median, average

deviation, relative average deviation, standard deviation, variance, coefficient of variation

(Numerical problems expected).

c) Distribution of random errors, Gaussian curve, student’s t, confidence limits and confidence

interval.

UNIT II: Uncertainty and Errors

a) Criteria for rejection of result: 2.5 d rule, 4.0 d rule, Q test, testing for significance, null

hypothesis, F test.

b) Graphical representation of data: Method of averages, least squares method.

c) Basic concept of uncertainty in a measurement (only introduction), difference between

uncertainty and errors (Numerical problems expected).

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UNIT III: Sampling

a) Sampling techniques, equipments used in sampling of gases.

b) Methods and equipments used in sampling of homogeneous and heterogeneous liquids, sampling

of static and flowing liquids.

c) Samplers used in sampling of solids, importance of particle size and sample size, method of

reduction in sample size. Collection, preservation and dissolution of the sample.

Self-Study: Terms involved in sampling, importance and objectives of sampling.

Module II - Separation Techniques (2 Credits)

UNIT IV: Solvent Extrac tion and Chromatography

a) Physico -chemical aspects of solvent extraction: Nernst distribution law: Partition coefficient

and distribution ratio, solute undergoing association and dissociation (Numerical Problems

expected).

b) Role of complexing agents i n solvent extraction, chelation, Ion pair formation, solvation, types

of solvent extraction : batch, continuous.

c) Introduction to chromatographic techniques, basic principles, classification of Chromatographic

techniques .

UNIT V: Types of Chromatography

a) Planar chromatography: Principle, techniques and applications of Paper Chromatography and

Thin layer chromatography.

b) Gas Chromatography and High - Performance Liquid Chromatography: Principle,

instrumentation and applications . HPTLC: Instrumentation and Applications.

c) Electro -chromatography: Electrophoresis .

UNIT VI: Ion exchange Chromatography and Thermal methods

a) Ion exchange chromatography: Types of ion exchangers, mechanism of ion exchange,

selectivity coefficients and separation factors, ion exchange capacity and its determination,

factors affecting the separation of ions, applications.

b) Thermal methods: Classification of thermal methods - TGA and DTA: Basic principles,

instrumentation, factors affecting the TG curve and applications.

c) Ion Selective Electrodes: Classification of ion selective electrodes, construction and working of

Fluoride ion selective electrode.

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

Analytical Chemistry:

Non-Instrumental Experiments:

(i) Determination of Vitamin C by titration with potassium bromate.

(ii) Thin layer chromatographic separation of organic compound.

(iii) Chemical Oxygen Demand (COD) of water sample.

Instrumental Experiments:

(i) Determination of the amount of fluoride in the given solution colorimetrica lly.

(ii) Estimation of Vitamin C content of a tablet by using pH meter.

(iii) To determine percentage composition of a mixture of weak acid and strong acid by

conductometric titration.

(iv) Determination of the amount of iron present in the given vitamin tablet colorimetrically.

References:

1. Fundamentals of Analytical Chemistry, 8th Ed. D. A. Skoog, D. M. West, F. J. Holler,

Philadelphia, Saunders College Publishing, 1996.

2. Analytical C hemistry, 6th Ed.G. D. Christian, John Wiley &Sons, Singapore, 2004.

3. Basic Concepts of Analytical Chemistry, 3rd Ed., M. Khopkar, New Age International

Publishers, 2008.

4. Quantitative Analysis, 6th Ed. R. A. Dey & D. L. Underwood, Prentice Hall of Ind ia Pvt. Ltd.

New Delhi, 1993.

5. Textbook of Quantitative Chemical Analysis, 6th Ed, A. I. Vogel, Pearson Education, 2002.

6. Separation methods in Chemical Analysis, J. M. Miller, John Wiley, 1975.

7. Introduction to Instrumental methods of Analysis, R. D . Braun, McGraw Hill, 1987.

8. Instrumental methods of Analysis, 7th Ed. H. H. Willard, L. L. Merritt and J. A. Dean; CBS

Publishers, 1986.

9. Ion exchange separation in analytical chemistry, 2nd Ed. O Samuelson, John Wiley, 1963.

10. Ion exchange chromato graphy, H. F. Walton Howden, Hutchenson and Rossing, 1976.

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11. Thermal methods of Analysis, P. J. Haines, Blackie Academic & Professional, London (1995).

12. Thermal Analysis, 3rd Ed. W. W. Wendlandt, John Wiley, N.Y. (1986).

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SEMESTER VIII

COURSE VIII 2 : ORGANIC CHEMISTRY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

COURSE OUTCOMES:

By the end of the course, student will be able to:

1. Apply the Cahn -Ingold -Prelog Rules to assign stereochemical configuration to perspective

drawings, Newman projections and Fischer projection.

2. Assign E/Z configuration to an alkene , draw the E or Z -isomer of a given alkene and identify

different types of strains in conformations of cycloalkanes.

3. Predict the fragmentation patterns expected to arise in the mass spectrum of alkanes, alkyl

halides, ethers, alcohols, and ketones.

4. Solve structural problems based on UV -Vis, IR, 1HNMR, and mass spectral data.

5. Propose plausible mechanisms involved in some named reactions and molecular

rearrangements.

6. Recall reagents and predict products for a defined set of organic reactions.

7. Draw or describe the structure of amino acids, proteins, enzymes, chemical messengers,

carbohydrates, lipids, and nucleic acids.

8. Define carbohydrates and the groups of saccharides in chemical and descriptive terms.

Module I – Stereochemistry and Reactio n Mechanisms (2 Credits)

UNIT I: Stereochemistry of Organic Compounds

a) Assigning stereo descriptors to chiral centres: Cahn -Ingold -Prelog (CIP) Rules of assigning

absolute configuration (R and S) to stereogenic centres. Assigning absolute configuration to

molecules having maximum two chiral carbon atoms. E and Z stereo descriptors to geometrical

isomers. Chemical Resolution of enantiomers.

b) Conformational analysis of cyclohexane: Angle, eclipsing and transannular strain in small,

medium and large cycloalkanes (4 - and 5 - membered rings). Mono - and di - alkyl cyclohexanes

and their relative stabilities.

c) Stereochemistry and reaction mechanisms:

(i) Substitution reactions - SNi

(ii) Elimination reactions – E1and E 2

(iii) Addition reactions to olefins – Catalytic hydrogenation and Bromination

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UNIT II: Catalysts and Reagents

Study of the following catalysts and reagents with respect to functional group transformations and

selectivity (no mechanism).

a) Catalysts: Catalysts for hydrogenation: Raney Ni, Pt and PtO 2: C=C, CN, NO 2, aromatic ring;

Pd/C: C=C, COCl CHO

b) Reagents:

(i) LiAlH 4: Reduction of CO, COOR, CN, NO 2

(ii) NaBH 4: reduction of CO

(iii) NBS: allylic and benzylic bromination and bromination of position alpha to CO

UNIT III: Named Reactions and Molecular Rearrangements

a) Mechanism of the following reactions with one synthetic application:

(i) Claisen Condensation (ii) Michael Reaction

(iii) Stobbe Condensation (iv) Wolff -Kishner Reduction

b) Mechanism of rearrangements with examples :

(i) Baeyer -Villiger (ii) Wolff

(iii) Beckmann (iv) Hofmann

Module II – Organic Spectroscopy and Chemistry of Biomolecules (2 Credits)

UNIT IV: Spectroscopy of Organic Molecules

a) UV-Visible Spectroscopy: Basic theory, solvents, nature of UV -VIS spectrum, concept of

chromophore, auxochrome, bathochromic shift, hypsochromic shift, hyperchromic effect and

hypochromic effect. Chromophore - chromophore and chromophore - auxochrome interactions.

IR Spectroscopy: Basic theory, nature of IR spectrum, selection rule, fingerprint region.

b) PMR Spectroscopy: Basic theory of NMR, nature of PMR spectrum, chemical shift (δ unit),

standard for PMR and solvents used. Chemical shift, Spin - spin coupling and coupling constant.

c) Mass Spectrometry: Basic theory, nature of mass spectrum, general rules of fragmentation.

Importance of: molecular ion peak, isotopic peaks, base peak, Nitrogen rule, McLafferty

rearrangement.

Problems on structure elucidation of simple organic compounds using individual or a

combination of spectra mentioned above (index of hydrogen deficiency should be the first step

in solving the problems).

UNIT V: Carbohydrates

a) Introduction: Sources, Classification, reducing and non -reducing sugars, D and L - notati

b) Structures of Monosaccharides: Open chain structures of aldoses and ketoses, ring structures of

aldohexoses, aldopentoses and ketohexoses. Determination of open ch ain configurations of

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Monosaccharides: Configuration of D (+) Glucose and D ( -) Fructose.

c) Reactions of D -Glucose and D -Fructose:

(i) osazone formation

(ii) reduction with NaBH 4 and Ni / H 2

(iii) oxidation with bromine water, conc. HNO 3 and HIO 4

(iv) interconversion of D (+) Glucose to D ( -) Fructose and D ( -) Fructose to D (+) Glucose

(v) acetylation

(vi) methylation [( v) and( vi) with cyclic pyranose form].

Introduction to disaccharides and structures of sucrose and maltose.

UNIT VI: Amino acids, Proteins and Nucleic acids

a) Amino acids: Introduction, Classification, Properties. Polypeptides: Introduction, peptide bond,

Merrifields solid phase peptide synthesis.

b) Proteins: Structure of proteins, classification of proteins, properties of proteins, denaturation of

proteins.

c) Nucleic Acids: Introduction, classification of nucleic acids. Structures of sugars and bases in

nucleic acids. Structures of nucleosides and nucleotides in DNA and RNA.

Structure of DNA: Chargaff”s rule of DNA configuration, Watson -Crick model of DNA.

Structure of RNA, types of RNA.

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Practical Chemistry:

• Types: Solid + Solid (no carbohydrates to be given), Volatile Liquid + Solid, Volatile Liquid +

Non-volatile Liquid

• Separation of a binary mixture: Type of mixture, Separation and Identification (microscale) of

both the components through systematic scheme of identification.

• Mass of Solid: 3-4 g.

• Volume of Liquid: Volatile ~ 6 -8 mL, Non -volatile ~ 4 -6 mL

• At least 5 separations to be done.

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References:

1. Organic Chemistry, Francis A Carey, Pearson Education, 6th Edition, Special Indian Education,

2008.

2. Organic Chemistry, Paula Y. Bruice, Pearson Education, 2008.

3. Organic Chemistry, L. G. Wade Jr. and M. S. Singh, 6th Edition, Pearson Education, New Delhi,

2008.

4. Organic Reaction Mechanism, 3rd Ed., V. K. Ahluwalia and R.K. Parashar, Narosa Publications.

5. Stereochemistry of Carbon Compounds, L. Eliel, Tata Mc Graw Hill, New Delhi.

6. Stereochemistry, conformation and mechanism, 7th Ed., P.S. Kalsi, New Age International Ltd.,

2008.

7. Essentials of Biochemistry, 2nd Edition, U. Satyanarayana and U. Chakrapani, Books and Allied

(Pvt.) Ltd., 201 3.

8. Spectroscopy of Organic compounds, P.S. Kalsi, New Age International Ltd., 1995.

9. Williams and Fleming, Spectroscopic methods in Organic Chemistry, 5th Edition, McGraw Hill,

1995.

10. W. Kemp, Organic Spectroscopy, 3rd Edition, Palgrave, Indian Edi tion, 2005.

11. Advanced Practical Organic Chemistry, 2nd Edition, N. K. Vishoi, Vikas Publications.

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Revised Framework for B.Sc. Subjects - Biology

Details of B.Sc. B.Ed. Course

Semester B.Sc. B.Ed.

Course

Semester 1 Botany - 1

Semester 2 Zoology - 2

Semester 3 Botany -3

Semester 4 Zoology -4

Semester 5 Botany -5

Semester 6 Zoology -6

Semester 7 Botany -7

Zoology - 8

Semester 8 Botany – 9

Zoology -10

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SEMESTER I

COURSE I: BOTANY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. explain the fundamental concepts /diversity related to different Microorganisms and Algae.

2. evaluat e the significance of algae and fungi, its different types and their adaptive strategies.

3. discuss about bryophytes, analyze the anatomy and reproduction in Riccia

4. explai n the ultrastructure and functions of the cell organelles and cell division

5. interpret ecological adaptations, biogeochemical cycles and Concept of environmental factors

Module I: Plant Di versity 2 Credits

Unit I: Plant Diversity -1

a) Microorganisms in the living World: Groups of Microorganisms - Viruses, Bacteria, Rickettsiae,

Mycoplasma, algae, Archaebacterium, Actinomycetes, fungi, Protozoa. Distribution of

Microorganisms in Nature

b) Classification of plant kingdom: Outline of Classification of Algae according to G.M. Smith

and general characters of the classes

c) Life cycle of : Nostoc, Spirogyra

Unit II: Plant Diversity -2

a) Classification of plant kingdom 1: Outline of Classification of Fungi according to G.M. Smith

and general characters of all classes

b) Life cycle of : Rhizopus, Aspergillus

c) Economic importance of algae and fungi

Unit III : Plant Diversity -3

a) Classification of plant kingdom 2: Outline of Classification of Bryophyta according to G.M.

Smith and general characters of all classes

b) Life cycle of Ricci

c) Economic importance of Bryophyta

Module II: Ecology - 2 Credits

Unit IV: Ecology -I

a) Types of ecosystems, Food -chain, Food -web, Energy transfer, Biogeochemical cycles

b) Study of ecological adaptations: Hydrophytes

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c) Study of ecological adaptations: Xerophytes

Unit V: Ecology -II

a) Study of ecological adaptations: Mesophytes and Epiphytes

b) Study of ecological adaptations: Halophytes.

c) Concept of environme ntal factors. Soil composition, types of soil, soil formation, soil

profile, soil conservation

Unit VI: Cytology

a) Cell, Cell organelles, Cell division: Prokaryotic and eukaryotic cell structure,

b) General structure of plant cell: cell wall, chloroplasts and glyoxysomes

d) Mitosis and Meiosis

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. To study bacteria using Gram staining method

2. Study of stages in the life cycle of Nostoc and Spirogyra, Rhizopus, Aspergillus, Riccia

3. Study of stages in the life cycle of Riccia

4. Ecological adaptations of hydrophytes, hygrophytes, xerophytes and halophytes

5. Mitosis a nd meiosis

References:

1. Pelczar M. J, Chan E.C., Krieg, N. R.1993. Microbiology by Pelczar Chan and Krieg 5th ed.

2. College Botany Volume I and II. 2006. Gangulee, Das and Dutta latest edition. Central Education

enterprises.

3. Smith, G.M. 1938. Cryptogamic Botany, vol. 1. Algae and fungi.

4. Smith, G.M. 1955. Cryptogamic Botany, vol. 2. Bryophytes and P teridophytes.

5. Sharma O.P. 2010. A text book of fungi. S.C hand’s Publication.

6. De Robertis and De Robertis. 8th Edition. 2017. Cell and Molecular Biology.

7. Odum E. P 1983. Basic Ecology, Saunders, Philadelphia.

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SEMESTER II

COURSE II: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. explain Taxonomy, Systematics and classification of animals, its objectives and importance.

2. describe classification of non -chordate animal

3. describe the concept of Hotspot, biodiversity values, threats to biodiversity, conservation and

management of biodiversity.

4. explai n conservation and conserve locally found flora and fauna

5. explain basic principles, causes, effects and preventive measures of different types of pollution

Module I: Animal Diversity 2 Credits

Unit I: Animal Diversity 1

a) General principles of taxonomy, International Code of Zoological Nomenclature (ICZN),

Binomial Nomenclature

b) Taxonomic procedures – collection, preservation and process of identification of biological

species.

c) Criteria of classification: symmetry, coelom, segmentation, Germ layers, body plan, exo and

endo skeleton,

Unit II: Animal Diversity 2

a) Salient features with examples for phyla, sub -phyla and classes mentioned below; Phylum

Protozoa, Porifera and Coelentera ta

b) Salient features with examples for phyla, sub -phyla and classes mentioned below; Phylum

Platyhelminthes, Nemathelminths and Annelida

c) Salient features with examples for phyla, sub -phyla and classes mentioned below; Phylum

Arthropoda, Mollusca and Echino dermata

Unit III: Biodiversity 1

a) Introduction to Biodiversity: Definition, Concepts and Scope and Significance

b) Values of biodiversity: Direct and Indirect use value

c) Levels of Biodiversity: Introduction to Genetic, Species and Ecosystem Biodiversity

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Module I I: Biodiversity 2 Credits

Unit IV: Biodiversity 2

a) Hotspots and PAN, Threats to Biodiversity: Man - Wildlife conflict, any two case studies

pertaining to this issue.

b) Conservation Biology: ex situ and in situ methods, National Parks and San ctuaries

c) People’s Biodiversity Register, The Biological Diversity Act, 2002

Unit V: Pollution 1

a) Air Pollution: Types and sources of air pollutants, its effects and Control measures

b) Noise Pollution: Types and sources of air pollutants, its effects and Control measures

c) Climate change and Global warming, Bioremediation

Unit VI: Pollution 2

a) Water Pollution: Types and sources of air pollutants, its effects and Control measures

b) Soil Pollution and Solid waste Pollution: Types and sources of air pollutants, its effects and

Control measures

c) Radioactive pollution

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) Levels of organization:

▪ Symmetry - Ameoba, Sea anemone, Liverfluke, Planaria

▪ Coelom – Planaria, Ascaris, Earthworm

▪ Segmentation – Tapeworm and Earthworm

▪ Cephalization - Cockroach

2) Mounting of Foraminiferan shells

3) Estimation of population density of animals by line transect method (frequency distribution&

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through Pie diagram only)

4) Estimation of population density of animals by quadrant method (frequency distribution &

through Pie diagram only).

5) Detection of heavy me tal (Lead) from the given sample of water.

References:

1. Jordan and Verma. Invertebrate Zoology Volume II, S. Chand and Co

2. R. L. Kotpal. Invertebrates, Modern Textbook of Zoology.

3. E. P. Odum. Fundamentals of Ecology, Sunders Publication

4. Gurdeep R. Chatwal, Harish Sharma, Madhu Arora, A Textbook of Environmental Studies,

Himalaya Publication.

5. P. D. Sharma. Ecology and Environment, R. K. Rastogi Publications

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SEMESTER III

COURSE III: BOTANY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. classify Pteridophytes, Gymnosperms, Angiosperms and explain salient features and their

economic importance

2. apply principles underlying Bentham & Hooker’s system of classification and identify plants

from prescribed families.

3. distinguish between different types of fruits and seeds

4. explain the fundamental concepts of phytochemistry

5. outline the fundamental concepts of plant anatomy and palynology

6. summarize Sustainable Development Goals

Module I: Plant Diversity 2 Credits

Unit I: Plant Diversity –4

a) Classification of plant kingdom 3: : Classification of plant kingdom: Outline of

Classification of Pteridophytes (G.M. Smith) and general characters of all classes

b) Life cycle study: Nephrolepis

c) Economic importance of Pteridophytes

Unit II: Plant Diversity –5

a) Classification of plant kingdom 4: Classification of plant kingdom: Outline of Classification

of Gymnosperms (Chamberlain) and general characters of all classes

b) Life cycle study: Cycas

c) Economic importance of Gymnosperms

Unit III: Plant Diversity –6

a) Definition of taxonomy, systematic botany, concepts of taxonomy,

a) aims of taxonomy, Systematics: Categories and taxonomic hierarchy

b) Structural organization: Morphology: inflorescence and flower.

c) Structural organization: fruits and seeds

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Module II: Plant Diversity , Anatomy and Medicinal Botany 2 Credits

Unit IV: Plant Diversity –7

a) Family: Malvaceae and Rutaceae

b) Family: Leguminosae - Caesalpinaceae, Papilionaceaeceae and Mimosae

c) Family: Solanaceae and Amaryllidaceae

Unit V: Anatomy

a) Structural organization: Anatomy: Tissue system, Primary structure of dicot and monocot

root, stem and leaf (Kranz anatomy), Wood anatomy

b) Types of Stomata

c) Palynology: Structure of pollen grain, factors affecting pollen germination

Unit VI: Medicina l Botany

a) Medicinal Botany: Study of secondary metabolites: Alkaloids, glycosides, phenolics, gums

and resins.

b) Ethnobotany: Ethnic communities, Ethnomedicinal plants

c) Sustainable Development Goals

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

Practical:

1. Life cycle study: Nephrolepis

2. Life cycle study: Cycas

3. Families: Malvaceae, Rutaceae , Leguminosae - Caesalpinaceae, Papilionaceaeceae and Mimosae

Solanaceae, Amaryllidaceae

4. Primary structure of dicot and monocot root, stem and leaf

5. Chemical tests for secondary metabolites Alkaloids, glycosides, phenolics,

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6. Identification of gums and resins .

References:

1. Smith, G.M. (1955). Cryptogamic Botany, vol. 2. Bryophytes and Pteridophytes.

2. .Chamberlain C.J. 1998. Gymnosperms: Structure and evolution. CBS Publishers, New Delhi

3. Esau K. 1993. Plant Anatomy. Wiley Eastern Ltd. New Delhi.

4. Daniel, M . 1991. Methods in Plant Chemistry and Economic Botany. Kaiyani Publishers,

Ludhiana, India.

5. Sinha, Rajiv, K and S. Sinha. 2001. Ethnobiology. Sura Publications,Jaipur, India.

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SEMESTER IV

COURSE IV: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. apply principles of classification to classify a chordate animal up to class.

2. calculate Natality, Mortality and fecundity of a population and identify different population graphs

and survivorship curves.

3. apply scientific knowledge of ecology to analyse social and environmental issues

4. calculate the concentration of different solutions.

5. comprehend the data and also prepare correct graphical presentation for it.

Module I: Animal Diversity 2 Credits

Unit I: Animal Diversity - 3

a) Salient features with examples for phyla, sub -phyla and classes mentioned below;

Phylum Hemichordata with examples

b) Salient features with examples for phyla, sub -phyla and classes mentioned below;

Phylum Chordata; sub -phylum Urochordata and sub -phylum Cepha lochordata with examples,

c) Salient features with examples for phyla, sub -phyla and classes mentioned below;

Sub-phylum Vertebrata, Superclass Agnatha, Class: Cyclostomata with examples

Unit II: Animal Diversit y- 4

a) Salient features with examples for phyla, sub -phyla and classes mentioned below;

Superclass Gnathostomata

Class: Pisces and Amphibia with examples

b) Salient features with examples for phyla, sub -phyla and classes mentioned below;

Superclass Gnathostomata

Class: Reptilia and Aves

c) Salient features with examples for phyla, sub -phyla and classes mentioned below;

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Superclass: Gnathostomata

Class: Mammalia with examples

Unit III: Ecology 1

a) Light: Relation to terrestrial and aquatic habitat, photoperiodism, diurnal migration.

b) Temperature: range, tolerance, effects of temperature on living organisms. Concept of

population and community:

c) Edaphic: Soil formation, Components of Soil, Types of soil and Soil Profile.

Module II: Ecology 2 Credits

Unit IV: Ecology 2

a) Population - Natality, mortality, population growth, survivorship curve, density age and sex

composition

b) Community (Forest, grassland & pond) - Ecological niche, ecological succession (different

seral stages), ecological climax ( significance )

c) Concept of animal interaction: Symbiosis, Mutualism, Commensalisms, Parasitism and

predation, Antibiosis

Unit V: Lab safety, Units and Measurements

a) Introduction to good laboratory practices, Use of safety symbols: Concept, Types of

hazards an d Precautions

b) Units of measurement: Calculations and related conversions of each:

I. Metric system - length (meter to micrometer)

II. Weight (gram to microgram)

III. Volumetric (Cubic measures)

IV. Units of measurement: Calculations and related conversions of each: Tempe rature:

Celsius, Fahrenheit, Kelvin

c) Concentrations: Percent solutions, ppt, ppm, dilutions, Normality, Molarity and Molality ,

Problems based on the calculations of Concentrations

Unit VI: Biostatistics

a) Biostatistics: Introduction and scope

b) Sampling and its types, Central Tendencies (mean, median, mode)

c) Tabulation and Graphical representations (Histograms, bar diagrams, pie diagrams)

Module III - Internal Assessment 2 Credits

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S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) Interpretation of safety symbols (toxic, corrosive, explosive, flammable, skin irritant, oxidizing,

compressed gases, aspiration hazards and Biohazardous infectious material, Radioactivity,

Environmental toxicity)

2) Calculation of Normality and Molarity

3) Calculation of Natality, Mortality, Population density from given data

4) Interpretation of Growth curves ( Sigmoid and J shaped)

5) Problems and graphs based on Biostatistics

6) Study of Central tendencies and plotting of Bar diagram, histogram and pie diagram

References:

1. Jordan and Verma. Vertebrate Zoology Volume I, S. Chand and Co.

2. Dhami P. S. and. Dhami J. K. Chordate Zoology, R. Chand and Co.

3. Eugene P. Odum and Grey W. Barrett. Fundamentals of Ecology - Brook Cole/ Cengage learning.

4. Dash M. C. Fundamentals of Ecology -Tata McGraw Hill company Ltd, New Delhi

5. Mahajan B. K. Methods in Biostatistics, Jaypee Publications

6. Shukla, Mathur, Upadhyay, Prasad. Economic Zoology, Biostats and Animal Behaviour - Rastogi

Publications.

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SEMESTER V

COURSE V: BOTANY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. apply the basic concepts and significance of macromolec ules in various fields of plant science

2. demonstrate the use of instruments like different types of microscopes, pH mater, colorimeter,

and chromatography techniques

3. comprehend different fundamental concepts related to plant vegetative & reproductive grow th,

and role of various plant growth regulating substances

4. evaluate plants and plant products in human welfare

5. execute the techniques of plant propagation

6. assess Green tourism in India

Module I : Biochemistry and Instrumentation 2 Credits

Unit I: Biochemistry

a) Biomolecules: structures of carbohydrates.

b) Biomolecules: structures of amino acids, lipids

c) Biomolecules: structures of nucleic acids

Unit II: Instrumentation -I

a) Instrumentation and techniques: Microscopy: Simple and Compound microscopes, Phase

contrast microscopes

b) Electron microscopy, pH meter,

c) Colorimeter

Unit III: Instrumentation -II

a) Chromatography: Paper chromatography,

b) TLC, HPTLC

c) HPLC

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Module II – Plant Growth 2 Credits

Unit IV: Physiology -I

a) Plant growth and Development: Vegetative growth: General phases of growth, Growth Curves,

Factors affecting growth – External (environmental) and internal (genetic, hormonal,

nutritional);

b) Role of plant growth regulating substances – Auxins, Cytokinins, Gibberellins and abscisic

acid and their commercial applications

c) Reproductive growth: Photoperiodism: Phytochrome Response and vernalization with reference

to flowering in higher plants, Phy sico-chemical properties of phytochrome, Pr -

Pfrinterconversion, role of phytochrome in flowering of SDPs andLDPs;

Unit V: Medicinal Botany -II

a) Food and Nutrition: Microbes in human welfare

b) Plants in Human Health: Diet, Role of antioxidants.

c) Benefits of phy tochemicals in disease prevention: Sources and therapeutic efficacy

Unit VI: Horticulture

a) Horticulture: Branches, Plant propagation techniques( Cutting, Layering, Grafting, Budding)

b) protected cultivation methods( Greenhouse Technology - Soilless cul tivation)

c) Green Tourism: Concept, scope, Green tourism in India - Case study

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1. Test for carbohydrates, amino acids, lipids

2. Separation of Aminoacids by paper chromatography

3. Study of Hill's reaction

4. Identification of plants in human health for Diabetes, Immunity booster, Fever, Arthritis and

skin disorders

5. Plant propagation by Cutting

6. Plant propagation by Layering, Grafting and Budding

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References:

1. Garry D Christian, James E O’reilvy. 1986. Instrumentation analysis. Alien and Bacon, Inc.

2. Wilson K and Walker JM.1994. Principles and techniques of practical biochemistry

3. Peter K. V. (2009). Basics of Horticulture. New India Publ. Agency.

4. Manay, S. and Shadaksharaswami, M.2004. Foods: Facts and Principles, New Age Publishers

5. Noggle and Fritz. 2002. I ntroduction to Plant Physiology. Prentice Hall Publisher.

6. Taiz, L. and Zeiger, E. 2006. Plant Physiology.4th Edition. Sinnauers Associates. Saunders

land, Massachusetts, USA.

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SEMESTER VI

COURSE VI: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Course Outcome

By the end of the course, student will be able to:

1. distinguish between the characters of Prokaryotic and Eukaryotic cell.

2. describe the structure and function of different cell organelles.

3. explain the evolution of increasing complexity of physiology of all life processes and its

evolutionary hierarchy.

4. correlate between the habit and habitat with the structures involved in all the physiologic processes

in different classes of organisms

5. explain the evolutionary concepts including homology and homoplasy, and detailed discussions of

major organ s ystems.

Module I –Cell Biology 2 Credits

Unit I: Cell Biology I

a) Cell theory, Generalized prokaryotic, eukaryotic cell: size, shape and structure, Plant Cell

and Animal cell

b) Nucleus: Size, shape, number and position, Structure and functions of interphase nucleus,

Ultrastructure of nuclear membrane and pore complex, Nucleolus: general organization,

chemical composition and functions

c) Plasma membrane: Fluid Mosaic Model and Membr ane receptor

Unit II: Cell Biology 2

a) Origin, Ultrastructure and functions: Endoplasmic reticulum and Lysosomes

b) Origin, Ultrastructure and functions: Golgi bodies and Mitochondria

c) Animal Tissue: Definition, Types and Functions (Epithelium, Connective tissue , Nervous

tissue and Cardiac Tissue)

Unit III: Animal Type: Invertebrate

a) Phylum - Annelid e.g. Earthworm: Systematic position, habit and habitat, Structure and

Histology of Body wall and Locomotion.

b) Type of nutrition, Structure of respiratory system and Phy siology of respiration, Structure

of Excretory system and Physiology of excretion & excretory system,

c) Structure of Reproductive system and Nervous system, Regeneration in earthworm

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Module II: Animal Physiology - 2 Credits

Unit IV: Animal Physiology 1

a) Comparative study of Nutritional Apparatus with reference to feeding adaptations -Structure

and functions:

Invertebrates - eg: Amoeba - Pseudopodia, Cockroach -biting and chewing, Vertebrates -Fish,

Digestive system and physiology of digestion with respect to Man

a) Comparative Study of Excretory and Osmoregulatory systems of:

Amoeba - Contractile vacuoles, Planaria -Flame cells, Eart hworm –Nephridia, Cockroach -

Malphigian tubules,

b) Categorization of animals based on principal nitrogenous excretory products, Structure of

kidney and nephron in Man, Uriniferous tubule and physiology of urine formation in Man

Unit V: Animal physiology 2

a) Com parative study of Respiratory systems - Structure and Function with reference to

Earthworm, Rohu, Structure of lungs and physiology of respiration in man

b) Comparative study of Circulatory systems: Open and closed, single and double , Comparative

study of Hea rts (Structure and function) with reference to Cockroach, Frog and Pigeon,

Structure and working of Human Heart

c) Comparative study of Nervous systems: Nerve net in Hydra, Nerve ring and nerve cord in

earthworm, Types of neurons on the basis of structure and function, Structure and function

of Human Brain and spinal cord, Synaptic transmission – Chemical and Electrical, Endocrine

regulation: Hormones as chemical messengers in Man.

Unit VI. Animal type: Vertebrate

a) Class – Amphibian e.g. Frog: Systematic position, Habit and habitat , External characters

and sexual dimorphism

b) Digestive system, food and feeding, physiology of digestion, Urinogenital System of Male

and Female Frog

c) Respiratory system - Mechanism of respiration , Circulatory syst em and its mechanism ,

Nervous system of Frog

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

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Any Six Experiments

1) Urine analysis —Normal and abnormal constituents

2) Detection of Creatinine in urine.

3) Study of permeability of cell through plasma membrane (Osmosis in blood cells).

4) Measurement of cell diameter by occulometer (by using permanent slide)

5) Mounting of Septal Nephridia of Earthworm

6) Mounting of any Plant and Animal cell and its observation.

References:

1. Kotpal R. L., Modern Textbook of Zoology, Invertebrates, (2016), Rastogi Publication.

2. Jordan and Verma, Invertebrate Zoology Volume II, (1963), S. Chand and Co.

3. Jordan and Verma, Vertebrate Zoology Volume I, (2004), 2nd edition S. Chand and Co.

4. De Robertis E.D.P and Robertis E.M.R,Cell and molecular Biology,CBS Publishers and

Distributors.

5. Gupta P.K and Pawar C.B., Cell Biology, Himalaya publication.

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SEMESTER VII

COURSE VII -1 :BOTAN Y

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcome

By the end of the course, student will be able to:

1) explain the physiological aspects of plant life with reference to water relations, mineral nutrition

and translocation of solutes

2) illustrate the concept of essential oils, fatty oils and vegetable oils and their value addition

3) explain different fundamental concept s related to photosynthesis & respiration and principles

governing bioenergetics

4) explain the industrial relevance of botanicals with respect to current demands in industry

5) explain the economic and commercial value of botanical products

Module I: Physiology and Economic Botany 2

Credits

Unit I: Physiology -II

a) Plant Physiology: Plant in relation to water: Osmosis, Diffusion, Water potential and its

components and their measurement, transport of water and inorganic solutes.

b) Mineral nutrition: role of macro and micro nutrients and their deficiency symptoms in

plants,

c) Translocation of solutes: composition of phloem sap, girdling experiments, phloem loading

and unloading, mechanism of sieve tube translocation.

Unit II: E conomic Botany -I

a) Economic Botany: Essential Oils: Extraction, perfumes, perfume oils - Patchouli, Citronella.

b) Fatty oils : Drying oil (l soybean oil), semidrying oils (sesame oil) and non -drying oils

(peanut oil)

c) Vegetable Fats: Coconut , Kokkam butter, Coc oa butter

Unit III: Economic Botany -II

a) Aromatherapy - Introduction, Botanical source and uses: Calendula, Lemon, Jasmine

a) Industry based on plant products: Fibre yielding plants, Paper yielding plants

b) Spices and condiments: Cardamom (Elettaria cardamomum ), Jaivitri and Jaiphal (Myristica

fragrans)

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Module II: Physiology and Modern Trends 2

Credits

Unit IV: Physiology -III

a) Photosynthesis: Plant pigments and their interaction with light, Light reactions, photolysis

of water, cyclic and non -cyclic photophosphorylation, carbon fixation phase (C3, C4 and

CAM pathways).

b) Respiration: Aerobic: Glycolysis, TCA Cycle, ETS and Ener getics of respiration;

Mechanism of photorespiration,

c) Energetics and significance of photorespiration, anaerobic respiration.

Unit V: Current Trends -I

a) Industry based on plant products: Botanicals and nutraceuticals - Spirulina, Vanillin,

Garcinia indica/ Garcinia cambogia, Stevia

b) Industrial enzymes: Extraction methods and application: Cellulases, Papain, Bromelain.

c) Plants as sources of natural colorants - Bixa, Turmeric, Madder, Anthocyanin, Indigo.

Unit VI: Current Trends -II

a) Role of antioxidants in cosmetology – Antioxidants, their functions, sources, antioxidant

enzymes.

a) Collection and processing of herbal material.

b) Preparation of ayurvedic cosmetic formulations and its validation

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 ma

rks

Any Six Experiments

1. Determine the solute potential of plant tissues by plasmolytic method

2. dentification of Fibre yielding plants & Paper yielding plantsas given in theory

3. Identification of Spices and condiments as given in theory

4. Study of Hill’s reaction

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5. Extraction of papain

6. Preparation of ayurvedic cosmetic formulations and its validation.

References:

1. Sambamurthy, A.V.S.S. and Subramanyam, N.S. 1989. A Text of Economic Botany Wikes.

Eastern Ltd., New Delhi, India.

2. Salisburyand Ross. 2007. Plant Physiology.CBS Publishers & Distributers New

Delhi -110002 (India).

3. Vimaladevi, M. 2019. Textbook of Herbal Cosmetics, 1st edition, CBS (e - book)

4. Panda,H. 2015.Herbal Cosmetics Hand Book, 3rd Revised edition, Asia Pacefic Business Press inc.

(e-book )

5. Daniel, M. and S. D. Sabnis .1990.A Phytochemical Approach to Economic Botany.Kaiyani

Publishers, Ludhiana, India

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SEMESTER VII

COURSE VII -2: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcome

By the end of the course, student will be able to:

1. explain the cytological basis for variations, a pplications of genetics, sex determination, sex

linked inheritance, gene expression and regulation.

2. analyze the chemical composition of DNA and RNA and give a comparative account of the

same.

3. explain origin of life and will know about the different theorie s of evolution

4. analyze and identify different mechanisms of speciation.

5. explain the biology of behavior which is an important basis for adaptive capacities of animals

and the needs of animals

Module I – Genetics and Hereditary 2 Credits

Unit I: Genetics

a) Genetics: Definition, scope and importance of genetics

b) Human genetics: Study of syndromes: Genetic basis and symptoms of Turner’s, Klinefelter’s,

Down’s, Cri -du chat, Patau’s, Edwards

c) Human Pedigree analysis with symbols, Autosomal dominant and autosomal recessive, X -

linked dominant, and X -linked recessive. Significance of genetic cou nselling (Can include case

studies)

Unit II: Chromosomes and Heredity

a) Chromosomes: Introduction to morphology of chromosome, Chromosome structure -

Heterochromatin, Euchromatin

I. Classification based on the position of centromere

II. Types of Chromosomes - Autosom es and Sex chromosomes

b) Sex determination: Chromosomal Mechanisms: XX -XO, XX -XY, ZZ -ZW.

I. Sex determination in honey bees - Haplodiploidy

II. Gynandromorphs

III. Parthenogenesis

c) Role of environmental factors in Sex determination - Bonellia, Crocodile and Turtle.

I. Lyon hy pothesis and Barr bodies formation in mammals

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II. Mechanisms of Dosage compensation in Drosophila and C. elegans

Unit III: Nucleic acids

a) Griffith’s transformation experiments, Avery -Macleod and McCarty, Hershey and Chase

experiment of Bacteriophage infection.

b) Chemical composition and structure of nucleic acids.

I. Double helix nature of DNA, Solenoid model of DNA.

II. Types of DNA – A, B, Z & H fo rms.

c) DNA in Prokaryotes -chromosomal and plasmid and Extra nuclear DNA –mitochondria and

chloroplast.

RNA as a genetic material in viruses and Types of RNA (Structure and function).

Module II: Evolution - 2 Credits

Unit IV: Evolution

a) Origin of unive rse, Chemical evolution - Miller -Urey experiment, Haldane and Oparin theory,

Origin of eukaryotic cell, Theory of Lamarck.

b) Evidence in favor of Evolution: Morphology and comparative anatomy: Homology, Analogy

and Vestigial organs, Embryology: Homology of e arly development, Geographical

distribution, Paleontology, Connecting links, Physiology, Genetics.

c) Evolution of Man

Unit V: Population genetics and evolution

a) Definition and Brief explanation of the following terms: Population, gene pool, Allele

frequency, Genotypic frequency

b) Natural Selection, Sewall Wright effect, Founder effect, Mutation and Migration, effect of

these forces on gene frequency

c) Species Concept - Biological species concept and evolutionary species concept. Speciation

and Isolating mechanisms – Definition and Modes of speciation (Allopatric, Sympatric,

Parapatric and Peripatric), Geographical isolation, Reproductive isolation and its isolating

mechanisms (Pre -zygotic and Postzygotic)

Unit VI: Ethology

a) Introduction to Ethology: Definition, Hist ory and Scope of Ethology

b) Animal behavior - Innate and Learned behavior

c) Types of learning -Habituation, Imprinting and types of imprinting (filial and Sexual),

Classical conditioning, Instrumental learning and insight learning, Communication in Bees

and Ants, Mimicry and colouration, Displacement activities, Ritualization

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) Genetic disorders (Show karyotype spread pictoral)

2) Detection of blood groups and Rh factor

3) Problems in genetics: Multiple alleles, X - linked inheritance

4) Study of bleeding time and clotting time

5) Study of Eukaryotic cells (WBCs) from blood smear by Leishman’ s stain.

6) Identification and study of fossils: Trilobite, Ammonite, Archaeopteryx

References:

1. E.D.P De Robertis and E.M.R Robertis,Cell and molecular Biology,CBS Publishers and

Distributors.

2. Gupta P.K and Pawar C.B., Cell Biology, Himalaya publication

3. Stric kberger, Evolution, CBS publication

4. Benjamin Pierce, Genetics: A conceptual approach, W. H. Freeman; 5th edition (December 27,

2013)

5. David McFarland, Animal Behaviour: Psychobiology, Ethology and Evolution, (1998), 3rd

edition, Benjammin Cumings publication.

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SEMESTER VIII

COURSE VIII -1: BOTANY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcome

By the end of the course, student will be able to:

1. discuss Mendelian Genetics, genetic basis of loci and alleles and sex linked inheritance

2. explain the core concepts and fundamentals of plant tissue culture and its applications

3. describe the fundamentals of R -DNA technology

4. outline the fundamentals of molecular biology

5. explain the concept of databases and its applications

6. demonstrate the technique of plant microtechnique

Module I – Genetics and Biotechnology 2 Credits

Unit I: Genetics -I

a) Mendelian Genetics, Brief explanation of the following terms: Allele, wild type and mutant

alleles, locus, dominant and recessive traits,homozygous and heterozygous, genotype and

phenotype, genome.

b) Exceptions to Mendelian Inheritance: Incomplete dominance , Codominance, Lethal alleles,

Epistasis -Recessive, Double recessive, dominant and double dominant, non epistatic

interactions;

c) Concept of multiple alleles: Coat colour in rabbit, ABO and Rh blood group systems and its

medico -legal importance.

Unit II: B iotechnology -I

a) Plant Biotechnology: Plant tissue culture: Totipotency, Morphogenesis, Types of cultures -

Micropropagation

b) Production of Haploids

c) Protoplast isolation and somatic hybridization

Unit III: Biotechnology -II

a) Transcription in prokaryotes and euk aryotes: promoter sites, initiation, elongation and

termination.

b) Genetic Code, Translation in prokaryotes and eukaryotes

c) R-DNA technology: Gene cloning, Enzymes involved in Gene cloning, Vectors used for

Gene clonin g.

Module II: Genetics and Bioinformatics 2 Credits

Unit IV: Genetics -II

a) Chromosomal Methods heterogametic males and heterogametic females. Sex determination

in monoecious and dioecious plants.

b) Genic Balance Theory of sex determination in Drosophila, Lyon’s Hypothesis of X

chromosome inactivation,

c) Sex linked inheritance - eye colour in Drosophila, Haemophilia, colour blindness , Sex

influenced inheritance:baldness in man

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Unit V: Plant Microtech niques

a) Staining procedures, Classification and chemistry of stains

b) Tissue preparation: living, fixed, coagulating and non -coagulating fixatives, tissue

dehydration using graded solvent series, paraffin infiltration

c) Microtomy and staining permanent sections

Unit VI: Bioinformatics

a) Introduction to bioinformatics and its applications

b) Introduction and Bioinformatics resources:

Bioinformatics resources: NCBI, EMBL - EBI, DDBJ, PIR and SWISSPROT

c) Knowledge of various databases - Organization of biological data - Primary, secondary and

tertiary

Structure database, sequence database, Literature database

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) Preparation of stock solutions and Preparation of MS medium

2) Seed/ any explant sterilization and inoculation technique & Callus induction

3) To find out the amino acid sequence of the given mRNA strand.

4) Demonstration: Microtomy

5) Use of bioinformatics resources and database s

6) Basic and advanced search methods w.r.t Biological databases, use of Entrez

References:

1. De Robertis and De Robertis. 8th Edition. 2017. Cell and Molecular Biology.

2. Gupta, P.K. 1999. A Text Book of Cell and Molecular Biology. Rastogi Publication, Meerut.

India

3. Westhead. 2002.Instant Notes on Bioinformatics. Taylor Francis Publications

4. Berlyn GP and Miksche JP. 1976. Botanical micro -techniques and cytochemistry

5. Hexter W and Yost Jr. H T .1977. The Science of Genetics. Prentice Hall of India Pvt. Ltd.,

New Delhi.

6. Kumar, U. 2000. Methods in Plant Tissue Culture, Agrobios, Jodhpur. India.

7. Bhojwani. S.S. &Razdan. M.K. 1996. Plant Tissue Culture: Theory and Practice (Rev. Ed.).

Elsevier Science Publishers, New York.

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SEMESTER VIII

COURSE VIII -2: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcome

By the end of the course, student will be able to:

1. recall different structures of locomotory organs, muscle fibers and reproductive systems of different

invertebrates and vertebrates.

2. compare and contrast between different egg types, blastulae types and sperms in different animals

and interrelate it with their developmental process.

3. describe types of tra nsgenesis methods, gene therapy, principle of DNA finger printing and its

applications and application of biotechnology in animal husbandry and Medicine.

4. develop the research aptitude and gain experience at reading and evaluating the scientific literature.

5. develop skills, concept and experience to understand the ethical aspects of research.

Module I: Animal Physiology 2 Credits

Unit I: Animal Physiology 3

a) Movement and Locomotion: Locomotory organs (Structures and Functions) -Pseudopodia

in Amoeba (sol gel theory), Cilia in Paramecium, Tube feet in Starfish

b) Structure and function of Striated muscle fiber in human and sliding filament theory,

Structure of Non striated and Cardiac Muscle fiber and functions

c) Chemical composition, Structure and function of Cartilage and Bone, Axial Skeleton:

Vertebral Column, Rib cage, Appendicular Skeleton: Pectoral and Pelvic Girdle and Limbs.

Unit II: Animal Physiology 4

a) Reproductive system: Anatomy of human male and female reproductive system

b) Menstrual cycle in Female, Hormonal regulation of Reproduction and Impact of age on

reproduction

c) Menopause and Andropause

Unit III: Embryology

a) Embryology: Structure of Sperm and Ovum,

b) Types and Patterns of Cleavage, Types of Blastula (Amphioxus, Frog, Aves, Chick.),

Gastrulation

c) Coelom –Formation and types, Extra embryonic membranes, Types of Placentae (Based on

histology, morphology and implantation)

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Module II: Animal Biotechnology 2 Credits

Unit IV: Animal Biotechnology

a) Biotechnology: Scope and achiev ements of Biotechnology (Fishery, Animal Husbandry,

Medical, Industrial)

b) Transgenesis: Retro viral method, nuclear transplantation method, DNA microinjection

method, Embryonic stem cell method

c) Cloning (Natural and Artificial), Natural cloning - Planaria, Identical twins (monozygotic)

and non -identical twins (dizygotic), Artificial cloning -Dolly and Macaque monkey .

Applications of Biotechnology: Blotting techniques - Southern, Northern and Eastern, DNA

fingerprinting - Technique in brief and its a pplication in forensic science (Crime

Investigation), Recombinant DNA in medicines (recombinant insulin), Gene therapy: Ex -

vivo and In -vivo, Severe Combined Immunodeficiency (SCID), and Cystic Fibrosis , Ethical

issues of transgenic and cloned animals

Unit V: Research Methodology

a) Research methodology: The Scientific method - Deductive reasoning and inductive

reasoning, Critical thinking, Role of chance in scientific discovery

b) Scientific Research - Definition, difference between method and methodology

charact eristics, types , Steps in the Scientific Method - Identification of research problem,

Formulation of research hypothesis, Testing the hypothesis using experiments or surveys,

preparing research/study design including methodology and execution (Appropriate

controls, sample size, technically sound, free from bias, repeat experiments for

consistency), Documentation of data, Data analysis and interpretation, Results and

Conclusions

c) Scientific writing: Structure and components of a research paper (Preparation of manuscript

for publication of research paper) - Title, Authors and their affiliations, Abstract, Keywords

and Abbreviations, Introduction, Material and Methods, Results, Discussion, Conclusions,

Acknowledgement, Bibliography; Figures, Tables and their leg ends

Unit VI: Plagiarism and Intellectual Property Rights

a) Plagiarism: Concept, its types and different ways of committing plagiarism and Ethics and

prevention, Detection of plagiarism

b) Introduction to IPR, Types of Intellectual properties: Industrial property, Artistic and

literary Property, Need for IPR, Impact of IPR on development, health, agriculture and

genetic resources, IPR in India.

c) Introduction to Patents, Tread marks and copyrights

114

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Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) To demonstrate immobilization of Enzyme and its activity

2) Study of striated and non - striated muscle fibre

3) Study of permanent slides on topic of Reproduction: T.S. of mammalian testis

4) Study of permanent slides on topic of Reproduction: T.S. of mammalian ovary,

5) Study of permanent slides on topic of Reproduction: T.S of Mammalian Blastula

6) Bibliography and Abstr act writing.

References:

1. Berril N.J., Developmental Biology, Tata McGraw –Hill Publication.

2. Miller S. A. and Harley J. B, Zoology., (2005), 6th edition, Tata McGraw Hill.

3. E. L. Marieb, Human Anatomy and Physiology, Pearson Education Low Price Edition

4. A. Bo rem, D. Bowe. Understanding biotechnology, Low price edition –Pearson Publication

5. RC. Kothari, Research Methodology, Methods and Techniques, Wiley Eastern Ltd. Mumba i

6. Paul D Leedy, Practical research planning and design, 2nd edition, Macmilan Publication

115

## Page 116

SCIECNE FOUNDATION COURSES –

BIOLOGY

SEMESTER I AND SEMESTER II

116

## Page 117

SEMESTER - I

SCIENCE FOUNDATIO N COURSE I : BOTANY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Course Outcome

By the end of the course, student will be able to:

1. classify Algae, Fungi and Bryophytes

2. explain the characteristics of gymnosperm

3. compare the characteristics between Dicots and Monocots

4. explain the structure of flower

5. explain the concept of microbiology

Module I: Introduction to Study of Life 2 Credits

Unit I: Study of Life Forms: I

a) Algae: Classif ication of Algae up to class. (G. M. Smith’s Classification). Salient features of

algae. Study of one alga from each class as an Example (only morphology)

b) Fungi: Classification of true fungi up to class. Salient features of fungi. Study of Rhizopus as

representative organism (Thallus structure at asexual stage).

c) Bryophytes: Salient features of bryophytes. Type study of Funaria as an example of moss (only

morphology) , Pteridophytes: Salient features of pteridophytes. Type study of Nephrolepis as an

example o f ferns.

Unit II: Study of Life Forms: II

a) Gymnosperms: Important characteristics of gymnosperms. Study of Cycads and Conifers with

one example of each i.e. Cycas and Pinus (only morphology)

b) Angiosperms: Distinguishing features of angiosperms. Comparison between Dicots and

Monocots

c) Flower: Structur e of a typical flower. Floral parts and their functions.

Unit III: Plant Cells, Tissues and Organs

a) Study of typical plant cell and cell organelles

b) Types of cells. Simple and compound tissues , Organs of plants: Study of roots, stem and

leaves in higher plants w.r.t. their structural details and functions

c) Plant Functions: Importance of water in plants, Absorption of water and minerals (General

account), Photosynthesis: general outline of the pro cess and its importance, Respiration:

general outline of the process and its importance, Reproduction in plants (basic explanations of

sexual and asexual methods)

Module II: Introduction of Plant Science 2 Credits

Unit IV: Branches of Botany

a) Fundamental Branches of Botany: Introduction of Phycology, Mycology, Plant Morphology,

Plant Anatomy, Plant Physiology, Plant Genetics, Plant Cytology, Palynology and Plant

Embryology.

b) Allied and Interdisciplinary Branches of Botany: Introduction of Plant Histology Plant

Taxonomy, Plant Breeding, Plant Ecology, Phyto -geography, Paleobotany, Plant Pathology,

Medicinal Botany Bioinformatics and Ethnobotany

c) Productive Branches: Introduction of Agriculture, Horticulture, Forestry and Organic

Farming.

Unit V: Applied Botany

a) Aesthetic Botany: Study of Ornamental Plants - Common flowering and foliage plants used

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## Page 118

in private and public gardens. Common indoor and outdoor plants

b) Healing Botany: Study of common medicinal plants w.r.t. their source, parts used and

therapeutic uses. Eg. Turmeric, Tulsi, Aloe, Ginger, Lemon, Amla, Clove, Pepper and Mint

c) Experimental Botany: Introduction to and applications of - Plant Tissue Culture (PTC) and

GM (Genetically Modifie d) Crops

Unit VI: Study of Fungi (Microbiology)

a) Fungal Physiology, Structure and Symbioses

i. Nutrition and Physiology

ii. Fungal Morphology, Spores and Cell Walls

iii. Symbioses and Pathogenesis

b) Some Fungi of Special Interest

i. Synchytrium

ii. Saprolegnia

iii. Mucor

iv. Schizosaccharomyces

v. Saccharomyces

vi. Neurospora

vii. Agaricus

viii. Filobasidiella neoformans

ix. Aspergillus

x. Penicillium

xi. Candida

c) Medicinally important fungi and fungal diseases , Economic effects of Fungi

Module III- Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

Any Six Experiments

1) Study of habit/morphology of: Spirogyra, Rhizopus, Funaria and Nephrolepis

2) Study of habit/morphology of: Cycas and Pinus

3) To study a typical flower and floral parts in detail

4) To observe a typical plant cell and basic types of tissue

5) To study medicinal uses of Turmeric, Tulsi, Aloe, Ginger, Lemon, Amla, Clove,Pepper and Mint

6) To stain and observe morphology of Yeast (Saccharomyces cerevisiae) by monochrome staining.

Assignments:

1. Study of forest types

2. Importance of organic farming

3. Industrial uses of fungi

4. Study of ornamental plants

5. Traditional herbal medicines

6. Survey of genetically modified crops etc.

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## Page 119

References:

1. College Botany, Volume I by Dr. B. P. Pandey, S. Chand Publication

2. College Botany, Volume II by Dr. B. P. Pandey, S. Chand Publication

3. Plant Anatomy by A. Fahn

4. Horticulture: Principles and Practices by George Acquaah, Pearson Edition

5. Handbook on Indian Medicinal Plants by M. C. Joshi, Scientific Publishers

6. Brock Biology of microorganisms, 13th edition, Madigan et al Pg 601 -603

7. Microbiology by Pelczar, 5th edition, pg no 352 -361

8. Microbiology an introduction by Tortora pg no 331 -334

119

## Page 120

SEMESTER - II

SCIECNE FOUNDATIO N COURSE II: ZOOLOGY

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks

Course Outcome

By the end of the course, student will be able to:

1. describe the level of organization

1. explain the characteristics of multicellular organzation

2. elaborate the characteristics of aquatic vertebrate animals

3. explain the concept of ecosystem

4. discuss the importance of application of Microscopy

Module I : Diversity of Animal Kingdom 2

Credit s

Unit I: Diversity of Animal Kingdom I

a) Level of organization: -

a) Unicellularity, Multi cellularity, Division of labour, Organization of tissue,

b) Development of Coelom, symmetry, segmentation and cephalization.

c) Unicellular organization: - Protozoa

b) Multic ellular organization

a) Colonization level of - Phylum - Porifera

b) Division of labour - Phylum -coelenterata

c) Triploblastic acoelomate and pseudocoelomate organization: Acoelomate organization

- Phylum Platyhelminthe

d) Pseudocoelomate organization – Phylum Nemathelm inthes.

c) Triploblastic coelomate organization:

a) Animals with metameric segmentation - Phylum Annelida.

b) Animals with jointed appendages - Phylum Arthropoda

Unit II: Diversity of Animal Kingdom II

a) Animals with mantle: Phylum Mollusca , Animals with enterocoel: Phylum Echinodermata

b) Phylum Hemichordat a

c) Phylum: - Chordate

a. Subphylum Urochordata

b. Subphylum Cephalochordata

Unit III: Diversity of Animal Kingdom III

a) Diversity of Animal Kingdom aquatic vertebrate animals (Different characteristic features and

Classification)

a. Subphylum Vertebrata

b. Super class: Agnatha - Class Cyclostomata

c. Super class: Gnathostomata

d. Class Pisces (Cartilaginous and bony fish)

b) Diversity of Animal Kingdom in terrestrial vertebrate animals (Different characteristic feature s

and Classification)

a. Subphylum Vertebrata

b. Class Amphibia

c. Class Reptilia

c) Diversity of Animal Kingdom in terrestrial vertebrate animals (Different characteristic features

and Classification)

a. Subphylum Vertebrata

b. Class Aves

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## Page 121

c. Class Mammalia

Module II: Ecosystem 2 Credits

Unit IV: Ecosystem

a) Concepts of ecosystem, food chain and food web , Concept of biogeochemical cycles:

a. carbon

b. oxygen

c. water cycles

b) Concept of Ecosystem, Major and Minor ecosystems, Natural and Artificial Ecosystems

c) Concepts of animal interactions , Symbiosis: Mutualism, commensalism, parasitis m, predation

and Antibiosis

Unit V: Concept of Ethology

a) Introduction to Ethology - Definition, History and Scope of Ethology , Animal behaviour -

Innate and Learned behaviour

b) Ethology II - Types of learning -Habituation, Imprinting and types of imprinting -filial and

sexual, Classical conditioning, Instrumental learning and insight learning.

c) Aspects of animal behaviour - Communication in Bees and Ants , Mimicry and colouration ,

Migration in fish and schooling behaviour.

Unit VI: Application of Microscopy

a) Micro scopy: - Applications in biological science s, Principle, instrumentation and working for —

Bright field microscope ( Parts refractive index , focal length, types of lens ,microscope

resolution ) , Basic staining methods: - Monochrome staining & vital staining

b) Major Biomolecules of cells - Carbohydrates

a. Nomenclature, isomerism and classification, Functions of carbohydrates, Glycosidic

bond

b. Types of carbohydrates: structure of Monosaccharides : Glucose and fructose.

c. Disaccharides: Sucrose and lactose

d. Polysaccharides: Starch and glycogen

e. Oxidation reaction of CHO gps - Benedicts test

Lipids

a. Definition, classification of lipids with one examples , Ester linkage

b. Functions of Lipids, Physical and Chemical properties of lipids

c. Saturated and Unsaturated fatty acids (one example each )

d. Phospholipids; general structure, amphiphatic nature and formation of Phospholipid

bilayer ,

c) Major Biomolecules of cells II - Proteins

a) Amino acids: Types based on carboxylic, amino and aromatic group with 3 egs ofeach

type

b) Peptide bond, General study of structure of proteins: Primary, secondary, tertiary, and

quaternary structure, with one example

c) Properties of proteins (solubility , MWt ,Shape, Isoelectric pH, p recipitation by salting

out , Biuret reaction ) Biologically important protein Insulin (structure and Function

Nucleic acids and Nucleotides

a) Nucleosides and Nucleotides , Watson and Cricks model of DNA , Chargaffs rule ,

A,B and Z form of DNA .

b) Types o f RNA (m RNA,tRNA,rRNA)and their Functions

Module III - Internal Assessment 2 Credits

S.No Task Marks

1 One Assignment /Class test 10 marks

2 Practical and Journal Submission (Any Six

Experiments) 30 marks

Total 40 marks

121

## Page 122

Any Six Experiments

1. Levels of organization in Animal kingdom

a. Symmetry: i) Asymmetric organization: Amoeba, Radial symmetry: Sea anemone,

Aureliam and Bilateral symmetry: Planaria / liver fluke

b. Acoelomate: T.S. of Planaria / liver fluke

c. Pseudocoelomate: T.S. of A scaris

d. Coelomate : T.S. of Earthworm

e. Segmentation i) Pseudosegmentation: Tapeworm , Metamerism: Earthworm ,

Specialization of body parts for division of labour: Head, thorax and abdomen - Insect

F) Cephalization i) Cockroach – Head

2. Animal Diversity

a) Protozoa : Porifera: Coelentrate:

b) Platyhelminthes:

c) Nemathelminthes: Annelida: Arthropoda:

d) Prawn/ crab – Cephalothorax

e) Amoeba, Paramecium, Euglena, Plasmodium Leucosolenia, bath sponge , Hydra,

Aurelia, sea anemone and any one coral , Planaria, liver fluke and tapeworm , Ascaris -

male and female , Nereis, earthworm and leech , Crab, lobster, Lepisma, beetle,

dragonfly, butterfly, moth, spider, centipede, millipede

3. Animal Diversity

a) Mollusca: Chiton, Dentalium, Pila, bivalve, Sepia and Nautilus

b) Echinoderma ta: Starfish, brittle star, sea urchin, sea cucumber, feather star

c) Hemichordata: Balanoglossus

d) Urochordata: Herdmania

e) Cephalochordata: Amphioxus

f) Cyclostomata: Petromyzone/Myxine

g) Pisces: Chodrichthyes: - Shark, skates,

h) Osteichthyses: - Sciaena,

i) Amphibi a: Frog, toad, caecilian, salamandar

j) Reptalia: Chameleon, Calotes, turtle/tortoise, snake, alligator/crocadile.

k) Aves: Kite, kingfisher, duck

l) Mammalia: Shrew, hedgehog, guinea pig, bat.

4. Study of animal interaction:

a) Commensalism: Hermit crab and sea anemone , Echinus and shark

b) Mutualism: Termite and Trichonympha

c) Antibiosis: Effect of antibiotic on bacterial growth on a petri plate

d) Parasitism: Ectoparasite – head louse and bed bug

e) Endoparasite: Trichinella spiralis

f) Predation: Praying mantis and spider.

5. Study of Honey Bee: -

a) Life Cycle of Honey Bee and Bee Hive

b) Mouthparts of Honey Bee

c) Legs of Honey Bee

d) Sting Apparatus of Honey Bee

6. Study of ethological aspects:

a) Warning Colouration

b) Mimicry

c) Communication in animals: Chemical signals and sound signals.

7. Study of parts of Compound microscope and its handling

8. Qualitative detection test - Detection of reducing sugar using Benedicts test , Detection of

proteins by Biuret test

9. Field visit

122

## Page 123

References

1. Biological science, 3rd edition – D.J. Taylor, N. P. O. Green, G. W . Stout. Cambridge University

press, Low priced edition.

2. Zoology – S. A. Miller and J. B. Harley, Tata McGraw hill

3. Modern textbook of Zoology: Vertebrates by Kotpal

4. Modern Textbook of Zoology, Invertebrates, Kotpal R. L

5. Vertebrate Zoology Volume I - Jordan and Verm , S. Chand and Co.

6. Invertebrate Zoology Volume II - Jordan and Verma , S. Chand and Co.

7. Invertebrate Zoology - Dhami P. S. and Dhami J. K., R. Chand and Co.

8. Principles of ecology – Odum

9. Ecology – Principle and application – J. L. Chapman and M. J. R eiss, Cambridge University press,

Low priced edition.

10. Animal behaviour – David Mc Farland

11. An introduction to animal behaviour, 4th edition - Aubrey Manning and M. S. Dawkins.

Cambridge University press, Low priced edition.

12. Animal behaviour – Mohan Arora. H imalaya publication.

13. Animal Behaviour - David McFarland

14. Animal Behaviour - Mohan Arora

15. Animal Behaviour - Reena Mathur

16. An introduction to Animal Behaviour - Dawkins 5. Animal Behaviour -Agarwal

17. Animal Behaviour - Tinbergen

18. Principles of Biochemistry and Molecular biology by Keith Wilson and John Walker.

19. Research Methodology, Methods and Techniques - by C.R. Kothari, Wiley Eastern Ltd. Mumbai

20. Essentials of Ecology, 3rd edition – G. Tyler and Miller Jr. Thompson Books

21. Biodiversity: S.V .S. Rana, Prentice Ha ll Publications.

22. Principles of Biochemistry, 2005, 2ndand 3rdedn. Lehninger A.L. Nelson D.L. and Cox M.M ,

23. Biochemistry, Dushyant Kumar Shrma, 2010, Narosa Publishing house PVT.Ltd.

24. Fundamentals of Biochemistry, Dr AC Deb, 1983, New Central Book Agency Ltd.

25. A Textbook of Biochemistry, 9thedition, Dr. Rama Rao A.V.S.S and Dr A Suryalakshmi.

26. Text book of biochemistry for medical students , by D M Vasudevan, Sreekumari S, Kanan

Vaidyanathan , Sixth ed,2011, Jaypee brothers medical publishers (p) ltd

27. Biochemistry - G Zubay, Addison Wesley, 1983

28. Biochemistry, L Stryer, 3rd/4th/5th ed, 1989, Freeman and Co. NY

29. Fundamentals of Biochemistry by J.L. Jain, Sunjay Jain and Nitin Jain

30. Prescott,Harley, and Klein’s Microbiology,Seventh ed, 2008,Published by McGra w-Hill

123

## Page 124

(UNIVERSITY OF MUMBAI)

Syllabus for: B. Sc. B. Ed. (Mathematics)

124

## Page 125

Course Structure

Semester Module Title

I1 Real Numbers

2 Discrete Mathematics I

3 Practicals

II1 Single Variable Calculus I

2 Statistical Methods and Applications

3 Practicals

III1 Ordinary Dierential Equations

2 Linear Algebra I

3 Practicals

IV1 Single Variable Calculus II

2 Linear Algebra II

3 Practicals

V1 Multivariable Calculus I

2 Linear Algebra III

3 Practicals

VI1 Multiple Integration

2 Group Theory

3 Practicals

125

## Page 126

Semester Paper Module Title

VIIPaper I1 Complex Analysis

2 Discrete Mathematics II

3 Practicals

Paper II4 Metric Topology I

5 Metric Topology II

6 Practicals

VIIIPaper I1 Single Variable Calculus III

2 Numerical Methods

3 Practicals

Paper II4 Elementary Number Theory

5 Graph Theory

6 Practicals

126

## Page 127

Foundation Course

Semester Module Title

I1 Arithmetic, commercial arithmetic, basic algebra

2 Lienar equations and graphing, Mensuration, Elementary statistics

3 Practicals

II1 Set theory, functions, logarithmic and exponential functions

2 polynomials, lines and planes, statistics

3 Practicals

127

## Page 128

SEMESTER I

COURSE I: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Module 1 Real Numbers

Learning Outcomes:

Learner will understand the basic properties of real numbers. Real numbers forms the foundation

of many advanced concepts in mathematics.

Unit I Real Number System

(a) Real number system Rand order properties of R, absolute value jjand its properties.

(b) Intervals and neighbourhoods. deleted neighbourhood interior points, Hausdor prop-

erty.

(c) Bounded sets, statements of I.u.b. axiom and its consequences, supremum and inmum,

maximum and minimum, Archimedean property(only statement) and its applications,

density of rationals. (only statement)

Unit II Sequences of real numbers

(a) Denition of a sequence and examples, Convergence of sequences, boundedness of se-

quences. Every convergent sequences is bounded. Limit of a convergent sequence and

uniqueness of limit. Divergent sequences.

(b) Convergence of standard sequences like1

1 +na

8a> 0;(bn)8b;0**n)8c>**

0;& (n1

n)(without proof).

(c) Algebra of convergent sequences, sandwich theorem, monotone sequences, monotone

convergence theorem (without proof ) and consequences, convergence of

1 +1

nn

.

Unit III Series of real numbers

(a) Innite series in R. Denition of convergence and divergence. Basic examples including

geometric series. Elementary results such as if1X

n=1anis convergent, then an!0 but

converse not true. Cauchy Criterion. Algebra of convergent series.

(b) Tests for convergence(only statements): Comparison Test, Limit Comparison Test, Ratio

Test proof), Root Test. Examples. The decimal expansion of real numbers. Convergence

of1X

n=11

np(p> 1):Divergence of harmonic series1X

n=11

n.

(c) Alternating series. Leibnitz's Test. Examples. Absolute convergence, absolute conver-

gence implies convergence but not conversely. Conditional Convergence.

Reference Books:

1. R. R. Goldberg, Methods of Real Analysis, Oxford and IBH, 1964.

128

## Page 129

2. K. G. Binmore, Mathematical Analysis, Cambridge University Press, 1982.

3. R. G. Bartle- D. R. Sherbert, Introduction to Real Analysis, John Wiley & Sons, 1994.

4. Sudhir Ghorpade and Balmohan Limaye, A course in Calculus and Real Analysis, Springer

International Ltd, 2000.

5. G. F. Simmons, Dierential Equations with Applications and Historical Notes, McGraw Hill,

1972.

6. E. A. Coddington , An Introduction to Ordinary Dierential Equations.Prentice Hall, 1961.

7. W. E. Boyce, R. C. DiPrima, Elementary Dierential Equations and Boundary Value Prob-

lems, Wiely, 2013.

Additional Reference Books

1. T. M. Apostol, Calculus Volume I, Wiley & Sons (Asia) Pte, Ltd.

2. Richard Courant-Fritz John, A Introduction to Calculus and Analysis, Volume I, Springer.

3. James Stewart, Calculus, Third Edition, Brooks/ cole Publishing Company, 1994.

4. D. A. Murray, Introductory Course in Dierential Equations, Longmans, Green and Co.,

1897.

5. A. R. Forsyth, A Treatise on Dierential Equations, MacMillan and Co.,1956.

Module 2 Discrete Mathematics I

Learning Outcomes:

Learner will understand the behaviour of integers. Learner will also study how to establish dierent

types of relations between any two sets.

Unit IV Integres and Divisibility

(a) Statements of well-ordering property of non-negative integers, Principle of nite induc-

tion (rst and second) as a consequence of Well-Ordering Principle.

(b) Divisibility in integers, division algorithm, greatest common divisor (g.c.d.) and least

common multiple (l.c.m.) of two non zero integers, basic properties of g.c.d. such as

existence and uniqueness of g.c.d. of two non zero integers a&band that the g.c.d. can

be expressed as ma+nbfor somem;n2Z. Euclidean algorithm.

(c) Primes. Euclid's lemma. Fundamental Theorem of arithmetic (only statement). The

set of primes is innite. There exists innitely many primes of the form 4n 1 or of the

form 6n1.

(d) Congruence, denition and elementary properties. Results about linear congruence equa-

tions. Examples.

Unit V Relations and functions

129

## Page 130

(a) Denition of a relation. Denition of a function. Domain, co-domain and range of a

function. Composite functions. Examples. Direct image f(A) and inverse image f1(B)

for a function f. Injective, surjective, and bijective functions. Invertible functions. Bi-

jective functions are invertible and conversely. Examples of functions including constant,

identity.

(b) Equivalence relation.

Equivalence classes. Properties such as two equivalences classes are either identical or

disjoint. Denition of partition. Every partition gives an equivalence relation and vice

versa.

(c) Congruence is an equivalence relation on Z, Residue classes and partition of Z, Addition

modulon, Multiplication modulo n, examples.

Unit VI Polynomials

(a) Denition of a polynomial, polynomials over FwhereF=Q;RorC. Algebra of

polynomials. Degree of a polynomial. Division algorithm in F[X] (without proof).

G.C.D of two polynomials.

(b) Roots of a polynomial. Relation between roots and coecients. Multiplicity of a root.

Elementary consequences such as the following.

(i) Remainder theorem, Factor theorem.

(ii) A polynomial of degree nhas at most nroots (without proof).

(iii) Complex and non-real roots of a polynomials in R[X] occur in conjugate pairs.

(without proof)

(Emphasis on examples and problems in polynomials with real coecients).

(c) Necessary condition for a rational numberp

qto be a root of a polynomial with integer

coecients (viz. pdivides the constant coecient and qdivides the leading coecient).

Simple consequence such as the irrationality is necessarily ofppfor any prime number

p. Irreducible polynomials in Q[x],. Unique Factorisation Theorem (without proof).

Examples.

Reference Books:

1. David M. Burton, Elementary Number Theory, Seventh Edition, McGraw Hill Education

(India) Private Ltd.

2. 2. Norman L. Biggs, Discrete Mathematics, Revised Edition, Clarendon Press, Oxford 1989.

Additional Reference Books

1. I. Niven and S. Zuckerman, Introduction to the theory of numbers, Third Edition, Wiley

Eastern, New Delhi, 1972.

2. G. Birko and S. Maclane, A Survey of Modern Algebra, Third Edition, Mac Millan, New

York, 1965.

3. N. S. Gopalkrishnan, University Algebra, Ne Age International Ltd, Reprint 2013.

4. I .N. Herstein, Topics in Algebra, John Wiley, 2006.

130

## Page 131

5. P. B. Bhattacharya S. K. Jain and S. R. Nagpaul, Basic Abstract Algebra, New Age Inter-

national, 1994.

6. Kenneth Rosen, Discrete Mathematics and its applications, Mc-Graw Hill, International Edi-

tion, Mathematics Series.

Module 3

(A) Suggested Practical topics

(1) Algebraic and Order Properties of Real Numbers and Inequalities, Hausdor Property

and LUB Axiom of R;Archimedian Property.

(2) Convergence and divergence of sequences, bounded sequences, Sandwich Theorem. Mono-

tonic sequences, non-monotonic sequences.

(3) Examples of convergent / divergent series and algebra of convergent series.Tests for

convergence of series.

(4) Mathematical induction ,Division Algorithm, Euclidean algorithm in Z, Examples on

expressing the gcd. of two non zero integers a&basma+nbfor somem;n2Z. Primes

and the Fundamental theorem of Arithmetic. Euclid's lemma. There exists innitely

many primes of the form 4 n1 or of the form 6 n1.

(5) Functions, Bijective and Invertible functions. Compositions of functions. Equivalence

Relations, Partition and Equivalence classes.

(6) Polynomials.

xxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

131

## Page 132

SEMESTER II

COURSE II: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Module 1 Single Variable Calculus I

Learning outcomes:

Learners will understand the concept of rate of change in the motion of an object and its applica-

tions.

Unit I Limits and continuity

(a) Graphs of some standard functions such as jxj; ex;logx; ax2+bx+c;1

x; xnn

3);sinx;cosx;tanx;sin1

x

; x2sin1

x

over suitable intervals of R:

(b)"denition of Limit of a function at a point in a domain containing a deleted

neighbourhood of that point. Uniqueness of limit if it exists. Algebra of limits. Limits

of composite function. Sandwich theorem. Left-hand-limit lim

x!af(x), right-hand-limit

lim

x!a+f(x), non-existence of limits, lim

x!1f(x);lim

x!1f(x) and lim

x!af(x) =1.

(c) Continuous functions: Continuity of a real valued function at a point and on a set using

denition. Examples. Continuity of a real valued function at end points of the

domain using denition. fis continuous at aif and only if lim

x!af(x) exists and

equals tof(a). Sequential continuity (without proof). Examples. Algebra of continuous

functions. Discontinuous functions. Examples.

Unit II Dierentiability

(a) Dierentiation of real valued function of one variable: Denition of dierentiability of

a function at a point of an open interval. Examples of dierentiable and non dieren-

tiable functions. Dierentiable functions are continuous but not conversely. Algebra of

dierentiable functions.

(b) Chain rule, Higher order derivatives. Leibniz rule.

(c) Derivative of inverse functions(only examples). Implicit dierentiation (only examples)

Unit III Applications of dierentiability

(a) Rolle's Theorem, Lagrange's and Cauchy's Mean Value Theorems and their applications

and examples. Monotone increasing and decreasing functions. Examples.

(b) L-Hospital rule (without proof). Examples of indeterminate forms. Taylor's theorem

with Lagrange's form of remainder (only statement), Taylor polynomial and applications.

(c) Denition of critical point. Local maximum/minimum and necessary condition. Sta-

tionary points. Second derivative test. Examples. Concave/convex functions. Point of

in
ection.

Reference Books:

132

## Page 133

1. R. R. Goldberg, Methods of Real Analysis, Oxford and IBH, 1964.

2. K. G. Binmore, Mathematical Analysis, Cambridge University Press, 1982.

3. R. G. Bartle- D. R. Sherbert, Introduction to Real Analysis, John Wiley & Sons, 1994.

4. Sudhir Ghorpade and Balmohan Limaye, A course in Calculus and Real Analysis, Springer

International Ltd, 2000.

5. G. F. Simmons, Dierential Equations with Applications and Historical Notes, McGraw Hill,

1972.

6. E. A. Coddington , An Introduction to Ordinary Dierential Equations.Prentice Hall, 1961.

7. W. E. Boyce, R. C. DiPrima, Elementary Dierential Equations and Boundary Value Prob-

lems, Wiely, 2013.

Module 2 Statistical Methods and Applications

Learning outcomes:

Learner will know how to study a data available to him/her using the statistical techniques.

Unit I Descriptive Statistics and random variables

(a) Measures of location (mean, median, mode), Partition values and their graphical loca-

tions.

(b) Measures of dispersion, skewness and kurtosis. Exploratory Data Analysis (Five number

summary, Box Plot, Outliers)

(c) Random Variables (discrete and continuous). Expectation and variance of a random

variable.

Unit II Probability Distributions and Correlation

(a) Discrete Probability Distribution (Binomial, Poisson).

(b) Continuous Probability Distribution: (Uniform, Normal).

Unit III Correlation

(a) Correlation, Karl Pearson's Coecient of Correlation, Concept of linear Regression.

(b) Fitting of a straight line and curve to the given data by the method of least squares,

relation between correlation coecient and regression coecients.

Reference Books

1. Fundamentals of Mathematical Statistics,12th Edition, S. C. Gupta and V. K. Kapoor,Sultan

Chand & Sons, 2020.

2. Statistics for Business and Economics, 11th Edition, David R. Anderson, Dennis J. Sweeney

and Thomas A. Williams, Cengage Learning, 2011.

3. Introductory Statistics, 8th Edition, Prem S. Mann, John Wiley & Sons Inc., 2013.

133

## Page 134

4. A First Course in Statistics, 12th Edition, James McClave and Terry Sincich, Pearson Edu-

cation Limited, 2018.

5. Introductory Statistics, Barbara Illowsky, Susan Dean and Laurel Chiappetta, OpenStax,

2013.

6. Hands-On Programming with R, Garrett Grolemund, O'Reilly.

Module 3

(A) Suggested Practical topics

(1) Limit of a function and Sandwich theorem, Continuous and discontinuous function.

Algebra of limits and continuous functions,

(2) Properties of dierentiable functions, Higher order derivatives, Leibniz Rule, derivatives

of inverse functions and implicit functions.

(3) Mean value theorems and its applications, L'Hospital's Rule, Increasing and Decreasing

functions. Maxima-minima, 2nd derivative test. Taylor's Polynomial.

(4) Descriptive Statistics, Random Variables.

(5) probability Distributions.

(6) Correlation and Regression.

xxxxxTask

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

134

## Page 135

SEMESTER III

COURSE III: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Module 1 Ordinary Dierential Equations

Learning Outcomes: Learner will be able to classify and solve the ordinary dierential equations

according to the order. Learner will be able to apply the concepts of ODE to biological sciences and

physics.

Unit I First order rst degree dierential equations

(a) Denition of a dierential equation, order, degree, ordinary dierential equation and

partial dierential equation, linear and non linear ODE. Solution of homogeneous and

non-homogeneous dierential equations of rst order and rst degree.

(b) Exact Equations: General solution of Exact equations of rst order and rst degree.

Necessary and sucient condition for Mdx +Ndy = 0 to be exact. Non-exact equations:

Rules for nding integrating factors (without proof) for non exact equations, such as :

i)1

M x +N yis an I.F. if M x +N y6= 0 andMdx +Ndy = 0 is homogeneous.

ii)1

M xN yis an I.F. if M xN y6= 0 andMdx +Ndy = 0 is of the form

f1(x;y)y dx +f2(x;y)x dy = 0:

iii)eR

f(x)dx(respeR

g(y)dy) is an I.F. if N6= 0 (respM6= 0) and1

N@M

@y@N

@x

resp1

M@M

@y@N

@x

is a function of x(respy) alone, say f(x) (respg(y)).

(c) Linear equations of rst order, Bernoulli's equations. Applications to orthogonal trajec-

tories, population growth, and nding the current at a given time.

Unit II Second order Linear Dierential equations

1. Homogeneous and non-homogeneous second order linear dierentiable equations: The

space of solutions of the homogeneous equation as a vector space. Wronskian and lin-

ear independence of the solutions. The general solution of homogeneous dierential

equations. The general solution of a non-homogeneous second order equation. Comple-

mentary functions and particular integrals.

2. The homogeneous equation with constant coecients. auxiliary equation. The general

solution corresponding to real and distinct roots, real and equal roots and complex roots

of the auxiliary equation.

3. Non-homogeneous equations: The method of undetermined coecients. The method of

variation of parameters.

Unit III Higher order linear dierential equations

(a) The general nth order linear dierential equations, Linear independence, Existence and

uniqueness theorem, Classication: homogeneous and non-homogeneous. Wronskian.

Properties of Wronskian. General solution of homogeneous and non-homogeneous LDE,

The Dierential operator and its properties. (proofs can be done for n= 2)

135

## Page 136

(b) Higher order homogeneous linear dierential equations with constant coecients, the

auxiliary equations, Roots of the auxiliary equations: real and distinct, real and repeated,

complex and complex repeated.

(c) The inverse dierential operator and particular integral. Evaluation of1

f(D)for the

functions like ex, sinax, cosax,xm,exVandxVwhereVis any function of xwhere

f(D) is a dierential operator with constant coecients. Cauchy's equation: a0x3d3y

dx3+

a1x2d2y

dx2+a2xdy

dx+a3y=f(x);a 0;a1;a2;a32R.

Reference Books

1. E.D. Rainville and P.E. Bedient; Elementary Dierential Equations; Macmillan.

2. Raisinghania; Ordinary and Partial Dierential Equations; S. Chand.

3. G.F. Simmons; Dierential Equations with Applications and Historical Notes; Taylor's and

Francis.

4. Elementary Dierential Equations and Boundary Value Problems; Boyce DiPrima; John Wi-

ley & Sons (Asia) Pte Ltd.

Module 2 Linear algebra I

Learning Outcomes:

Learner will be able to examine existence and uniqueness of solutions of system of equations and

apply them to real life problems. Learner will be exposed to concept of dimensions of vector space

Unit IV System of Equations, Matrices

(a) Parametric equation of lines and planes. System of homogeneous and non- homogeneous

linear equations. The solution of system of m homogeneous linear equations in nun-

knowns by elimination and their geometrical interpretation for

(n;m) = (1; 2);(1;3);(2;2);(2;3);(3;3):Denition of ntuples of real numbers, sum of

twontuples and scalar multiple of an ntuple.

(b) Matrices with real entries; addition, scalar multiplication and multiplication of matrices;

transpose of a matrix, types of matrices: zero matrix, identity matrix, scalar matri-

ces, diagonal matrices, upper triangular matrices, lower triangular matrices, symmet-

ric matrices, skew-symmetric matrices, Invertible matrices; identities such as ( AB)t=

BtAt;(AB)1=B1A1.

(c) System of linear equations in matrix form, elementary row operations, row echelon ma-

trix, Gaussian elimination method, to deduce that the system of mhomogeneous linear

equations in nunknowns has a non-trivial solution if mUnit V Vector space over R

(a) Denition of a real vector space. Examples such as Rn;R[X];Mmn(R), space of all real

valued functions on a non empty set. Subspace: denition, examples such as lines,

planes passing through origin as sub-spaces of R2;R3respectively. Upper triangular

matrices, diagonal matrices, symmetric matrices, skew-symmetric matrices as subspaces

136

## Page 137

ofMn(R)(n = 2;3);Pn(X ) =fa0+a1x+ +anxnjai2R;0ingas a subspace

R[X]:The space of all solutions of the system of mhomogeneous linear equations in n

unknowns as a subspace of Rn.

(b) Properties of a subspace. Necessary and sucient condition for a non empty subset to

be a subspace of a vector space. Arbitrary intersection of sub-spaces of a vector space

is a subspace. Union of two subspaces is a subspace if and only if one is a subset of the

other.

(c) Finite linear combinations of vectors in a vector space. The linear span L(S) of a non-

empty subset Sof a vector space. Sis a generating set for L(S):L(S ) is a vector subspace

ofV. Linearly independent/linearly dependent subsets of a vector space. A subset

fv1;v2;:::vkgof a vector space is linearly dependent if and only if there is i2f1;2;:::;kg

such thatviis a linear combination of the other vectors vj.

Unit VI Basis and dimension

(a) Basis of a vector space, maximal linearly independent subset of a vector space is a basis

of a vector space. Minimal generating set of a vector space is a basis of a vector space.

Any two bases of a vector space have the same number of elements. Dimension of a vector

space. Any set of nlinearly independent vectors in an ndimensional vector space is a

basis. Any collection of n+ 1 linearly independent vectors in an ndimensional vector

space is linearly dependent.

(b) ifW1;W 2are two subspaces of a vector space VthenW1+W2is a subspace of the vector

spaceVof dimension dim(W 1) + dim(W1)dim(W 1\W2)). Extending any basis of a

subspaceWof a vector space Vto a basis of the vector space V.

(c) Row space, column space of a matrix, row rank and column rank of a matrix, Equivalence

of the row and the column rank, Invariance of rank upon elementary row or column

operations.

Reference books

1. Howard Anton, Chris Rorres, Elementary Linear Algebra, Wiley Student Edition).

2. Serge Lang, Introduction to Linear Algebra, Springer.

3. S Kumaresan, Linear Algebra - A Geometric Approach, PHI Learning.

4. Sheldon Axler, Linear Algebra done right, Springer.

5. Gareth Williams, Linear Algebra with Applications, Jones and Bartlett Publishers.

6. David W. Lewis, Matrix theory.

Module 3

(A) Suggested Practical topics

(1) Solving exact and non-exact, rst order rst degree linear dierential equations, Bernoulli's

equations.

(2) Solving second order linear dierential equations with constant coecients, solving sec-

ond order dierential equations using UDC method and method of variation of param-

eter.

137

## Page 138

(3) Solving higher order dierential equations using dierential operators. Solving non-

homogeneous dierential equations using inverse operator. Solving Cauchy's equation.

(4) Systems of homogeneous and non-homogeneous linear equations. Elementary row/column

operations and Elementary matrices.

(5) Vector spaces, Subspaces, Linear Dependence/independence.

(6) Finding basis of a vector space/subspace. Finding dimension of a vector space/subspace.

xxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

138

## Page 139

SEMESTER IV

COURSE IV: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Module 1 Single Variable Calculus II

Learning outcomes:

Learner will be able to identify Riemann integrable functions and test the convergence of improper

integrals. Also will be exposed to some applications of integration.

Unit I Unit I Riemann Integration

(a) Idea of approximating the area under a curve by inscribed and circumscribed rectan-

gles. Partitions of an interval. Renement of a partition. Upper and Lower sums for a

bounded real valued function on a closed and bounded interval. Riemann integrability

and the Riemann integral. Criterion for Riemann integrability (only statement). Char-

acterization of the Riemann integral as the limit of a sum (only statement). Examples.

(b) Algebra of Riemann integrable functions. Also, basic results such as if f: [a;b]!R

is integrable, then (i)Zb

af(x)dx=Zc

af(x)dx+Zb

cf(x)dx. (ii)jfjis integrable and

Zb

af(x)dxZb

ajfj(x)dx(iii) Iff(x)0 for allx2[a;b] thenZb

af(x)dx0:

(c) Riemann integrability of a continuous function, and more generally of a bounded func-

tion whose set of discontinuities has only nitely many points. Riemann integrability of

monotone functions.

Unit II Applications of Integrations

(a) Area between the two curves. Lengths of plane curves. Surface area of surfaces of

revolution.

(b) Continuity of the function F(x) =Zx

af(t)dt;x2[a;b]; whenf: [a;b]!Ris Riemann

integrable. First and Second Fundamental Theorems of Calculus.

(c) Mean value theorem. Integration by parts formula. Leibnitz's Rule.

Unit III Improper Integrals

(a) Denition of two types of improper integrals. Necessary and sucient conditions for

convergence.

(b) Absolute convergence. Comparison and limit comparison tests for convergence.

(c) Gamma and Beta functions and their properties. Relationship between them (without

proof).

1. Sudhir Ghorpade, Balmohan Limaye; A Course in Calculus and Real Analysis (second edi-

tion); Springer.

139

## Page 140

2. R.R. Goldberg; Methods of Real Analysis; Oxford and IBH Pub. Co., New Delhi, 1970.

3. Calculus and Analytic Geometry (Ninth Edition); Thomas and Finney; Addison-Wesley,

Reading Mass., 1998.

4. T. Apostol; Calculus Vol. 2; John Wiley.

Additional Reference Books

1. Ajit Kumar, S.Kumaresan; A Basic Course in Real Analysis; CRC Press, 2014

2. D. Somasundaram and B.Choudhary; A First Course in Mathematical Analysis, Narosa, New

Delhi, 1996.

3. K. Stewart; Calculus, Booke/Cole Publishing Co, 1994.

4. J. E. Marsden, A.J. Tromba and A. Weinstein; Basic Multivariable Calculus; Springer.

5. R.G. Brtle and D. R. Sherbert; Introduction to Real Analysis Second Ed. ; John Wiley, New

Yorm, 1992.

6. M. H. Protter; Basic Elements of Real Analysis; Springer-Verlag, New York, 1998.

Module 2 Linear Algebra II

Learning Outcomes:

A learner will study linear transformations, matrices and determinants and their applications.

Unit IV Linear Transformations

(a) Denition of a linear transformation of vector spaces; elementary properties. Examples.

Sums and scalar multiples of linear transformations. Composites of linear transforma-

tions.

(b) A Linear transformation of V!W;whereV;W are vector spaces over RandVis

a nite-dimensional vector space is completely determined by its action on an ordered

basis ofV:

(c) Null-space (kernel) and the image (range) of a linear transformation. Nullity and rank

of a linear transformation. Rank-Nullity Theorem (Fundamental Theorem of Homomor-

phisms).

Unit V Matrix associated with a linear transformation, Rank of a matrix

(a) Matrix associated with linear transformation of V!WwhereVandWare nite

dimensional vector spaces over R:. Matrix of the composite of two linear transformations.

Invertible linear transformations (isomorphisms)

(b) Linear operator, Eect of change of bases on matrices of linear operator.

(c) Equivalence of the rank of a matrix and the rank of the associated linear transformation.

(d) Row space and column space of a matrix, row rank and column rank of a matrix, equiv-

alence of the row rank and the column rank, invariance of rank upon elementary row or

column operations.

140

## Page 141

(e)Rnis the space of column vectors x=0

BBB@x1

x2

...

xn1

CCCAwhere each xj2R;1jn:Equivaelence

of rank of an nnmatrix and rank of the linear transformation LA:Rn!Rm(LA(x) =

Axfor allx2Rn):The dimension of the solution space of the system of linear equations

Ax= 0 equals nrank(A).

(f) The solutions of non-homogeneous system of linear equations represented by Ax=b;

existence of a solution when rank(A) = rank(A;b); the general solution of the system

is the sum of a particular solution of the system and the solutions of the associated

homogeneous system.

Unit VI Determinants

(a) Determinant A(A1;A2) of order 2 and its properties: Determinant is a function of column

vectors. Determinant is a linear function. If the two columns are identical, then the

determinant is equal to 0. If Iis the unit matrix, I= (E1;E2) thenD(E1;E2) = 1:

(b) Results on Determinas of ordeer 2:

(a) If one adds a scalar multiple of one column to the other column, then the value of

the determinant does not change.

(b) The determinant of Ais equal to the determinant of its transpose.

(c) Two vecotrs A1;A2ofR2are linearly dependent if and only if the determinant

D(A1;A2) = 0.

(d) Letbe a function of variables A1;A22R2such thatis bilinear (i.e. is

linear in each variable), (A1;A1) = 0 for all A12R2and(E1;E2) = 1 where

E1=1

0

;E2=0

1

are the standard unit vectors of R2, then(A1;A2) is the

determinant D(A1;A2):

(c) Determinants of order 3 3;:::;nnas the expansion of the determinant accord-

ing toith row. Results (without proof): For two nnmatricesA&B; det(A) =

det(At);det(AB ) = detAdet(B ):

(d) Linear dependence and independence of vectors in Rnusing determinants. The existence

and uniqueness of the system AX=B;whereAis annnmatrix with det A6= 0:

Cofactors and minors, Adjoint of an nnmatrix. Basic results such as Aadj(A) =

det(A)In(without proof). An nnreal matrix is invertible if and only if det A6=

0;A1=1

det(A)adj(A) for an invertible matrix A(without proof). Cramer's rule.

Reference books

1. Howard Anton, Chris Rorres, Elementary Linear Algebra, Wiley Student Edition).

2. Serge Lang, Introduction to Linear Algebra, Springer.

3. Kenneth Homan, Ray Kunze, Linear Algebra, Pearson Education

4. S Kumaresan, Linear Algebra - A Geometric Approach, PHI Learning.

5. Sheldon Axler, Linear Algebra done right, Springer.

141

## Page 142

6. Gareth Williams, Linear Algebra with Applications, Jones and Bartlett Publishers.

7. David W. Lewis, Matrix theory.

Module 3

(A) Suggested Practical topics

(1) Calculation of upper sum, lower sum and Riemann integral, Problems on properties of

Riemann integral.

(2) Problems on fundamental theorem of calculus, mean value theorems, integration by

parts, Leibnitz rule.

(3) Convergence of improper integrals, dierent tests for convergence. Beta Gamma Func-

tions.

(4) Rank-Nullity Theorem. System of linear equations.

(5) Computation of row rank and column rank of 3 ×3 matrices. Calculating determinants

of matrices, triangular matrices using denition.

(6) Finding inverse of matrices using adjoint.

xxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

142

## Page 143

SEMESTER V

COURSE V: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment - 10)

External Assessment Practical: 30

Module 1 Multivariable Calculus I

Learning Outcomes:

Learner will be able to compare properties of functions of several variables with those of functions of

one variable and will be able to apply the concept of dierentiability to other sciences.

Unit I Functions of Several Variables

(a) Real-valued functions of several variables (Scalar elds). Examples. Vector valued func-

tions of several variables (Vector elds). Component functions. Examples.

(b) Sequence in Rn[with emphasis on R2andR3] and their limits. Neighbourhoods in Rn:

Limits and continuity of scalar elds. Composition of continuous functions. Sequential

characterizations. Algebra of limits and continuity (Results with proofs). Iterated limits.

Limits and continuity of vector elds. Algebra of limits and continuity vector elds.

(without proofs).

(c) Partial and Directional Derivatives of scalar elds: Denitions of partial derivative and

directional derivative of scalar elds (with emphasis on R2andR3).

UNIT II Dierentiation of Scalar Fields

(a) Dierentiability of scalar elds (in terms of linear transformation). The concept of

(total) derivative. Basic properties including (i) continuity at a point of dierentiability,

(ii)existence of partial derivatives at a point of dierentiability, and (iii) dierentiability

when the partial derivatives exist and are continuous.

(b) Gradient. Relation between total derivative and gradient of a function. Chain rule.

Geometric properties of gradient.

(c) Higher order partial derivatives. Mixed Partial Theorem (n=2).

UNIT III Applications of Dierentiation of Scalar Fields and Dierentiation of

Vector Fields

(a) Applications of Dierentiation of Scalar Fields: The maximum and minimum rate of

change of scalar elds.

Notions of local maxima, local minima and saddle points. First Derivative Test. Exam-

ples.

(b) Hessian matrix. Second Derivative Test for functions of two variables. Examples.

Method of Lagrange Multipliers.

(c) Applications of Dierentiation of Vector Fields: Jacobian matrix. Relationship between

total derivative and Jacobian matrix. The chain rule for derivative of vector elds

(statements only).

143

## Page 144

Module 2 Linear Algebra III

Learning Outcomes:

Learner will be able to identify inner product spaces, understand the geometry of vectors and will

be able to outline properties of inner products. Learner will also be able to compute Eigen values

and Eigen vectors of a matrix and use these ideas to explore some geometric ideas.

UNIT IV Inner Products

(a) Inner product spaces (over R). Examples, including the Euclidean space Rnand the

space of real valued continuous functions on a closed and bounded interval. Norm

associated to an inner product. Cauchy-Schwarz inequality. Triangle inequality.

(b) Angle between two vectors. Orthogonality of vectors. Pythagoras theorem and some

geometric applications in R2. Orthogonal sets, Orthonormal sets. Gram-Schmidt or-

thogonalizaton process.

(c) Orthogonal basis and orthonormal basis for a nite-dimensional inner product space.

Orthogonal complement of any set of vectors in an inner product space. Orthogonal

complement of a set is a vector subspace of the inner product space. Orthogonal decom-

position of an inner product space with respect to its subspace. Orthogonal projection

of a vector onto a line (one dimensional subspace). Orthogonal projection of an inner

product space onto its subspace.

Unit V Eigenvalues and eigenvectors

(a) Eigenvalues and eigenvectors of a linear transformation of a vector space into itself

and of square matrices. The eigenvectors corresponding to distinct eigenvalues of a

linear transformation are linearly independent. Eigen spaces. Algebraic and geometric

multiplicity of an eigenvalue.

(b) Characteristic polynomial. Properties of characteristic polynomials (only statements).

Examples. Cayley-Hamilton Theorem (only statement) and its applications.

(c) Invariance of the characteristic polynomial and eigenvalues of similar matrices. Minimal

Polynomial of a matrix, Examples.

Unit VI Diagonalisation

(a) Diagonalisable matrix. A real square matrix Ais diagonalisable if and only if there is a

basis of Rnconsisting of eigenvectors of A. (Statement only - Annis diagonalisable if

and only if sum of algebraic multiplicities is equal to sum of geometric multiplicities of

all the eigenvalues of A=n). Procedure for diagonalising a matrix. Examples of non

diagonalizable matrices.

(b) Diagonalisation of a linear transformation T:V!V, whereVis a nite dimensional

real vector space and examples. Orthogonal diagonalisation.

(c) Quadratic Forms. Diagonalisation of real Symmetric matrices, Examples. Applications

to real Quadratic forms. Rank and Signature of a Real Quadratic form.

144

## Page 145

Module 3

(A) Suggested Practical topics

(1) Limits and continuity of scalar elds and vector elds, using "denition and otherwise\,

Computing directional derivatives, partial derivatives.

(2) Dierentiability of scalar eld,Total derivative, gradient. Chain rule. Higher order

partial derivatives and mixed partial derivatives of scalar elds.

(3) Maximum and minimum rate of change of scalar elds. Finding Hessian/Jacobean ma-

trix. Dierentiation of a vector eld at a point. Finding maxima, minima and saddle

points. Second derivative test for extrema of functions of two variables and method of

Lagrange multipliers.

(4) Inner product spaces, examples. Gram-Schmidt method.

(5) Eigen Values & Eigen Vectors of a linear Transformation/ Square Matrices. Similar

Matrices. Minimal Polynomial.

(6) Diagonalisation of a matrix, Orthogonal Diagonalisation and Quadratic Forms.

xxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

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SEMESTER VI

COURSE VI: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment Theory: 60

Internal Assessment Theory: 40 (Practical 30+ Class Test / Assignment

- 10)

External Assessment Practical: 30

Module 1 Multiple Integration

Learning Outcomes:

Learner will be able to apply concepts of multiple integrals, Line and Surface integrals in other

disciplines like Physics.

Unit I Unit I: Multiple Integrals

(a) Denition of double (respectively: triple) integral of a function bounded on a rectangle

(respectively: box). Geometric interpretation as area and volume.

(b) Fubini's Theorem over rectangles and any closed bounded sets, Iterated Integrals. Basic

properties of double and triple integrals (only statements ) such as; Integrability of the

sums, scalar multiples, products, and (under suitable conditions) quotients of integrable

functions. Formulae for the integrals of sums and scalar multiples of integrable functions.

Integrability of continuous functions. More generally, integrability of bounded functions

having nite number of points of discontinuity, Domain additivity of the integral. Inte-

grability and the integral over arbitrary bounded domains.

(c) Change of variables formula (Statement only), Polar, cylindrical and spherical coordi-

nates and integration using these coordinates.

Unit II Line Integrals

(a) Review of Scalar and Vector elds on Rn. Vector Dierential Operators, Gradient Paths

(parametrized curves) in Rn(emphasis on R2andR3). Smooth and piecewise smooth

paths. Closed paths. Equivalence and orientation preserving equivalence of paths.

(b) Denition of the line integral of a vector eld over a piecewise smooth path. Basic

properties of line integrals (only statements) including linearity, path-additivity and

behaviour under a change of parameters. Examples.

(c) Line integrals of the gradient vector eld, Fundamental Theorem of Calculus for Line

Integrals, Necessary and sucient conditions (only statement) for a vector eld to be

conservative, Green's Theorem (only statement).Applications to evaluation of line inte-

grals.

Unit III Surface integrals

(a) Parameterized surfaces. Smoothly equivalent parameterizations, Area of such surfaces.

(b) Denition of surface integrals of scalar-valued functions as well as of vector elds dened

on a surface.

(c) Curl and divergence of a vector eld, Elementary identities involving gradient, curl and

divergence. Examples.

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## Page 147

Module 2 Group Theory

Learning Outcomes:

Learner will be able to examine properties of groups, subgroups, cyclic groups and explore some

applications of Lagrange's theorem.

Unit I Groups

(a) Denition of a group, abelian group, order of a group, nite and innite groups. Order

of a group.

(b) Examples of groups including: Zn;the set of residue classes modulo nunder addition,

U(n);the group of prime residue classes modulo nunder multiplication,the symmetric

groupSn;the Dihedral group Dn, Klein 4-group. Matrix groups Mnn(R) under addition

of matrices, GLn(R);the set of invertible real matrices, under multiplication of matrices.

(c) Cyclic groups. Every cyclic group is abelian. Finite cyclic groups. Innite cyclic groups.

Generators of a cyclic group.

Unit II Subgroups

(a) Denition of a subgroup. Examples of subgroups. The center Z(G) of a group is a

subgroup.

(b) Intersection of two (or a family of ) subgroups is a subgroup. Union of two subgroups

is not a subgroup in general. Union of two subgroups is a subgroup if and only if one is

contained in the other. If HandKare subgroups of a group GthenHK is a subgroup

ofGif and only if HK =KH.

(c) Cyclic subgroups of a group.

Unit III Lagrange's Theorem and Group homomorphism

(a) Denition of Coset and its properties. Lagrange's theorem and consequences such as

Fermat's Little theorem, Euler's theorem and if a group Ghas no nontrivial subgroups

then order of Gis a prime and Gis Cyclic.

(b) Group homomorphisms and isomorphisms, automorphisms. Kernel and image of a group

homomorphism. If f:G!G0is a group homomorphism then ker f G0is a group homomorphism then ker f=fegif and only if fis 1-1.

(c)f:G!G0is a group homomorphism then

(i)Gis abelian if and only if G0is abelian.

(ii)Gis cyclic if and only if G0is cyclic.

147

## Page 148

Module 3

(A) Suggested Practical topics

(1) Evaluation of double and triple integrals. Change of variables in double and triple

integrals and applications

(2) Line integrals of scalar and vector elds.

(3) Evaluation of surface integrals.

(4) Examples and properties of groups. Sn. Cyclic groups.

(5) Subgroups, cyclic subgroups, nding generators of every subgroup of a cyclic group.

(6) Left and right cosets of a subgroup, Lagrange's Theorem. Group homomorphisms, iso-

morphisms.

xxxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

148

## Page 149

SEMESTER VII

COURSE VII - 1: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Paper I

Module 1 Complex Analysis

Learning Outcomes:

Learner will be able to elaborate on properties of complex numbers, Mobius transforms and singu-

larities.

Unit I Unit I: Introduction to Complex Analysis

(a) Review of complex numbers: Complex plane, polar coordinates, exponential map, pow-

ers and roots of complex numbers, De Moivre's formula. Bounded and unbounded sets.

Point at innity-extended complex plane.

(b) Limit at a point. theorems on limits (only statements), convergence of sequences of com-

plex numbers and results using properties of real sequences (only stements). Functions

f:C!C, real and imaginary part of functions, continuity at a point and algebra of

continuous functions.

(c) Derivative of f:C!C, comparison between dierentiability in real and complex

sense. Cauchy-Riemann equations. Sucient conditions for dierentiability. Analytic

function,f;ganalytic then f+g;fg;fg andf=gare analytic, chain rule. If f(z) = 0

everywhere in a domain D, thenf(z) must be constant throughout D

Harmonic functions and harmonic conjugate.

Unit II Unit II: Cauchy Integral Formula

(a) Explain how to evaluate the line integralZ

f(z)dzoverjzz0j=rand prove the

Cauchy integral formula : If fis analytic in B(z0;r) then for any winB(z0;r) we have

f(w) =1

2iZf(z)

zwdz;overjzz0j=r.

(b) Taylor's theorem for analytic function (only statement), Mobius transformations: de-

nition and examples.

(c) Exponential function, its properties, trigonometric function, hyperbolic functions.

Unit III Complex power series, Laurent series and isolated singularities

(a) Power series of complex numbers, radius of convergences, disc of convergence, uniqueness

of series representation, examples.

(b) Denition of Laurent series. Denition of isolated singularity. Existence of Laurent

series expansion in neighbourhood of an isolated singularity(only statement). Types

of isolated singularities viz. removable, pole and essential dened using Laurent series

expansion, examples.

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## Page 150

(c) Residue theorem(statement only). Calculation of residue.

Module 2 Discrete Mathematics II

Learning Outcomes:

Learner will be able to experiment with addition and multiplication principle, solve relation prob-

lems and will be able to extend notions of counting to multisets.

Unit IV Preliminary Counting

(a) Finite and innite sets. Addition and multiplication Principle. Counting sets of pairs,

two ways counting.

(b) Stirling numbers of second kind. Simple recursion formulae satised by S(n;k) for

k= 1;2;;n1;n:

(c) Pigeonhole principle sim

ple and examples, its applications to geometry.

Unit V Advanced Counting

(a) Binomial and Multinomial Theorem. Pascal identity. Examples of standard identities

such as the following with emphasis on combinatorial proofs.

•rX

k=0m

kn

rk

=m+n

r

•nX

i=ri

r

=n+ 1

r+ 1•kX

i=0k

i2

=2k

k

•nX

i=0n

i

= 2n

(b) Perm

utation and combination of sets and multisets. Circular permutations, emphasis

on solving problems.

(c) Principal of inclusion and exclusion, its applications. Derangements, explicit formula for

dn. Deriving formula for Euler's function (n).

Unit VI Perm

utations

(a) Permutation of objects, Sn, composition of permutations.

(b) Results such as every permutation is a product of disjoint cycles, every cycle is a product

of transpositions,

(c) Signature of a permutation, even and odd permutations, cardinality of Sn; An.

Module 3

(A) Suggested Practical topics

(1) Limit continuity and derivatives of functions of complex variables. Analytic function.

Finding harmonic conjugate,

(2) Cauchy Integral Formula ,Mobius transformations. Taylors Theorem , Exponential ,

Trigonometric, Hyperbolic functions.

(3) Power Series , Radius of Convergence, Laurents Series. Finding isolated singularities-

removable, pole and essential, Cauchy Residue theorem.

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## Page 151

(4) Counting principles, Two way counting. Stirling numbers of second kind, Pigeon hole

principle.

(5) Multinomial theorem. Identities. Permutation and combination. Inclusion-Exclusion

principle. Euler phi function.

(6) Composition of permutations, signature of permutation, inverse of permutation .

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Mod ule 1 Metric Topology Learning Outcome :

Learner will be able to construct examples of metrics, and will be able to compare properties of open/closed

intervals, sequences, continuity and completeness property of IR with an arbitrary metric space.

Unit I Metric spaces

(a) Denition, examples of metric spaces R;R2, Euclidean space Rnwith its Euclidean, sup

and sum metric, C(complex numbers), the spaces l1and l2of sequences and the space

C[a;b], of real valued continuous functions on [ a;b]. Discrete metric space.

Distance metric induced by the norm, translation invariance of the metric induced by

the norm. Metric subspaces, Product of two metric spaces.

(b) Open balls and open set in a metric space, examples of open sets in various metric spaces.

Hausdor property. Interior of a set. Properties of open sets. Structure of an open set

in IR. Equivalent metrics.

(c) Distance of a point from a set, between sets ,diameter of a set in a metric space and

bounded sets.

Unit II Closed sets and sequences in a metric space

(a) Closed ball in a metric space, Closed sets, examples. Limit point of a set, a closed set

contains all its limit points. Closure point of a set. Closure of a set and boundary of a

set.

(b) Sequences in a metric space, Convergent sequence in metric space, Cauchy sequence in a

metric space, subsequences, examples of convergent and Cauchy sequence in nite metric

spaces, Rnwith dierent metrics and other metric spaces.

(c) Characterization of limit points and closure points in terms of sequences, Denition and

examples of relative openness/closeness in subspaces. Dense subsets in a metric space

and Separability.

Unit III Complete metric spaces

(a) Denition of complete metric spaces, Examples of complete metric spaces, Completeness

property in subspaces.

(b) Nested Interval theorem in R, Cantor's Intersection Theorem.

(c) Applications of Cantors Intersection Theorem:

(i) The set of real Numbers is uncountable.SEMESTER VII

COURSE VII - 2: MATHEMATICS

151

## Page 152

(ii) Density of rational Numbers(Between any two real numbers there exists a rational

number)

(iii) Intermediate Value theorem: Let f: [a;b]!Rbe continuous, and assume that

f(a) andf(b) are of dierent signs say, f( a)<0 andf(b)>0. Then there exists

c2(a;b) such that f(c) = 0.

Module 2 Metric Topology

Learning Outcomes:

Learner will be able to understand concepts like continuit y, connectedness and compactness in a

metric space.

Unit IV Continuous functions on metric spaces

(a) Epsilon-delta denition of continuity at a point of a function from one metric space to

another. Characterization of continuity at a point in terms of sequences, open sets and

closed sets and examples.

(b) Algebra of continuous real valued functions on a metric space. Continuity of composite

continuous function.

(c) Uniform continuity in a metric space, denition and examples (emphasis on R). Let

(X;d ) and (Y;d0) be metric spaces and f:X!Ybe continuous. Contraction map-

ping and xed point theorem, Applications.

Unit V Connected sets

(a) Separated sets- Denition and examples, disconnected sets, disconnected and connected

metric spaces, Connected subsets of a metric space.

(b) Connected subsets of R. A subset of Ris connected if and only if it is an interval.

(c) A continuous image of a connected set is connected. Characterization of a connected

space, viz. a metric space is connected if and only if every continuous function from X

tof1;1gis a constant function.

Unit VI Compact sets

(a) Denition of compact metric space using open cover, examples of compact sets in dier-

ent metric spaces R;R2;Rn.

(b) Properties of compact sets: A compact set is closed and bounded, (Converse is not true

). Every innite bounded subset of compact metric space has a limit point. A closed

subset of a compact set is compact. Union and Intersection of Compact sets. Equivalent

statements for compact sets in R:

(i) Sequentially compactness

property.

(ii) Heine-Borel property: Let be a closed and bounded interval. Let be a family of open

intervals such that Then there exists a nite subset such that that is, is contained

in the union of a nite number of open intervals of the given family.

(iii) Closed and boundedness property.

(iv) Bolzano-Weierstrass property: Every bounded sequence of real numbers has a con-

vergent subsequence.

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## Page 153

(c) Continuous image of compact set is compact. If (X;d ) is compact metric, then f:X!

Yis uniformly continuous.

References for Units I, II, III:

1. S. Kumaresan, Topology of Metric spaces.

2. E. T. Copson. Metric Spaces. Universal Book Stall, New Delhi, 1996.

3. Robert Bartle and Donald R. Sherbert, Introduction to Real Analysis, Second Edition, John

Wiley and Sons.

4. Ajit Kumar, S. Kumaresan, Introduction to Real Analysis

5. R.R. Goldberg, Methods of Real Analysis, Oxford and International Book House (IBH) Pub-

lishers, New Delhi.

Other references :

1. W. Rudin, Principles of Mathematical Analysis.

2. T. Apostol. Mathematical Analysis, Second edition, Narosa, New Delhi, 1974

3. E. T. Copson. Metric Spaces. Universal Book Stall, New Delhi, 1996.

4. R. R. Goldberg Methods of Real Analysis, Oxford and IBH Pub. Co., New Delhi 1970.

5. P.K.Jain. K. Ahmed. Metric Spaces. Narosa, New Delhi, 1996.

6. W. Rudin. Principles of Mathematical Analysis, Third Ed, McGraw-Hill, Auckland, 1976.

7. D. Somasundaram, B. Choudhary. A rst Course in Mathematical Analysis. Narosa, New

Delhi

8. G.F. Simmons, Introduction to Topology and Modern Analysis, McGraw-Hi, New York, 1963.

9. Sutherland. Topology.

Module 3

(A) Suggested Practical topics

(1) Examples of metric spaces, one sets, open balls. Hausdor property.

(2) Closed sets, sequences.

(3) Complete metric spaces

(4) Continuity in a Metric Spaces, Uniform Continuity, Contraction maps.

(5) Connected Spaces, Continuity and Connectedness.

(6) Compact spaces.

xxxxxTask

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

153

## Page 154

SEMESTER VIII

COURSE VIII - 1: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Module 1 Single Variable Calculus

Learning Outcomes:

Learner will be able to elaborate on properties of sequences and series of functions and will be able

to compute radius of convergence of power series.

Unit I Sequence of functions

(a) Sequence of functions - pointwise and uniform convergence of sequences of real- valued

functions. Examples. Uniform convergence implies pointwise convergence. Example to

show converse not true.

(b)Mntest. Examples.

(c) Properties of uniform convergence: Continuity of the uniform limit of a sequence of

continuous function. Conditions under which integral and the derivative of sequence

of functions converge to the integral and derivative of uniform limit on a closed and

bounded interval (only statements).

Unit II Series of functions

(a) Series of functions, convergence of series of functions. Examples

(b) Weierstrass M-test. Examples.

(c) Conditions for term by term dierentiation and integration (only statements). Examples.

Unit III Power series

(a) Power series in Rcentered at origin and at some point in R. Radius of convergence,

region (interval) of convergence.

(b) Uniform convergence. Term by-term dierentiation and integration of power series.

Examples.

(c) Uniqueness of series representation. functions represented by power series, classical

functions dened by power series such as exponential, cosine and sine functions, the

basic properties of these functions.

Reference Books:

1. R. R. Goldberg, Methods of Real Analysis, Oxford and IBH, 1964.

2. K. G. Binmore, Mathematical Analysis, Cambridge University Press, 1982.

3. R. G. Bartle- D. R. Sherbert, Introduction to Real Analysis, John Wiley & Sons, 1994.

4. Sudhir Ghorpade and Balmohan Limaye, A course in Calculus and Real Analysis, Springer

International Ltd, 2000.

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## Page 155

Paper I. Module VIII.2 Numerical Methods

Learning outcomes:

Learner will learn dierent types of Numerical methods to apply in dierent elds of mathematics.

Unit IV Numerical Solution of initial value problems of rst order ordinary dierential

equations

(a) Numerical Solution of of initial value problems of rst order ordinary dierential equa-

tions using:

(i) Taylor's series method,

(ii) Picard's method for successive approximation and its convergence,

(iii) Euler's method and error estimates for Euler's method,

(iv) Modied Euler's Method,

(v) Runge-Kutta method of second order.

(vi) Runge-Kutta fourth order method.

Unit V Solution of Algebraic and Transcendental Equations

(a) Measures of Errors: Relative, absolute and percentage errors, Accuracy and precision:

Accuracy to ndecimal places, accuracy to nsignicant digits or signicant gures.

Rounding and Chopping of a number. Types of Errors: Inherent error, Round-o error

and Truncation error.

(b) Iteration methods based on rst degree equation: Newton-Raphson method. Secant

method. Regula-Falsi method.

Derivations and geometrical interpretation and rate of convergence of all above methods

to be covered.

(c) General Iteration method: Fixed point iteration method.

Unit VI Interpolation, Numerical Integration

(a) Interpolation: Lagrange's Interpolation. Finite dierence operators: Forward Dierence

operator, Backward Dierence operator. Shift operator. Newton's forward dierence

interpolation formula. Newton's backward dierence interpolation formula.

(b) Numerical Integration: Trapezoidal Rule. Simpson's 1/3 rd Rule. Simpson's 3/8th Rule.

Derivations all the above three rules to be covered.

Reference Books:

1. Kendall E. and Atkinson; An Introduction to Numerical Analysis; Wiley.

2. M. K. Jain, S. R. K. Iyengar and R. K. Jain; Numerical Methods for Scientic and Engineering

Computation; New Age International Publications.

3. S. Sastry; Introductory methods of Numerical Analysis; PHI Learning.

4. An introduction to Scilab-Cse iitb.

Additional Reference Books

155

## Page 156

1. S.D. Comte and Carl de Boor; Elementary Numerical Analysis, An algorithmic approach;

McGrawHillll International Book Company.

2. Hildebrand F.B.; Introduction to Numerical Analysis; Dover Publication, NY.

3. Scarborough James B.; Numerical Mathematical Analysis; Oxford University Press, New

Delhi.

Module 3

(A) Suggested Practical topics

1. Pointwise and uniform convergence of sequence functions, properties

2. Point wise and uniform convergence of series of functions and properties.

3. Power series.

4. Finding the numerical solution of initial value problems using Taylor's series method,

Picard's method, modied Euler's method, Runge-Kutta method of second order and

fourth order.

5. Newton-Raphson method, Secant method. Regula-Falsi method, Iteration Method..

6. Interpolating polynomial by Lagrange's Interpolation, Newton forward and backward

dierence Interpolation, Trapezoidal Rule, Simpson's 1/3rd Rule, Simpson's 3/8th Rule.

Semester VIII

COURSE VIII - 2: MATHEMATICS

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

Module 1: Elementary Number Theory

Learning Outcomes:

Learner will be able to understand various properties of integers like divisibility, congruences,

primes and prime factorization and will be able to apply these concepts in the eld of Cryp-

tography .

Unit I Congruences and Factorization

(a) Congruences: Denition and elementary properties.

(b) Complete residue system modulo m, Reduced residue system modulo m, Fermat's

Little Theorem, Euler's generation for Fermat's Little Theoem.

(c) Wilson's Theorem, Linear congruence, The Chinese Remainder Theorem.

Unit II Arithmetic Functions and Special Numbers

(a) Arithmetic functions of number theory: Euler's function and its properties. d(n)(or (n)); (n);k (n);w (n)

and their properties (n) and the Mobius inversion formula.

(b) Special Numbers: Fermat numbers, Mersenne numbers, Perfect numbers, Amicable

numbers, Pseudo primes, Carmichael numbers.Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

156

## Page 157

Unit III Primitive Roots and Cryptography

(a) Order of an integer and Primitive Roots.

(b) Basic notions such as encryption (enciphering) and decryption (deciphering), Cryp-

tosystems, symmetric key cryptography, Simple examples such as shift cipher, Ane

cipher, Hill's cipher, Vigenere cipher.

(c) Concept of Public Key Cryptosystem; RSA Algorithm.

Reference Books:

1. David M. Burton, An Introduction to the Theory of Numbers. Tata McGraw Hill

Edition.

2. Niven, H. Zuckerman and H. Montogomery, An Introduction to the Theory of Numbers,

John Wiley and Sons. Inc. M.Artin, Algebra, Prentice Hall.

3. K. Ireland, M. Rosen, A classical introduction to Modern Number Theory, Sceond edition

Springer Verlag.

Module 2: Graph Theory

Learning Outcomes: Learner will be able to apply the concepts of graphs and trees to the

eld of chemistr y, physics and biological sciences.

Unit I Basics of Graphs

(a) Denition of general graph, Directed and undirected graph, Simple and multiple

graph, Types of graphs- Complete graph, Null graph, Complementary graphs, Reg-

ular graphs Sub graph of a graph, Vertex and Edge induced sub graphs, Spanning

sub graphs.

(b) Basic terminology- degree of a vertex, Minimum and maximum degree, Walk, Trail,

Circuit, Path, Cycle. Handshaking theorem and its applications.

(c) Isomorphism between the graphs and consequences of isomorphism between the

graphs, Self complementary graphs, Connected graphs, Connected components. Ma-

trices associated with the graphs { Adjacency and Incidence matrix of a graph-

properties, Bipartite graphs and characterization in terms of cycle lengths. Degree

sequence and Havel-Hakimi theorem.

Unit II Trees

(a) Cut edges and cut vertices and relevant results, Characterization of cut edge.

(b) Denition of a tree and its characterizations, Spanning tree, Recurrence relation of

spanning trees and Cayley formula for spanning trees of Kn.

(c) Algorithms for spanning tree-BFS and DFS, Binary and m-ary tree, Prex codes and

Human coding. Weighted graphs and minimal spanning trees - Kruskal's algorithm

for minimal spanning trees.

Unit II Eulerian and Hamiltonian graphs

(a) Eulerian graph and its characterization- Fleury's Algorithm-(Chinese postman prob-

lem).

(b) Hamiltonian graph, Necessary condition for Hamiltonian graphs using G- S where

S is a proper subset of V(G), Sucient condition for Hamiltonian graphs.

(c) Ore's theorem and Dirac's theorem.

157

## Page 158

Recommended Books.

1. Bondy and Murty Grapgh, Theory with Applications.

2. Balkrishnan and Ranganathan, Graph theory and applications.

3. Douglas B. West, Introduction to Graph theory. Pearson Education.

Additional Reference Book.

1. Behzad and Chartrand Graph theory.

2. Choudam S. A., Introductory Graph theory.

Module 3

Suggested Practicals

(A) Congruences. Linear congruences and congruences of higher degree

(B) Linear Diophantine equations. Pythagorean triples and sum of squares. Arithmetic

functions.

(C) Cryptosystems (Private Key). Cryptosystems (Public Key) and primitive roots.

(D) Handshaking Lemma and Isomorphism.Degree sequence.

(E) Trees, Cayley Formula. Applications of Trees

(F) Eulerian Graphs. Hamiltonian Graphs.

xxxxx

Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

158

## Page 159

Learning Outcomes

I.1 Real Numbers.

Learner will understand the basic properties of real numbers. Real numbers form the foun-

dation of many advanced concepts in mathematics.

I.2 Discrete Mathematics I.

Learner will understand the behaviour of integers. Learner will also study how to establish

dierent types of relations between any two sets.

II.1 Single Variable Calculus I.

Learners will understand the concept of rate of change in the motion of an object and its

applications.

II.2 Statistical Methods and Applications.

Learner will know how to study a data available to him/her using the statistical techniques.

III.1 Ordinary Dierential Equations.

Learner will be able to classify and solve the ordinary dierential equations according to the

order. Learner will be able to apply the concepts of ODE to biological sciences and physics.

III.2 Linear Algebra I.

Learner will be able to examine existence and uniqueness of solutions of system of equations

and apply them to real life problems. Learner will be exposed to concept of dimensions of

vector space.

IV.1 Single Variable Calculus II.

Learner will be able to identify Riemann integrable functions and test the convergence of

improper integrals. Also will be exposed to some applications of integration.

IV.2 Linear Algebra II.

A learner will study linear transformations, matrices and determinants and their applications.

V.1 Multivariable Calculus I.

Learner will be able to compare properties of functions of several variables with those of

functions of one variable and will be able to apply the concept of dierentiability to other

sciences.

V.2 Linear Algebra III.

Learner will be able to identify inner product spaces, understand the geometry of vectors and

will be able to outline properties of inner products. Learner will also be able to compute

Eigen values and Eigen vectors of a matrix and use these ideas to explore some geometric

ideas.

VI.1 Multiple Integration.

Learner will be able to apply concepts of multiple integrals, Line and Surface integrals in

other disciplines like Physics.

VI.2 Group Theory.

Learner will be able to examine properties of groups, subgroups, cyclic groups and explore

some applications of Lagrange's theorem.

159

## Page 160

VII.1 Complex Analysis.

Learner will be able to elaborate on properties of complex numbers, Mobius transforms and

singularities

VII.2 Discrete Mathematics II.

Learner will be able to experiment with addition and multiplication principle, solve relation

problems and will be able to extend notions of counting to multisets.

VII.4 Metric Topology I.

Learner will be able to construct examples of metrics, and will be able to compare properties

of open/closed sets, sequences, continuity and completeness in dierent metric spaces.

VII.5 Metric Topology II.

Learner will be able to understand concepts like continuity, connectedness and compactness

in a metric space.

VIII.1 Single Variable Calculus III.

Learner will be able to elaborate on properties of sequences and series of functions and will

be able to compute radius of convergence of power series

VIII.2 Numerical Methods.

Learner will be able to apply numerical methods to solve dierential equations and evaluate

integration. They will also be able to use the methods to solve algebraic and transcendental

equations.

VIII.4 Elementary Number Theory.

Learner will be able to understand various properties of integers like divisibility, congru-

ences, primes and prime factorization and will be able to apply these concepts in the eld of

Cryptography.

VIII.5 Graph Theory.

Learner will be able to examine properties of groups, subgroups, cyclic groups and explore

some applications of Lagrange's theorem.

160

## Page 161

MATHEMATICS FOUNDATION

COURSES –SEMESTER I AND

SEMESTER II

161

## Page 162

Semester – I

Mathematics and Statistics Foundational Course - I

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

MODULE 1

UNIT 1 ARITHMETIC

Number System. H.C.F and L.C.M. Fractions (including Decimals, Rounding o and Signif-

icant Figures). Squares and Squares Roots. Ratio and Proportion and some applications.

UNIT 2 COMMERCIAL ARITHMETIC

Unitary Method (including Time and Work). Speed, Distance & Time. Percent and Percent-

age. Prot, Loss and Discount. Interest (simple and Compound)

UNIT 3 BASIC ALGEBRA

Fundamental Concepts (including Operations on Algebraic Expressions). Linear Equations

in one Variable (with Problems based on Linear equations). Solve Equations with Fraction or

Decimal coecients, A General Strategy to solve Linear Equations. Simultaneous Equations.

MODULE 2

UNIT 4 LINEAR EQUATION AND GRAPHING

Rectangle Coordinate System. Graph of Linear Equations in Two Variables. Graph with

Intercepts, Slope of a line, Slope-Intercept form of an equation of a line. Equations involving

mid-point and length of a line. Condition for two lines to be parallel or perpendicular,

including nding the equation of perpendicular bisectors.

UNIT 5 MENSURATION

Triangles, Congruency of Triangles (including Isosceles Triangles and Pythagoras Theorem).

Polygons, Quadrilaterals and their general properties. Area Propositions. Perimeter and

Area of Plane Figure. Volume and Surface Area (Cuboid and Cube).

UNIT 6 ELEMENTARY STATISTICS

Collection, classication and Tabulation of Data. Graphical Representation of Statistical

Data. Construct and interpret bar charts, pie charts and pictograms. Simple frequency

distributions, histograms with equal intervals and scatter diagrams.

MODULE 3

Practicals based on module 1 and module 2.

1. Examples on nding L.C.M. and H.C.F. of two numbers. Examples on Ratio and proportion.

2. Examples on Prot, Loss, discount, Interest (simple and compound)

3. Solving linear equations in one variable. Solving two simultaneous equations.

4. Drawing graphs of linear equations in two variables. Examples on equations of straight lines.

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40

5.Examples on congruency of triangles, examples on properties of quadrilaterals. Volume and

surface area of cube, cuboid, cylinder, cone.

6.Examples on graphical representation of statistical data. Drawing histograms.

Semester II

Mathematics and Statistics Foundational Course - II

Total Credits: 06 (1 Credit = 12 hours, Total 72 hours)

Total Marks: 100

External Assessment: 60 (40 Theory + 20 Practical)

Internal Assessment: 40 (10 Marks Internal Class test /Assignment + Practical: 30 Marks)

MODULE 1

UNIT 1 SET THEORY

Sets and Venn-Diagrams. Ordered Pair; Cartesian Product. Relations and Mappings.

UNIT 2 FUNCTIONS

Function, domain, range (image set). Notations like: f(x) = sinx;f1(x)andf2(x) =

f(f(x)) Identity function, one to one functions and onto functions. Bijective Functions.

Algebraic operations on functions. Composite Functions and Inverse of a function.

UNIT 3 LOGARITHMIC AND EXPONENTIAL FUNCTIONS

Properties and graphs of the logarithmic and exponential functions including ln xandex:Laws

of logarithms (includ

ing change of base of logarithms). Solve equations of the form ax=b.

MODULE 2

UNIT 4 POLYNOMIALS

Add and Subtract and Multiplication of Polynomials. Division of Polynomials, Division Algo-

rithm, Greatest Common Factor and Factor by grouping. Factors of polynomial. Remainder

and factor theorems, Find factors of polynomials. Solve quadratic and cubic equations -

conditions for f(x) = 0 to have:

(i) two real roots (ii) two equal roots (iii) no real roots

UNIT 5 LINES AND PLANES

Dierent forms equation of line. Condition for perpendicular and parallel planes. Distance of

a point from a plane. Equation of a plane in dierent forms, Angle between two intersecting

planes. Find the angle between a line and a plane.

UNIT 6 STATISTICS

Arithmetic-Mean, Mode and Median and range for individual and discrete data and distin-

guish between the purposes for which they are used. Understand what is meant by positive,

negative and zero correlation with references to a scatter diagram. Draw, interpret and use

lines of best t by eye.

MODULE II.3

Practicals based on 1 & 2

(1) Examples on sets and Venn-Diagrams, Relations and mappings.

(2) E xamples on dierent types of f unctions, algebraic operations on f unctions, composition of

functions and inverse of a function.

(3) Examples on change of base of logarithms, properties of logarithmic and exponential functions.

Solving equations of the form ax=b:Task

1 One Assignment /Class test - 10 marks

2 Practical and Journal Submission (Six Practical) 30 marks

Total 40 marks

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41

(4) Examples on Division algorithm of polynomials, nding greatest common factor of two poly-

nomials, remainder and factor theorem, solving quadratic and cubic polynomials.

(5) Examples on nding equation of a line in dierent forms, checking if two planes are perpen-

dicular or parallel or neither, nding equation of a plane, nding angle between a line and a

plane.

(6) Finding mean, mode and median of a discrete data.

Task

30 marksOne Assignment /Class test - 10 marks

Practical and Journal Submission (Six Practical)

Total 40 marks

164

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B.Ed. SYLLABUS

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SEMESTER I

B.Ed. Course I

PERSPECTIVE IN EDUCATION: CHILDHOOD AND GROWING UP

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain basic concepts and Principles of Educational Psychology

2. describe of the nature, process and factors influencing development

3. analyse the role of cultural context in shaping human development

4. relate the theories of Erikson and Piaget to the stage of development

5. explain self and personality

Module I: Human Development 2 Credits

Unit I: Role of Educational Psychology

a) Educational Psychology: Meaning, Concept and Scope

b) Stages of Growth and Development (Later Childhood and Adolescence)

c) Role of Educational Psychology to a Teacher

Unit II: Process of Development

a) Meaning and Principles of Growth and Development and its difference

b) Determinants of Growth and Development: Heredity, Environment, Learning, Maturation

c) Erikson’s theory of Psychosocial Development and Piaget’s theory of Cognitive Development

Unit III: Context of Child Development

a) Child Development as a multidimensional concept within a pluralistic society with reference to Ecological

System by Urie Bronfenbrenner

b) Impact of different parenting styles on child development (Authoritarian, Authoritative, Permissive and

Uninvolved)

c) Cultural Psychology: Meaning, Scope: Culture and Motivation - Self Enhancement v/s Self Improvement,

Culture and Empathy- Collectives v/s Individualistic, Prejudice and Stereotypes

Module II: Perspectives of Human Development

2 Credits

Unit IV: Methods and Approaches of Studying Human Development

a) Methods: Observation (Participatory and Non- Participatory), Experimental and Clinical

b) Approaches: Cross Sectional, Cross Cultural

c) Longitudinal Approach with reference to Piaget’s Theory of Cognitive Development

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Unit V: Self and Personality

a) Concept of Self and Personality

b) Major Approaches to understand Personality: Types and Traits, Big Five Theory of Personality

c) Defense Mechanisms - (Denial, Escape and Substitution); Kohlberg’s Theory of Moral Development

Unit VI: Meeting Life Challenges

a) Stress: Type and Source

b) Effect and Coping Strategies of Stress

c) Life Skills: Meaning, Importance and Strategies to develop self-reflection and inter-personal skills

Module III: Internal Assessment 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating, Project

Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Tasks - Any one from the following: (1x10 =10m)

a) Prepare a reflective journal on the basis of observations of any two students keeping the variables as

determinants of Growth and Development

b) Conduct a case study on secondary school students based on Urie Bronfenbrenner theory

c) Fill in a self -awareness questionnaire, interpret the results, analyse your behaviour patterns and write your

reflections on it.

d) Review any one movie of the following: 1. Smile Pinky (2008), 2. Born into Brothels (2014), 3. Salaam Bom bay (1988), 4. Slumdog Millionaire (2009), 5. Gippie (2013) and 6. Mehek (2007). Discuss their

content, Characters and Messages in the context of issue and concerns of childhood/adolescence.

II. Psychological Test- Any One

a) Big five Personality Test

b) Self-Concept

References:

1. Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition. Orient Longman.

2. Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper and Row

Publishers, P.P. 89-90.

3. Bolles, R. C. (1975): Learning Theory. New York: Holt, Rinehart and Winston, Pp. 18-19.

4. Chauhan, S.S. (1978): Advanced Educational Psychology. New Delhi: Vikas Publishing House Pvt. Ltd.

5. Dandapani, S. (2001), A textbook of Advanced Educational Psychology. New Delhi: Anmol Publi cations.

6. Dunn, R. (1983). Can students identify their own Learning Styles? Educational Leadership, 40, Pp. 60-62.

7. Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.

8. Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava, SPN, Pp. 54-90.

9. Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology. International Bureau of

Education, UNESCO. New Delhi: Sterling Publishers, Pvt. Ltd.

10. Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological Society, London:

McMillan in association with BPS Books.

11. Kundu C.L. and Tutoo D.N. (1993): Educational Psychology. Sterling Publishers Pvt. Ltd.

12. Lindgren, H. C. (1967). Educational Psychology in Classroom (3rd edition). New York: John Wiley and

167

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sons.

13. The Psychological Foundation of Culture, Eds. Mark Schaller and Christian S. Crandall, Pub. Taylor and

Francis Inc.

14. Culture and Psychology, 4th Ed., D. Matsumoto and L.Juang, Pub. Cengage Learning Inc.

15. Understanding Social Psychology Across Cultures, 2nd Edition, Peter Smith et al, Sage Publications

16. The Handbook of Culture and Psychology, 2nd Edition, Eds. D.Matsumoto and Hyisung C. Hwang,

Oxford University Press

17. Mangal, S. K. (1984). Psychological Foundations of Education. Ludhiana: Prakash Publishers

18. Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching, In Mohan Jitendra (ed.)

Educational Psychology, New Delhi, Wiley Eastern Limited, P. 146.

19. Oza, D. J. and Ronak, R. P. (2011). Management of behavioral problems of children with mental

retardation. Germany: VDM publication.

20. Papalia D. E., and Sally, W. O. (1978). Human Development. McGraw Hill Publishing Company

168

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SEMESTER I

B.Ed.Course II

PERSPECTIVE IN EDUCATION: CREATING AN INCLUSIVE SCHOOL

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain diversity, disability and inclusion

2. explain the concept of Inclusive Education

3. relate curriculum and assessment adaptations for inclusive classroom

4. describe the different models of disability

5. discuss the contributions of International and National Policies and Acts on Inclusive Education

6. analyse the contribution of NGO in Inclusion

Module 1: Introduction and Towards Nurturing Inclusion 2 Credits

Unit I: Understanding Inclusion

a) Difference between: Diversity, Disability and Inclusion

b) Meaning, Needs of Inclusion Education

c) Models of Inclusion: Charity Model, Functional Model and Human Right Model

Unit II : Nurturing Inclusion

a) Concept of Children with special needs and their types

b) Characteristics of disabilities -sensory, neuro- development, loco motor and multiple disabilities

c) Catering to the needs of children with sensory, neuro- developmental and multiple disabilities

Unit III : Policies And Acts Promoting Inclusive Education

a) International Policies: Significance of (and Acts: Salamanca 1994), UNCRPD, EFA (MDG)

b) National Policies and Acts: Rehabilitation Council Act 1992, National Policy for person with disability 2006,

Rights to Education Act 2009, National Education Policy 2019

c) Educational Concessions, Facilities for CWSN

Module II : Understanding And Addressing Learner’s Diversity 2 Credits

Unit IV : Planning Instruction and Designing Learning Experiences for an Inclusive Classroom

a) Curriculum Adaption/ Modification -Disability wise Curriculum Adaption/ Modification in Instruction

b) Use of ICT in Inclusive Classroom

c) Strategies for differentiating content in an inclusive classroom

Unit V : Inclusion in Classroom

a) Facilitating inclusion in classroom: Attitudinal, Social and Infrastructural

b) Individualized Educational Plans: Concepts, Steps

c) Alternate means of assessment and evaluation in an inclusive classroom

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Unit VI: Functionaries in Inclusive Settings

a) Profile and Role of Teacher: General Teacher and Resource Teacher

b) Role of NGO in supporting inclusive school

c) Pre-Support and Pre-Vocational Training Program for children with special needs

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Assignments (2 x 10 Marks) 20

3 Overall Participation 05

Total 40

Any two activities for assignment from the following (2 x 10 = 20 Marks)

a) Prepare a presentation on any one model of disability (excluding models of disability given in the syllabus)

b) Case Study of any one NGO supporting inclusive education

c) Prepare a scrapbook showing different ICT technologies used in Inclusive Education (Picture and

Information)

d) Interview a teacher working in a mainstream school promoting inclusion

e) Making a report of visit to a school for children with special needs

References:

1. Algozzine, Robert & Ysseldyke, James(2006).Teaching students with learning disabilities. California:

Corwin press.

2. Deshprabhu, Suchitra (2014) Inclusive education in India. New Delhi: Kaniksha Publishers

3. Friend, M., & Bursuck, W. (2005). Including Students with Special Needs: A Practical Guide for

Classroom Teachers (4th Ed.). Boston, MA: Allyn & Bacon

4. India Moves Towards Equal Rights For Disabled People. BMJ: British Medical Journal Vol. 310, No.

6994 (Jun. 17, 1995), p. 1556

5. Jha, M. M. (2002). School without Walls: Inclusive Education for All, Oxford: Heinemann Education.

6. K. C. (1997). Education of Exceptional Children. New Delhi: Vikas Publications

7. Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications.

8. Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications.

9. King- Sears, M. (1994) Curriculum -Based Assessment in Special Education. California, Singular

Publications.

10. Lewis, R. B.& Doorlag, D. (1995) Teaching Special Students in the Mainstream. 4th Ed. New Jersey,

Pearson

11. Mangal, S. K. (2007). Educating Exceptional Children An Introduction to Special Education New Delhi:

Prentice- Hall of India Pvt Limited

12. Mani, M. N. G. (1997). Techniques of Teaching Blind Children. New Delhi: Sterling Publishers.

13. Manivannan, M. (2013) Perspectives on special education. Hyderabad: Neelkamal Publishers

14. Mathew, S. (2004) Education of Children with Hearing Impairment. RCI, New Delhi: Kanishka

Publications.

15. McCormick, Sandra.(1999)Instructing Students who Have Literacy Problems. 3rd Ed. New Jersey, Pearson

Panda,

16. Mohapatra, Damodar. (2006) Impact of family environment on early childhood education. Hyderabad:

Neelkamal Pub.

17. Naomi, G Victoria, 2014 Optical devices for low vision reading , , Hyderabad, Neelkamal Publishers.

170

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18. Rana, Nishta. (2013) Children with special needs.Hyderabad: Neelkamal Publishers.

19. Ranganathan, Snehlata. (2014) Guidelines for children with special educational needs. New

Delhi:Kaniksha Publishers

20. Rangasayee, R.& Gathoo , V. (2007). Towards Inclusive Education of Children with Hearing Impairment,

A Hand Book For Regular School Teachers. AYJNIHH Publishers.

21. Rao, Alla Appa, (2010) Learning Disabilities. Neelkamal Publishers. Hyderabad

22. Rao, V. K. (2001). Special Education. New Delhi: A.P.H.Publishers.

23. Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications.

24. RCI (2013) Status of disability in India 2012. New Delhi:RCI Publishers

25. Renuka, P. (2014) Children with Disabilities Hyderabad. Neelkamal Publishers

26. Sharma, Yogendra K. (2014) Inclusive education. New Delhi: Kaniksha Publishers

27. Smith,Corrine&Strick,Lisa(1999).Learning disabilities A to Z.New York: Fireside books.

28. Umadevi, M R. (2010) Special education. Hyderabad: Neelkamal Publishers

29. RCI (2013) Status of disability in India 2012. New Delhi:RCI Publishers

30. Renuka, P. (2014) Children with Disabilities Hyderabad. Neelkamal Publishers

31. Sharma, Yogendra K. (2014) Inclusive education. New Delhi: Kaniksha Publishers

32. Umadevi, M R. (2010) Special education. Hyderabad: Neelkamal Web -links:

33. RTE and disadvantaged children

http://www.ncert.nic.in/departments/nie/dee/publication/pdf/ StatusreportRTE2013.pdf

34. THE REHABILITATION COUNCIL OF INDIA ACT, 1992

http://www.svayam.com/pdf/the_rci_act -1992&amendement_act_2000.pdf

35. Teachers in inclusion

http://www.inclusiveeducationinaction.org/iea/index.php?menuid=25&downloaded=87&reoreid=247

36. Universal Design for learning http://inclusive.tki.org.nz/guides/universal -design -for-learning/

http://www/uvm.edu/~cdci/universaldesign/?Page=about -udl/guidelinesprinciples.php&SM=about -

udl/submenu.html

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SEMESTER I

B.Ed.Course I II

ABILITY COURSE: YOGA AND HEALTH EDUCATION

Total Credits: 03

Total Marks: 50

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the meaning, importance, aims and objectives of Health Education.

2. explain Balance Diet, Communicable Diseases and First Aid.

3. discuss the importance health education and Yoga.

4. describe about recreation, health and safety education

5. discuss the significance of Philosophy of Yoga.

6. relate Yogic Exercise and Diet in life.

Module 1: Health Education 1 Credit

Unit I: Introduction of Health Education

a) Concept of Health Education: Meaning, Definition and Importance of Health Education

b) Forms of Health Education: Health Instructions, Health Service and Health Supervision

c) Healthy Practice for Healthy Living

Unit II : Nutrition and Balanced Diet

a) Nutrition and Balanced Diet Components and Malnutrition

b) Foods and Nutrition, Food habits, Timing of Food, Nutrients and their functions, Seasonal foods and

festivals,

Preservation of food value during cooking, food and water bone and deficiency diseases and prevention

c) Communicable and Non- Communicable Diseases; Reproductive and Sexual Health, hygiene,

HIV/AIDS, responsible sexual behaviour, measures to prevent diseases transmission

Module II : Yoga Education 1 Credit

Unit III : Essential of Yoga and Practices

a) Meaning, Aim, Scope and function of yoga education

b) Yoga Asanas, Pranayama and Shudhikriya (Technique, Do’s and Don’ts and Benefit)

c) Yoga Practices for Healthy Living

Unit IV : Yoga and Fitness

a) Difference Between Physical Exercise and Yoga

b) Yoga Practices for Memory Development

c) Yoga Practices for Stress Development

Module 3: Suggested Tasks/Assessment (Any Five) 1 Credit

a) Conduct workshop on various Asanas, Pranayama and Meditation

b) Conduct five sessions on physical Exercise (PT)

c) Demonstration of asanas and pranayama and their effect on Human body.

d) Organising school health check- ups, referral, and practical classes of first aid and write report.

e) Organising and discuss with students how they will contribute to health communities and environments as

adults.

f) Prepare a food chart with their nutritional values for a week

g) Present a seminar on techniques of yoga for stress management

References:

1. Atwal & Kansal. (2003). A Textbook of Health, Physical Education and Sports, Jalandhar, A. P. Publisher,

2. Anantharaman, T.R. (1996). Ancient Yoga and Modern Science. New Delhi: Munshiram Manoharlal

Publishers Pvt Ltd.

3. Bhavanani, A.D. (2008). A Primer of Yoga Theory. Pondicherry: Dhivyananda Creations, Iyyangar Nagar.

4. Nath, S.P. (2005). Speaking of Yoga. New Delhi: Sterling Publishers.

5. Kamlesh, M.L. & Sangral, M.S. (1986). Methods in Physical Education, Ludhiana: Prakash Brothers.

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6. Kangane, Sopan & Sonawane, Sanjeev. (2007). Physical Education. Pune: Nirali publication.

7. Kaur, Manjeet. (2003). Health and Physical Education, Ludhiana: Tendon Publications.

8. Sharma, Anil P. (2011). Mind, Body and Divine Yoga. New Delhi: Personal Graphics & Advertiser Pvt. Ltd.

9. Samiti. Goel, A. (2007). Yoga Education, Philosophy and Practice. New Delhi: Deep and Deep

Publications. http// www.wikipaedia.com

10. S. & Vinekar, S.L. (1963). Yogic Therapy: Its Basic Principles and Methods. New Delhi: Ministry of

Health and Family Welfare.

11. Swami Satyānanda (1999). Four Chapters on Freedom. Commentary on Yoga Sūtras of Patañjali

Saraswathi. Munger: Bihar School of Yoga.

12. Yadav, Y.P. & Yadav, R. (1998). Art of Yoga. Friends Publications, India.

Websites:

1. Importance of Health Education : http://www.schoolchalao.com/basic -education/show -results/introduction -

of- health -education/effect -of-health -education

2. Healthy practices for healthy life: https:// www.eufic.org/en/healthy -living/article/10 -healthy -lifestyle- tips-

for- adults

3. Streams of Yoga: https://yoga.manavata.org/?page_id=120

4. Yoga Asana and Pranayam: https:// www.timesnownews.com/health/article/yoga -asanas-

pranayama- and- meditation -a-complete -yoga- guide- for-beginners/586246

5. Shudhkriya Yoga: https:// www.rishikeshyogisyogshala.org/6 -types -kriyas- ultimate -purification/

6. Yoga Practices for Healthy Life: https:// www.yogajournal.com/lifestyle/count -yoga- 38-ways -yoga- keeps- fit

7. Postures : https:// www.edokita.com/common -postural -defects- types -causes- and-remedies/

8. Exercises to Strengthen Physical Fitness: https:// www.nia.nih.gov/health/four -types -exercise -can-improve -

your- health -and-physical- ability

9. Components of Physical Fitness : https:// www.kenoshachc.org/2018/06/11/know -5-components- physical-

fitness/

10. Meditation Techniques: https:// www.yogajournal.com/meditation/let -s-meditate

11. Stress Management Techniques : http://www.boostconference.org/PDF/2015 -

presenters/Yoga%20for%20Stress%20Management%20and%20Relaxation.pdf

12. Yoga for im proving Short Term Memory https:// www.wellbeing.com.au/body/yoga/discover -yoga- improve-

memory.html

13. Yoga for improving Long Term Memory https:// www.stylecraze.com/articles/yoga -poses- to-improve- your-

memory/

14. NCERT Book on Yoga: https://ncert.nic.in/dess/pdf/tiyhwlss1.pdf

15. Yoga Education Bachelors of Education Programme :

16. http://doe.du.ac.in/academics/bed/syllabus/Yoga%20Education%20 -%20B.Ed%20 -%20English.pdf

17. Yoga Education Diploma in of Elementary Education https:// www.scribd.com/document/376181349/Yoga -

Education -D-El-Ed-English- p

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SEMESTER II

B.Ed. Course IV

PERSPECTIVE IN EDUCATION: LEARNING AND TEACHING

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concepts of Learning & Teaching.

2. analyse the factors affecting Learning.

3. explain the processes of Learning through various theoretical perspectives.

4. design the strategies of active engagement in learning.

5. explain concept of teaching and as a profession

6. apply the knowledge of teaching for better learning

Module 1: Understanding Learning 2 Credits

Unit I: Concept of Learning

a) Learning and Teaching: Meaning and Characteristics

b) Factors Affecting Learning: Attention (Meaning, Types and Educational Implications), Motivation

(Meaning,

Types and Educational Implications), Maslow’s Theory of Hierarchy of Needs

c) Multiple Intelligences (Gardener’s Classification): Concept and Educational Implications

Unit II : Theories of Learning: (Principles & Educational Implications)

a) Behaviourist Theories: Pavlov & Skinner.

b) Cognitive Theory: Jerome Bruner

c) Social Learning Theory: Bandura

Unit III : Active Engagement in Learning

a) Cognitive constructivism and social constructivism ( Concept and Features)

b) Concept mapping and Mind Mapping

c) Brain based learning: Principles and Educational Implications

Module II : Understanding Teaching 2 Credits

Unit IV : Teaching for All (Educational Needs Of Differently Abled Learners )

a) Characteristics & role

of education (strategies) in case of: Learners with Learning Disabilities

b) Characteristics & role of education (strategies) in case of: Learners with Hyperactivity & Attention Disorders,

Gifted Learner and Slow Learner

c) Differentiated Instruction: Concept, Characteristics / Key Features & Strategies

Unit V : Teaching for Effective Learning

a) Promoting reflection and critical thinking

b) Creativity (Meaning and ways of promoting)

c) Metacognition (Meaning and components)

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Unit VI: Teaching as a Profession

a) Professionalism in Teaching: Concept and Principles

b) Evolving Roles of Teacher: Instructional Expert, Manager, Counsellor and Researcher

c) Competencies for classroom management

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Task/Assignment for each module held in semester (2 x 10 Marks) 20

2 One Periodical Class Test held in the given semester 15

3 Overall Participation 05

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a) Experimental Psychology (any one from the following)

• Division of Attention

• Group Judgement

• Suggestion

• Perception

• Transfer of Learning – (Mirror Drawing / Cup & Ball)

b) Psychological Test (any one from the following)

• Sociometry test

• Multiple Intelligence Test- Gardener

• Thinking Style

c) Construct and Develop a concept of map or mind map on any unit or topic from the course

References:

1. Adams & Hamm – New Designs for Teaching & Learning, Jossey- Bass Publishers, San Francisco

2. Agarwal. J.C- Essentials of Educational Psychology, Vikas Publishing House Pvt Ltd, 1995

3. Bhatnagar Suresh & Saxena Anamika - Advanced Educational Psychology, R Lall Book Depot Meerut

Brubacher, Modern Philosophies of Education, 4th Ed., McGraw Hill Book Company

4. Cascio, Wayne F. & Aguinis Herman - Applied Psychology in Human Resource Management - Prentice-

Hall of India, New Delhi.

5. Charles Skinner - Educational Psychology.

6. Chatteijee S. K. - Advanced Educational Psychology.

7. Chauhan,S.S - Advanced Educational Psychology, Vikas Publication House, N.D.1990

8. Crow L.D and Crow A “Educational Psychology”

9. Dandapani, S - Educational Psychology o Dandekar & Makhija - Educational Psychology

10. Dandekar W. N. - Fundamentals of Experimental Psychology.

11. Dash, RN & Dash,N - A Textbook of Educational Psychology.

12. David W. Martin - Doing Psychology Experiments.

13. Donna Walker Tileston – Ten Best Teaching Practices, 3rd Ed., Corwin

14. E.G. Parameswaran & K. Ravichandra - Experimental Psychology. G

15. Gage & Berliner – Educational Psychology (6th Ed.), Houghton Mifflin Co.

16. Gardener, Frames of Mind

17. Henson & Eller – Educational Psychology for Effective Teaching – Wadsworth Publishing Company.

18. Hergenhahn, B. R. & Olson, Matthew H. - An Introduction to Theories of Learning - Prentice- Hall of India

19. Jonassen & Land (Editors), Theoretical Foundations of Learning Environments, Routledge o Kakkar

S. B. - Educational Psychology.

20. Kenneth T. Henson, Ben F. Ella - Educational Psychology for Effective Teaching.

21. Lahey, Benjamin- Psychology- An Introduction (Sixth Edition), Tarn McGraw Hill Publ.

22. Lawson et al, A History of Psychology – Globalization, Ideas, and Applications, PrenticeHall of India

23. Lefrancois Guy - Psychology for Teaching.

24. Lefrancois Guy R.: Theories of Human Learning

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25. Leo Postman, James Egan- Experimental Psychology.

26. Mangal S. K. — Essentials of Educational Psychology, Prentice- Hall of India. New Delhi.

27. Mangal S.K - Educational Psychology

28. Mathur, S.S- Educational Psychology 50

29. Micheal Pressley, Christine B. McCormick - Child & Adolescent Development for Educators.

30. Paulo Freire – Pedagogy of the Oppressed(2011)

31. Rajamanickam, Experimental Psychology with Advanced Experiments- Vol.1,II. Concept Publishing

Company

32. Richard D. Parsons, Stephanie Lewis Hinson, Deborah Sardo- Brown- Educational Psychology.

33. Richardson, Constructivist Teacher Education: Building a World of New Understandings, Routlegde Falmer

34. Tileston, Donna Walker - 10 Best Teaching Practices (3rd Ed.), Corwin - A SAGE Co.

35. Tiwari, Roma Pal- Experimental Psychology A Dynamic Approach, VinodPustakMandir

36. Walial. S. - Foundations of Educational Psychology.

37. WOOLFOLK, Anita - Educational Psychology (1 Ith Ed.), Merrill -Pearson

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SEMESTER II

B.Ed.Course V

PERSPECTIVE IN EDUCATION: KNOWLEDGE AND CURRICULUM

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the epistemological basis of Education

2. justify the significance the modern child centered Education.

3. discuss the National Integration and International Understanding

4. explain the curriculum and its types

5. categorizes the Dimensions of Curriculum.

6. discuss the importance of autonomy of teacher and learner.

Module 1: Knowledge and its Relation to Education 2 Credits

Unit I: Perspective of Knowledge and Education

a) Meaning and Characteristic of Knowledge

b) Meaning, Definition and Characteristic of Education

c) Forms of Education: Meaning and Characteristics of Formal, Non- formal, Informal

Unit II : Modern Child Centered Education (Concept, Characteristic, Educational Implications)

a) Learning through Activity – M.K. Gandhi

b) Learning through Discovery – John Dewey

c) Learning through Dialogue – Paulo Freire

Unit III : Social and Cultural context of Education

a) Concept and Characteristics of Democracy, Modernization.

b) Concept and Need of Nationalism, Universalism and inter relationship with Education

c) Concept of Values, Equity and Equality, Social Justice and Dignity with reference to Dr. Ambedkar

Module II : Curriculum and Its Relation to Education 2 Credits

Unit IV : Curriculum

a) Curriculum –Concept and

Need

b) Determinants of Curriculum (Philosophical, Psychological, Sociological)

c) Types of Curriculum – Concept and characteristics (Subject centered, Child centered, Hidden curriculum)

Unit V : Dimensions of Curriculum

a) Principles of Curriculum development

b) Process of Curriculum Development

c) Relationship of curriculum with Syllabus and textbook

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Unit VI: Curriculum Implementation and Evaluation

a) Role of Teacher in Implementing the Curriculum

b) Curriculum Evaluation: Meaning and Need of Curriculum evaluation

c) Role of MHRD, NCERT in curriculum reform

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey

Report. Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating,

Project Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a. Preparing a report on difficulties faced in chapter wise teaching of the school subject

b. Comparative study of the curriculum of different boards (SSC, ICSC, CBSE, IB )

c. Report writing: Critically examine any secondary school text book of any two standards from 5th to

10th with reference to values of equity, equality and social justice.

d. Seminar Presentation: Critical appraisal of philosophy and practice of Education advocated by Gandhi,

Dewey and Freire.

e. Critical writing: Critically examine the role of hidden curriculum with reference to school rules, rituals,

celebrations and discipline.

References:

1. Aggarwal, J.C., & Gupta, S. (2005). Curriculum Development. New Delhi: Shipra Publisher.

2. Alexander, W.M., & Saylor, J.G. (1966). Curriculum Planning for modern schools, New York: Holt,

Rinhart and Winston Inc.

3. Balrara, M. (1999). Principal of Curriculum Renewal. New Delhi: Kanishka Publishers.

4. Chandra, A. (1977) Curriculum Development and Evaluation in Education, New Delhi: Sterling Publishers.

5. Darji, D.R.& Lulla, B.P. (1967). Curriculum development in Secondary schools of Baroda. Baroda: Sadhana

Press.

6. D’Costa, Agnes R. (2016) Knowledge and Curriculum, Mumbai Himalaya Publishing House

7. Khan M.I. and Nigam, B. K. (2007) Curriculum reform change and continuity. New Delhi; Kanishka

Publication.

8. Nigam, B.K.& Khan, I. M. (1993) evaluation and Research in Curriculum construction. New Delhi:

Kanishka Publishers.

9. Sharma, R. (2002). Modern methods of curriculum Organization, Jaipur: Book Enclave.

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SEMESTER II

B.Ed.Course VI

ABILITY COURSE: CRITICAL UNDERSTANDING OF ICT

Total Credits: 03

Total Marks: 50

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concept of ICT

2. practice safe and ethical ways of using ICT.

3. apply the use of ICT in Teaching -Learning, Administration, Evaluation and Research.

4. design, develop and use ICT based learning resources.

5. explain the concept of Open Education Resources and Creative Commons in education.

6. demonstrate mobile learning, open learning and social learning in the classroom.

Module 1: ICT In Education And Its Implications 1 Credit

Unit I: Understanding of ICT in Education

a) Information and Communication Technology in Education: Concept, Principles & Importance

b) Approaches for using ICT in Education:

• E-learning

• Synchronous versus Asynchronous/ Online versus Offline

• Individual versus Group

• Computer based versus Other Digital Devices

• Self-paced versus Instructor lead

c) Ethical, Legal & Social safety in the use of ICT: Copyright, Netiquettes, Net safety, Plagiarism, Gaming

addiction

Unit II : Designing Technology Integrated Learning Experiences

a) Information Processing: Meaning, Gagne’s Information Processing Model

b) Pedagogy and Models for integrating technology in education: TPACK Model, Web -based learning

(including Social Learning: Use of Web 2.0 tools for learning), Mobile Learning, Flipped Learning,

Blended Learning: Concept and Applications

c) Instructional Design: Meaning, Using ADDIE Model for Instructional Designing. Using E -tools for

developing e - content material/resource including SLM (Self -Learning Materials) Script writing and Story

Boarding, Recording, Presenting and Evaluation Criteria for evaluating them

Module II : Teacher And I CT Enabled Administration And Evaluation 1 Credit

Unit III : Use of ICT in Administration, Evaluation and Research

a) LMS: Concepts, Features and Applications

b) Technology Integration in Evaluation: Online and Offline Assessment tools - Computer Assisted

Assessments, E- portfolios, Online Survey Tools, Quizzes, Podcasts, Storytelling, Graphics, Computer based

games: Meaning and Application

c) Administration with Technology: Role of ICT in school administration, School Management Software:

Meaning and Applications

Unit IV : Emerging Trends in E-Learning

a) Open Educational Resources: Creative Common Licensing, Massive Open Online Courses (MOOCs)

b) Research with technology: ICT for Research -Online repositories/databases for research and digital library.

E- portals: E-Pathshala, NROER, Diksha and Swayam Prabha: Concept and Applications

c) Artificial Intelligence, Virtual Reality and Augmented Reality: Concept and Application in education

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Module 3: Suggested Tasks/Assignments Activities 1 Credit

Any Five from the following:

a) Select a case study/report related to legal and ethical issues in use of ICT. Discuss your case using any

mode of line discussion forum. Submit the screenshots of your group discussion.

b) Design a teaching lesson plan for any topic of your choice using the TPACK Model.

c) Develop and critically evaluate an E-content material (Script writing and StoryBoard) using ADDIE

Model of Instructional design for any topic of your choice.

d) Develop and Manage a Social Networking site/Blog/ Chat forum for college based ICT course. Submit

the report for the same with empirical evidence.

e) Review an educational Mobile App and write a report on it.

f) Using any LMS carry out the following activities for facilitating learning in any of the unit of your choice:

g) Identify resources for a topic of your choice and upload it.

h) Generate a test

i) Use any discussion forum available for the discussion on the uploaded learning material.

j) Select an educational problem and conduct a seminar on online surveys. Submit a report on the procedure

and analysis of the survey result along with the screen shot.

k) Conduct an assessment for any topic using any one of each Online and Offline assessment tools.

l) Review a School Management Software and write a report on it.

m) Select a topic relevant to education, collect Open Educational Resources (Text, Multimedia, Website

references) and analyse the type of license used in the Open Educational Resources. Submit the report for the

same with evidence.

References:

1. Goel, D. R., and Joshi, P. (1999). A Manual for INTERNET Awareness. CASE: The M. S. University of

Baroda Press.

2. Mahapatra, B.C. (2006). Education in Cybernatic Age. New Delhi: Sarup Sons.

3. Mansfield, R. (1993). The Compact Guide to Windows.World and Excel. New Delhi: BPB Publishing.

4. Saxena, S. (1999). A first course in computers. New Delhi: Vikas Publishing House.

5. Tanenbaum, A. S. (1996). Computer Networks. New Delhi: Pretince Hall of India.

6. Walkenbach, J. (1997). Excel 97 Bible. New Delhi: Comdex Computer Publishing.

7. Khirwadkar, A. (2005). Information & Communication Technology in Education. New Delhi: Sarup&

Sons.

8. Khirwadkar, A. (2010). e-learning Methodology: Perspectives on the Instructional Design for Virtual

Classrooms. New Delhi: Sarup Book Publication Ltd.

9. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for

integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017– 1054

10. Chatterjee, A., & Kothari, P. (2014, October). Bridging achievement gaps amongst school students

through a technology -based blended learning model. In Frontiers in Education Conference (FIE), 2014 IEEE

(pp. 1-8). IEEE.

11. Bergmann J., and Sams A., Flip your classroom: Reach every student in every class every day, Eugene,

International Society for Technology in Education, 2012.

12. Göksel, Nil &Bozkurt, Aras. (2019). Artificial Intelligence in Education: Current Insights and Future

Perspectives.

13. Helsel, S. (1992). Virtual Reality and Education. Educational Technology, 32(5), 38-42. Retrieved

September 18, 2020, from http://www.jstor.org/stable/44425644

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SEMESTER III

B.Ed.Course VII

ASSESSMENT FOR LEARNING

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concept of Measurement, Assessment and Evaluation

2. describe the taxonomy of educational Objectives

3. discuss the current trends in Assessment

4. apply statistical calculation for interpretation.

5. design Unit test and achievement test

6. explain the process of assessment for learning

Module 1: Fundamentals of Assessment 2 Credits

Unit I: Concept of Assessment

a) Meaning ,Nature and functions of Measurement, Assessment and Evaluation

b) Perspectives of Assessment - Assessment for Learning, Assessment of Learning, Assessment as Learning

c) Types of Assessment(Formative and summative)

Unit II : Educational objectives

a) Relationship between Aims and Objectives

b) Criteria of writing statements of objectives and specifications

c) Taxonomy of Revised Bloom’s Educational objective s - Cognitive, Affective, Psychomotor

Unit III : Learning Experiences

a) Value Based Learning Experiences

b) Sources of learning experience

c) Records used in Assessment - Cumulative record, Reflective journal

Module II : Instrument of Assessment and Results 2 Credits

Unit IV : Tools of Assessment

a) Characteristics of measuring tools: Validity, Reliability, Objectivity, Usability, Adequacy and

Discrimination Power (Concepts and Factors Affecting them)

b) Evaluation Tools and Techniques: Meaning, features, merits and demerits

(i) Observation Technique: Rating Scale and Check List

(ii) Self Reporting Technique: Interview and Questionnaire

(iii) Projective Technique: Thematic Apperception Test (TAT) and Sentence Completion Test

c) Achievement Test: Meaning, features, merits and demerits

i) Performance test (Oral and practical)

ii) Written: Essay and Objective

iii) Open book and online

Unit V : Examination Reforms

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a) Continuous and Comprehensive Evaluation (CCE)

b) Choice Based Credit System (CBCS)

c) Feedback in Assessment - Importance of Feedback in learning, Types of Feedback: Constructive feedback,

Oral and Written, Individual & Group

Unit VI: Interpreting Test Scores

a) Measures of Central Tendency : Mean, Median, Mode

b) Percentile and Percentile Rank

c) Graphical representation of data : Histogram, Frequency polygon

Module 3: Internal Assessment 2 Credits

S.No Task Marks

1 Assignments (2*10) 20 marks

2 Case study/ Projects/ Posters and exhibits/

Seminar/Workshop/ Co- operative Learning/ Blended

Learning/ Constructivist Learning/ Nai

Talim – Experiential Learning/ Open Book assignment 05 marks

3 Class Test 15 marks

Total 40 marks

Any two tasks from the following (2 x 10 = 20 Marks)

1. Developing an achievement test with its Blue Print, Answer Key and Marks Distribution.

2. Developing a Portfolio / Profile / Evaluation Rubric

3. Evaluation of available Unit test and reformation of the same.

4. Designing Questionnaire / Interview Schedule on a given topic

5. Preparing any four evaluation tools for Formative Assessment.

References:

1. Dandekar, W.N. (2007).Evaluation in Schools.Pune:ShreeVidyaPrakashan.

2. Ebel, R.L. &Fresbie, D.A. (2009).Essentials of Educational Measurement. New Delhi: PHI Learning PVT.

LTD.

3. Gupta, S. K. (1994). Applied Statistics for Education.Mittal Publications.

4. Garrett, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet Publication.

5. Mrunalini, T. (2013).Educational Evaluation. Hyderabad: Neelkamal Publications Pvt. Ltd. Patel, R.N.

(2011).

6. Educational Evaluation Theory and Practice. Mumbai: Himalaya Publishing House Pvt. Ltd.

7. Rani, P. (2004).Educational Measurement and Evaluation. New Delhi: Discovery Publishers. Rawat, D. S.

(1970).

8. Measurement, Evaluation and Statistics in Education. , New Delhi: New Raj Book Depot.

9. Reynolds, C.R., Livingston, R.B., and Willson, V. (2011).Measurement and Assessment in Education. New

Delhi: PHI Learning PVT. LTD.

10. Siddiqui, M.H. (2010). Educational Evaluation. New Delhi: A.P.H. Publishing Corporation. Sidhu, K.S.

(2009).

11. New Approaches to Measurement and Evaluation.New Delhi: Sterling Publishers Pvt. Ltd.

12. Ten Brink, T. D. (1974). Evaluation - A Practical Guide for Teachers. New York: McGraw Hill Book Co.

13. Thorndike, R.M. (2010). Measurement and Evaluation in Psychology and Education. New Delhi: PHI

Learning PVT. LTD.

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SEMESTER III

B.Ed.Course VIII

PEDAGOGY OF SUBJECT – SCIENCE 1

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. Explain the concept of Science as an academic discipline

2. describe Science as a body of Knowledge

3. explain the concept of Curricular aspects of Science

4. explain the Learner and Learning Dynamics

5. explain the concept of Learning experiences and maximizing students’ engagement in the learning

of Science

Module 1: Fundamentals of Science 2 Credits

UNIT I : Science as an academic discipline

a) Meaning and characteristics of academic disciplines

b) Becher- Biglan Typology in the classification of academic disciplines

c) Science as an academic discipline and its various branches

UNIT II : Understanding Science as a bo dy of Knowledge

a) Meaning and nature of Science (Science as a product and process)

b) Values of Science in the socio -cultural context

c) Scientific Attitude - Meaning and its characteristics

UNIT III : Curricular aspects in Science

a) Interdisciplinary and Multidiscip linary approach

b) Scientific Language and Communication

c) Mathematics in Science

Module II : Transacting Science Curriculum 2 Credits

UNIT IV : Psychological Approach to Science Teaching -Learning

a) Diversity and Inclusiveness in Science classrooms

b) Maxims of teaching Science: Known to Unknown, Simple to Complex, Whole to Part, Particular to

General, Concrete to Abstract, Empirical to Rational

c) Inter nal & External correlation in Science teaching

UNIT V : Learning Experiences in Science

a) Direct and Indirect Learning Experiences and its importance in Science (with respect to Edgar Dale’s Cone

of Experience)

b) Teaching Learning Materials (TLM) in Science Ed ucation: Use of print material, charts, models,

specimens, science kits, audio -visual and digital learning materials

c) Preparation, Selection and Creation of TLM in Science

UNIT VI : Maximizing Student Engagement

a) Science Club - Importance, Organization and Activities

b) Science hobbies, movies and Science literature - Significance

c) Science Museums and Planetarium - Significance

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Module 3: Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Task/Assignment/ Activity for each module held in

the semester (2X10) 20

2 One periodical class test held in the given Semester

15

3 One Essay test held in the given Semester

05

TOTAL 40

Suggested (Any Two) Of The Following Tasks:

1. Conduct a survey on school science teachers, college science teachers, students, professionals, farmers etc.

regarding the nature and significance (value) of science.

2. Plan any 3 differentiated content strategies for a science topic in an inclusive classroom.

3. ‘Mathematics is at the heart o f science’. Prepare a paper establishing this relationship by analyzing the

influence of mathematics in developing science concepts.

4. Prepare an attitude scale consisting of 10 items measuring the scientific temper of school students.

5. Conduct any one scienc e club activity and write a report on it.

6. Prepare a science resource kit for teaching learning of a particular topic along with a write up ((name of

unit, name of the theme/topic, materials used, procedure, learning outcomes).

7. Write a critical film review on the theme environment with respect to the values of science

8. Visit a museum / planetarium and write a reflective narrative on the significance of museum / planetarium

in augmenting knowledge of Science.

References:

1. Areekkuzhiyil, Santhosh. (2017). Unde rstanding Discipline and Subjects. Hyderabad: Neelkamel Publishers.

2. Becher, T. & Trowler, P.R. (2001). Academic tribes and territories: Intellectual inquiry and the culture of

disciplines (2nd ed.). Buckingham, England: Open University Press.

3. Bhandula, Cha dha and Sharma: Teaching of Science, Parkash Brothers Educational Publishers, 1985.

4. Bhatia & Bhatk the Principles and Methods of Teaching, Doaha house Booksellers and Publishers, 1994.

5. Biglan, A. (1973). Relationships between subject matter characteris tics and the structure and output of

university departments. Journal of Applied Psychology 57(3), 204 -213.

6. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied

Psychology 57 (3), 195- 203.

7. Gupta, S. K. (19 83). Teaching of physical science in secondary schools. New Delhi: Sterling Publications

(Pvt.) Limited.

8. https://understandingdisciplines.webs.com/

9. J.C.Aggarwal: Principles, Methods and Techniques of Teaching, Vikas Publishing house Pvt. Ltd., 2000.

10. Jahag irdar, R. A. (n.d.). Collected works of Justice R. A. Jahagirdar: Scientific temper. Rationalist

Foundation. Retrieved from https://archive.org/details/Scientific Temper -English- R.A.Jahagirdar

11. Janie Gross Stein, Richard Stein (Ed.)(2001)Network of knowledge: Collaborative innovation in international learning: Toronto Canada, Unive rsity of Toronto Press incorporated.

12. John Loughran (1996). Developing reflective Practice: Learning about teaching and Learning through

Modelling. London: Falmer Press

13. Korde and Sawant; Science and Scientific Method, Himalaya publishing house, 1980.

14. Krishnan, A. (2009). What are Academic Disciplines? Some observations on the Disciplinarity vs.

Interdisciplinarity debate. Retrieved from: eprints.ncrm.ac.uk/783/1/ what_are_academic_disciplines.pdf

15. Mahanti, S. (2013). A perspective on scientific temper i n India. Journal of Scientific Temper, 1, 46 -62.

Retrieved from http://op.niscair.res.in/index.php/JST/article/v iew/ 1099

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16. Mary, L.S.(1985). State of the art : Transforming ideas for teaching and learning science. A guide for

elementary education, Washington, DC: United States,Dept. of education.

17. Mathew, T.K., & Mollykutty, T. M. (2011). Science education : Theoretical bases of teaching and pedagogic

analysis. Chenganoor: Rainbow Book Publishers.

18. Narendra Vaidya: Science teaching in schools for the 21st century. Deep and deep publications Pvt Ltd.,

19. New Trends in Integrated Science Teaching, Vol.1, UNESCO.1969 -70.

20. Prasad Janardhan, (1999.) Practical aspects in Teaching of Science, Kanishka Publication, N. Delhi

21. R.C Sharma (2003) Modem Science teaching, Dhanpat Rai Publishing Company

22. Ralph Martin, Colleen Sexton , Teresa Franklin , Jack Gerlovich , & Dennis McElroy ( 2008). Teaching

Science for All Children: An Inquiry Approach. (5th ed.). Pearson, U.S.

23. Rena M.Palloff & Keith Pratt (2009): Assessing online learner: San Fransisco, Jossey – Bass.

24. Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat Rai & Sons. Smith and Anderson

(1984). Cited in apples 4 the teacher.com articles, Science Misconceptions Research and Some Implica tions

for the Teaching of Science to Elementary School Students.

25. Suresh K.P. and Joseph, Celene (2012). Teaching and Testing Science Process skills.New Delhi: Shipra

Publications .

26. Thurber, W. A., & Collette, A. T. (1964). Teaching science in today’s s econdary school. New Delhi; Prentice

Hall Of India Limited.

27. Tony Ghaye (2011). Teaching n and learning through Reflective Practice (2nd Edn.) Newyork: Routledge

28. Trowbridge, L. W. & Bybee, R. W. (1996). Teaching secondary school science.(6thed.). Eng

185

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SEMESTER - III

B.Ed.Course IX

PEDAGOGY OF SCHOOL SUBJECT MATHEMATICS 1

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

1. explain the basic concepts associated with Academic Disciplines

2. explain the place of Mathematics as a Discipline in the school curriculum.

3. discuss the role of Mathematics education in NEP 2020

4. explain the nature, scope & importance of Mathematics at Middle Stage and Secondary stage as outlined in

NEP 2020 .

5. explain the aims of teaching Mathematics and objectives in teaching Mathematics across a) Middle and

Secondary Stage (as outlined in NEP) in the school education and b) the three domains (Cognitive, affe ctive

and psychomotor).

6. apply different Psychological Perspectives in Mathematics education.

7. apply different approaches to teaching mathematics in classroom situations.

8. analyze the importance of mathematics laboratory in creating interest in Mathematics.

9. apply essentials of teaching Mathematics in curriculum transaction.

10. appreciate the role of mathematics in day -to-day life.

11. analyze the characteristics of Mathematics textbook.

12. explain the need and importance of learning resource s in Mathematics education.

Module 1: Fundamentals of Mathematics Education 2 Credits

Unit I: Basics of Academic Disciplines

a) Meaning of Academic Disciplines, Relationship between Academic Discipline and Mathematics as school subject.

b) Classification of academic disciplines: Becher -Biglan typology (pure -hard, pure soft, applied -hard, applied -

soft types) with emphasis on nature of knowledge in each type.

c) Multidisciplinary approach in teaching of Mathematics.

Unit II : Introduction to Teac hing of Mathematics

a) Meaning, Nature & Scope of Mathematics

b) NEP 2020 and Mathematics Education

c) Aims and Objectives of teaching Mathematics at Middle and Secondary stage (as outlined in NEP) and at

different domains (Cognitive, affective and psychomotor)

Unit III: Psychological Perspectives in Mathematics Education

a) Application of Piaget’s theory in Mathematics

b) Application of Vygotsky theory in Mathematics

c) Application of Gardner’s theory in Mathematics

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Module II: Transacting Mathematics Curriculum 2 Credits

Unit IV : Essentials of Teaching Mathematics in Curriculum Transaction

1. Values of teaching Mathematics

2. Maxims of Teaching

● From Known to Unknown

● From Simple to Complex

● From Particular to General

● From Concrete to Abstract

● From Whole to Part

3. Approaches of curriculum construction -Concentric and Topical

Unit V: Mathematics Textbook

a) Textbook –Need and Importance

b) Textbook – Characteristics of good Mathematics textbook

c) Critical analysis of Mathematics textbook

Unit VI: Learning Resources in Mathematics

a) Need and importance of learning resources

b) Mathematics Laboratory: Objectives, Significance and Organization

c) 3D Objects, Models and Comic Books

Module III: Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Two Task/Assignment/ Activity (2 X 10) 20

2 One periodical class test held in the given Semester 15

3 One Essay test held in the given Semester 5

Total 40

Suggested Tasks and Assignments: (Any Two)

1. Trace the evolution of Mathematics.

2. Comparative study of place of Mathematics education as recommended by different education commissions post- independence.

3. Conduct the Seminar presentation on Piaget/Gardner/Vygotsky theory in teaching of Mathematics.

4. Critically examine the curriculum construction approach (concentric/topical) used by any education boards

(CBSE/SSC/ICSE/IB/IGCSE).

5. Critically analysis any one textbook of Mathematics

6. Select a learning resource from the Mathematics lab and demonstrate a mathe matics concept.

References

1. Boyer, Carl B., (1969): A History of Mathematics; Wiley, New York.

2. Content cum Methodology of Teaching Mathematics for B.Ed; NCERT New Delhi.

3. Davis David R., (1960); Teaching of Mathematics Addison Wesley Publications.

4. Ediger Mariow (2004); Teaching Math Successfully, Discovery Publication.

5. Gupta H.N. and Shankaran V (Ed.), 1984; Content cum Methodology of Teaching Mathematics, NCERT

New Delhi.

6. James Anice (2005); Teaching of Mathematics, Neelkamal Publication.

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7. Johan R.E. et.al, (1961): Modern Algebra; First Course, Addison -Wesley Publishing Company INC. USA.

8. Kulshreshtha; Teaching of Mathematics, R. Lal and Sons.

9. Kumar Sudhir; Teaching of Mathematics, Anmol Publications, New Delhi, India.

10. Mangal, A text book on Teaching of Mathematics, Prakash Bros., Ludhiana, India.

11. NCERT (2006) Position Paper -National Focus Group on Teaching of Mathematics, New Delhi

12. Novak, J.D. & Gowin, D.B., (1984), Learning How to Learn, New York, NY, Cambridge University Pressoy

13. Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford, London

14. Schonnel F.J. (1965), Diagnostic and Remedial Teaching in Arithmetic, Lever and Boyd, London

15. Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary School Teachers,

Routledge, London and New York

16. Tanner H. And Jones S. (2000), Becoming a successful teacher of mathematics, Routledge Falmer, London

17. Thompson D.R and Rubenstein, R. N (2010), Teaching and Learning High School Mathematics, John Wiley

and Sons Inc., New Jersey,

18. Weinberg A.S. (1999), Connecting Mathematics and Science to Workplace Contexts: A Guide to Curriculum materials, Corwin Press Inc., California

188

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SEMESTER III

B.Ed.Course X

ABILITY COURSE: DRAMA AND ART IN EDUCATION

Total Credits: 03

Total Marks: 50

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the importance of drama & art, scope, and purpose of art education,

2. relate reality through fantasy, and to predict everyday situations to cope with unpredictable unsettling

experiences,

3. discuss the self and as a form of self-expression for enhancing creativity,

4. appreciate the aesthetic the use of art in teaching learning to understand global and local culture,

5. analyze the role of the teacher as creative guide in enhancing drama and art education.

Module I: Understanding Drama and Art in Education 2 Credits

Unit I: Introduction to the concept of Drama and Art

a) Forms of Drama and Art (Visual Art, Performing Art)

b) Functions of Drama and Art

c) Integration of Drama and Art in the school curriculum

Unit II : Context of Art

a) Functions of Art : Personal, Social, Spiritual, Educational, Political

b) Types of Contrast : Visional, Form, Negative

c) Social and cultural importance of Art

Module II: Application of Drama and Art in Education 2 Credits

Unit III : Application of Drama and Art in Education

a) Developing aesthetic sensibility through Drama and Art

b) Drama and Art for creative expression

c) Drama and Art for self-realization

Unit IV : Drama and Art for Teaching

a) Drama and Art: Understanding social and environmental issues, Understanding global and local

culture

b) Drama and Art for children with special needs and marginalized

c) Drama and Art for children in multilingual society

Activities:

Following activities can be organized under the course:

1. Script writing

2. Street play

3. Visit to an Art gallery

4. Visiting/Organizing exhibitions

5. Visiting/Organizing cultural festivals

6. Report on the folk life

7. Interview with experts from the field like artists, actors, singers, writers, poets, painters, musicians,

dancer, etc

8. Appreciation of a film/drama/novel/folk drama, etc.

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9. Workshop on developing short plays/ street play for educational, entertainment or social /

environmental relevance

10. Workshop on preparing a script for a radio programme to propagate a social behaviour or awareness of

social issues

11. Organizing art, craft and music exercises with small groups followed by discussions and presentation.

12. Workshop –Developing theatre skills, pottery, folk dance, animations depicting culture and art.

13. Review the position paper National Focus Group on Arts, Music, Drama and Theatre by NCTE on Drama

for children with special needs.

14. Visit a centre for children with special needs and observe the use of drama and art in the activities

conducted.

Assignments: Any two of the following (5x10 = 50m)

1. Role Playing’ activity for historical / contemporary personalities wherein students play the role of that

personality to advocate his/her opinions/decisions/thought processes (for example, Akbar, Hitler, Galileo,

Bhagat Singh etc.) and write a reflective essay highlighting the elements of stagecraft.

2. Develop and present a lesson using any one technique of Drama and Art Or using any Art form

3. Developing masks and puppets to teach any topic in their methods, present a lesson using it. Submission of

a lesson plan is required.

4. Write an appreciation essay on the historical monuments (sculpture and architecture) or any piece of art (

music, dance drama, painting)

5. Write a self-reflective essay on how this course on Dram and Art will make you a better teacher.

6. Review studies on effectiveness of drama and art on education and present the same.

7. Observe an Art period in a school and briefly write your reflections on it.

References

1. Akademi South Asian Dance, UK – http://www.southasiandance.org.uk/

2. Andrewes,E.: A Manual for Drawing and Painting, Hazall Watson and Viney Ltd.,1978

3. Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A different look at

4. children, schools, and standards (pp. 165 –181). New York: Teachers College Press, CCRT official website

5. Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi University.

6. Dodd, N. and Winifred, H. (1971/1980). Drama and Theatre in Education, Lundon: Heinmann.

7. Doshi, Saryu (Ed.), “Marg –A Magazine of the Arts – Trends and Transitions inMumbai:

IndianMargPublications,Art”Vol. XXXVI No. 2, 1984.

8. Efland, A. D. (1990). A history of Art Education: Intellectual and social current s in teaching the visual arts.

New York, NY: Teachers College Press.

9. Harriet, G. (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing Company.

10. John, B., Yogin, C., &Chawla, R. (2007). Playing for real: Using drama in the classroom. Macmillan.

11. Khokar, Mohan, Traditions of Indian Classical Dance, Delhi: Clarion Books, First ed.,1979., London, 1973

12. Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New Delhi: NBT.

13. McCaslin, N. (1987). Creative Drama in the Primary Grades. Vol. I and In the Intermediate Grades, Vol. II,

New York/London: Longman.

14. Mishra, A. (2004). Aaj bhi KhareinhaiTalaab, Gandhi Peace Foundation, 5th Edition.

15. Prasad, D. (1998). Art as the Basis of Education, NBT, New Delhi.

16. Sahi, J. and Sahi, R.(2009). Learning Through Art, Eklavya.

17. Shirley, G. (2000). Art, an A to Z guide. Franklin Watts: USA.

18. Vaze, P. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai.

19. Ward, A. (1993). Sound and Music. Franklin Watts: New York.

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Websites:

1. Athiemoolam,L. Drama -In-Education and its effectiveness in English Second/Foreign classes, www.uni -

oldenburg.de/zsn

2. Arts Education Matters: We know, We Measured it,

http://www.edweek.org/ew/articles/2014/12/03/13greene.h34.html

3. Bhattacharya, K.K. & Gupta, D.D. : Interpreting theatre as a communication medium,

http://www.caluniv.ac.in/global -mdia -journal/ARTICLEDEC2013/

4. Boudreault, C.: The benefits of using drama in the ESL/EFL classroom,

5. http://iteslj.org/Articles/Boudreault -Drama.html

6. Dewey, J.: Art as an experience, http://plato.stanford.edu/entries/dewey -aesthetics/

7. Drama in education, https://www.questia. com/library/education/curriculum -andinstruction/

8. drama -in-education

9. Drama Games, http://en.wikipedia.org/wiki/Drama_Teaching_Techniques

10. Drama Strategies, http://dramaresource.com/strategies/69 -drama -techniques

11. Importance of Arts education, http://www.educat ionfund.org/programs/artoffoundobjects/importance of Arts

Education

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SEMESTER IV

B.Ed.Course XI

CONTEMPORARY INDIA AND EDUCATION

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concepts, characteristics, causes of various Diversities in Contemporary Indian society.

2. describe the challenges faced due to various diversities and the role of education in addressing them .

3. critically analyze the constitutional values related to the Diversity, Stratification and Marginalization .

4. apply the Policies, Curricular Framework and Role of Education in Indian context.

5. explain the provisions and recommendations of various government initiatives for the Paradigm Shift in

Education.

6. discuss the emerging trends in education.

Module 1: Contemporary Indian Society 2 Credits

Unit I. Understanding and Addressing Diversities in Contemporary Indian Society

a) Concepts of Diversity, Linguistic Diversity, Regional Diversity and Religious Diversity.

b) Characteristics and Causes of Linguistic Diversity, Regional Diversity and Religious Diversity.

c) The role of education in addressing the challenges of diversity - linguistic, regional and religious in

modern India.

Unit II . Understanding and Addressing Inequality in Indian society

a) Concept and Causes of Stratification with respect to Caste, Class & Gender.

b) Concept and characteristics of Marginalized groups in Indian society: SC/ST/NT (Nomadic Tribes)/ PWD

(person with disability).

c) Role of education in addressing Inequalities with respect to Stratification and Marginalization in Indian

society.

Unit 3: Values enshrined in Indian Constitution addressing Diversity,

Stratification and Marginalization

a) Constitutional Values like democracy, socialism and equality for reducing stratification and

marginalization

b) Education and Fundamental Rights and Duties: Articles 14, 15, 16, 21A, 29 and 30.

c) Directive Principles of state policy with regards to stratification and marginalization (Article 41,

45,46,350A)

Module II : Government Initiatives in Education 2 Credits

Unit IV – Policies, Curricular Framework and Role of Education

a) National Policy of Education -1986,

b) National Curricular Framework- 2005

c) National Education Policy 2020

Unit V - Paradigm Shift in Education

a) Yash Pal Committee Report- ‘Learning without Burden’ (1992 -93),and its provisions

b) RTE Act 2009 and its Provisions

c) RMSA and Recommendations for Secondary Education

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Unit VI- Emerging Trends in Education

a) Open & Distance Education: Concept & Characteristics

b) Globalization, Liberalization & Privatization: Concept, Characteristics and Implications

c) Digitalisation in Education: Concept, Characteristics and Challenges

Module 3: Internal Assessment 2 Credits

Sr. No. Particular Marks

1

Task/Assignment for each module held in the semester (2X10)

20

2 One periodical class test held in the given semester 15

3 Overall participation ( tasks/ assignments/ Group discussion/ poster

competition/ elocution/ ….

05

Total 40

Any two of the following tasks/assignments:

a) Organizing and conducting street plays on various diversities (Linguistic, Regional and Religious) and

addressing its related issues.

b) Critical analysis of a documentary based on Stratification and Marginalisation in Indian society.

c) Critical analysis of the provisions and recommendations of School Education -NEP 2020.

d) Seminar presentation on the impact of emerging trends/policies in Education

References:

1. Agarwal J.C. (1991). Theory and practices of education. New Delhi: Vikas publishing house Pvt Ltd.

2. Agarwal. J.C (2008). Education in the emerging Indian Society. Shipra Publications

3. Aggarwal J. C. (1994). Learning without burden: An Analysis. Shipra Publications.

4. Aggarwal J.C.(2016). Right to Education and Revitalizing Education , Shipra Publications.

5. Anand, C.L. et.al. (1983). Teacher Education in Emerging in Indian Society, NCERT, New Delhi.

6. Arora G.L & Pranati Panda.Fifty Years of Teacher Education in India (Post Independence Developments).

New Delhi:NCERT

7. Bhatia K K.(2015). Contemporary India and education, Tandon Publications, Ludhiana.

8. Chaube,S.P.(1997).Landmarks in modern Indian education.Mumbai:Himalaya Publishing House.

9. Chaube, S. P. (1999). Philosophical and Sociological Foundations of Education.Agra: Shri Vinod Pustak

Mandir.

10. Chaube. S.P. (2013). Problems of Indian Education. Shri Vinod Pustak Mandir : Agra

11. Chinara B.(1997). Education and Democracy. New Delhi : APH.

12. Dash,BN(2002).Teacher and education in the emerging Indian Society.Vol.2. Hyderabad: Neelkamal

publication.

13. Final National Education Policy 2020 (PDF) (Report). Ministry of Human Resource Development.

14. Jain, M K.(2014). Committees and commissions, ShriVinodPustakMandir : Agra

15. John, Zeepa Sara. (2012) Philosophical and Sociological Foundations of Education. Chennai: Almighty

Book Company,

16. Khanna, J.(2016). Education as a field of study,Tandon Publications, Ludhiana.

17. MansuriL(2019).Contemporary India and Education.HimalayanPublushing House.

18. Mukherji, S. M.(1966). History of education in India, charya book depot, baroda.

19. National Advisory Committee Contributor India (2004). Department of Education (1971), Government of

India, Ministry of Human Resource Deve lopment, Department of Education, Learning Without Burden:

Report of the National Advisory Committee Appointed by the Ministry of Human Resource Development

20. NCERT (2005). National curriculum framework, New Delhi.

21. Public report on basic Education in India: The Probe team in association with centre for development

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economics, October 1998

22. Qureshi, Muniruddin. (2005). Social aspects of Education. Anmol Publications Pvt. Ltd.: New Delhi

23. Ravikumar, S.K.(2001). Educational Sociology, Mangal Deep Publications, Jaipur.

24. Sampat, Urmi. (2007). Education in changing Indian society, Himalaya Publishing House, Mumbai.

25. Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International Publishing

House

26. Sharma, D.(2015). Contemporary India and Education, Tandon Publications, Ludhiana.

27. Sngaravelu.G. (2012). Education in the Emerging Indian Society. Neelkamal Publications Pvt. Ltd.: New

Delhi

28. Swaroop Sarena, N.R. &Shikha Chaturvedi. (2012). Teacher in Emerging Indian Society. Lall Book Depot

29. : Meerut

30. Zhijian, L.The multirole of Teacher: Retrieved July 10, 2012, from Wuhan university of science and

engineering: http://www.seiofbluemoutain.com

31. Vision of Teacher Education in India Quality and Regulatory Perspective. Volume 1 August, 2012.

Retrieved from

32. http://mhrd .gov.in/sites/upload_files/mhrd/files/documentreports/JVC%20Vol%201.pdf

33. https:// www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

34. https:// www.mhrd.gov.in/rte

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SEMESTER IV

B.Ed.Course XII

PEDAGOGY OF SUBJECT – SCIENCE I

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the objectives of teaching Science as given by NCF 2005

2. justify the role of place of Science curriculum with reference to NEP, 2020 and curriculum

organization

3. explain the use effectively the different methods, app roaches and techniques for teaching - learning

of science

4. explain the innovations in Science teaching -learning process

5. design the planning and lesson planning

6. explain the different areas, tests and criteria for measuring learning outcomes of learners

7. explain the significance of science process skills and its evaluation.

Module 1: Contemporary Trends in Science Teaching 2 Credits

Unit I: Policy and Perspectives in Science teaching

a) Aims and Objectives of teaching Science with respect to NCF, 2005 (Upper Primary, Secondary and

Higher Secondary)

b) Place of Science with reference to NEP 2020

c) Curriculum Organization - Concentric and Topical approach

Unit II : Science Teaching: Methods, Approaches and Techniques

a) Methods of Teaching: Lecture cum demons tration method, Project Method (Meaning, Steps and

Illustration)

b) Approaches - Inductive - deductive Approach (Meaning, Steps and Significance)

c) Techniques: Concept Mapping (Meaning, Steps and Significance)

Unit III : Innovations In Science Teaching - Learning

a) Scenario Based Learning - Meaning and Strategies

b) Experiential Learning - Application of Kolb’s cycle in Science learning

c) Blended learning with ICT - Meaning and Significance

Module II : Planning and Evaluation In Science 2 Credits

Unit IV: Planning for Science Instruction

a) Unit Planning: Meaning, Steps and Importance in Science teaching

b) Understanding the context of teaching - learning (factors related to the learning situation)

c) Lesson Planning: Meaning, Steps and Importance in Science teaching

Unit V : Measuring Learning outcomes in Science

a) Areas of Continuous Comprehensive Evaluation i n Science

b) Achievement test and Diagnostic test: Meaning, Construction and Administration

c) Criteria for assessment of Practical work: Laboratory and Project Work

Unit VI: Evaluating Science Process skills

a) Science Process Skills: Basic and Integrated (Types and Significance)

b) Rubrics - Meaning, Use (as a tool for recording process skills)

c) Approaches to the Assessment of Science Process Skills: Alternatives, Authentic and Performance

Assessments

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Module 3 : Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Task/Assignment/ Activity for each module held in

the semester (2X10) 20

2 One periodical class test held in the given Semester 15

3 One Essay test held in the given Semester 05

TOTAL 40

Suggested (Any Two) of the Following Tasks:

1. Prepare an innovative lesson plan based on any topic of your choice and conduct the lesson.

2. Conduct any one experiment in science laboratory for secondary students and prepare the report including

the journal writing instructions

3. Prepare a rubric for assessment of a science project work of secondary students.

4. Analyze the NCF -2005/ 2021 position paper with respect to the recommendations for the development of

school science curriculum at different levels.

5. Design one activity each for developing any 4 basic and 4 integrated science process skills among school

students.

6. Prepare a unit test for assessing achievement in Science (Blue print, Marking scheme, Soring key and Final

question paper)

7. Identify any one common learning difficulty in science and prepare a diagnostic test for it or suggest remedial

measures for the same.

8. Prepare a Concept Map/Mind Map on any selected unit in Science.

References:

1. “The Science Process Skills” https://narst.org/research -matters/science -process- skills

2. Aggarwal, J.C.: Principles, Methods and Techniques of Teaching, Vikas Publishing house Pvt. Ltd., 2000

3. Bhatia & Bhatk the Principles and Methods of Teaching, Doaha house Booksellers and Publishers, 1994.

J.C.Aggarwal: Prin

4. CCE in science https://ncert.nic.in/dee/pdf/CCE_Science.pdf

5. Deborah , and Kimberly (2017) “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit

for Both Teachers and Learners” CBE— Life Sciences Education ,

https://www.lifescied.org/doi/full/10.1187/cbe.06 -06-0168

6. https://ttcinnovations.com/five -ways- to-engage- students -with-scenario -based- learning/

7. Kochhar , S.K. Kochhar: Methods and Techniques of Teaching, Sterling Publishers Pvt Ltd., 2003.: Methods

and Techniques of Teaching, Sterling Publishers Pvt Ltd., 2003.

8. Lalima and Kiran, (2017)“Blended Learning: An Innovative A pproach:Universal Journal of Educational

Research, https://files.eric.ed.gov/fulltext/EJ1124666.pdf

9. National Education Policy 2020 - MHRD

https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

10. NCERT. (2005)National Curriculum Frame Work New Delhi: NCERT

11. Oloruntegbe, K.O (2010) “Approaches to the Assessment of Sci ence Process Skills” , Journal of College

Teaching & Learning. https://www.clutejournals.com/index.php/TLC/article/download/125/122

12. Pedagogy of Science, https://ncert.nic.in/desm/pdf/phy_sci_partI.pdf

13. Pedagogy of Science, https://ncert.nic.in/desm/pdf/phy_sci_PartII.pdf

14. Sharma, R.C. Mod ern science teaching, Dhanpat Rai Publishing company (P) ltd, New Delhi, 2006

15. Suresh K.P. and Joseph, Celene (2012). Teaching and Testing Science Process skills.New Delhi: Shipra Publications .

16. Teaching of Science, https://ncert.nic.in/pdf/focus -group/science.pdf

196

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SEMESTER -IV

B.Ed.Course XIII

PEDAGOGY OF SCHOOL SUBJECT MATHEMATICS II

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. analyze pedagogically the Mathematics content.

2. design the unit plan, year plan and Lesson plan.

3. explain the hierarchical arrangement of the Mathematics curriculum.

4. explain the different strategies and techniques of teaching Mathematics.

5.illustrate the different strategies & techniques in teaching Mathematics.

6. explain different approaches in teaching Mathematics.

7. explain the appropriate methods to teach different cont ent of Mathematics.

8. apply ICT in Mathematics Education for : a) Teaching - learning b) Assessment

Module 1: Instructional Planning in Mathematics 2 Credits

Unit I: Pedagogical Analysis

a) Content Analysis

b) Instructional Objectives

c) Strategies for Instruction and Assessment

Unit II : Planning in Mathematics

a) Curriculum Hierarchy and Annual plan

b) Unit plan & Concept Mapping of a unit

c) Lesson Planning

Unit III Strategies & Techniques of Teaching Mathematics

a) Individualised learning, Guided learning (Need and importance )

b) Drill, Review & Assignment in teaching of Mathematics. (Concept, Advantages and Disadvantages)

c) Brainstorming, Seminar (Concept, Advantages and Disadvantages)

Module II: Methods of Teaching 2 Credits

Unit IV : Teaching of Mathematics I

a) Teaching Concepts (Concept Development Design)

b) Teaching Generalizations (Inductive Deductive)

c) Teaching Problem Solving (Problem Solving)

UNIT V : Teaching of Mathematics II

a) Teaching Constructions (Lecture cum Demonstration)

b) Teaching Proofs (Analytical Synthetic)

c) Experiential learning

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Unit VI: ICT in Teaching -Learning of Mathematics - I

a) GeoGebra, Virtual Manipulatives, Robocompass (Applications, Advantages and Limitations)

b) Symbolab, nzmaths, Coggle (Applications, Advantages and Limitations)

c) ICT for Assessment - Edpuzzle, Socrative

Module III: Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Two Task/Assignment/ Activity (2 X 10) 20

2 One periodical class test held in the given Semester 15

3 One Essay test held in the given Semester 5

Total 40

Suggested Tasks and Assignments: (Any Two)

1. Prepare Pedagogical Analysis Plan for any selected topic in Mathematics.

2. Organise a seminar on any mathematical topic.

3. Prepare a math lesson using any of the ICT tools.

4. Prepare a lesson plan in mathematics using appropriate method/ approach to teach

Concepts /Generalizations /Problem Solving/ Constructions/ Proofs

5. Prepare a Concept ma p & Unit Plan of any unit from Mathematics.

6. Create an online test using an appropriate app.

References

1. Content cum Methodology of Teaching Mathematics for B.Ed; NCERT New Delhi.

2. Ediger Mariow (2004); Teaching Math Successfully, Discovery Publication.

3. Gupta H.N. and Shankaran V (Ed.), 1984; Content cum Methodology of Teaching Mathematics, NCERT

New Delhi.

4. Hudgins, Bryce B. (1966); Problem Solving in the classroom, MacMillan, New York.

5. James Ani ce (2005); Teaching of Mathematics, Neelkamal Publication.

6. Johan R.E. et.al, (1961): Modern Algebra; First Course, Addison -Wesley Publishing Company INC. USA.

7. Kulshreshtha; Teaching of Mathematics, R. Lal and Sons.

8. Kumar Sudhir; Teaching of Mathematics, An mol Publications, New Delhi, India.

9. Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary School Teachers, Routledge, London and New York

10. Tanner H. And Jones S. (2000), Becoming a successful teacher of mathematics, Routledge Falme r, London

11. Agarwal S.M. The Teaching of Mathematics

12. Mangal S.K. Teaching of Mathematics

13. Sidhu Kulbir Singh The Teaching of Mathematics

14. Kumar Sudhie Ratnalikar D.N; Teaching of Mathematics

15. Sahu Binod K; Teaching of Mathematics.

16. James Aniee Teaching of Mathem atics

17. Kulkshetra Arun Kumar; Teaching of Mathematics,

18. Wadhava Shalini; Modern methods of Teaching of Mathematics

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19. Amit Goel; Learn and Teach Mathematics.

20. Davis David R., (1960); Teaching of Mathematics Addison Wesley Publications.

21. https://www.robocompass.com/

22. https://www.freetech4teachers.com/2019/10/robocompass -robotic -geometry -box.html

23. https://robocompass.s3.amazonaws.com/docs/RoboCompass_Handout_Edited.pdf

24. https://www.symbolab.com/

25. https://www.commonsense.org/education/website/symbolab

26. https://symbolab.en.uptodown.com/android

27. https: //nzmaths.co.nz/

28. http://www.mathscentre.co.nz/

29. https://coggle.it/about

30. https://en.wikipedia.org/wiki/Coggl e

31. https://archive.is/20130704011721/http://www.edutechmag.org/2013/04/03/just -coggle- it

32. https://www.freetech4teachers.com/2013/03/coggle -simple- mind -mapping -tool.html

33. https://ch rome.google.com/webstore/detail/coggle -collaborative -

mind/hbcapocoafbfccjgdgammadkndakcfoi?hl=en -GB

34. Edpuzzle for Math Teachers - https://www.youtube.com/watch?v=Il -OKb- iSRU

35. https://www.plu.edu/itech/wp -content/uploads/sites/19/2017/03/edpuzzlegettingstarted.pdf

36. https://support.edpuzzle.com/hc/en -us/sections/360001671011 -Getting- Started

37. https://www.techlearning.com/how -to/what -is-edpuzzle- and-how-does-it-work

38. https://blogs.umass.edu/onlinetools/assessment -centered -tools/edpuzzle/

39. https://www.socrative.com/

40. https://www.jct.ie/perch/resources/maths/socrative -tutorial -maths -pdf.pdf

41. https://highschoolmathteachers.com/5 -ways- engage- students -math -class- using -socrative/

42. https://blogs.umass.edu/onlinetools/assessment -centered -tools/socrative/

199

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SEMESTER IV

B.Ed.Course XIV

ABILITY BASED COURSE: READING AND REFLECTING OF TEXTS

Total Credits: 03

Total Marks: 50

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

1. Justify the importance of reading and reflecting among students

2. explain the reflective reading skills

3. explain the appreciation of texts from diverse fields

4. discuss the importance of comprehension skills in learning

5. examine the social media impact on texts

Module I: Basics of Reading & Reflecting

Unit I: Understanding Reading 2 Credits

a. Reading – Concept, Need & Importance

b. The process of reading – (Saccade, eye movements, etc)

c. Reading Evaluation (Understanding and evaluating student’s pronunciation, intonation, voice

modulation & word and sentence stress)

Unit II : Understanding Reflection

a. Reflection - Concept, Need & Importance

b. Theories of Reflective Learning – Kolb’s Experiential Learning Theory and Schon’s Theory of

Reflective Practice

c. Incorporating Reflective Practice in the classroom – Pedagogical practices (pre- reading, while reading

and post reading)

Module II – Reading in the Classroom

2 Credits

Unit III : Reading for Comprehension

a. Types of Texts (Expository, Narrative, Persuasive, Transactional, Argumentative)

b. Strategies to enhance reading comprehension (Identifying main ideas, understanding context cues,

paraphrasing, skimming, scanning)

c. Davis’ Nine Skills of Comprehension

Unit IV : Exposure to Global and Local Literature

a. Genres of Text Material (Pamphlets, Newspapers, Documents, Advertisements, Books & Novels,

Graphic novels, Comics etc.)

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b. Reading & Social Media – Understanding the form and purpose of Facebook, Instagram and Twitter

posts, blogs etc

c. The Vernacular medium – Exposure to texts from Indian writers writing in an Indian language

(letters, plays, short stories, books etc.)

Any five tasks from the following (5 x 10 = 50 Marks)

(Assignments to be completed and assessed in the form of a project report. These assignments can be

done as group- work or individually but will be assessed individually for each student)

1. Conduct a speed of reading test for a group of students and suggest measures for

improvement of comprehension.

2. Create a rubric and evaluate self or peer’s level of pronunciation, word and sentence stress, intonation

and voice modulation

3. Determine a set of pre-reading, while reading and post reading questions. Thereafter conduct a

reading session and incorporate these reflective learning strategies.

4. Present a Book Review on a book of educational significance

5. Conduct a reading session while incorporating any two strategies to enhance reading comprehension

6. Choose a passage from any text and create questions encompassing all of Davis’s nine skills

7. Select a text on a topic of current interest/ controversy and express the writer’s opinion and your

own opinion about the subject

8. Analyse the social media posts of any hashtag of educational interest

9. Collect different genres of text material and discuss its advantages and disadvantages.

10. Read any vernacular text by an Indian author and discuss the difference between texts in English and

texts in the vernacular language.

References:

1. Reading Comprehension Strategies Book series by Becky Jildano

2. https://thisreadingmama.com/comprehension/comprehension -strategies/

3. The Reflective Practitioner by Donald A Schon, New York Publishers, ISBN 0 —465— 06874— X (hbk);

ISBN 0—465— 06878— 2 (pbk)

4. Learning by Thinking: How Reflection Improves Performance by Gia Di Stefano, Francesca Gino, Gary

Pisano and Bradley Staats retieved on 8th September from https://hbswk.hbs.edu/item/learning -by- thinking -

how-reflection -improves -performance

5. Fundamental Factors of Reading Comprehension by Frederick B D avis retrieved on 8th September, 2020

from http://www.iapsych.com/wmfhcaarchive/LinkedDocuments/DAVI11.pdf

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SEMESTER V

B.Ed.Course XV

EDUCATIONAL MANAGEMENT

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concepts and their application to educational management

2. apply Henry Fayol to Educational management

3. explain the Systems Approach to Educational management

4. describe the essential components of Organizational climate.

5. explain Time management and classroom management

6. justify the role of time table, staff meeting, attendance system and absenteeism

Module I: Fundamentals of Educational Management 2 Credits

Unit I. Concept of Educational Management

a) Concept and Objectives of Educational Management.

b) Principles of Management by Henry Fayol and its application to Educational Management

c) Functions of Management - Planning, Organising, Staffing, Directing and Controlling

Unit II . Process and Organizational of Educational Management

a) Systems Approach to Educational management.

b) Meaning and Importance of Organizational climate, Factors affecting organizational climate

c) Types of Management: Time Management (Meaning and Importance) and Classroom Management

(Meaning and Elements)

Unit III : Organizational Management

a) Quality Management: Concept, Process

b) Event Management: Meaning and process.

c) Institutional Planning: Meaning, Areas and Steps

Module II: Fundamentals of Educational Administration 2 Credits

Unit IV - Leadership and Human Resource Management

a) Concept and Process of Human Resource Management

b) Leadership Styles: Transformational Leadership, Team Leadership, (Meaning, Characteristics, Merits and

Demerits)

c) Leadership Skills: Grievance, Crisis Management (Meaning and Need), Conflict Management (Meaning,

Need and Process)

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Unit V – Educational Administration

a) Timetable: Importance, Types and Principles of Time Table Construction

b) Staff Meeting: Need, Types and Process

c) Absenteeism in schools (Student) -Causes and Measures, Biometric Attendance System (Concept and

Importance)

Unit VI- Educational Administration in India

a) School Records- Types, ICT - Maintenance of Record in Educational Institution

b) Characteristics of State, National and International Systems Of Education – SSC, CBSE - Boards of

Education

c) Functions of NCTE, NCERT, Secondary School Code – Importance and Characteristics not for the

examination

Module III: Internal Assessment 2 Credits

S.No Task Marks

1 Assignments (2*10) 20 marks

2 Case study/ Projects/ Posters and exhibits/

Seminar/Workshop/ Co- operative Learning/ Blended

Learning/ Constructivist Learning/ Nai

Talim – Experiential Learning/ Open Book assignment 05 marks

3 Class Test 15 marks

Total 40 arks

Any two tasks from the following (2 x 10 = 20 Marks)

a. Prepare a report on any school activity, keeping in mind five functions of Management

b. Critically analyze the time table of your internship institution based on the principles of time table framing

c. Critically analyze and compare any two Educational Boards in India

d. Paper an Action plan in taking decision using Decision making skill to solve a problem

e. Visit any one of school office and report about school records

f. Case study of any educational institution for analysing quality management / Human resource management

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References:

1. Organizational Behaviour, O. Jeff Harris, Ph. D. Sandraj. Hartman, Ph. D. Jaico - Publisher

2. Principles and Pract ice of Management, L.M. Prasad. Sultan Chand & Sons - Publisher

3. Essentials of Organization Behavior, Stephen P. Robbins. Prentice Hall of India Pvt. Ltd - Publisher

4. Educational Management, Ms. Ashima V. Deshmukh, Dr. Anju P. Naik. Himalaya – Publisher

5. Industrial & Organizational Psychology, P.A. Bhagwatwar. Sheth – Publisher

6. Leadership. Better Yourself, Anthony D’ Souza. Books - Publisher

7. Management, V.S.P. Rao, P.S. Naryana..Permier Books Company - Publisher

8. Human Resource Management, David A. DeCenzo, Stephen P.Robbins, Susan L. Verhulst.. Eleventh

Edition. International Student Version. Wiley – Publisher,

9. Leaders for Today Hope for Tomorrow Empowering and Empowered Leadership Anthony J. D’Souza

Pauline Publi cation, 2001

10. Managing for Innovation Neville I. Smith and Murray Ainsworth 1989Mercury Business Books

11. Empowering Team Learning Enabling Ordinary People to do Extraordinary things Michael Pearn, Jaico

Publishing House 2002

12. Train Your Team Yourself Lisa Hadfield- Law Jaico Publishing House 2002

13. Train Smart Rich Allen Second Edition Corwin Press 2008

14. Essentials of Management Fourth Edition Joseph L. Massie Prentice Hall of India Fourth edition 1990

15. Organizational Behaviour Text and Cases Uma Sekaean Tata McGraw -Hill Publishing Company

Limited,1989

16. Management Principles and Functions Fourth Edition Ivancevich Donnelly Gibson Richard D. Irwin,

INC,1980

17. The Process of Management T S Mc Alpine, Vikas Publishing House Pvt.Ltd. 1978

18. Total Quality Bharat Wakhlu, Wheeler Publishing,1994

19. The Motivation Manual Gisela HagemannMulti- tech Publishing Co. 1994

20. Human Resource Development Editors UddeshKohliDharni P Sinha Allied Publishing Ltd.1994

21. Leadership: Theory and Practice, by Peter Northouse Eight Edition

22. Leadership for the 21st Century, by Joseph C. Rost, published in 1991, Praeger, Westport London.

23. The 7 Habits of Highly Effective People, by Stephen R. Covey

24. Servant Leader, by Ken Blanchard

25. On Becoming a Leader, by Warren Bennis

26. The Leadership Challenge, by Jim Kouzes and Barry Posner

27. Making Organizational Roles Effective, Udai Pareek, Tata Mc -Graw- Hill Publishing Company Limited,

Unit I and II

Website:

28. https:// www.toolshero.com/management/14 -principles -of-management/

29. https://managementinnovations.wordpress.com/2008/12/04/henri -fayols -14-principles -of-management/

30. http://www.managementstudyguide.com/management_functions.htm

31. www.managementstudyguide. com/importance -of-quality -management.htm

32. www.managementstudyguide.com/human -resource -management.htm

33. http://www.managementstudyguide.com/crisis -management.htm

34. www.management4all.org/2013/06/leadership -role- concept -function.html

35. www.yourarticlelibrary.com/leadership/leadership -meaning...and -functions/53325/

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SEMESTER V

B.Ed.Course XVI

ABILITY COURSE: UNDERSTANDING THE SELF

Total Credits: 03

Total Marks: 50

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

• explain the concept of the self.

• explain better self -awareness

• evaluate emotions and expression

• develop compassion for self and others, being other centered

• explain the qualities of resilience

• describe the process of empathetic while being assertive and able to resolve conflicts amicably.

Module I – I, Me And Myself 2 Credits

Unit I: Exploring the self

a) Knowing the self – self- concept, self -esteem

Activities - Create a work of art depicting how they see themselves (painting, collage, drawing, etc.)

b) Knowing the strengths and weaknesses Activities – Johari Window/ SWOC analysis

c) Knowing ways to reflect on self

Activities – Reflective journal/diary (online or offline)/blogs and other online communities

Unit II : The evolving self

a) Self -awareness and self-motivation

Activities – complete tools and questionnaire to create awareness about self and to motivate the self

b) Positive thinking

Activities – watching a movie / reading a book and writing a review on them.

c) Emotions and how to handle them

Module II– Others And I 2 Credits

Unit III – The Emerging self

a) Self- compassion, other- centeredness - Activities – tools for compassion and self-compassion, movies

or videos showing compassion/ narrate instances of selfless acts committed by people in the world

b) Resilience - Activities – meditation, making a dream board and an action plan to make it true.

Reading about success and failures of people in the world and reflecting on the same.

c) Social identity – Henry Tajfel’s theory - Activities – Videos on prejudice / creating social identity

Unit IV - The Caring Self

a) Empathy - Activities – celebrating days showing kindness, completing empathy worksheets,

practicing empathetic listening activity

b) Assertive self -expression - Activities – small group discussion, brainstorming sessions, role play

c) Conflict resolution - Activities – strategies and skills required for conflict resolution

Any five tasks from the following (5 x 10 = 50 Marks)

(Assignments to be completed and assessed in the form of a project report. These assignments can be

done as group- work or individually but will be assessed individually for each student)

a) Present a narrative on “Your Journey as a person”. Include major insights, takeaways, breakthroughs

achieved and action plans for the future

b) Prepare a student portfolio containing evidences of your strengths in the form of creative art/ writing/

pictures of your achievements/ testimonials/ appreciation received. How have these achievements

helped you to evolve as a person by helping you build a positive self image?

c) Identify one personal conflict experienced and the process of resolution of the conflict.

d) Prepare a report on Self Expression – small group discussion, brainstorming sessions, role play

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e) Prepare a report on Social identity – Henry Tajfel’s theory

f) Report on Five activities towards Positive thinking

g) Select a text on a topic of current interest/ controversy and express the writer’s opinion and your own

opinion about the subject

h) Analyse your SWOC and write how to enhance each aspect of the same.

References:

https://hbr.org/2018/01/what -self-awareness- really- is-and-how-to-cultivate -it

https://positivepsychology.com/self -awareness- matters -how-you-can-be-more -self-aware/

https://positivepsychology.com/kindness -activities -empathy -worksheets/

https://blog.trainerswarehouse.com/assertiveness -games- activities

https:// www.skillsyouneed.com/ps/assertiveness

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## Page 207

SEMESTER VI

B.Ed.Course XVIII

PEDAGOGY OF SUBJECT – SCIENCE III

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. apply innovative strategies used in teaching of Science

2. illustrate the e-Resources used in teaching of Science

3. demonstrate the use of Support Media in teaching of Science

4. explain the management perspectives and quality indicators in Science teachin g

5. explain the methods & approaches to teaching Science

6. explain the Professionalism and Professional Development in teaching of Science

Module 1 : Learning Resources For Science Teaching -Learning 2 Credits

Unit I: Innovative Strategies f or Curricular Enrichment

a) Concept and Significance of Curricular Enrichment in Science

b) Innovative strategies for learning through experience and correlation (Lego designing, Coding, Culinary Skills, Developing Green Audits, Ted Talks, Learn Genetics)

c) Reflective Teaching : Characteristics, Advantages and Disadvantages

Unit II : E-Resources For Science Teaching -Learning

a) Virtual laboratories / Simulation -Meaning and Use in Science teaching - learning

b) Mobile laboratories, Science Express - Meaning and Significance in Science

c) Free Online Educational Resources (OER) / YouTube - Significance in Science teaching -learning

Unit III: Supportive Media In Teaching Of Science

a) Development of Improvised Apparatus for designing simple experiments in Science

b) Preparation and Importance of Herbarium and Terrarium in Science learning

c) Curriculum accessories and support material - Critical analysis of text books, journals, handbooks,

student's workbook.

Module II : Science Teacher And Enhancing Teaching Effectiveness. 2 Credits

Unit IV: Management In Science Teaching

a) Global Perspectives in the teaching of Science (Global to Local)

b) Science Laboratory - Organization, Planning & Maintenance

c) Quality Indicators in Science teaching -learning

Unit V: Science Teaching Skills ---Methods, Approach And Tools

a) Methods -, Problem Solving, Laboratory Method

b) Approach: Constructivist Approach (7E’s)

c) Tool: PEOR (Predict -Explain- Observe- React and Revisit) - Meaning, Steps and Significance

Unit III : Professionalism and Professional Development

a) Professionalism and Continuous Professional Development (CPD): Meaning, Characteristics and

Avenues.

b) STEM (Sci ence, Technology, Engineering Mathematics) Curriculum & Career Opportunities in Science

c) Diagnostic Testing and Remedial Teaching in Science: Significance / Role of teacher

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Module 3 : Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Task/Assignment/ Activity for each module held in

the semester (2X10) 20

2 One periodical class test held in the given Semester 15

3 One Essay test held in the given Semester 05

Total 40

Suggested (Any Two) Of The Following Tasks:

1. Prepare an improvised aid for teaching science. Make a video on the procedure of preparing the aid and its

use for science teaching learning.

2. Record a video on scientific discoveries and create your own you tube channel for science content, give an

innovative name and upload your video.

3. Prepare a diagnostic test for any one topic in Science and identify the learner needs and prepare a remedial

plan for the same.

4. Critically analyze any secondary standard text book with respect to the aims and objectives stipulated by

NCF 2005/ NCF 2021.

5. For any one topic of science, find 3 OERs and justify its appropriateness.

6. Interview 5 school science teachers with respect to the need and avenues of CPD and write a report.

7. Conduct a green audit of your college. (Collaborate with the college environment cell if necessary).

8. Prepare a design for a science laboratory for a secondary school.

References:

1. A guide for elementary education, Washington, DC: United States, Dept. of education.

2. https://www.ahaworldcampus.com/b/what -is-professional -

development#:~:text=Professional%20development%20refers%20to%20all,additional%20skills%20in%20

the%20future .https://www.nace.co.uk/ blogpost/1761881/329136/10 -challenging -enrichment- activities -to-

engage- more -able- learners

3. Innovation in international learning: Toronto Canada,

4. John Loughran (1996). Developing reflective Practice: Learning about teaching and Learning through

Modelling. London: Falmer Press

5. Mary, L.S.(1985). State of the art: Transforming ideas for teaching and learning science.

6. Mathew, T.K., & Mollykutty, T. M. (2011). Science education: Theoretical bases of

7. Rena M.Palloff & Keith Pratt (2009): Assessing online learner: San Fransisco, Jossey – Bass.

8. Sharma, R. C. (1985). Modern science teaching. New Delhi: Dhanpat Rai & Sons.

9. Teaching and pedagogic analysis. Chenganoor: Rainbow Book Publishers.

10. Increasing Trend of STEM Ed ucation in India will open new career avenues for the youth,

http://bweducation.businessworld.in/article/Increasing -Trend- Of-STEM- Education -In-India- Will-Open-

New -Career- Avenues -For-The- Youth- /12-08-2020- 307832/

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SEMESTER -VI

B.Ed.Course XIX

PEDAGOGY OF SCHOOL SUBJECT MATHEMATICS III

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the strategies and techniques in Mathematics education.

2. explain the contemporary strategies and techniques to teach different topics in Mathematics.

3. discuss the need of OERs and MOOCs for Mathematics.

4. analyse the use of Web based Applications in Mathematics Education.

5. explain the Differentiated Learning Strategies in Mathematics education.

6. explain the avenues for professional development of a Mathematics teacher.

7. appreciate the contributions of Mathematicians.

8. Explain the mathematics through various recreati onal activities.

Module I: Contemporary Strategies, Techniques a nd Needs of Diverse Learners 2 Credits

Unit I: Contemporary Techniques in Mathematics Education

a) Models of Teaching - CAM, AOM

b) Cooperative Learning Strategies

c) 7E Constructivist Approach

Unit II : ICT in Teaching -Learning of Mathematics - II

a) OERs for Mathematics Education (Concept and Need)

b) MOOCs for Mathematics Education (Concept and Need)

c) Web based Applications for Mathematics Education - (OLABS, IXL, Activeinspire)

Unit III : Differentiated Learning Strategies in Mathematics Education

a) Enrichment strategies for Gifted and Slow Learners

b) Strategies for Learners with Dyscalculia

c) Diagnostic Testing and Remedial Teaching in Mathematics.

Module II: Mathematics Teacher And Promoting Mathematics Education 2 Credits

Unit IV : The Mathematics Teacher

a) Competencies of Mathematics Teacher, Difficulties faced by Mathematics Teachers

b) Professional Development - Concept and Need

c) Avenues f or Professional Development of Mathematics teacher.

Unit V : Contribution of Mathematicians

a) Western Mathematicians - Euclid, Pythagoras

b) Indian Mathematicians - Aryabhatta, Ramanujam

c) Vedic Mathematics - Concept and any 4 techniques

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Unit VI: Recreational Activities in Mathematics Education

a) Math Club - Objectives, Significance and Organization,

b) Games, Puzzles, Riddles

c) Visits, Trails, Exhibitions

Module I II: Internal Assessment 2 Credits

Sr. No. Particulars Marks

1 Two Task/Assignment/ Activity (2 X 10) 20

2 One periodical class test held in the given Semester 15

3 One Essay test held in the given Semester 5

Total 40

Suggested Tasks and Assignments (Any Two)

1. Plan a lesson using any one of the following techniques

1. CAM/AOM model

2. Any Cooperative Learning Strategy

3. 7E Constructivist Approach

2. Interview any mathematics teacher and prepare a report of the differentiated instructional strategies used.

3. Interview a mathematics teacher and prepare a report on the difficulties faced in mathematics teaching and

strategies used to overcome the difficulties.

4. Creatively present the Mathematical contribution of any one contemporary Mathematician.

5. Plan any 2 recreational activities to teach any mathemati cal concept that can be carried out for the math club

6. Visit a math club of a school and prepare a report of its functioning and activities carried out for the year.

References

1. Joyce Bruce R., and Marsha Weil. 1986. Models of teaching. Prentice -Hall of India, New Delhi, India

2. Sahni, Madhu. 2019. Pedagogy of Mathematics. Vikas Publishing House, Noida, India.

3. Kulshreshtha; Teaching of Mathematics, R. Lal and Sons.

4. Kumar Sudhir; Teaching of Mathematics, Anmol Publications, New Delhi, India.

5. Agarwal S.M. The Teaching of Mathematics

6. Mangal S.K. Teaching of Mathematics

7. Sidhu Kulbir Singh The Teaching of Mathematics

8. Sahu Binod K; Teaching of Mathematics.

9. James Aniee Teaching of Mathematics

10. Kulkshetra Arun Kumar; Teaching of Mathematics.

11. https://niepid.nic.in/MODELS%20OF%20TEACHING.pdf

12. http://165.139.150.129/intervention/Differentiated%20Instruction%20for%20Math.pdf

13. https://resilienteducator.com/classroom -resources/examples -of-differentiated -instruction/

14. https://educationnorthwest.org/sites/default/files/12.99.pdf

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15. https://www.brevardschools.org/site/handlers/filedownload.ashx?moduleinstanceid=6174&dataid=8255&F

ileName=Differentiated_Instruction_in_Secondary_Mathematics.pdf

16. https://www.middleweb.com/42899/tiered -activities -make -math -more -inclusive/

17. https://www.education.gov.in/en/sites/upload_files/mhrd/files/upload_document/20130808_CSFConceptPaper_OER_MHRDConference_v0.7.pdf

18. https://www.edweek.org/teaching -learning/open -educational- resources -oer-overview -and-

definition/2017/04

19. http://www.hbcse.tifr.res.in/research -development/maths -ed

20. https://mathedu.hbcse.tifr.res.in/

21. https://www.michigan.gov/mde/0,4615,7 -140-28753_80670_80676---,00.html

22. https://libguides.humboldt.edu/openedu/math

23. https://irsc.libguides.com/mathematics/OER

24. https://libraries.etsu.edu/research/guides/mathematics/oer

25. https://www.edutopia.org/open -educational- resources -guide

26. https://www.infoprolearning.com/blog/advanta ges-and-disadvantages -of-moocs -massive -open- online -

courses- for-learning/

27. https://www.mooc.org/about -moocs

28. https://www.distancelearningportal.com/articles/645/why -should -i-study- a-mooc -in-

2021.html#:~:text=MOOCs%20can%20bring%20knowledge%20to,ca n%20complement%20traditional%2

0university%20learning .

29. https://swayam.gov.in/explorer?category=Mathematics

30. https://www.youcubed.org/resource/online -courses- for-teachers/

31. http://www.olabs.edu.in/ and http://www.olabs.edu.in/?pg=t opMenu&id=5#What_is_Online_Labs_

32. https://in.ixl.com/maths/

33. https://in.ixl.com/#curriculum and https://in.ixl.com/standards/maths

34. https://www.prometheanworld.com/products/lesson -delivery -software/activinspire/

35. http://www2.hawaii.edu/~shavonn/activclassroom/activinspire.html

36. http://pbtraining.weebly.com/1 -intro- to-activinspire.html

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SEMESTER VII

B.Ed.Course XXI

PEACE EDUCATION

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the information about historical development of peace Education.

2. describe the constitutional values and their importance for social harmony.

3. appreciate the contribution of Mahatma Gandhi, Rabindranath Tagore, and Vivekanand in Peace Building.

4. discuss the conflict resolution techniques and non-violent activism for peace building

5. explain the qualities and role of teacher for peace education and integrating peace education in the

curriculum

6. analyze the role of mass media and other social agencies in Peace Education.

Module I: Fundamentals of Peace Education 2 Credits

Unit I: Peace Education: Concept and Nature of Peace Education

a) Peace: Meaning, Definitions and Classification of peace

b) Peace Education: Meaning, Definitions and aims of peace education

c) Need and relevance of peace education in the present contexts.

Unit II : Basis of Peace Education

a) Historical Development of Peace Education

b) Constitutional Values and Peace Education

c) Contribution of Gandhiji, Rabindranath Tagore, Vivekanand to promoting the values of peace.

Unit III : Areas of Peace Education

a) Peace Education and Conflict Management: Meaning, Types, Role of Education

b) Recommendations on Peace Education

(NCF 2009);

c) Violence and Non -violent activism: Addressing the challenges of direct violence (terrorism, war, assault,

Riots) and indirect violence (discrimination, sexism, racism, and poverty, lack of education and health

services) through peace education.

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Module II: Module II : Integration of Peace Education in School Curriculum 2 Credits

Unit IV Transacting of Peace Education

a) Integrating Peace Education in Curriculum: Subject perspectives, Subject context, Co-curricular

activities, Classroom activities

b) Educating for Culture of Peace: Developing Capabilities for Mediation, Developing Values like

tolerance, Patience, Mutual respect, Introspection, Objectivity,

c) Introspection, yoga, persuasion for peace- Cultivating the perspective and skills necessary for peace.

Unit V : Preparation and Role of agencies for Peace Education

a) Role and qualities of teacher promoting peace.

b) Role of agencies for Peace: Family, Community, NGOs.

c) Role of social media in Peace Education.

Unit VI: Concerns and Challenges for Peace

a) Life at school: Culture of competition; Corporal Punishment and its Consequences Change

management

b) Addressing challenges to Peace in Multicultural Society.

c) Struggles for Peace ( Mother Teresa, Nelson Mandela )

MODULE 3: INTERNAL ASSESSMENT 40 MARKS 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating, Project

Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a) Panel discussion on values of peace and social justice in 21

st century

b) Promotion of peace in the school/community through essays, posters, poems or stories.

c) Prepare a Case Study of major conflicts between nation and states in present times.

d) Role plays to enact situations involving conflict, corporal punishment, discrimination, and domestic violence

in day-to-day life.

e) Films clips displaying concerns of peace, good intercultural relationships, environmental presentation and

other key ideas and discussions thereon, like -Doha Debates, etc

f) Write a comparative essay on the contribution of educational thinkers

g) Collect the material useful for promoting peace education (Poetry, story, songs, and cartoon strips etc.

h) Select a country and study their efforts to promote and nurture peace in their school systems, campuses,

and educational ministries. Write a report.

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References:

1. Adans, D. (Ed). (1997). UNESCO and a culture of peace, promoting a global movement. Paris: UNESCO

Publication.

2. Chadha, S. C. (2008). Education value & value education. Meerut: R.Lall Books Depot.

3. Dalai,Lama 1980.Universal Responsibility and the Good Heart.Library of Tibetan Works & Archives,

Dharmshala,Dist.Kangra.H.P.

4. Dalai,Lama 2000.Transforming the Mind ,Translated by Dr. Thupten Jinpa, edited by Dominique Side & Dr.

Thupten Jinpa, horsons, London.

5. Diwahar, R. R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi Marg.

6. Gangurde, K.D.(2001)Religion And Peace, A Gandhian Perspective, Gandhi Smriti and Darshan Samiti,

New Delhi.

7. Hant,T.N.(2004). Being Peace, Nice Printing Press, Delhi.

8. Harris, I.M. 1998.Peace Education .McFarland, North Carolina, NCERT, New Delhi.

9. Johan, G.(1996). Peace by peaceful means. New Delhi: Sage Publication.

10. Kaur, B. 2006.Teaching of peace and Conflict and Pride – School Histories of the Freedom Struggle in India

.Penguin Books India Pvt, Ltd., New Delhi.

11. Kumar, K. 2006. Peace Lines. Penguin Publications, New Delhi,(In Press).

12. Kumar, K. (2007). Shanti Shiksha Aur Gandhi.(in Hindi) Maharshi Valmiki College of Education. Delhi

University. 196

13. Kumar, M. (Ed). (1994). Non- violence, contempory issues and challenges. New Delhi: Gandhi peace

foundation.

14. Krishnamurti, J. (1992). Education and world peace. In Social responsibility. Krishnamurti Foundation.

15. Krishnamurti, J. 1997. The Flame of Attention. Krishnamurti Foundation. Trust Ltd., London.

16. Morrison, M. L. (2003). Peace education. Australia: McFarland.

17. Ministry of Human Resource Development. 1993 Learning Without Burden: A Report of the Advisory

Committee, (MHRD), Department of Education, New Delhi.

18. Prasad, D (2005), Education for Living Creativity and Peacefully. Spark India Hyderabad, AP. Salomon,

G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices around the world. London:

Lawrence Erlbaum Associates.

19. UNESCO (2001). Learning the Way to Peace -A Teachers Guide to Peace Education. A.S. Balasooriya ,

UNESCO, New Delhi.

20. UNESCO (2002). Learning to Be: A Holistic and Integrated Approach to Value Education For Human

Development. Bangkok.

21. Valson, T. (2006). Living in Harmony: A Course on Peace and Value Education. Oxford, New Delhi. Journals

:

22. Journal of the Krishnamurti School. Krishnamurti Foundation of India, 124-126, Green Ways Road, RA

Puram, Chennai -600028

23. Education or Peace, Dr.Usha Rao ( Himalya Publishing House ,First Edition ,2012) Striving For Peace ,Ram

Punyani (Two Enterprises )

24. Non- violence and Peace Education, (Volume I ), Dr. Ravindra Kumar , Mrs.Megha Pandey, Sanjay

(2004).Peace Education. New Delhi: NCERT .

25. Fran Schmidt and Alice Friedman. 1988. Peacemaking Skills for Little Kids . Miami , Florida USA : Peace

Education Foundation.

26. Peace and Value Education .Dr. Kiruba Charles & V. Arul Selvi . (Neelkamal Publications Pvt Ltd , New Delhi

, First Edition ,2012 )

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27. Gultang, J. (1996). Peace by Peaceful Means: Peace and Conflict , Development and Civilisation , PRIO:

International Peace Research Institute of Oslo and Sage Publications. The Real World of Technology

(available in Hindi) Karve, I. Yuganta. Kesavan, M. Educa tion and the Significance of Life Kumar, K.

Learning from Conflict. Kumar, K.

28. Ways to Peace Norberg - Hodge, H. Ancient Futures. Russell, B

29. Common Sense and Nuclear Warfare. Sheehan, V. Mahatma Gandhi Singh, N. Loktantra, Sanskriti aur

Shiksha (also availa ble in English in Kumar, K. (ed.) Democracy and Education in India).

30. Teresa, Mother. Reaching out in Love UNICEF.

31. The State of the World's Children (reports of the last five years). UNESCO.

32. Learning the Way of Peace: Teacher's Guide. Websites: Hiroshima Pe ace Memorial Museum Peace

Education: INEE Site (endorsed by UNESCO)

33. Aims of Peace Education by UNICEF page 22 -24.

https:// www.unicef.org/education/files/PeaceEducation.pdf

34. Integrat ing Peace Education in Teacher Education

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SEMESTER VI I

B.Ed.Course XXII

LANGUAGE ACROSS CURRICULUM

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the linguistic background of students.

2. describe the provisions made for language in different policies

3. explain the nature and techniques of classroom discourse and discussion based learning

4. justify the role of language across different school subjects.

5. describe the strategies to enhance reading and writing skills

6. illustrate different study skill

Module -1:Fundamentals of Language Across Curriculum 2 Credits

Unit I: Concerns for Language in Curriculum

a) Understanding multilingualism in the classroom:(meaning and characteristics of multilingualism)

b) Functions of Language (Inside and Outside the classroom)

c) Language Across Curriculum Approach (concept and importance for teachers and students)

Unit -2 Policies and provisions relating to languages

a. Constitution of India (Article 343,351,350A)

b) NPE 1986 , NCF- 2005,

c) National policies of education NPE (2020)

Unit III : Language and Curriculum Transaction

a) Classroom Discourse — Meaning ,and importance of classroom discourse.

b) Discussion as an approach for learning;( meaning and importance)

c) The nature of questioning in the classroom — meaning and types of questions used in the

classroom,

Module -2-Acquisition of Skills 2 Credits

Unit IV : Developing Communication Competencies - reading and writing

a) Types of texts - nature of expository texts vs. narrative texts; transactional vs. reflective texts; reading

strategies — such as scanning, skimming ( meaning and importance)

b) Writing — importance of writing skill, strategies to enhance writing skills. ( any 3)

c) Teaching Study Skills- Note- taking & note- making, ( meaning and importance)

Unit V -Theories of language acquisition (Theory and educational implications)

a)Chomsky’s theory of language acquisition

a) Eller’s Deficit theory

b) Skinner’s theory of language acquisition

Unit -6 – Language across Subjects

a) Language for general and specific purpose

b) Importance of language as a medium to teach different school subjects with reference to language registers

used.

c) Role of a subject teacher to develop linguistic competence ( with reference to vocabulary, pronunciation,

speed, intonation, punctuation)

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Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating, Project

Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a) Prepare a lesson plan on any topic from 5th to 9th standard , incorporating the types of questions

b) Read any kind of text and reflect with reference to the type of text and its implications.

c) Take a story/poem and rewrite in the other form

d) Read any article from newspaper/magazine/journal using skimming and scanning technique and

record your observation and reflection in the journal.

References

1. Anderson, R.C. (1984)Role of the Reader's Schema in Comprehension, Learning and Memory. In

2. R.C. Anderson, J. Osbon & R.J. Tierney (ed) Learning to Read in American schools: Based Readers and

content texts. Hillsdole, Lawrance Erlbaum Associates: New Jersey.

3. Applying a Vygotskian Model of Learning and Development in B. Spodek (ed.) Handbook of research on

the education of young children. Macmillan: New York.

4. Armbruster, Bonnie B. (1984) The Problem of "Inconsiderate Text" In Duffy, G. G. (ed.) Comprehension

Instruction, Perspectives and Suggestions. Longman: New York. Butler, A. and J. Turnbill, (1984) Towards

Reading -Writing Classroom Primary English Teaching Association Cornell University: New York.

5. Freedman S. W. and A. H. Dyson (2003) Wri ting in Flood J. et. al. Handbook of Research on Teaching

English Language Arts:.Lawrence Erlbaum Associates Inc: New Jersey, USA..

6. Kumar Krishna (2007) The Child's Language and the Teacher. National Book Trust: new Delhi.

7. Labov, W. (1972) The logic of Non- Standard English. In Language in Education. Prepared by Language

and Learning course Team. Routledge: London

8. . Martin, Jr. B. (1987) The Making of a Reader: A Personal Narrative. In Bernice E. Cullinan,

Children's Literature in the Reading Programme. International Reading Association: Michigan..

9. Mason, J. M. and S. Sinha (1992) Emerging Literacy in the Early Childhood Years. Monson, R.

10. J. (1991) Charting a New Course with Whole Language. Edn. Leadership.

11. Pinnell, G.S. (1985) Ways to Look at the Functions of Children's Language. In A. Jaggar, M. Trika and Smith -

Burke (ed.) Observing the language learner. International Reading Association: Newark, DE.

12. Purves, Alan C. (1988). The Aesthetic Mind of Louise Rosenblatt. Reader 20.

13. Rhodes, L. K. and N. L. Shanklin (1993) Windows into Literacy. Heinemann, The University of Michigan:

UK.

14. Rothleen, L. and A. M. Meinbach (1991) The Literature Connection: Using Children's Books in Classroom.

Good Year Books: Tucson, USA.

15. Sinha, S. (2000) Acquiring Literacy in Schools. Redesigning Curricula: A symposium on working a

framework for School education Seminar

16. . Sinha, Shobha. (2009). Rosenblatt's Theory of Reading: Exploring Literature. Contemporary

Education Dialogue.

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17. Teals, W. and E. Sulzby (1986) In troduction: Emergent Literacy as a perspective for Examining how young

Children Become Writers and Readers. In W. Teals, E. Sulzby (ed.) Emergent Literacy: Writing and Reading.

Norwood: New Jersey

218

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SEMESTER VIII

B.Ed.Course XXV

GENDER SCHOOL AND SOCIETY

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. differentiate the concept of gender, gender perspective, gender bias, gender stereotype

2. discuss the gradual paradigm shift from women studies to gender studies

3. explain the important landmarks in connection with gender and education in the historical and

contemporary period

4. explain the gender issues in school, curriculum, textual materials across disciplines, pedagogical

processes and its intersection with class, caste, culture, religion and region

5. discuss the role of Gender, Power and Sexuality relate to education (in terms of access, curriculum and

pedagogy)

6. explain the concept empowerment, gender parity, equity and equality, patriarchy and feminism

Module 1: Introduction to Gender Issues 2 Credits

Unit I: Gender Issues: Key Concepts

a) Gender, Gender Perspective, Sex, Sexuality, Patriarchy, Masculinity and Feminism

b) Gender Bias, Gender Stereotyping and Empowerment

c) Equity and Equality in relation with caste, class, culture, religion, ethnicity, disability and region.

Unit II : Gender Studies: paradigm shift

a) Paradigm shift from Women’s Studies to Gender Studies

b) Historical Backdrop: Some land marks from ‘Our Pasts’ - Social reform movement of the 19th & 20th

centuries with focus on women’s experiences of education.

c) Contemporary Period - Recommendations of Policy Initiatives Commissions and Committees. Schemes,

Programmes and Plans.

Unit III : Gender, Power and Education

a) Theories: Socialization Theory, Gender Difference, Structural Theory, Deconstructive Theory

b) Gender Identities and Socialization practices: In Family, Schools, Other Formal and Informal Organizations

c) Power Relations in Society in the context of gendered division of labour

Module II : Gender Issues in Education 2 Credits

Unit IV : Gender Issues in Curriculum

a) Gender, Culture and Institution: Intersection of class, caste and religion

b) Curriculum and the Gender Question, Gender and the hidden curriculum

c) Construction of Gender in Curriculum Framework since independence: An Analysis

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Unit V : Operation Finance and Human Resources

a) Schooling of Girls: Inequalities and Resistances (Issues of access, retention and exclusion.

b) Teacher as an agent of change

c) Understanding the importance of addressing sexual harassment at workplace, in family, neighbourhood

and other formal and informal institutions

Unit VI: Gender, Sexuality, Sexual harassment & Abuse

a) Linkages and differences between Reproductive Rights and Sexual Rights

b) Development of Sexuality including Primary influences in the lives of Children (such as gender, body

image, role models), Perception of society towards women’s body: Carrying the load of family prestige

c) Agencies perpetuating violence: family, school, work place and media (print and electronic), Institutions

redressing sexual harassment and abuse.

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating, Project

Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20

Marks)

1. Project on how student perceive sexuality and their own body images. It would also focus on how gender

identities are formed

2. Preparing Analytical Report on portrayal of women in print and electronic media

3. Preparation of tools to analyse reflection of gender in curriculum

4. Analysis of textual materials from the gender perspective

5. Identify gender bias and gender stereotype in textual materials.

6. Felid visits to schools to observe the schooling processes from a gender perspective

7. Project on Women Role Models

References:

1. Report of the CABE Committee on Girl’s Education and the common School System (MHRD, New

Delhi, June 2005) Available in English and Hindi.

2. National Curriculum Framework NCERT 2005

3. Gender Issues in Education, Position Paper, NCERT, 2006

4. Bhasin, Kamla. 2000. Understanding Gender. New Delhi: Kali for Women.

5. Bhasin, Kamla. 2004. Exploring Masculinity. New Delhi: Women Unlimited.

6. Bringing Girls Centrestage: Strategies and Interventions for Girls’ Education in DPEP, MHRD, New -

Delhi, 2000

7. Chakravarti , Uma Gendering Caste Through a Feminist Lens, 2003 Mandira Sen for Stree, an imprint

of Bhatkal and Sen, 16 Southern avenue, Calcutta 700026

8. Chanana, Karuna. 1985. 'The Social Context of Women's Education in India, 1921 -81,'in New

Frontiers of Education, July- September. New Delhi: 15 (3):1 -36.

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SEMESTER VII I

B.Ed.Course XXVI

ACTION RESEARCH

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concept of Action Research

2. illustrate the process of Action Research

3. apply the cycles of Action Research in the teaching -learning process.

4. apply the methods of Action Research to the teaching learning process.

5. explain the various data collectio n tools of Action Research.

6. distinguish between quantitative and qualitative data analysis in Action Research.

Module 1: Fundamentals of Action Research 2 Credits

Unit I: Basics of Action Research

a) Meaning, Principles, Characteristics, Benefits and Limitations of Action Research

b) Difference between Fundamental and Action Research

c) Identification of Problem in Action Research – Locating, Delimiting Problem, Research questions

Unit II : Action Research - Types, Approaches and Methods

a) Types of Action Research –Individual teacher action research and Collaborative action research (Meaning,

Rationale, uses and limitations)

b) Approaches of Action Research: Qualitative and Quantitative - Concept and Need

c) Methods of Action Research –Experimental and Case Study - Meaning, Purpose, Process and limitations

Unit III : Process of Action Research

a) Action Research Process –Stephen Kemmi’s Action Cycle, Kurt Lewin’s Force Field Analysis.

b) Validation of Action research -Concept and types : Self, Peer and Learner

c) Ethics in Action Research

Module II : Action Research: Tools And Techniques, Plan And Report 2

Credits

Unit IV : Evolving Concept Of Counselling

a) Tools for Data Collection – (Characteristics, uses and limitations) 1. Questionnaire –Open and Close ended

b) Artifacts: Documents, Records (Student’s journals, logs, audio, videos) b) Techniques of Data Collection1.

c) Interviews –Structured and Unstructured 2. Observation - Participant and Non- Participant

Role of teacher in Action Research, Action Research for Professional development of teachers

Unit V : Planning, Conducting and Reporting Action Research

a) Designing the Action Research Plan (research question, need, significance, aims and objectives, research

team, research design, schedule and budget)

b) Analysis of Data: Quantitative - Descriptive Analysis - Percentage, Mean, Correlation and Graphical

representation (uses and limitations)

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c) Qualitative (Immersion reflecting, standing back analyzing; synthesizing; relation to other work; locating

reflecting back; returning for more data Presenting disseminating and sharing).

Unit VI: Reporting Action Research

a) Features of a good quality Action Research Report – Comprehensibility, Authenticity, Truthfulness and

Appropriateness.

b) Sharing and Reflecting - Locally, Action Research Communities, Professional Conferences and print and e -

Journals.

c) Reflection in Action Research

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey

Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating,

Project Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a) Design an action research plan.

b) Make a scrap book depicting TWO case studies related to professional growth of teachers while doing

action research.

c) Prepare a tool for data collection for an action research project of your relevance.

d) Critically review any action research report for elements of good reporting.

References:

1. Crowder, N.A. (1959). Action Research to Improve School Practices. New York: Columbia University.

2. NRC, (2001) National Research Council. Mathematics learning study: Center for Education, Division of

Behavioural and Social Sciences and Education, Adding it up: Helping children learn mathematics. Edited

by J. Kilpatrick et al., Washington, DC: National Academy Prehttp://www.edel.edu/pbl

3. Lavin, R.E.(1995). Cooperative Learning: Theory, Research and Practice.(2 nd ed). Michigan: Allyn &

Bacon.

4. Sharma R. A. (1993). Teacher education, Theory, Practice and Research. Meerut : International Publishing

house.

5. Ebel, R.L. (1969). Outdoor Education. Encyclopeadia of Educational Research (4th ed.) Crow, L.D., &

Crow, A. (2008 ).An introduction to guidance. Delhi: Surjeet Publications.

6. Dave, Indu. The Basic Essentials of Counselling Sterling Publisher. New Delhi

7. Gibson, Robert. Introduction to Counselling & Guidance. Prentice - Hall of India. New Delhi

8. Kavyamala Publishers. Qureshi, H. (2004).Educational guidance. New Delhi: Anmol Publications Pvt. Ltd.

9. Jones, A.J. (2008). Principles of guidance. (5

ed).Delhi: Surjeet Publications.

10. Kaushik, V.K & Sharma, S.R .Fundamentals of Psychology Anmol Publisher. New Delhi Chandra,

Ramesh. Guidance &Counselling Kalpaz Publications. Delhi.

11. Kinra, A.K. Guidance and Counselling. New Delhi: Pearson Longman.

12. Paul, Lengrand. An Introduction to Lifelong Education 2 Croom Hekn- London the UNESCO Press- Paris.

London.

13. Meenakshisundaram, A. (2005). Guidance and counseling. Dindigul: Kavyamala Publishers.

14. Panda, N.P. Education & Exceptional Children. Deep & Deep Publisher. New Delhi Kalia, H.L.

Counselling in Schools ICON. New Delhi.

15. Rao, Narayana. Counselling Guidance Tata Mc GrawHill . New Delhi Vashist,S.R. Methods of

Guidance Anmol Publication. New Delhi

16. R.N. (2008). Vocational guidance & counseling. Delhi: Surjeet Publications.

17. Safaya, B.N. (2002). Guidance and Counselling. Chandigarh: Abhishek Publications.

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18. Sharma, R.A.(2008). Career information in career guidance. Meerut: R. Lall Books Depot.

19. Shrivastava, K.K. Principles of Guidance &Counselling Kanishka Publishers Distributors. New Delhi.

20. Sidhu, H.S. Guidance and Counselling. Patiala: Twenty First Century Publication.

21. Singh, Raj. Educational & Vocational Guidance. Commonwealth Publication. New Delhi

22. Rao, S.N . Guidance &Counselling. Discovery Publications. New Delhi

223

## Page 224

SEMESTER VIII

B.Ed.Course XXVII

ELECTIVE: GUIDANCE AND COUNSELLING

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the basic concepts in guidance and counselling.

2. design strategies, tests technique and plans of guidance.

3. explain the concept and strategies for career guidance and job satisfaction.

4. explain the basic concepts in counselling.

5. describe the process, skills and strategies of counselling.

6. discuss the psychological issues faced by adolescents and strategies to help them cope.

Module I: Fundamentals of Guidance 2 Credits

Unit I: Evolving Concept of Guidance

a) Meaning, Characteristics, Need of Guidance

b) Types of Guidance – Educational, Personal, Vocational,

c) Agencies / Personnel Responsible for Guidance - Home, School, Workplace

Unit II : Strategies and Techniques for Guidance (Uses And Limitations)

a) Strategies for Guidance - Individual and Group

b) Standardized tests technique - Aptitude, Attitude

c) Non- standardized tests technique - Case study, Interview

Unit III : Career Guidance

a) Sources of Career information and Strategies of disseminating career information

b) Ginsberg’s Theory of Vocational Choice, Factors influencing Vocational Choice

c) Job Analysis: Concept and Factors affecting Job Satisfaction

Module II : Fundamentals Of Counselling 2 Credits

Unit IV : Evolving Concept

Of Counselling

a) Meaning and Characteristics of Counselling

b) Types of Counselling – Directive, Non- directive

c) Process of Counselling - Initial Disclosure, In-depth exploration and Commitment to action

Unit V : Counselling Skills, Approaches And Intervention

a) Skills required for Counselling - Listening, Questioning , Responding , Communicating

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b) Approaches of Counselling – Cognitive Behavioural Therapy (Albert Ellis), Self-Theory (Carl Rogers)

c) Counselling for Adolescent Issues – Bullying, Relationship [Peer and Parent], Addiction (Substance abuse

& technology induced social networking), Academic Stress.

Unit VI: Role of a Counsellor

a) Role of a teacher as a counsellor

b) Qualities & qualifications of counsellor

c) Professional ethics of a counsellor

Module 3: Internal Assessment 40 Marks 2 Credits

Sr. No. Assessment Marks

1 Class Test 15

2 Overall Assessment -Article Review, Group Discussion, Quiz, Survey

Report.

Poster Presentation, Guest Lecture, Interview, Game, PPT, Narrating,

Project Making, Street Play, Short Film, Film Shows

05

3 Assignments (2 x 10 Marks) 20

Total 40

Any two tasks from the following (2 x 10 = 20 Marks)

a) Preparation of scrap book for career guidance.

b) Reflective account of the take away from the course and their application in future career.

c) Visit and report of a visit to any one place (Employment exchange, Guidance Bureau, counselling centre)

d) Design a checklist/Questionnaire to collect information on students educational, psychological or social

problem.

e) Preparing a career guidance chart

f) Preparation of a vocational/ educational counseling programme for class– X students

g) Strategies for handling Academic Stress / Bullying / Relationship / Handling puberty Issues / suicide.

h) Career Dissemination Session for school or junior college (any two careers)

References:

1. Bhatnagar, R.P., &Seema, R. (2003).Guidance and counseling in education and psychology. Meerut:

2. R. Lal Book Depot.

3. Bhatnagar, Asha & Gupta, Nirmala. Guidance & Counselling -Vol. 1 Vikas Publisher House. New

Delhi.

4. Chauhan, S.S. (2008). Principles and techniques of guidance. UP: Vikas Publishing House Pvt. Ltd.

Sharma.

5. Crow, L.D., & Crow, A. (2008).An introduction to guidance. Delhi: Surjeet Publications.

6. Dave, Indu. The Basic Essentials of Counselling Sterling Publisher. New Delhi

7. Gibson, Robert. Introduction to Counselling & Guidance. Prentice - Hall of India. New Delhi

8. Kavyamala Publishers. Qureshi, H. (2004).Educational guidance.

New Delhi: Anmol Publications Pvt.

Ltd.

9. Jones, A.J. (2008). Principles of guidance. (5 ed).Delhi: Surjeet Publications.

10. Kaushik, V.K & Sharma, S.R .Fundamentals of Psychology Anmol Publisher. New Delhi Chandra,

Ramesh. Guidance &Counselling Kalpaz Publications. Delhi.

11. Kinra, A.K. Guidance and Counselling. New Delhi: Pearson Longman.

12. Paul, Lengrand. An Introduction to Lifelong Education 2 Croom Hekn- London the UNESCO Press-

Paris. London.

13. Meenakshisundaram, A. (2005). Guidance and counseling. Dindigul: Kavyamala Publisher

14. Rao, Narayana. Counselling Guidance Tata Mc GrawHill . New Delhi Vashist,S.R. Methods of

Guidance Anmol Publication. New Delhi

15. R.N. (2008). Vocational guidance & counseling. Delhi: Surjeet Publications.

16. Safaya, B.N. (2002). Guidance and Counselling. Chandigarh: Abhishek Publications.

17. Sharma, R.A.(2008). Career information in career guidance. Meerut: R. Lall Books Depot.

18. Shrivastava, K.K. Principles of Guidance &Counselling Kanishka Publishers Distributors. New Delhi.

225

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19. Sidhu, H.S. Guidance and Counselling. Patiala: Twenty First Century Publication.

20. Singh, Raj. Educational & Vocational Guidance. Commonwealth Publication. New Delhi.

21. Rao, S.N . Guidance &Counselling. Discovery Publications. New Delhi.

226

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SEMESTER VIII

B.Ed.Course XXVII

ENVIRONMENT MANAGEMENT

Total Credits: 06

Total Marks: 100

External Assessment: 60

Internal Assessment: 40

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the environmental concepts, ecosystem and ecological pyramid

2. explain the environmental issues and the various approaches of teaching environmental education.

3. describe the sustainable development goals 2030 by United Nations Development Programme(UNDP)

4. explain the sustainable practices in reducing ecological footprint

5. explain the concept of Environmental Quality, Environmental Audit, Environmental Impact Assessment

6. illustrate Environmental initiatives, projects and laws

Module I: Fundamentals of Environment Management 2 Credits

Unit I: Foundation of Environment

a) Environmental Education: Concept, Scope and Need of Environmental education

b) Ecosystem: Concept of Ecosystem, Structure of Ecosystem, Types of Ecosystem – Aquatic and Terrestrial

Ecosystem

c) Ecological pyramid: Concept and types of Ecological pyr amid - Pyramid of numbers, Pyramid of biomass,

Pyramid of energy.

Unit II: Environmental Issues and Concerns

a) Climate Change, Ozone layer depletion (causes, effect and Remedies)

b) Loss of Biodiversity, Land mis -management (causes, effect and Remedies)

c) Energy Crisis (causes, effect ,precautions and alternate energy sources)

Unit III: Foundation to Environmental Education

a) Environmental Education: Concept, Principles and Significance

b) Historical Developments: Stockholm conference (1972), Intergovernmental con ference (1977), Kyoto

Protocol (2005), Tbilisi + 30 (2007)

c) Approaches to teaching environmental education: Interdisciplinary approach and Multidisciplinary

approach.

Module II: Environment Management Towards Sustainable Development Practices - 2 Credits

Unit IV: Practices for sustainable Environment

a) Sustainable Development Goals (SDG’s 2030): Concept and significance, Components -17 SDG’s

b) Sustainable Environment Management: Meaning and Significance – Rainwater Harvesting, Mangrove

Management, Disaster Management

c) Paradigm shift from Environmental education to Sustainable development – Concept and Significance

Unit V: Environmental Initiatives

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a) Environmental Quality: Concept, need to protect environment quality

b) Environmental Audit: Objectives, Elements o f audit, process of environmental audit

c) Environmental Impact Assessment (EIA) : Significance, process of EIA.

Unit VI: Environment Initiatives, Projects and Laws

a) Concept and Significance of Movements: Raleganj Siddhi Movement, Green Peace Movement, Tarun

Bharat Sangh Movement.

b) Concept and Significance of Projects: Tiger project, Narmada Bachao Andolan

c) Concept and Significance of Laws: Laws of conservation and Protection: Environment Protection Act,

Wildlife Protection Act and Noise Pollution Act.

Module III: Internal Assessment 2 Credits

S.No Task Marks

1 Assignments (2*10) 20 marks

2 Case study/ Projects/ Posters and exhibits/

Seminar/Workshop/ Co- operative Learning/ Blended

Learning/ Constructivist Learning/ Nai

Talim – Experiential Learning/ Open Book assignment 05 marks

3 Class Test 15 marks

Total 40 marks

Any two tasks from the following (2 x 10 = 20 Marks)

1. Conduct activities like tree plantations, Go Green drives, various competitions based on environment

2. Awareness activity in community/school regarding various environmental issues through an

exhibition/display

3. Critically analyze the implementation of action plan on Education for sustainable development at global

level.

4. Calculate your ecological /carbon footprint and state ways to reduce the carbon footprint.

5. Conduct an environmental audit and report on any development/ industrial projects.

6. Study the impact of any goods purchased on the environment with reference to its manufacturing,

packaging and transportation cost.

References:

1. Agarwal, K.C, (2001) Environmental Biology Bikaner, Nidi Publications Ltd.

2. Agarwal, K.M, Sikdar P.K, Deb, S.C A Textbook of EnvironmentKolkotta, Macmillan India Limited.

3. Bharucha, E the Biodiversity of India Ahmedabad, Mapin Publishing Pvt. Ltd.

4. Cunningham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. (2001) Environmental Encyclopedia,

Mumbai, Jaico Publications H ouse.

5. Deb S.C Environmental Management, Jaico Publishing House, Mumbai

6. Devi U, Reddy A, Environmental Education for Rural Population, Delhi Discovery Publication House.

7. Dhyani S.N. Wildlife Management New Delhi Rawat Publications

8. Dutt, N H, Gopal, Environm ental Pollution and Control, Hyderabad, Neelkamal Publication.

9. Enger E.D, Bradley F.S Environmental Science - A Study of Interrelationship

10. G Tyler Miller Jr, Environmental Science,11th edition, Cengage learning India Pvt ltd

11. Ghanta R & Rao D B Environmental Education Delhi, Discovery Publication House.

12. Gupta N.L and Gurjar R.K (Eds.) Sustainable Development (2 Vols) :) New Delhi Rawat Publications.

13. Krishnamacharyulu V, Reddy Environmental Education Hyderabad Neelkamal Publications.

14. Marilee G, Jeri M, Chakrab orty C Environmental StudiesMannanPrakashan

15. Murray B (1996) the Philosophy of Social Ecology: Essays on Dialectical Naturalism New Delhi, Rawat

Publications.

16. Nanda, V. K, Environmental Education New Delhi Anmol Publication.

17. OdumE.P Fundamentals of Ecology USA, W.B. Saunders Co.

18. Paneerselvam&Ramkrishnan, Environmental Science Education Delhi, Sterling Publications.

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19. Rai R.K, Environmental Management: New Delhi, Rawat Publications.

20. Ranjan R. Environmental Education, New Delhi.Mohit Publication.

21. Reddy P, Reddy N Environmental Education, Hyderabad Neelkamal Publication.

22. Saxena, A. B Education for the Environmental Concern New Delhi Radha Publication.

23. Sharma R A Environmental Education Meerut R Lal Book Depot.

24. Singh M S Environmental Education Delhi Adhyayan Publishers.

25. Singh P; Sharma S Environmental and Pollution Education, New Delhi Deep and Deep Publications.

26. Singh Y.K, Teaching of Environmental Science, APH Publishing House, New Delhi

27. Suneetha G; Rao D B Environmental Awareness of School Studies , Sonali Publication.

28. Townsend C., Harper J, and Michael Begon, Essentials of Ecology Blackwell Science.

29. Trivedi R.K. Handbook of Environmental Laws, Rules Guidelines, Compliances and Standards, Vols. I and

II, Enviro Media (R)

30. Wanger K.D., (1998) Environm ental Management. Philadelphia, W.B. Saunders Co.

31. Wright R.T; Environmental Science - Toward a sustainable future, 9th edition, Prentice -Hall of India Pvt

Ltd, new Delhi 2007

32. “Survey of the Environment” The Hindu (Magazine)

33. https://en.wikipedia.org/wiki/Car bon_credit

34. http://unesdoc.unesco.org/images/0015/001540/154093e.pdf

229

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SEMESTER VIII

B.Ed.Course XXXI

ABILITY COURSE: CYBER LAWS

Total Credits: 03

Internal Assessment: 50

Course Learning Outcomes

By the end of the course, student will be able to:

1. explain the concept of cyber security.

2. discuss the importance of cyber laws.

3. explain cyber space jurisdiction

4. discuss the significance of intellectual property rights and trademark disputes

Module I: Basics of Computer and Computer Safety 2 Credits

Unit I: Computer & Cyber Security

a) Basics of Networks and internet, Types of Network, Definition of Cyber Security - Types of Attacks,

Network Security

b) Overview of Security threats, (d) Hacking Techniques, Password cracking

c) Insecure Network connections, M alicious code, Concept of Fire wall Security

Unit II: Cyber Laws

a) Evolution of the IT Act, Genesis and Necessity

b) Salient features of the IT Act, 2000, various authorities under IT Act and their powers, Penalties &

Offences, amendments.

c) Impact on other related Acts (Amendments) : i) Amendments to Indian Penal Code ii) Amendments to

Indian Evidence Act iii) Amendments to Bankers Book Evidence Act. iv)Amendments to Reserve Bank of

India Act.

Module II: Information Technology Law 2 Credits

Unit III: Cyber Space Jurisdiction and Laws in India

a) Jurisdiction issues under IT Act, 2000., Traditional principals of Jurisdiction, Extra terrestrial Jurisdiction,

b) Case Laws on Cyber Space Jurisdiction

c) Digital / Electronic Signature in Indian Laws, E – Contracts and its validity in India, Cyber Tribunal &

Appellate Tribunal, Cyber Regulations

Unit IV: Intellectual Property Rights, Domain Names and Trademark Disputes

a) Concept of Trademarks / in Internet Era, Cyber Squatting, Reverse Hijacking

b) Jurisdiction i n Trademark Disputes, Copyright in the Digital Medium, Copyright in Computer Programmes

c) Copyright and WIPO Treaties, Concept of Patent Right, Relevant Provisions of Patent Act 1970

Module III: Internal Assessment 40 Marks 2 Credits

Any five tasks from the following (5 x 10 = 50 Marks)

(Assignments to be completed and assessed in the form of a project report. These assignments can be

done as group- work or individually but will be assessed individually for each student)

a) Power Point Presentation on cyber laws ,

b) Report on any one internet application

c) Do’s and Don’ts of Cyber Security

d) Report on Intellectual Property Rights.

e) Report any one cyber Crime that you have heard or witnessed.

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References:

1.E- Commerce - Kenneth Lau don, Carol Traver , Pearson Education

2.Frontiers of Electronic Commerce - Kalakota & Whinston

3.E- Commerce - Rajaraman

4.E- Commerce - Whitley

5.E- Commerce concepts and cases - Rao and Deshpande.

6.Programming in VB 6.0 - Julia case Bradley, Anita C. Milspaugh, T MH

7.Visual Basic 6.0 Programming - Content Development Group, TMH

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23.List of Websites for more information is available on: Http://www.garykessler.net.library/ forensicsurl.html

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