B SC B Ed 2016-17 Syllabus

UNIVERSITY OF MYSORE
REGIONAL INSTITUTE OF EDUCATION

[National Council of Educational Research and Training, New Delhi]
Regulations governing the Programme
1.0 Programme and Duration :

Integrated Programme of Teacher Education titled ‘Bachelor of Science and
Bachelor of Education’ (B.Sc.B.Ed.) degree programme. The programme will be of
four year duration organized on the semester pattern with 2 semesters in a year. Each
semester will consist of a minimum of 16 weeks of instruction excluding examination.
1.1 Equivalence:
The course contents related to Physics/ Chemistry/ Mathematics/ Botany/ Zoology
offered in the Programme are equivalent to the courses offered in the
B.Sc. (PCM/CBZ) Programme recommended by the UGC (2015) and the University
of Mysore.
The Course contents of the professional education component are equivalent to that of
B.Ed. of University of Mysore and are in accordance with the norms and regulations
for the B.Sc.B.Ed. Programme as prescribed by the NCTE (2014). This degree
B.Sc.B.Ed. is thereby equivalent to B.Sc. degree of the University of Mysore and the
UGC and the B.Ed. degree of the University of Mysore and the NCTE.
On successful completion of the programme, students are eligible for admission to
Master Degree Programmes in respective subjects in the University of Mysore and
other Indian/Foreign Universities.
2.0 Eligibility for admission to B.Sc.B.Ed.

2.1 Candidates seeking admission to the programme should have passed CBSE Senior
Secondary examination/ Pre-University examination of Karnataka or an equivalent
examination of Kerala, Andhra Pradesh, Tamil Nadu, Telangana or the UT of
Lakshadweep/Puducherry with 45% marks in the aggregate. Relaxation up to 5% of
marks is given to the SC/ST candidates.
2.2 Candidates should have passed the qualifying examination with the following
combinations of subjects. For admission to the PCM stream : Physics, Chemistry,
Mathematics/Statistics; For admission to CBZ stream : Physics, Chemistry,
Mathematics, Biology or Biotechnology; Physics, Chemistry, Biology / Chemistry,
Botany and Zoology.
2.3 Admission shall be made by selection on the basis of marks in the qualifying
examination and performance in a specially designed national level test (Common
Entrance Examination) conducted by the NCERT. It shall be governed by the
admission policies of NCERT and the guidelines of the University of Mysore.
Admission will be in accordance with administrative policies related to proportionate
representation (based on the latest available census report) to different States in the
region. It will also be governed by the reservation policies of Govt. of India as
prevalent at the time of admission.
3.0 Scheme of Instruction :
Details of courses and scheme of study, duration, etc. are provided in Table 1.
Courses of Study are organized under the following captions :
a) Core Courses
b) Ability Enhancement Courses
c) Discipline Specific Electives
d) Skill Enhancement Courses
e) Generic Courses
f) Professional Education Courses.
3.1 Core Courses:

The Programme offers two streams. Each stream has 3 majors – PCM and CBZ.
Each Major comprises of 6 core courses. The titles of courses in each major and their
positions are given in Table 2.
3.2 Ability Enhancement Courses :

This is mandatory for all students. It comprises of 8 courses offered during I to IV
Semesters, four each in a language of student’s choice and four in English.
a) Language: Any one of the following: Kannada/ Hindi / Malayalam/Tamil /
Telugu
b) English
3.3 Discipline Specific Elective:
Total of six courses, two in each Major Subject are offered in the VII and VIII
semesters of the Programme.
3.4 Skill Enhancement Course:

Two courses are offered in the third and fourth semesters of the Programme. Students
can choose any two courses of their choice, cutting across disciplines, from a pool of
courses that are being offered in each subject area.
3.5. Generic Course:

Two courses of inter-disciplinary nature are offered in the first and eighth semester of
the programme.
3.6 Professional Education Courses:

In accordance with the NCTE regulations – 2014, the programme includes 23 courses
which are positioned throughout the 8 semesters. The requirements of the 20-week
internship proposed by the NCTE, are met through five rigorous phases of School
Attachment Programmes. The first three Phases are of 2-week duration each, which
will be organized in the Demonstration School and selected schools in and around
Mysuru. The fourth phase is of 3 weeks duration, i.e. 1 week exclusively for working
with community. The final phase is of 11 weeks and will be organized in selected
schools of NVS of Hyderabad Region or other schools.
4.0 Attendance
Each student has to attend a minimum of 75% of the classes conducted in each course.
Failure to meet the minimum requirement renders disqualification from terminal
2
examination and makes him/her ineligible for NCERT scholarship/ free ship. Such a
student is deemed to have dropped the course and is not allowed to write the semester
end examination of that course. He has to re-register for the course/s as and when
they are offered by the institute.
5.0 Medium of Instruction:

The medium of instruction and examination is English.
6.0 Course Structure
TABLE 1: Credit Break-up into B.Sc. and B.Ed. Components and Mode of
Evaluation
Seme Tot Progra Credits Teach Credits Pract Total Asses Termin
ster al mme (Theory) ing : icum/ Hours smen al
Cr (L) hours Practic al per week t Assess
edi per um/al Hour (L+T+P) C1+ ment
ts week (Lab/Fi s per C2 C3)
(L) eld) week
(T/P) (T/P)
I 24 18 B.Sc. 13 13 5 10 23 50 50
6 B.Ed. 4 4 2 4 8 50 50
II 24 18 B.Sc. 13 13 5 10 23 50 50
6 B.Ed. 4 4 2 4 8 50 50
III 29 21 B.Sc. 15 15 6 12 27 50 50
8 B.Ed. 4 4 4 8+2 12 50 50
Wks
IV 29 21 B.Sc. 15 15 6 12 27 50 50
8 B.Ed. 4 4 4 8+2 12 50 50
Wks
V 26 12 B.Sc. 9 9 3 6 15 50 50
14 B.Ed. 7 7 7 10+ 2 17 50 50
Wks
VI 27 12 B.Sc. 9 9 3 6 15 50 50
15 B.Ed. 6 6 9 12 + 3 18 50 50
Wks
VII 29 9 B.Sc. 3 3 6 12 15 50 50
20** B.Ed. 4 4 12**+4 8+11 12 50 50

Weeks
VIII 21 11 B.Sc. 5 5 6 12 17 50 50
10 B.Ed. 6 6 4 8 14 50 50
Total 209 121 121 88 142 263
*internship ** includes internship credits
L : Lectures: 1 credit =1hr/week x 16 weeks T :Tutorial/ 1 credit = 2 hr/week x 16 weeks
P : Practicum/practical = 2 hr/week x 16 weeks V: Credit value of a course is L+T+P
3
TABLE 2 PANORAMA OF COURSES WITH CREDIT BREAK-UP IN THE
EIGHT-SEMESTERS
CREDIT BREAK-UP SEMESTERWISE Credits Total
(L+T+P) (L+T+P) Credi
Sl.No. COURSE ts
In
Prog.
I II III IV V VI VII VIII
CORE COURSES:
1 Physics/Botany 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 -- -- 18+0+6 24

2 Chemistry 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 -- -- 18+0+6 24
3 Maths/Zoology 3+1+0 3+1+0 3+1+0 3+1+0 3+1+0 3+1+0 -- -- 8+ 18+6+0 24
3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 18+0+6
ABILITY ENHANCEMENT COURSES
1 Language 2+1+0 2+1+0 2+1+0 2+1+0 -- -- -- -- 8+4+0 12

H/K/M/Tam/Tel
2 Eng/Comm. Eng 2+1+0 2+1+0 2+1+0 2+1+0 8+4+0 12
SKILL ENHANCEMENT COURSES
1 Courses 1 & 2 -- -- 2+0+1 2+0+1 -- -- -- -- 4+0+2 6
DISCIPLINE SPECIFIC ELECTIVE

1 Physics/Botany 1+1+1 1+1+1 2+2+2 6
2 Chemistry 1+1+1 1+1+1 2+2+2 6
3 Maths/Zoology 1+1+1 1+1+1 2+2+2 6
GENERIC ELECTIVE
1 Environmental 1+1+0 1+1+0 2

Education
2. Indian Constitution 1+1+0 1+1+0 2
& Human Rights
PROFESSIONAL EDUCATION COURSES

1 Language Across 3+1+0 3+1+0 4
Curriculum
2 Contemporary 3+1+0 3+1+0 4
Indian Education
3 Yoga Edu., self- 1+0+1 1+-0+1 2
understanding &
development
4 Understanding the 3+1+0 3+1+0 4
Learner
5 Gender School & 1+1+0 1+1+0 2
Society.
6* School Attachment 0+0+2 0+0+2 0+0+2 0+0+3 0+0+9 9
Programme 1to 4
7 Learning & 3+1+0 3+1+0 4
Teaching
8 Drama & Art 1+1+0 1+1+0 2
Education
9 Assessment for 3+1+0 3+1+0 4
Learning
10 Pedagogy of 2+2+0 2+2+0 4
Physical Science
11 Pedagogy of Maths/ 2+2+0 2+2+0 4
Biol. Sci.
12 Critical Under- 2+2+0 2+2+0 4
standing of ICT
13 Pedagogy of 2+2+0 2+2+0 4
Physical Science
14 Pedagogy of Maths/ 2+2+0 2+2+0 4
Biol. Sci.
15 Creating an 2+2+0 2+2+0 4
inclusive school
16 Health & Physical 1+0+1 1+0+1 2
Education
4
17 Reading & 1+1+0 1+1+0 2
reflection on text
18* Internship in School 0+0+6 0+0+6 12
Subject 1: Physical
Science
19* Internship in School 0+0+6 0+0+6
Subject 2:
Maths/ Biol. Sci
20 Knowledge & 2+2+0 2+2+0 4
Curriculum
21 Guidance & 3+1+0 3+1+0 4
Counselling in
Schools
22 Value & Peace 1+1+0 1+1+0 2
Education
*=courses which do not have C3 Theory examination
L : Lectures: 1 credit =1hr/week x 16 weeks
T :Tutorial: 1 credit = 2 hr/week x 16 weeks
P : Practicum/practical 1 credit = 2 hr/week x 16 weeks
V: Credit value of a course is L+T+P
Note : VII Semester consists of 25 weeks out of which 11 weeks of School Attachment Programme-
internship in Teaching will be organized in schools outside Mysore. 14 weeks are available for
classroom instruction.
Tables 3 to 10: Detailed Course Structure for B.Sc.B.Ed.

Total Credits = 209; B. Sc. Component = 122; B.Ed. Component = 87
TABLE 3: Semester I (Credits: B.Sc.12; AEC 6; B.Ed. 6; Total 24)

Course Total Courses Credits Teaching Credits: Practicum/al Total
No. Credits Theory Hours Practicum/al Hours per Hours
(L) per week (Lab/Field) week per
(L) (T/P) (T/P) week
(L+T+P)
1 4 Core Course1A 3 3 1 2 5
Physics/Botany
2 4 Core Course 2A 3 3 1 2 5
Chemistry
3 4 Core Course 3A 3 3 1 2 5
Mathematics/
Zoology
4 3 AEC 1A 2 2 1 2 4
Lang
H/K/M/Tam/Tel
5 3 AEC 2A 2 2 1 2 4
English
6 2 GE - Environmental 1 1 1 2 3
Education
7 4 Language across the 3 3 1 2 5
curriculum
Total 24 17 17 7 14 31
Note: 1A, 2A & 3A – Numerals refer to the majors, and A refers to the First course in each major.
From Sem II to VI, papers in core courses are designated B, C, D, E & F
AEC – Ability Enhancement Course; GE- Generic Elective of Inter-disciplinary nature
Evaluation – C1 + C2 = 50%; C3 = 50%
5
TABLE 4 : Semester II (Credits: B.Sc. 12; AEC 6; B.Ed. 6; Total 24)
(L+T+P)
1 4 Core Course 1B 3 3 1 2 5
Physics/ Botany
2 4 Core Course 2B 3 3 1 2 5
Chemistry
3 4 Core Course 3B 3 3 1 2 5
Mathematics/
Zoology
4 3 AEC 1B 2 2 1 2 4
Lang – H/K /M/
Tam/Tel
5 3 AEC 2B 2 2 1 2 4
English
6 4 Contemporary 3 3 1 2 5
Indian Education
7 2 Yoga Edu., self- 1 1 1 2 3

understanding &
development
Total 24 17 17 7 14 31
Evaluation – C1 + C2 = 50%; C3 = 50%
TABLE 5 : Semester III (Credits: B.Sc. 12; AEC 6; SEC 3; B.Ed. 8; Total 29)
(L+T+P)
1 4 Core Course 1C 3 3 1 2 5
Physics/Botany
2 4 Core Course 2C 3 3 1 2 5
Chemistry
3 4 Core Course 3C 3 3 1 2 5
Mathematics/
Zoology
4 3 AEC 1C 2 2 1 2 4
Lang – H/K /M/
Tam/Tel
5 3 AEC 2C 2 2 1 2 4
English
6 3 *Skill Enhancement 2 2 1 2 4
Course 1
7 4 Understanding The 3 3 1 2 5
Learner
8 2 Gender School &
Society 1 1 1 2 3
9 2 School Attachment 0 0 2 2 weeks 4

Programme 1
Total 29 19 19 10 20 39
* SEC 1 - Skill Enhancement Course 1 – Each student will select any one of the 5 courses offered.
Evaluation – C1 + C2 = 50%; C3 = 50%
6
TABLE 6 : Semester IV (Credits: B.Sc.12; AEC 6; SEC 3; B.Ed. 8; Total 29)
(L+T+P)
1 4 CoreCourse1D 3 3 1 2 5
Physics/Botany
2 4 Core Course 2D 3 3 1 2 5
Chemistry
3 4 Core Course 3D 3 3 1 2 5
Mathematics/
Zoology
4 3 AEC 1D 2 2 1 2 4
Lang – H/K /M/
Tam/Tel
5 3 AEC 2D 2 2 1 2 4
English
6 3 *Skill Enhancement 2 2 1 2 4
Course 2
7 4 Learning & 3 3 1 2 5
Teaching
8 2 Drama & Art 1 1 1 2 3
Education
9 2 School Attachment 0 0 2 2 weeks
Programme 2
Total 29 19 19 10 16 35
* SEC 2 - Skill Enhancement Course 2 – Each student will select any one of the 5 courses offered.
Evaluation – C1 + C2 = 50%; C3 = 50%
TABLE 6: Semester V (Credits: B.Sc. 12; B.Ed. 14; Total 26)

(L+T+P)
1 4 Core Course 1E 3 3 1 2 5
Physics/Botany
2 4 Core Course 2E 3 3 1 2 5
Chemistry
3 4 Core Course 3E 3 3 1 2 5
Mathematics/
Zoology
4 4 Assessment For 3 3 1 2 5
Learning
5 4 Pedagogy of Physical 2 2 2 4 6
Sciences
6 4 Pedagogy of 2 2 2 4 6
Maths/Biol. Sci.
7 2 School Attachment 0 0 2 2 Weeks
Programme 3
Total 26 16 16 10 16 32
Evaluation – C1 + C2 = 50%; C3 = 50%
7
TABLE 8: Semester VI (Credits: B.Sc. 12; B.Ed. 15; Total 27)
No. Credits Theory Hours Practicum/al Hours per Hours per
(L) per week (Lab/Field) week week
(L) (T/P) (T/P) (L+T+P)
1 4 CoreCourse1F 3 3 1 2 5
Physics/Botany
2 4 Core Course2F 3 3 1 2 5
Chemistry
3 4 Core Course 3F 3 3 1 2 5
Mathematics/
Zoology
4 4 Critical Under- 2 2 2 4 6
standing Of ICT
5 4 Pedagogy of Physical 2 2 2 4 6
Sciences
6 4 Pedagogy of Maths/Biol. 2 2 2 4 6
Sci.
7 3 School Attachment 0 0 3 3 weeks
Programme 4 and
Community Living)
Total 27 15 15 12 18 33
Evaluation – C1 + C2 = 50%; C3 = 50%
TABLE 9: Semester VII* (Credits: DSE 9; B.Ed. 20; Total 29**)

(L+T+P)
1 3 DSE 1 A 1 1 1+1 2+2 5

Physics/Botany
2 3 DSE 2 A 1 1 1+1 2+2 5

Chemistry
3 3 DSE 3 A 1 1 2/1+1 4/2+2 5
Mathematics/
Zoology
4 4 Creating an Inclusive 2 2 2 4 6
school
5 2 Health & Physical
Education 1 1 1 2 3
6 2 Reading & Reflections
on text 1 1 1 2 3
7* 6 Internship in School 0 0 6 0
Subject 1 : Physical
Science 11 weeks
8 6 Internship in School 0 0 6 0
Subject 2 :
Mathematics/
Biological Science
Total 29 7 7 22 20 27
*Semester duration 25 weeks; Instructional duration -14 weeks; Engagement in field -10 weeks
**includes Internship 12 credits.
Evaluation – C1 + C2 = 50%; C3 = 50%
8
TABLE 10 : Semester VIII (Credits: DSE 9; GE 2; B.Ed. 10; Total 21)
(L+T+P)
1 3 DSE 1 B 1 1 1+1 2+2 5

Physics/Botany
2 3 DSE 2 B 1 1 1+1 2+2 5
Chemistry
3 3 DSE 3 B 1 1 2/1+1 4/2+2 5
Mathematics/
Zoology
4 2 GE 2 2 2 0 0 2
Indian Const. &
Human Rights
4 4 Knowledge & 2 2 2 4 6
Curriculum
5 4 Guidance & Counseling 3 3 1 2 5
in Schools
6 2 Value & Peace 1 1 1 2 3
Education
Total 21 11 11 10 20 31
TABLE 11 : SUBJECTS AND TITLES OF COURSES IN THE PROGRAMME
SEMESTER COURSE CODE SUBJECT TITLE
FIRST Core course 1A BSE I.1A Physics/ Mechanics

BSE I.1B Botany Diversity of Microbes
Core Course 2A BSE I.2 Chemistry Atomic Structure and Bonding
Core Course 3A BSE I.3A Mathematics / Calculus – I and Matrices
BSE I.3B Zoology Diversity of Animals I
AEC 1A BSE I.4A Language Hindi/
BSE I.4B Kannada/
BSE I.4C Malayalam /
BSE I.4D Tamil/
BSE I.4E Telugu
AEC 2A BSE I.5 English
GE 1 BSE I.6 Environmental Education
Professional BSE I.7 Language Across Curriculum
Education
SECOND Core course 1B BSE II.1A Physics/ Elasticity, Waves, Heat and
Thermodynamics
BSE II.1B Botany Diversity of Cryptogams and
Archegoniatae
Core Course 2B BSE II.2 Chemistry States of Matter and Nuclear Chemistry
Core Course 3B BSE II.3A Mathematics / Calculus – II , Analytical Geometry and

Number Theory
BSE II.3B Zoology Diversity of Animals II
AEC 1B BSE II.4A Language Hindi/
BSE II.4B Kannada/
BSE II.4C Malayalam /
BSE II.4D Tamil/
BSE II.4E
Telugu
9
AEC 2B BSE II.5 English
Professional BSE II.6 Contemporary Indian Education
Education BSE II.7 Yoga Edu., self-understanding &
development
THIRD Core course 1C BSE III.1A Physics/ Electricity and Electromagnetism

BSE III.1B Botany Gymnosperms and Reproductive
Biology of Angiosperms
Core Course 2C BSE III.2 Chemistry Organic Chemistry – I
Core Course 3C BSE III.3A Mathematics / Real Analysis

BSE III.3B Zoology Diversity of Animals III and
Comparative Anatomy
AEC 1C BSE III.4A Language Hindi/

BSE III.4B Kannada/
BSE III.4C Malayalam /
BSE III.4D Tamil/
BSE III.4E
Telugu
AEC 2C BSE III.5 English
SEC 1 BSE III.6A Physics Basic Instrumentation Skills
BSE III.6B Botany Plant Propagation, Nursery &
Gardening
BSE III.6C Chemistry Industrial Chemicals and Environment
Combinatorics, Statistics & Basic
BSE III.6D Mathematics Probability
BSE III.6E Zoology Apiculture
Professional BSE III.7 Understanding the Learner

Education BSE III.8 Gender School & Society
BSE III.9 School Attachment Programme 1
FOURTH Core course 1D BSE IV.1A Physics/ Optics

BSE IV.1B Botany Plant Anatomy and Ecology
Core Course 2D BSE IV.2 Chemistry Thermodynamics, Equilibrium and

Solutions
Core Course 3D BSE IV.3A Mathematics / Differential Equations

BSE IV.3B Zoology Ecology, Biogeography & Wildlife
AEC 1D BSE IV.4A Language Hindi/

BSE IV.4B Kannada/
BSE IV.4C Malayalam /
BSE IV.4D Tamil/
BSE IV.4E
Telugu
AEC 2D BSE IV.5 English
SEC 2 BSE IV.6A Physics Computational Physics
BSE IV.6B Botany Utilisation of Plants & Herbal
Technology
BSE IV.6C
Chemistry Industrial Inorganic Materials
BSE IV.6D
BSE IV.6E
Mathematics Data Handling
Zoology Sericulture
Professional BSE IV.7 Learning & Teaching

Education BSE IV.8 Drama & Art Education
BSE IV.9 School Attachment Programme 2
10
FIFTH Core course 1E BSE V.1A Physics/ Atomic and Molecular Physics
BSE V.1B Botany Botanical Nomenclature,
Angiosperm Taxonomy and
Utilization of Plants
Core Course 2E BSE V.2 Chemistry Transition Elements, Coordination

Compounds and Chemical Kinetics
Core Course 3E BSE V.3A Mathematics / Multivariate Calculus and Vector
Calculus
BSE V.3B Zoology Development Biology, Applied
Zoology & Ethology
Professional BSE V.4 Assessment For Learning
Education BSE V.5 Pedagogy of Physical Science 1
BSE V.6A Pedagogy of Mathematics 1
BSE V.6B Pedagogy of Biological Science 1
BSE V.7 School Attachment Programme 3
SIXTH Core course 1F BSE VI.1A Physics/ Classical and Quantum Mechanics
and Special Theory of Relativity
BSE VI.1B Botany Plant Physiology and Metabolism
Core Course 2F BSE VI.2 Chemistry Organic Chemistry II
Core Course 3F BSE VI.3A Mathematics / Groups and Rings

BSE VI.3B Zoology Animal Physiology, Endocrinology
& Immunology
Professional BSE VI.4 Critical Understanding of ICT
Education BSE VI.5 Pedagogy of Physical Science 2
BSE VI.6A Pedagogy of Mathematics 2
BSE VI.6B Pedagogy of Biological Science 2
BSE VI.7 School Attachment Programme 4
SEVENTH Discipline BSE VII.1A Physics Nuclear and Particle Physics
Specific BSE VII.1B Botany Cell Biology and Genetics
Elective 1
BSE VII.2 Chemistry Electrochemistry and
Photochemistry
BSE VII.3A Mathematics / Linear Algebra
BSE VII.3B Zoology Cell Biology, Genetics and
Evolution
Professional BSE VII.4 Creating an inclusive school
Education BSE VII.5 Health & Physical Education
BSE VII.6 Reading & reflection on text
BSE VII.7A Internshipin School Subject 1 :
Physical Science
BSE VII.7B/ Internship in School Subject 2:
BSE VII.7C Mathematics/Biological Science
EIGHTH Discipline BSE VIII.1A Physics Solid State Physics
Specific BSE VIII.1B Botany Molecular Biology, Biochemistry
Elective 2 and Biotechnology
BSE VIII.2 Chemistry Spectroscopy, Natural Products and
Heterocyclics
BSE VIII.3A Mathematics / Complex Analysis and Numerical
Analysis
BSE VIII.3B Zoology Biochemistry, Molecular Biology
and Biotechnology
Generic Elective 2 BSE VIII.4 Indian Constitution and Human
Rights
Professional BSE VIII.5 Knowledge &Curriculum
Education BSE VIII.6 Guidance & Counselling in Schools
BSE VIII.7 Value & Peace Education
11
8.0 Continuous Assessment, Earning of Credits and Award of Grades
The evaluation of the candidate shall be based on continuous assessment. The
structure for evaluation is as follows:
8.1 Assessment and evaluation processes happen in a continuous mode. However, for
reporting purposes, a semester is divided into 3 discrete components identified as C ,
1
C , and C .
2 3
8.2 The performance of a candidate in a course will be assessed for a maximum of 100
marks as explained below.
8.2.1 The first component (C ), of assessment is for 25 marks. This will be based on Test/
1
assignment / seminar. During the first half of the semester, the first 50% of the
th
syllabus will be completed. This shall be consolidated during the 8 week of the
th
semester. Beyond 8 week, making changes in C is not permitted.
1
8.2.2 The second component (C ), of assessment is for 25 marks. This will be based on
2
test/ assignment/ seminar. The continuous assessment and scores of second half of the
th
semester will be consolidated during the 16 week of the semester. During the second
half of the semester the remaining units in the course will be completed.
8.2.2.1 The outline for continuous assessment activities for Component-I (C ) and
1
Component-II (C ) will be proposed by the teacher(s) concerned before the
2
commencement of the semester and will be discussed and decided in the respective
Section/Department. The students should be informed about the modalities well in
advance. The evaluated courses/assignments during component I (C ) and component
1
II (C ) of assessment are immediately returned to the candidates after obtaining
2
acknowledgement in the register maintained for this purpose by the concerned teacher.
th
8.2.3 During the 18th-20 week of the semester, a semester-end examination of 2 hours
duration shall be conducted for each course. This forms the third/final component of
assessment (C ) and the maximum marks for the final component will be 50.
3
Setting questions papers and evaluation of answer scripts.

I. Questions papers in three sets shall be set by the internal examiner for a course.
Whenever there are no sufficient internal examiners, the chairman of BoE shall get
the questions papers set by external examiners.
II. The Board of Examiners shall scrutinize and approve the question papers and scheme
of valuation.
III. (i) There shall be single valuation for all theory papers by internal examiners. In
case, the number of internal examiners falls short, external examiners may be
invited.
(ii) The examination for Practical work/ Field work/Project work will be
conducted jointly by two internal examiners. However the BoE on its
discretion can also invite external examiners if required.
12
IV. Each theory paper comprises of 9 questions of 10 marks each. Each unit will have
two questions with internal choice. Question 9 will have questions drawn from all the
4 units.
V. Challenge valuation
A student who desires to apply for challenge valuation shall obtain a Xerox copy of
the answer script by paying the prescribed fee within 10 days after the announcement
of the results. He / She can challenge the grade awarded to him/her by surrendering
the grade card and by submitting an application along with the prescribed fee to the
Registrar (Evaluation) within 15 days after the announcement of the results. This
challenge valuation is only for C component. The answer scripts for which
3
challenge valuation is sought for shall be sent to another external examiner. The
marks awarded will be the higher of the marks obtained in the challenge valuation and
in maiden valuation.
8.2.4 In case of a course with only practical component a practical examination will be
conducted with two examiners (ref: 8.2.3 III (ii)). A candidate will be assessed on the
basis of a) knowledge of relevant processes b) Skills and operations involved c)
Results / products including calculation and reporting. If external examiner does not
turn up then both the examiners will be internal examiners. The duration for semester-
end practical examination shall be decided by the departmental council.
8.2.5 If X is the marks scored by the candidate out of 50 in C in theory examination, if Y
3
is the marks scored by the candidate out of 50 in C in Practical examination, and if
3
Z is the marks scored by the candidate out of 50 in C for a course of
3
(L=0):T:(P=0)type that is entirely tutorial based course, then the final marks M in C3
is decided as per the following table.
L.T.P. distribution Calculation of M in C

3
L:T:P
L : (T = 0) :”P
L:T : (P=0) X
L : (T=0) : (P = 0) X
(L=0) : T : P Y
(L=0) : (T = 0) : P Y
(L=0) : T : (P = 0) Z
8.2.6 The details of continuous assessment are summarized in the following Table.
Component Syllabus in a Course Weightage Period of Continuous Assessment
C First 50% (2 units of total 25% First half of the semester.

1
units) th
To be consolidated by 8 week.
C Remaining 50% 25% Second half of the semester.
2
(Remaining units of the th
To be consolidated by 16 week.
course)
13
C Semester-end examination 50% th th
3 To be completed during 18 – 20
(All units of the course)
Week
th
Final Grades to be announced latest by 24 week
8.2.7 A candidate’s performance from all 3 components will be in terms of scores, and the
sum of all three scores will be for a maximum of 100 marks (25 + 25 + 50).
th
8.2.8 Finally, awarding the grades should be completed latest by 24 week of the semester.
8.3 In case a candidate secures less than 30% in C and C put together in a course, the
1 2
candidate is said to have DROPPED that course, and such a candidate is not allowed
to appear for C in that course.
3
In case a candidate’s class attendance in a course is less than 75% or as stipulated by
the University, the candidate is said to have DROPPED that course, and such a
candidate is not allowed to appear for C in that course.
3
Teachers offering the courses will place the above details in the Departmental meeting
during the last week of the semester, before the commencement of C , and
3
subsequently a notification pertaining to the above will be brought out by the
Principal before the commencement of C examination. A copy of this notification
3
shall also be sent to the office of the Registrar & Registrar (Evaluation).
8.4 In case a candidate secures less than 30% in C , he/she may choose
3
DROP/MAKEUP option.
In case a candidate secures more than or equal to 30% in C , but his/her grade (G) = 4,
3
as per section 8.12 below, then he/she may be declared to have been conditionally
successful in this course, provided that such a benefit of conditional clearance based
on G=4 shall not be availed for more than 16 credits for the entire programme..
In case a candidate secures less than 30% in C , he/she may choose DROP/MAKE-
3
UP option.
The candidate has to exercise his/her option to DROP immediately within 10 days
from the date of notification of results.
A MAKE UP examination for odd semester courses will be conducted along with next
regular odd semester examinations and for even semester courses along with a next
regular even semester examinations. If a candidate is still unsuccessful, he/she may
opt for DROP or again take up MAKE UP examination; however, not exceeding
double the duration norm in one stretch from the date of joining the course.
8.5 A candidate has to re-register for the DROPPED course when the course is offered
again by the Institute if it is a hard core course. The details of any dropped course
will not appear in the grade card.
8.6 Each student can go with a normal pace of credits prescribed for each per semester.
However, he/she has provision to go with a slow pace of 20 credits per semester or an
accelerated pace of +4 credits per semester.
14
8.7 The tuition fee and the examination fee of a semester will be in accordance with the
number of credits registered by each student in that semester.
8.8 The student may avail a maximum of two blank semesters in one stretch. However,
he has to pay a nominal fee for maintaining a semester blank to the institution.
8.9 The Institute shall follow the CBCS guidelines of the University and its amendments
thereof provided they are beneficial to the system.
8.10 The tentative / provisional grade card will be issued by the Registrar (Evaluation) at
the end of every semester indicating the courses completed successfully. This
statement will not contain the list of DROPPED courses.
8.11 Upon successful completion of B.A.B.Ed., a final grade card consisting of grades of
all courses successfully completed by the candidate will be issued by the Registrar
(Evaluation).
8.12 The grade and the grade point earned by the candidate in the subject will be as
given below.
Marks Grade Grade Point

(GP = V x G)
30-39 4 V*4
40-49 5 V*5
50-59 6 V*6
60-64 6.5 V*6.5
65-69 7 V*7
70-74 7.5 V*7.5
75-79 8 V*8
80-84 8.5 V*8.5
85-89 9 V*9
90-94 9.5 V*9.5
95-100 10 V*10
Here, P is the percentage of marks (P=[(C1+C2)+M] secured by a candidate in a

course which is rounded to nearest integer. V is the credit value of course. G is the
grade and GP is the grade point.
8.13 A candidate can withdraw any course within in ten days from the date of notification
of final results. Whenever a candidate withdraws a paper, he/she has to register for the
same course in case it is hard core course, the same course or an alternate course if it
is soft core/open elective.
A DROPPED course is automatically considered as a course withdrawn.
8.14 Overall cumulative grade point average (CGPA) of a candidate after successful
completion the required number of credits (302) is given by CGPA = ΣGP / Total
number of credits
CGPA = ΣGP / Total number of credits
15
9. Classification of results
The final grade point (FGP) to be awarded to the student is based on CGPA secured
by the candidate and is given as follows.
CGPA FGP
Numerical Index Qualitative Index

4 <= CGPA < 5 5 SECOND CLASS
5 <= CGPA < 6 6
6 <= CGPA < 7 7 FIRST CLASS
7 <= CGPA < 8 8
8 <= CGPA < 9 9 DISTINCTION
9 <= CGPA < =10 10
Overall percentage=10*CGPA or is said to be 50% in case CGPA<5
10.0 Provision for Appeal

A candidate, if dissatisfied with the grades that he/she has got with a feeling that
he/she is unnecessarily penalized can approach the grievance cell with the written
submission together with all facts and all the assignments, test papers etc. which were
evaluated. He/she can do so before the semester-end examination (based on 2
continuous assessment components already completed) or after the semester-end
examination. The grievance cell is empowered to review the grades if the case is
genuine and is also empowered to penalize the candidate if his/her submission is
found to be baseless and unduly motivated. This Cell may recommend to take
disciplinary/corrective action on an evaluator if he/she is found guilty. The decision
taken by the Grievance Cell is final.
The Registrar (Evaluation) will be the Chairman and Convener of the Grievance Cell.
For every subject there will be one grievance cell. The composition of the Grievance
Cell is as follows:
i) The Registrar (Evaluation) ex-officio Chairman/Convener.
ii) The Principal
iii) The Dean of Instruction.
iv) Heads of Concerned Departments and Sections
v) An external expert in the concerned subject from the PG department of University
The appropriate fee as fixed by the University shall be collected from the candidate
who goes for an appeal to the Grievance Cell.
11.0 Barring of Simultaneous Study:
11.1 No student admitted to a degree course in a college under the jurisdiction of this
university, shall be permitted to study simultaneously in any other course leading to a
degree (regular/evening/morning) offered by this/any other university.
16
11.2 If a candidate gets admitted to more than one course leading to a degree, the university
shall without giving prior notice cancel his/her admission to all such courses to which
he/she has joined.
12.0 Miscellaneous:
12.1 These revised regulations will apply to the candidates admitted for the academic year
2016-17 and onwards for the course mentioned in Regulation 1.0 above.
12.2 Other regulations not specifically mentioned above are as per the Regulations of the
University as applicable from time to time.
12.3 Any other issue not envisaged above, shall be resolved by the Vice-Chancellor in
consultation with the appropriate Bodies of the University, which shall be final and
binding.
*****
17
SYLLABUS
18
19
FIRST SEMESTER
Core course 1A: Physics
BSE I.1 A : MECHANICS
Credits: 4 (3L+ 0T +1P) Marks: 100
Contact hrs per week: 5 C1 + C2: 50
Exam Duration: 2 hrs C3: 50
Objectives:
· The students will be able to understand Newtonian mechanics and apply its principles to
explain natural physical phenomena.
· The teacher will be able to enable the students to identify and modify alternative conceptions
in the domains of Newtonian Mechanics.
COURSE CONTENT:
Unit I
Vectors: Vector and scalar products. Scalar triple product and Vector triple product.
Differentiation of a vector with respect to scalars (such as time). Gradient, Divergence, Curl-
definitions, physical meaning, and operations, Laplacian, Line, Surface, and Volume integrals.
Gauss’, Stokes, and Greens theorem.
Ordinary Differential Equations: 1st order homogeneous differential equations. 2nd order
homogeneous differential equations with constant coefficients.
Unit II
Laws of Motion: Newton’s Laws of motion. Frames of reference, inertial and non inertial,
pseudo forces, Galilean transformations; Galilean invariance, Dynamics of a system of
particles. Centre of Mass.
Momentum and Energy: Principle of conservation of momentum for a system of particle,
Work and Kinetic Energy Theorem. Conservative and non-conservative forces. Conservation
of energy. Momentum of variable-mass system: motion of rocket.
Unit III
Rotational Motion: Angular velocity and angular momentum of a particle and system of
particles. Torque. Principle of conservation of angular momentum.
Gravitation: Newton’s Law of Gravitation. Central force and motion of a particle in a central
force field (motion is in a plane, angular momentum is conserved, areal velocity is constant).
two-body central force problem and reduction to the equivalent one body problem, inverse
square law potential and different forms of orbit, Kepler’s laws of planetary motion. Satellite
in circular orbit and applications. Geosynchronous orbits. Weightlessness.
Unit IV
20
Oscillations: Simple Harmonic Motion (Basic idea), Differential equation of SHM and its
solutions (simple pendulum, compound pendulum, loaded spring), Kinetic and Potential
Energy, Total Energy and their time averages. Linearity and Superposition Principle. (1)
Oscillations having equal frequencies and (2) Oscillations having different frequencies
(Beats), Lissajous figures with equal an unequal frequency and their uses. Damped vibrations.
Forced vibrations.
Reference Books:
1. David Halliday, Robert Resnick and Jearl Walker, Fundamentals of Physics, 6th
Edition, John Wiley and Sons Inc.
2. Harris Benson, University Physics, Revised Edition, John Wiley and Sons, Inc.
3. FW Sears, MW Zemansky and HD Young, University Physics, 1986. Addison-Wesley.
4. K. R. Symon, Mechanics, Addison Wesley, 1971.
5. Basudeb Bhattacharya,Engineering Mechanics, 2nd edn., 2015, Oxford University
Press
6. Ronald Lane Reese, University Physics, 2003, Thomson Brooks/Cole
7. Y. R. G. Takwale and P. S. Puranik, Introduction to classical mechanics, Tata McGraw
Hill.
8. Charles Kittel et. al., Mechanics Berkeley Physics course, 2007, Tata McGraw-Hill.
9. H C Verma, Concepts of Physics, Bharati Bhawan; Revised Reprint 2015 edition
PRACTICAL
Exam Duration : 3 hrs C3 : 50
Objectives:
· To provide training in the broad methodology of science through investigatory type and open-
ended laboratory exercises.
· To validate the theoretical basis of the experiments.
COURSE CONTENT:
(A minimum of TEN experiments out of the following)
1. Study of the motion of an air bubble.
2. Study of the motion of a freely falling body.
3. Study of the acceleration of a body subjected to different unbalanced forces.
4. Study of accelerations of different masses under a constant unbalanced force.
5. Study of conservation of energy and momentum in head-on-collision between two
spheres of equal mass.
6. Study of conservation of momentum and energy of a collision in a plane.
7. Conservation of momentum in a mechanical explosion.
8. To study the relation between length and time period of a simple pendulum.
9. To study the relation between force and extension produced in a stretched spring.
10. Study of the variation of the time period of a bar pendulum with different length and
determination of ‘g’ at the given place.
11. Study of the dependence of the period of oscillation of a spring-mass system on mass
21
12. The Spiral spring: Determination of the acceleration due to gravity by the graphical
method.
13. Determination of moment of Inertia, mass and density of the flywheel.
14. Moment of inertia of a disc supported on strings.
15. The moment of inertia of a wheel and axle.
16. The Bifilar Suspension
Reference Books:
1. B.L.Flint & H.T.Worsnop, Advanced Practical Physics for students, Asia Publishing
House,1971.
2. E Armitage, Practical Physics, John Murray.
3. PSSC Physics Laboratory Guide.
4. S.Panigrahi & B.Mallick, Engineering Practical Physics, Cengage Learning India Pvt.
Ltd., 2015
5. Indu Prakash and Ramakrishna, A Text Book of Practical Physics, 11th Edition, Kitab
Mahal, New Delhi, 2011.
6. Jerry D Wilson and Cecilia A. Hernández-Hall Physics Laboratory
Experiments7thEdition, Cengage Learning, 2009.
Core Course 1A - Botany

BSE I.1B : DIVERSITY OF MICROBES

Objectives:
· To acquaint students with the diversity that exists in microorganisms;
· To understand the morphology, organization, structure, and reproduction in microbes;
· To appreciate the role and significance of microbes in human welfare and
environment;
· To study the symptoms of selected diseases caused by microbes.
COURSE CONTENT:
Unit I :
a) Brief account of history, discovery, characteristics of viruses, viroid, virusoid and
prions. Structure, types and reproduction of Bacteriophages.
A brief account of diseases caused by 1. Virus – yellow mosaic of bean and HIV, 2.
Prions – BSE, Cruzefeldt Jacob disease, Kuru disease; d) Role of viruses in human
welfare – a brief account. Brief account of bacterial diseases of plants (Citrus Canker)
b) Brief account of history, discovery, occurrence, ultrastructure, modes of nutrition,
reproduction and economic importance. Review of classification based on
morphology and flagellation;
c) Role of bacteria in human welfare ; Environment – decomposition and
22
bioremediation; Agriculture – biofertilizers (Rhizobium) biopesticides (B.
thuringiensis); Pharmaceuticals – antibiotics and probiotics; industrial – organic acids.
d) A general account of Mycoplasma (e.g. sandal spike disease) and Ricketsiae.
e) Cyanobacteria:
i) General account, occurrence, structure, reproduction and economic importance –
nutritive value, biofertilizers (N2 fixation, role of heterocyst), algal blooms as
biological indicators.
ii) Study of Spirulina, Nostoc and Oscillatoria.
Unit II :
General account of occurrence, structure, thallus organization, reproduction, economic
importance and classification (classification of Fritsch).
b) Study of the structure, reproduction and life-cycle of the following:
Chlorophyceae : Oedogonium, Chara
Phaeophyceae : Sargassum
Rhodhophyceae : Polysiphonia
Bacillariophyceae : General account, structure and reproduction of pennate diatom,
economic importance.
Unit III :
General characters, thallus organization, reproduction, economic importance and
classification (Alexopoulos and Mims).
a) Study of structure, reproduction, life-cycle and phytopathology and/or economic
importance of the following :
Myxomycetes -Stemonites
Phycomycetes -Albugo
Ascomycetes – Yeast
Unit IV :
a) Study of structure, reproduction, life-cycle, phytopathology and economic
importance of the following :
Basidiomycetes – Puccinia
Deuteromycetes – Cercospora, Colletotrichum
b) Lichens – General characters, distribution, types, structure, reproduction, economic
and ecological importance.
References:
1. Smith, G.M.,1971, Cryptogamic Botany Vol.I, Algae & Fungi, TMH Publishing Co.,
New Delhi.
2. Sharma, O.P., 1992, Text book of Thallophytes, TMH Publishing House, New Delhi.
3. Pandey, B.P., A Text book of Algae, Sultan Chand & Co., New Delhi.
4. Sharma, P.D. 2005, The Fungi, Rastogi Publications, Meerut.
5. Singh, V., P.C.Pande & D.K.Jain, 2007, Diversity of Microbes and Cryptogams,
Rastogi Publications, Meerut.
6. Singh.V., P.C.Pande & D.K.Jain, 2006. A Text book of Botany, Rastogi Publications,
Meerut.
7. Kumar, H.D., A Textbook of Algae.
8. Alexopoulos.C.J. Introductory Mycology.
9. Dubey H.D. A Text book of Fungi, Bacteria and Viruses.
10. Chopra, A Class book of Fungi, S.Nagin & Co., Jullandar.
23
PRACTICALS
Exam Duration : 3 hrs C3: 50
Objectives :
· To develop the skill of handling dissection and compound microscope.

· To develop the skill of staining and mounting microbes.
· To develop the skill of drawing and labeling microbes.
· To develop the skill of identifying the symptoms and diseases caused by microbes.
· To develop the skill of observing and identifying microbes using temporary and
permanent slides.
COURSE CONTENT:
1. Gram staining of bacteria.
2. Preparation of bacterial media and culture of bacteria.
3. Study of genera included in theory under Cyanobacteria, algae and fungi by making
temporary micropreparations and using permanent slides.
4. Study of crustose, foliose and fruticose lichens.
5. Observation of disease symptoms in hosts infected by virus, mycoplasma and bacteria.
Core Course 2A- Chemistry

BSE I.2 :ATOMIC STRUCTURE AND BONDING

Objectives :
· To understand and appreciate the development of various atomic theories
· To develop an understanding of principles of Atomic structure
· To justify the need for quantum mechanical structure of atoms
· To develop an understanding of the periodic trends, preparation and uses of s- and
p-block
· elements and their compounds in terms of structure and bonding
· To understand the nature of bonding and to predict the shapes of molecules
· To construct MO energy level diagrams and predict the properties of molecules
COURSE CONTENT:
Unit I: Atomic Structure

History of an atom. List the Characteristics of Black-body radiation- Planck’s radiation law,
photoelectric effect, Compton effect and their explanation using quantum theory. Bohr's
24
model of hydrogen atom and its limitations. Summarise the evidence for the wave nature of
matter. State de Broglie hypothesis and Heisenberg uncertainty principle.
Schrodinger wave equation and its importance, physical interpretation of the wave function,
significance of ψ and ψ2, postulates of quantum mechanics, particle in one dimensional box.
Radial wave functions, angular wave functions. Quantum numbers and their importance,
atomic orbitals and shapes of s, p, d orbitals , Multi-electron atoms, Aufbau and Pauli
exclusion principles and Hund’s multiplicity rule- Electronic configurations of the
elements(s,p,d blocks), effective nuclear charge. Explanation for the stability of completely
filled and half filled shells with examples. Screening effect: Slaters’ rule, Energy level
diagram for multi –electron atoms.
Unit II : Periodic Properties and s -and p-Block Elements

Atomic radii, Covalent radii, ionic radii and Vander waal's radii- definition with
explanation with examples in a group and period Explanation of observed trwends.
Comparison of the ionic size of atoms with the corresponding anion and cation. Variation of
ionic radii in isoelectronic ions. Additive nature of covalent radii.
Ionization energy: Definition, the factors influencing ionization energy, variation in a group
and period. Effect of the size and electronic configuration on successive ionization energies.
Electron affinity :Definition, variation in a group and in a period (observed trends in the
values to be accounted for).
Electronegativity: Definition, variation in a group and in a period (observed trends in the
values to be accounted for), calculation of electronegativity by Pauling and Mulliken methods.
s- and p-block elements: Comparative study of s-Block Elements, diagonal relationships, an
introduction to alkyls and aryls –salient features of hydrides, Action of Liquid Ammonia ,
Properties of solutions of alkali metals in Liquid Ammonia, Anomalous properties of Lithium
and Beryllium.
To appreciate the wide variety in Physical and Chemical characteristics of p-Block elements
and their compounds. Comparative study (including diagonal relationships) of groups 13-17
elements, compounds like hydrides, oxides, oxyacids and halides of groups 13-16.
tetrasulphur tetranitride, basic properties of halogens, interhalogens and polyhalides.
Unit III: Chemical Bonding - I

Chemical bond as a basis for predicting the properties which should be expected for a given
chemical substance. Ionic Solids – Ionic structures, radius ratio effect and coordination
number, limitation of radius ratio rule, lattice defects, semiconductors, lattice energy and
Born-Haber cycle, solvation energy and solubility of ionic solids, polarizing power and
polarisability of ions, Fajan’s rule, Metallic bond-free electron, valence bond and band
theories. Weak interactions – Hydrogen bonding, van der Waals forces. Covalent Bond –
Valence bond theory and its limitations, directional characteristics of covalent bond, various
types of hybridization and shapes of simple inorganic molecules and ions. Valence shell
electron pair repulsion (VSEPR) theory to NH3, H3O+, SF4, CIF3, ICl2, and H2O.
Unit IV: Molecular Orbital theory, boranes and Xenon compounds
Approaches to understand the properties and stabilities of molecules as viewed by different

theories of bonding. Molecular orbital theory, basic ideas – criteria for forming M.O. from
A.O., construction of M.O’s by LCAO – H2+ion, calculation of energy levels from wave
25
functions, physical picture of bonding and antibonding wave functions, concept of s, s*, p,
p* orbitals and their characteristics. Hybrid orbitals – sp, sp2, sp3; calculation of coefficients
of A.O.s used in these hybrid orbitals. Introduction to valence bond model of H2, comparison
of M.O. and V.B. Models.
Discussion about homonuclear (He2, N2, O2, F2, C2) and heteronuclear (CO and NO) diatomic
molecules, bond Order and bond energy, percentage ionic character from dipole moment and
electronegativity difference.
Hydrides of boron-diborane and higher boranes, borazine, borohydrides, fullerenes, carbides,
silicates (structural principle), - Chemistry of xenon: structure and bonding in xenon
compounds.
References :
1. University Chemistry : Bruce Mahan
2. Concise Inorganic Chemistry : J D Lee , fifth Edition,Wiley Publishers
3. An Introduction to Inorganic chemistry Mackay and Mackay
4. Advanced Inorganic Chemistry Satya Prakash, G.D.Tuli,S.K.Basu,R.D.Madan
5. S.Chand & Company Pvt. Ltd. Principles of Physical Chemistry Puri, Sharma,
Pathania, 47th Edition, Vishal Publishing Co.
6. Text book of Inorganic Chemistry P.L. Soni Sultan Chand & sons.
PRACTICAL
Objectives:
· To develop the concept of good lab practices including safety, glasswares handling,
· chemicals handling, chemical/glassware waste management, error analysis, note
· book maintenance
· To strengthen the concepts of mole and stoichiometry
· To develop analytical skills of volumetric technique
COURSE CONTENT :
1. Calibration and handling of balances, pipette, burette, and standard flask. Basic
principles underlying the preparation of solutions, knowledge of primary and standard
substances, Indicators used in titrations, their working principles range and their uses.
Concept of Molarity, Normality, Molality, Equivalent weight and related calculations.
2. Stoichiometry of neutralization reactions of Sulphuric, Hydrochloric and Nitric acid
using sodium hydroxide solution.
3. Preparation of standard Sodium Carbonate solution, Standardisation of Hydrochloric
acid and estimation of Sodium hydroxide present in the given solution.
4. Estimation of carbonate and hydroxide present in a mixture.
5. Estimation of Carbonate and Bicarbonate in a given mixture by double indicator
method.
6. Estimation of ammonium chloride in a given solution by back titration
7. Estimation of oxalic acid present in the given solution using sodium hydroxide solution
and pure crystals of potassium hydrogen phthalate.
26
8. Estimation of Ferrous ammonium sulphate present in the given solution using
potassium
permanganate solution and pure crystals of oxalic acid.
9. Estimation of iron(II) using Potassium dichromate with internal and external indicators.
10. Estimation of ferrous and ferric ions in a given mixture using potassium dichromate
solution.
11. Standardisation of Sodium thiosulphate using potassium dichromate and estimation of
copper by Iodometry.
12. Estimation of Copper in the given Copper salt by Iodimetry.
13. Estimation of total hardness of water using EDTA solution and pure crystals of Zinc
sulphate.
References :
1. A Text Book of Quantitative Inorganic Analysis, A I Vogel
2. Systematic Experiments in Chemistry Arun Sethi New Age International (p) Ltd. Cochin.
Core Course 3A Mathematics
BSE I.3A : CALCULUS - I AND MATRICES

Objectives:
At the end of the course students will be able to understand and to apply the concepts,
principles and techniques of calculus and matrix theory in problem solving.
COURSE CONTENT:
Unit I: Differential calculus:

Limits revisited, Continuous functions, Discontinuous functions and types. Differentiation,
Linear approximation theorem, Higher derivatives, Leibnitz’s theorem. Monotone functions,
Maxima and Minima, Concavity, Convexity and Points of inflection. Angle of intersection
between two curves.
Differentiability theorems, Rolle’s theorem, Mean Value theorems, Taylor’s theorem,
Maclaurin’s theorem, Taylor’s and Maclaurin’s infinite series, Indeterminate forms.
Unit II: Integral Calculus:

The integral of a function, Techniques of integration, Integration of Rational Functions,
Rationalizable Integrals.
Definite Integral, Properties, Definite integral as the limit of a sum, The fundamental theorem
of Calculus, Reduction formulae, Area, Volume and Length.
27
Unit III: Matrices – I
Matrices of order mXn, Algebra of matrices, Symmetric and Skew Symmetric, Hermitian and
Skew Hermitian matrices and their standard properties, Determinants, Adjoint of a square
matrix, Singular and non-singular matrices, Rank of a matrix, Elementary row / column
operations, Invariance of rank under elementary operations, Inverse of a non-singular matrix
by elementary operations.
Unit IV : Matrices - II
System of m-linear equations in n-unknowns, Matrices associated with linear equations,
Trivial and non-trivial solutions, Criterion for existence of non-trivial solution of
homogeneous and non-homogeneous systems and their uniqueness.
Characteristic equation of a square matrix, Eigen values and Eigen vectors, Finding them for
a real symmetric matrix, Diagonalization of a real symmetric matrix, Cayley – Hamilton
theorem and its applications.
References :
1. Calculus by Anton, Addison-Wiley.

2. First Course in Calculus, Serge Lang, Addison-Wiley
3. Calculus by Lipman Bers, Vols. 1 and 2, IBH.
4. Advanced Calculus, Frank Ayres, Schaum Publishing Co.
5. Higher Algebra by Bamard and Child, MacMillan India Ltd.
6. Integral Calculus by Shanthinarayan, S.Chand and Co.Ltd.
7. Differential Calculus by Gorakhprasad, Pothishala Ltd.
8. Calculus and Analytical Geometry by Thomas – Finney, Narosa Publishing House.
9. Algebra by Natarajan, Manicavachagon Pillay and Ganapathy, S. Vishwanath Pvt. Ltd.
10. Matrices by Frank Ayres, Schaum Publishing Co.
11. Textbook of Matrix Algebra by Suddhendu Biswas.
28
Core Course 3A Zoology
BSE I.3 B : DIVERSITYOF ANIMALS–I

Objectives:
· To acquaint students with the diversity that exists in invertebrates
· To enable students to understand invertebrates, their organizational hierarchies and
complexities;
· To understand the external morphology and internal structure; identification and classification
with examples;
· To enable them to understand various modes of adaptations in animals
COURSE CONTENT:
Unit I: ANIMAL CLASSIFICATION AND PROTOZOA

a) Principles of classification: Binomial nomenclature and outline classification of
animal kingdom ; Body organization in animals (different grades of organization, coelom)
b) Protozoa: General characters and classification of Phylum, Protozoa up to classes
with examples ; Nutrition in Protozoa – Holozoic, holophytic, saprozoic and parasitic
nutrition; Locomotion in Protozoa – Locomotor organelles, types and mechanisms of
movement; Reproduction in Protozoa: Asexual – fission, budding, sporulation; Sexual –
conjugation; Life cycle of Plasmodium and Entamoeba
Unit II: PORIFERA

a) Porifera: General characters and classification of Phylum, Porifera up to classes with
examples; Type study: Sycon – External morphology and cellular organization; Skeletal
system in sponges; Canal system – Ascon, sycon and leucon types; Reproduction in
sponges: Budding, gemmule, Amphiblastula and Parenchymula larvae; Affinities and
systematic position in sponges.
b) Acnidaria (Ctenophora): General characters and classification of Phylum, Acnidaria
up to classes with examples; External morphology of Pleurobrachia, Affinities of
Acnidaria.
Unit III: CNIDARIA, ACNIDARIA AND PLATYHELMINTHES

c) Cnidaria: General characters and classification of Phylum, Cnidaria up to classes
with examples; Type study: Obelia – External morphology; life cycle (with reference to
metagenesis); Mesenteries in Metridium (1); Polymorphism in Cnidaria; Corals and coral
reefs, their types, formation, theories and importance.
d) Platyhelminthes: General characters and classification of Phylum, Platyhelminthes
up to classes with examples; Type study: Taenia solium – External morphology,
proglottid, excretion, reproduction, life cycle and pathogenicity.
29
UNIT IV: NEMATHELMINTHES AND ANNELIDA
a) Nemathelminthes: General characters and classification of Phylum,

Nemathelminthes up to classes with examples; External morphology, life-cycle and
pathogenicity of Wucheraria bancrofti; Mode of infection and pathogenicity of i)
Ancylostoma duodenale, ii) Enterobius; Parasitic adaptations in Helminthes.
b) Annelida: General characters and classification of Phylum, Annelida up to classes
with examples; Type study: Hirudinaria– External morphology, locomotion, digestive
system, reproductive system, life-history; Comparative study of a) digestive system, b)
nephredia in Pheretima, Nereis and Hirudinaria; Trochopore larva, metamerism and
pseudometamerism.
References:
1. Modern Textbook of Zoology Invertebrates by R.L. Kotpal – (Rastogi Publications,

Meerut, 10 th Revised Edition).
2. Invertebrate Zoology series (Protozoa to Echinodermata) by R.L. Kotpal – (Rastogi
Publications, Meerut).
3. Invertebrate Zoology by E.L.Jordon and P.S. Verma – S. Chand & Co., Delhi).
4. Invertebrate Zoology by J.K. Dhami and P.S. Dhami – S. Chand & Co., Delhi).
5. A Textbook of Invertebrate Zoology by S.N. Prasad – (KitabMahal, Allahabad).
6. Life of Invertebrates by Russel and Hunter – (Macmillan)
7. Invertebrate Zoology by R.D. Barnes – (W.B.Saunders, Philadelphia)
8. A manual of Zoology, Vol.1 by Ekambernatha Ayyar (Vishwanathan, Madras).
9. The invertebrate series of L.H.Hyman – (McGraw Hill)
10. A student's textbook of Zoology by Adam Sedgwick Vol. I, II & III – (Central Book
Depot, Allahabad).
11. A Text book of Zoology vol.1 by Parkar and Haswell – (Macmillan)
PRACTICALS
OBJECTIVES:
To develop in students the skills of:

· Staining and mounting of materials (temporary and permanent);
· Preparation of cultures of invertebrates by using common culture methods;
· Laboratory observation of animal specimens
COURSE CONTENT:
1. Study of microscopes: Simple and compound, handling of microscopes, use of

Micro-image projection system.
2. Study of permanent slides of Protozoa:
a) Euglena b) Plasmodium c) Opalina d) Entamoeba e) Foramenifera
30
f) Paramoecium g)Paramoecium conjugation
3. Preparation of permanent and stained slides:
a)Sponge spicules b) Sponge gemmules
4. Study of specimens and permanent slides of Poriferans:
a) Sycon, b) Spongilla, c) Euplectella, d) Euspongia
5. Study of specimens and permanent slides of Cnidaria (Hydrozoa and
Scyphozoa): a) Obelia medusa, b) Obelia colony c) Physalia, d) Aurelia
e) Porpita
6. Study of specimens of Cnidaria (Anthozoa):
a) Madrepora, b) Meandrina, c) Gorgonia d) T. S. of Metridium
7. Study of specimens of Platyhelminthes:
a)Dugesia, b) Fasciola, c) Taenia solium,
8. Study of specimens of Nematodes:
a) Wuchereria, b) Enterobius, c) Ancylostoma, d) Ascaris
9. Study of specimens and permanent slides of Annelida:
a) Nereis, b) Heteronereis, c) Aphrodite, d) Hirudinaria
e)T.S. of Pheretima, f) T.S. of Nereis, g) T.S. of Hirudinaria, h) Parapodium of Nereis
10. Study of Pheretima: a) Digestive system and b) Nervous system
11. Study of Hirudinaria: a) Digestive system and b) reproductive system
Ability Enhancement Course 1 A : Language
BSE I.4A : HINDI
Credits 3 (2L+1T) Max. Marks: 100

Contact Hours per week: 4 C1+C2:50
Exam duration: 2 Hrs C 3:50
Objectives:
· To enable the students to acquire basic skills in functional language.
· To develop independent reading skills and reading for appreciating literary works.
· To internalize grammar rules so as to facilitate fluency in speech and writing.
· To develop functional and creative skills in language.
· To develop values of liberalism and an insight into the cultural heritage of the region
which remains embodied in the literary output of the region.
Transaction Mode :
Lecture cum discussion, group discussion, panel discussion, seminar group work, library
work.
31
COURSE CONTENT :
Unit I: History of Language and Literature-1

Hindi Bhasha aur Sahitya ka Itihas [Aarmbha se Lekar 1857 Tak]
Unit II: Short Story-1 [Pre-Independence Literature]

Swatantratapurva Hindi Kahani Ka Vikas
1. Chandradhar Sharma Guleri- Usne Kaha Tha
2. Jayshankar Prasad- Puraskar
3. Premchand- Panch Parmeshwar
4. Jainendra- Ek Raat
Unit III: Short Story-2 [Post-Independence Literature]

Swatantrayottar Hindi Kahani Ka Vikas
1. Mohan Rakesh- Uski Roti
2. Kamleshwar- Dilli Mein ek Maut
3. Phanishwar Nath Renu- Teesari Kasam
4. Bhism Sahani- Cheef ki Dawat
Unit IV: Communication skill:

Group Discussion [Samooh Charcha]
Introduction – Definition – Characteristics – Types of Discussion –Round table, Symposium,
Lecture forum etc. – Relevance of Group Discussion – Exercises.
Reference:
1. Hindi Sahitya Ka Itihas: Ramchandra Shukla Rajkamal Prakashan,Delhi
2. Hindi Sahitya Ka Itihas: Dr Nagendra, Mayoor Paperbacks, Delhi
3. Hindi Sahitya Ki Bhoomika: Hajari Prasad Divedi Rajkamal Prakashan,Delhi
4. Hindi Sahitya Ka Adikaal: Hajari Prasad Divedi Rajkamal Prakashan,Delhi
5. Hindi Sahitya Ka Udbhav Aur Vikas:Hajari Prasad Divedi Rajkamal Prakashan,Delhi
6. Hindi Sahitya Ka Ateet: Viswanath Prasad Mishra, Rajkamal Prakashan,Delhi
7. Bhakti Aandolan Aur Bhaktikavya: Shivkumar Mishra,Lokbharti Prakashan, Delhi
8. Bhakti Aandolan aur Surdaska Kavya: Maneger Panday, Vani Prakashan, Delhi
9. Bhakti Ke Aayam: Dr P Jayraaman, Vani Prakashan, Delhi
10. Bhartiya Bhakti Sahitya: Dr Rajmal Bora, Vani Prakashan, Delhi
11. Bhaktikavya ka Samajdarshan: Dr Premshankar, Vani Prakashan, Delhi
12. Hindi Sahitya Ka Sanchhipt Itihas: Nanddulare Bajpayee, Swaraj Prakashan, Delhi
13. Hindi Sahitya ka Sanchhipt Itivritt: Shivkumar Mishra, Vani Prakashan, Delhi
14. Hindi Kahani- Antarang Pahchan: Dr Ramdars Mishra, Vani Prakashan, Delhi
15. Hindi Kahani-Sanrachana aur Samvedana: Dr Rachna Saah, Vani Prakashan, Delhi
16. Galp Ka Yatharth-Kathaloochan ke Aayam: Suvas Kumar, Vani Prakashan, Delhi
17. Hindi Ka Gadyaparva: Namvar Singh, Rajkamal Prakashan,Delhi
18. Sahitya ki Pahchan: Namvar Singh, Rajkamal Prakashan,Delhi
19. Katha Vivechan aur Gadyashilp: Ramvilas Sharma, Vani Prakashan, Delhi
20. Kahani Anubhav aur Abhivyakti: Rajendra Yadav, Vani Prakashan, Delhi
21. Kahani- Swaroop aur Samvedana: Rajendra Yadav, Vani Prakashan, Delhi
22. Kahani-Sankramansheel Kala: Khagendra Thakur, Vani Prakashan, Delhi
23. Aadhoonik Hindi Kahani: Laxminarayan Laal, Vani Prakashan, Delhi
32
24. Hindi Kahani-Vakt Ki Shinakht aur Srijan ka Raag: Rohini Agarwaal, Vani Prakashan,
Delhi
25. Kahani Samkaleen Chunautiyan: Dr Sambhoo Gupt, Vani Prakashan, Delhi
26. Effective Group Discussion:Theory and Practice, Gloria J.Galanes, McGraw Hill
Company
27. http://www.hindisamay.com
Suggested Activities:
In the internal class during the different activities the performance of the student will be
assessed by the teacher. Test, assignments and small projects works may be given .
Continuous Assessment:
Assessment will be based on tutorials, (seminars, projects), tests & assignments.
C1-10 (test) + (seminars, projects, assignments etc) =15
Total =50
BSE I.4B KANNADA
Credits : 3 (2L+1T) Max. Marks: 100

Objectives:
COURSE CONTENT :
Unit I : Descriptive Grammar
Sandhi (Agama, Adesa, Dwitva, etc) A suitable grammar book on

Sandhi will be followed in the classroom.
Reference: Kannada Kaipidi, Prasaranga Publication, University of

Mysore.
Unit II: Functional Language
a. Group Discussion : Introduction – Definition – characteristics –

types of discussions – round-table symposium – panel – lecture
forum etc. – relevance of Group Discussion – exercises.
33
b. Conversation : Definition – styles of conversation – formats of
conversation – telephonic conversation, etc. – Exercises
Reference: Effective Group Discussion – Theory and Practice by Gloria

J.Galanes, McGraw Hill Company (Publishers).
Unit III: Modern Poetry

i. Kalki – Kuvempu
ii. Sabhyata Devate – Kuvempu
iii. Balegaarana Haadu –K S Narashimha Swamy
iv. Patitha Pavana – Pu Thi Na
v. Nanna avathara – M Gopalakrishna Adiga
vi) Hakki Haruthide Nodidra… –DA. RA.Bendre
Selected from Aunika Kannada Kavya Part I, University of Mysore.
Unit IV: Prose : Collection of short stories
Collection of Short Stories

i. Mochi – Bharteepriya
ii. Kallina Kolalu – Chaturanga
iii. Radheya Kshame – Ananda
iv. Cappaligalu – Sara Abubakkar
Selected from Sanna Kathegalu, Mysore University, Mysore
Assessment will be based on tutorials,( seminars, projects etc.), tests & assignments.
C1-10 (test) +15 (seminars, projects, assignments etc) =25
Total =50
BSE I.4C MALAYALAM

Credits : 3 (2L+1T) Max. Marks: 100
Unit I : Descriptive Grammar - Sandhi

Ref : Kerala Panineeyam By A R Rajaraja Varma, NBS, Kottayam
34
Unit II: Functional Language
Group Discussion- Introduction – Definition – characteristics – types of discussions – round-
table symposium – panel – lecture forum etc. – relevance of Group Discussion – exercises
Conversation - Definition – styles of conversation – formats of conversation –
telephonic conversation, etc. – Exercises
Reference: Effective Group Discussion – Theory and Practice by Gloria J.Galanes,

McGraw Hill Company (Publishers).
Unit III: Modern Poetry

Lessons from “Kavya Mala, University of Kerala Publications, Kerala
1. Mazhuvinte Katha
2. Sabhalamee yaatra
3. Shanta
4. Kochiyile Vrikshangal
5. Bharatheeyam
Unit IV: Literature

Collection of Short Stories:
From Katha malika, University of Kerala publications
1. Kadal theerathu
2. Shavadaham
3. Ammayum makanum
4. Perumazhayude pittennu
5. Chaya
Assessment will be based on tutorials, (seminars, projects etc,) tests & assignments.
Total =50
35
ABILITY ENHANCEMENT COURSE - AEC 1 A: LANGUAGE
BSE I. 4D Tamil
Credits 3 (2L+1T+0P) Max. Marks: 100

Contact hours per week: 4 C1+C2:50
Exam duration: 2 Hrs C3:50
Objectives:
(i) To develop the students to acquire basic skills in functional language
(ii) To develop independent reading skills and reading for appreciation the literary works
(iii) To internalize grammar rules so as to facilitate fluency in speech and writing
(iv) To develop functional and creative skills in language
(v) To develop value of liberalism and an insight into the cultural heritage of the region
which remains embodied in the literary output of the region
Mode of Interaction:
Theoretical aspects will be discussed through lecture and discussion mode. Activities like
enacting a drama scene, etc. will be conducted in the class room as a practice to conversation
skills. Students will be given activities to prepare different types of letters (Official, Demy
official, personal letters etc.). Group discussion will be conducted in the classroom on various
topics. With the help of newspapers, the NEWS Reporting abilities will be enhanced among
the students in class room. Appreciation of literary works will be practiced through group
work and seminars.
COURSE CONTENT:
Unit I: Descriptive Grammar:
Sandhi (Ezhuthu Elakkanam) Muthal Ezhuthugal, Sarpezhuthugal, Punarchi
Unit II: Functional Language:

Group Discussion: Introduction-Definition-Characteristics-Types of Discussion-Round
Table-Symposium-Panel-Lecture forum etc., - Relevance of Group Discussion - Exercises
Conversation: Definition - Styles of conversations - Formats of conversations - Telephonic
conversations, etc., - Exercises
Unit III: Poetry: Modern Poetry:
Ikkala Kavithaikal,
Kannan En Sevagan,
Thiru Arutpa
Unit IV: Prose: Collection of Short Stories:

Naatru - (Collection of Short Stories)
assessed by the teacher. Test, assignments and small projects works may be given.
Assessment will be based on tutorials, seminars, projects, Tests and assignments.
36
C1-10(Test)+ 15(seminars, projects, assignments etc.) =25
C2-10(Test)+ 15(seminars, projects, assignments etc.) =25,
Total=50.
References:
1. Tamil Neengalum Thavarillamal Ezhuthalam - Dr. Porko.
2. Effective Group Discussion- Theory and Practice, Gloria J. GALANES, Mc Graw
Hill Company (Publishers)
3. Nannul-Ezhuthathikaram, Prof. Soma Elavarasu, Manivasar Pathippagam, Parish,
Cheennai – 600 108
4. Natru, Vaanathi Pathippagam, 13 Deenadayalu Street, T. Nagar, Chennai- 600 017.
5. An Anthology of Tamil Poetry (For First Year Degree Classes), University of Mysore,
Mysore.
ABILITY ENHANCEMENT COURSE - AEC 1 A: LANGUAGE
BSE I. 4E Telugu

Exam duration: 2 Hrs C3:50
Objectives:
(i) To enable the students to acquire basic skills in functional language.
(ii) To develop independent reading skills and reading for appreciating the literary works
(iii) To internalize grammar rules so as to facilitate fluency in speech and writing
(iv) To develop functional and creative skills in language.
Mode of Interaction:
Theoretical aspects will be discussed through lecture and discussion mode. Activities like
enacting a drama scene, etc. will be conducted in the class room as a practice to conversation
skills. Students will be given activities to prepare different types of letters (Official, Demy
official, personal letters etc.). Group discussion will be conducted in the classroom on various
topics. With the help of newspapers, the NEWS Reporting abilities will be enhanced among
the students in class room. Appreciation of literary works will be practiced through group
work and seminars.
COURSE CONTENT:
Unit I: Functional language:
Letter writing: Characteristics – Definition – Types of Letters – E-mails – Language of
Letters – Exercises
News Reporting: Characteristics – Definition – Language of NEWS Reporting - Models –
Role of Median NEWS Reporting – Exercises.
Unit II: Communication skills in language:
37
Group discussion: Introduction – Definition – Characteristics – Types of Discussion –
Round table, Symposium, Lecture forum etc. – Relevance of Group Discussion – Exercises.
Interview: Characteristics – Definition – Types of Interviews – Preparation for Interview –
Models – Exercises.
Unit III: Modern Poetry and Folk literature:

Desha Charitralu – Sree Sree (From Maha Prasthanam, Visalandhra Publications,
Hyderabad).
Folk Songs from ‘Rayalaseema Raagalu’ & ‘Triveni’ Published by Telugu Academy,
Hyderabad,
Unit IV: Genre of literature: (Piece of a Drama/Portion of Autobiography)

Selected scenes from drama ‘Kanyashulkam’ by Gurazada Apparao (available at
Visalandhra Publication, Hyderabad.
Assessment will be based on tutorials, (seminars, projects etc.), tests & assignments.
C1-10 (test) +15 (seminars, projects, assignments etc.) =25
Total =50
References:
1. A Hand book of writing activities, Prasaranga, University of Bangalore.

2. Effective Group Discussion – Theory and Practice, by Gloria J. Galanes, McGraw Hill
Company.
3. Effective Communication Skills, by Omkar N Kour
38
Ability Enhancement Course 1B : English
BSE I.5 : PROFICIENCY IN ENGLISH

Exam duration: 2 Hrs C 3: 50
Objectives:
Students develop proficiency in English which equips them to:
• understand the demands of audience, subject, situation and purpose and the use of
language for effective communication.
• analyse language in context to gain an understanding of grammar, vocabulary, spelling,
punctuation and speech.
• examine authentic literary and non-literary texts and develop insight and appreciation.
• gain an understanding of study and reference skills.
• plan, draft, edit and present a piece of writing.
COURSE CONTENT:
Unit I: Descriptive Grammar

1. Tenses:
a) Simple Present: Habitual action, General truths, Future time, Verbs of state, Verbs of
perception, Verbs of sensation, Narration, Use of simple present for demonstration
and commentaries, Present perfect, present perfect continuous, Present continuous
also indicative of future action.
b) Simple past: Past time reference, Present time reference, Future time reference, Past
continuous, Past perfect, past, perfect continuous
Unit II: Skills in Communication

1. Negotiating a point of view – learning to talk persuasively so as to get across one’s
perspective.
2. Debating on an issue – agreeing / disagreeing.
Unit III: Study and Reference Skills

Note making; Note- taking; Summary writing.
Comprehension Skills
Extracts from literary, scientific and educational journals.
Unit IV: Skills of Communication

Advanced Writing Skills, writing advertisement copy; Writing a project proposal and Writing
Resume, sending an application.
Listening effectively; Talking about one self (likes, dislikes, interests, beliefs, personality
traits, ambitions); Expressing an opinion about personal belief on a current issue. (Ability to
speak fluently for 3-4 minutes. Focus would be on organized, logical, sequential presentation
of thought through spontaneous speech).
39
• Politeness competitions- students with partners take turns in using a given number of
utterances for negotiation / requests/complaints/small talk.
• Students introduce themselves though using symbols/ metaphors.
• Students collect newspaper/magazine cuttings on topical and/ or cultural issues of
interest-write and share their opinion with peers.
References:
1. Block, C.C. (1997). Teaching the Language Arts, 2nd Ed. Allyn and Bacon
2. Mckay. et al. (1995). The Communication Skills Book, 2nd Ed. New Harbinger
Publications.
3. Hornby,A.S.(2001).Oxford Advanced Learner’s Dictionary, OUP
4. Thomsan,A.J. & Martinet.(2002).A Practical English Grammar.OUP
GENERIC ELECTIVE 1
BSE I.6 : ENVIRONMENTAL EDUCATION

Objectives
The student-teacher will be able to:
· Develop awareness and concern for environmental issues and sustainable development.
· Acquaint with the concept, objectives and importance of Environmental Education (EE).
· Introduce multi-disciplinary approach to environmental problems.
· Acquaint how to design, develop and implement strategies for Environmental Education
(EE).
· Acquaint with the different methods and techniques of teaching Environmental Education
(EE).
· Undertake practical activities for school cleanliness, neighbourhood cleanliness drive, and
healthy personal hygiene in relation to Swachh Bharat and healthy living. (These activities
would have been observed and practiced during the 16-week Internship in schools)
· Inculcate environment friendly values through EE.
COURSE CONTENT :
Unit I : Meaning and Concepts
Meaning as evident from Indian literature and contemporary texts, Definition, Objectives,
Importance of EE with special reference to Indian view of life and sustainable development
Sustainable Development Goals.
40
Unit II: Basic Environmental Concepts
Ecosystem, Biotic and Abiotic factors, Inter-relationship, Factors affecting environment,
population, air, water, soil, noise; Acid rain, Greenhouse effect, Extinction of species, Soil
erosion, Energy crisis, Environment and sustainable development; Role of specially
designed strategies for cleanliness, Role of mass media and technology in developing
awareness about environmental problems and its prevention, Role of NGO and governmental
organizations in developing EE.
Unit III: Curriculum, Methods and Techniques of EE

Designing, developing strategies for EE, Evaluation of EE resources materials; Field trips,
Role play, Poster presentation, Quiz, Debate, Projects, Swachh Bharat Abhiyan sustainability
Unit IV: Value Development through EE as in Indian View of Life

Practical work in relation to school cleanliness and neighbourhood watch, Text book
evaluation for contents on environment and cleanliness, Field trip on environmental
degradation, and school and neighbourhood cleanliness, Visit to nature park, industry
polluted areas.
Practicum
· Study sustainable development initiative in the country.
· Visits to polluted sites and preparation of report.
· Interviewing people and reporting the inconveniences due to any of the environmental
problems.
· To study innovations done by to improve the environment of that area.
· To study the implementation of Environmental Education Programmes in schools/stated
country.
· To prepare models and exhibits for general awareness of public regarding environmental
hazards.
· To prepare a programme for environmental awareness and school cleanliness, and to
conduct the same with school children.
· To visit industries and study alternative strategies of Environmental pollution management.
· To prepare a resource material on any of the environmental problems along with a suitable
evaluation strategy. To prepare quizzes and games on environmental issues.
· Organise Swacch Bharat Abhiyan as sustainable activity.
· To study the contribution of NGOs in improving the environment of the city. Classroom.
Prepare posters/chart on Sustainable Development Goals.
* In addition, school and community based activities may be organised.
Evaluation Strategies
1. Assignments/sessional work.
2. Unit tests.
3. Portfolio assessment of exhibits, model of charts prepared by student teachers.
4. Seminar presentations followed by group discussion.
41
References:
1. Trivedi, M.M. and Pathak, Y.P. (1994). Manav ane Paryavaran: Bhaugolic
Paripekshma, Universitygranth Nirman. Board Publication, Ahmedabad, Gujarat.
2. Garg, B. and Tiwana (1995). Environmental Pollution and Protection. New Delhi: Deep
& Deep Publication.
3. Sharma, R.C. (1981). Environmental Education. New Delhi: Metropolitan Publication.
4. UNESCO, Environmental Education in the light of the Tbilisi Conference, UNESCO.
5. NCERT (2009), Project Book in Environmental Education from Class I-X. New Delhi:
NCERT.
6. NCERT (2004), Environmental Education in Schools. New Delhi: NCERT.
7. Web Resources Towards a Green School on Education for Sustainable Development for
Elementary Schools, 2015, NCERT
8. http://www.ncert.nic.in/departments/nie/dee/publication/pdf/Towards%20A%20green%20School.pdf
9. Swachh Bharat Swachh Vidyalaya: A National Mission, Clean India: Clean Schools A
Handbook, MHRD,
http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/Eng_Swachch-Bharat-
Swachch-Vidhalaya.pdf

BSE I.7 : Language Across Curriculum

Objectives:
The student teacher will be able to:
· Understand nature, function and role of different kinds of languages in curriculum
transaction
· Acquaint with obstacles in language usage while using the language and ways to
overcome them.
· Understand importance and use of first and second language, multilingualism and
impact of culture.
· Acquire knowledge about the communication process and verbal and nonverbal
communication skills.
· Familiarize the students with of barriers to (Listening, Speaking, Reading, Writing)
LSRW skills and activities for developing these skills.
42
COURSE CONTENT :
Unit I: Nature and Functions of Language
Language – Meaning and Concept, Functions of Language, Role of Language in
Curriculum Transaction, Theories of Language Learning, Barriers in Using a Language &
Strategies to Overcome them, Verbal and Non-verbal communication
Unit II :Language across Curriculum in the Indian Context

Language as a determinant of Access, Language proficiency and students’ attitude towards
Learning and Schooling/ dropouts, Language/oral proficiency and critical thinking
Unit III: Strategies for Multilingual Classrooms

Role Plays and Discussions as tools for learning, ‘Questioning’ to stimulate thought and to
encourage and motivate to respond, Preparing Subject/content based exercises in reading,
comprehension and usage, Sensitizing, Reflecting and Facilitating, Understanding the learner
and his/her language background, Creating sensitivity to the language diversity, Using oral &
written language in the classroom for optimal learning
Unit IV: Developing Receptive Skills and Productive Skills

Barriers to Listening Skills, Activities for Developing Listening Skills, Barriers to Reading
Skills, Activities for Developing Reading Skills, Barriers to Writing Skills, Activities for
Developing Writing Skills, Need and Importance of Classroom Discourse. Barriers to
Speaking Skills, Activities for Developing Speaking Skills
Practicum : School Visit to Find out Communication Problem/Apprehension in Students

1. Designing Games and Exercises for Developing Listening, Speaking, Reading and
Writing Skills
2. Assignments on Developing Writing Skills- Summary, Letter, Paragraph, Essays,
Speech
3. Assignments on Developing Speaking Skills – Oral Presentations, Debate, Elocution,
Discussion, Brain-storming
Assignments on Developing Listening Skills – Listening to speech, directions
* In addition, school and community based activities may be organized with provisions for visits to
innovative centres of pedagogy and learning, innovative schools, educational resource centres, etc.
Action research based on teaching learning and school and community could be conducted.
References:
1. Akmajian, A. et al. (2010). Linguistics: Introduction to Language and Communication.
(6thed.). Cambridge: MIT Press.
2. Fasold, R. & Connor-Linton, J. (2013). An Introduction to Language and Linguistics.
(6thed.). Cambridge: Cambridge University Press.
3. Floyd, K. (2009). Interpersonal Communication. New York: McGraw Hill Companies Inc.
4. Fromkin, V., Rodman, R. & Hyms, N. (2011). Introduction to Language. (9thed.). Canada:
Cengage Learning.
5. Pearson, J.C. et al (2011). Human Communication. (4th ed.). New York: McGraw Hill
Companies Inc.
43
Web Resources
6. First and Second Language Acquisition – A Brief Comparison.
Retrieved from https://www.uni-due.de/ELE/FLA_SLA_brief_comparison.pdf
7. Similarities and Differences between First and Second Language Acquisition
Retrieved from
http://multilingualism.pbworks.com/w/page/21913433/Similarities%20and%20Differenc
es%20between%20First%20and%20Second%20Language%20Acquisition
8. Activities for Developing Speaking Skill
Retrieved from http://faculty.weber.edu/ppitts/ed4320/Handouts/speakingskills.htm
9. http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/speaking.html
10. Activities for Developing Listening Skill Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/listening.html
11. https://blog.udemy.com/listening-skills-exercises/
12. Learning curves: Language Education (2009), by Azim Premji Foundation
http://azimpremjifoundation.org/pdf/LCIssue13.pdf
13. Courses on Communication Skills, http://nptel.ac.in/courses/109104030/
44
SECOND SEMESTER
Core Course I B Physics
BSE II.1A : ELASTICITY, WAVES, HEAT, AND THERMODYNAMICS

Objectives:
· The students will be able to understand principles of elasticity, waves, heat,
thermodynamics and classical statistical mechanics and apply its principles to explain
natural physical phenomena.
· The teacher will enable the students to identify and modify alternative conceptions in the
domains of elasticity, waves, heat, thermodynamics and classical statistical mechanics.
COURSE CONTENT:
Unit I: Elasticity
Elasticity: Hooke’s law - Stress-strain diagram - Elastic moduli- Dependence of Young’s
modulus on temperature and its applications, Relation between elastic constants - Poisson’s
Ratio-Expression for Poisson’s ratio in terms of elastic constants - Elastic potential Energy,
Work done in stretching and work done in twisting a wire - Twisting couple on a cylinder -
Determination of Rigidity modulus by static torsion - Torsional pendulum-Determination of
rigidity modulus and moment of inertia - q, η and σ by Searle’s method.
Unit II: Waves

Review of Mechanical waves, types of waves, travelling waves, the superposition principle,
wave speed, power and intensity in wave motion. Transverse waves on a string- travelling
and standing waves on a string. Normal Modes of a string. Group velocity, Phase velocity.
Plane waves. Spherical waves, interference of waves, standing waves, resonance, Doppler
effect. Analysis of complex waves. Fourier Series, Application to square wave, triangular
wave.
Unit III: Thermodynamics-I

Zeroth Law of thermodynamics and temperature. First law and internal energy, conversion of
heat into work, Various Thermodynamical Processes, Applications of First Law: General
Relation between CP& CV, Work Done during Isothermal and Adiabatic Processes,
Compressibility & Expansion Coefficient. Reversible & irreversible processes, Second law &
Entropy, Carnot’s cycle & theorem.
45
Unit IV: Thermodynamics-II
Entropy changes in reversible & irreversible processes, Entropy-temperature diagrams. Third
law of thermodynamics, Unattainability of absolute zero. Thermodynamic potentials.
Enthalpy, Gibbs, Helmholtz and Internal Energy functions, Maxwell’s relations& applications
- Joule-Thompson Effect, Clausius-Clapeyron Equation, Expression for (CP – CV), CP/CV,
TdS equations.
References:
1. David Halliday, Robert Resnick and Jay Walker, Fundamentals of Physics, 6th Edition,
John Wiley and Sons, Inc.
2. Harris Benson, University Physics, Revised Edition, John Wiley and Sons Inc.
3. Zeemansky and R. Dittman, Heat and Thermodynamics, McGraw Hill, 7 th edition,
1996.
4. H J Pain, Physics of Vibration and Waves, Wiley; Sixth edition, 2006.
5. Brijlal and Subramaniam, Heat and Thermodynamics, S Chand, 2008.
6. Matveev, Thermal Physics, MIR Publications
7. D S Mathur, Elements of Properties of Matter, S.Chand (G/L) & Company Ltd., 2010.
8. A. B. Gupta and H. Ray, Heat and Thermodynamics, New central publications.
9. D. S. Mathur, Heat and Thermodynamics, Sultan Chand.
10. M. N. Saha and B. N. Srivastava, Treatise on Heat, The Indian Press.
11. A. Kumar and S.P. Taneja, Thermal Physics, R. Chand Publications, 2014.
PRACTICALS
Objectives:
· To provide training in the broad methodology of science through investigatory
type and open-ended laboratory exercises.
COURSE CONTENT:
(A minimum of TEN experiments out of the following).
1. Study of the oscillations of a column of water as a function of its length and study of
damped oscillation.
2. To determine the velocity of sound at 0o C and the end correction by setting up a
resonance column (first resonance length).
3. Study of torsional oscillations of a loaded wire and determination of the rigidity
modulus of the material of the wire.
4. Study of transverse vibrations on a sonometer. To determine the frequency by (i)
absolute method, (ii) Comparison method.
5. Study of Newton’s law of cooling.
6. Determination of solar constant.
7. J by Joules Calorimeter.
8. Study of the rate of flow of water through a capillary tube under different pressure
heads.
9. Study of the relation between pressure and volume of a gas at constant temperature
46
10. Study of variation of pressure and temperature of a gas at constant volume.
11. To study the variation of thermo emf across two junctions of a thermocouple with
temperature
12. Surface Tension-capillary rise method-radius by vernier microscope
13. Study of the motion of a steel sphere in a viscous liquid and determination of the
coefficient of viscosity of the liquid.
14. Melde’s experiment – determination of frequency.
15. Lees and Charlton disc – Thermal conductivity of a bad conductor.
16. Specific heat of a solid by the method of mixtures.
References:
House,1971.
Ltd., 2015
6. Jerry D Wilson and Cecilia A. Hernández-Hall Physics Laboratory
Experiments7thEdition, Cengage Learning, 2009.
7. D.P. Khandelwal,A Laboratory Manual of Physics for Undergraduate Classes, Vani
Publication, 1985.
Core Course 1 B Botany

BSE II.1B :DIVERSITY OF CRYPTOGAMS AND ARCHEGONIATAE

Objectives:
• To acquaint students with the structure, classification and life history of Bryophyta
and Pteridophyta.
• To understand the Geological time scale and the importance of fossils.
• To understand the evolutionary trends among Pteridophytes.
COURSE CONTENT :
Unit I : BRYOPHYTA
a) General characters, distribution, structure, reproduction, alternation of generation,
classification and economic importance.
b) Study of morphology, anatomy and reproduction in Hepaticopsida: Marchantia
c) Study of morphology, anatomy and reproduction in
Anthocerotopsida : Anthoceros
Bryopsida : Funaria
d) Origin and affinities of bryophytes – brief account.
47
Unit II : PALAEOBOTANY
a) General account of geological time scale, types of fossils, fossilization process,
radioactive carbon dating, and importance of fossils.
b) Study of Rhynia, Lepidodendron, Lepidostrobus.
Unit III : PTERIDOPHYTA

a) General characters, distribution, reproduction, life cycle and classification.
b) Study of morphology, anatomy and reproduction in
Psilopsida : Psilotum
Lycopsida : Lycopodium, Selaginella
Unit IV :
a) Sphenopsida : Equisetum
b) Study of morphology, anatomy and reproduction in Pteropsida : Marsilea
c) Evolution of steles in Pteridophytes
d) Origin and significance of heterospory and seed habit.
References:
1. Smith.G.M.,1971, Cryptogamic Botany Vol.II, TMH Publishing House, New Delhi.
2. Sporne, K.R., 1974, Morphology of Pteridophytes, Hutchinson & Co., London.
3. Rashid, A. An Introduction to Pteridophyta.
4. Pandey, Mishra & Trivedi, 2007, A Textbook of Botany Vol.II, Rastogi Publications,
Meerut.
5. Singh,V., P.C.Pande & D.K.Jain 2006, A Textbook of Botany, Rastogi Publications,
Meerut.
6. Singh V., P.D.Pande & D.K.Jain 2005, Diversity and Systematics of Seed plants,
7. Parihar, N.S., Bryophyta.
8. Parihar, N.S., Introduction to Embryophyta Vol.II Pteridophyta.
9. Vashishta, P.C.1982, Peridophyta, S.Chand & Co. Ltd., New Delhi.
10. Gangulee H.C., Kar and Ashok Kumar,1982, College Botany Vol.II, Central Book
Agency, Calcutta.
11. Anrold, Introduction to Palaeobotany, McGraw Hill, London.
PRACTICALS

Objectives :
• To develop the skill of freehand sectioning, staining and mounting Bryophyta and
Pteridophyta materials.
• To observe and identify temporary micropreparations and permanent slides.
• Study of the genera included under bryophytes and pteridophytes by observing
temporary micropreparations and permanent slides.
• To prepare permanent, double-stained micropreparations.
48
COURSE CONTENT:
1. Study of the morphology, anatomy and reproductive structures of genera included in

Byophyta and Pteridophyta.
2. Preparation and submission of 2 double-stained slides
Core Course 2 B :Chemistry

BSE II.2 :STATES OF MATTER AND NUCLEAR CHEMISTRY

Objectives :
· Illustrate how a scientific model can be constructed based on the experimental observations of the
behaviour of gases and to explain the properties in terms of microscopic organization.
· To develop an understanding of properties of Gases, Liquids, colloids and Solutions.

· To understand the shapes of molecules in terms of symmetries and to relate the properties
of matter in solid state to the structure.
· To develop an understanding of the concept of acids and bases, characteristics of non-
aqueous solvents.
· To familiarize radioactivity as a nuclear phenomenon in understanding the nuclear
reactions
COURSE CONTENT
Unit I : Gaseous and Solid State
Review of kinetic theory of gases and van der walls equation. Qualitative discussion of the
Maxwell's distribution of molecular velocities, collision number, mean free path and collision
diameter. Liquefaction of gases based on Joule-Thomson effect.
Explanation of the macroscopic properties of solids in terms of structure, bonding and defects.
Definition of space lattice, unit cell.
Laws of crystallography – (i) Law of constancy of interfacial angles, (ii) Law of rationality
of indices, (iii) Law of symmetry. Symmetry elements in crystals.
X-ray diffraction by crystals. Derivation of Bragg equation. Predicting crystal structure . Defects in
solids , Dielectric properties. Review a perfect gas connecting temperature with kinetic theory.
Postulates of kinetic theory of gases, deviation from ideal behaviour, van der Waals equation of state.
Critical Phenomena : P-V isotherms of real gases, continuity of states, the isotherms of van der Waals
equation, Derive a relationship between critical constants and van der Waals constants, the law of
corresponding states, reduced equation of state.
Molecular Velocities: Root mean square, average and most probable velocities. Qualitative
49
discussion of the Maxwell’s distribution of molecular velocities, collision number, mean free
path and collision diameter. Liquefaction of gases (based on Joule-Thomson effect).
Unit II : Liquids and Colloids

Accounting the Isotropic and intermediate behaviour of liquids as a link between solids and gases.
Also tracing the role of liquids as solvents and reaction regulators Intermolecular forces, structure of
liquids (a qualitative description).
Structural differences between solids, liquids and gases.
Liquid crystals: Difference between liquid crystal, solid and liquid. Classification, structure
of nematic and cholestric phases. Thermography and seven segment cell.
Definition of colloids, classification of colloids.
Solids in liquids (sols) : Properties – kinetic, optical and electrical; stability of colloids,
protective action, Hardy – Schulze law, gold number.
Liquids in liquids (emulsions) : Types of emulsions, preparation. Emulsifier.
Liquids in Solids (gels) : Classification, preparation and properties, inhibition, general
applications of colloids.
Unit III : Acids and bases
A discussion on changing concepts of acids and bases involving concentrations and effects of solvent
medium. Arrhenius, Bronstead-Lowry and Lewis concepts of acids and bases.
Hard and Soft Acids and Bases (HSAB) -Classification of acids and bases as hard and soft.
Pearson’s HSAB concept, acid-base strength and hardness and softness. Symbiosis,
theoretical basis of hardness and softness, electronegativity and hardness and softness.
Non-aqueous Solvents- Physical properties of a solvent, types of solvents and their general
characteristics, reactions in non-aqueous solvents with reference to liquid NH3 and liquid SO2.
Unit IV : Nuclear Chemistry

Fundamental particles of nucleus, Concept of Nuclides, isotopes, isobars and isotones (with
specific examples), nuclear forces, qualitative idea of stability of the nucleus (n/p ratio),
binding energy, packing fraction, Natural and artificial radioactivity, Radioactive
Disintegration series, half life, average life,nuclear reactions, artificial transmutation, nuclear
fusion and fission. Nuclear fusion as a future source of energy, Nuclear reactors,
Application of Radioactivity and Radio isotopes as tracers in chemistry, biology, medicine,
agriculture and industry. Isotope dilution analysis, Neutron activation analysis.
References :
1. Essentials of Physical Chemistry Arun Bahl B.S.Bahl, G.D.Tuli, S.Chand & Company Ltd.
2. Principles of Physical Chemistry : Marron and Prutton
3. Elements of Physical Chemistry : Samuel Glasstone and Lewis
4. Physical Chemistry : P W Atkins
5. Nuclear Chemistry V.N.Darls Sultan Chand & sons.
6. Essentials of Nuclear Chemistry Arnikar, Hari jeevan, 4th edition, New Age
International.
50
PRACTICAL
Objectives:
· To evolve a scheme of qualitatively analyzing an inorganic mixture classification of
anions and cations.
· Quantitative inorganic analysis of mixtures containing four radicals.
· To develop skills of synthesizing coordination compound
COURSE CONTENT:
1. To arrive at a scheme of analysis of anions and cations based on solubility products and
common ion effect: Systematic qualitative analysis by micro-scale methods of a
mixture containing two acidic and two basis radicals from the following list(not more
than one interfering radical):
Cations: lead, copper, bismuth, cadmium, tin, antimony, iron, aluminium, zinc,
cobalt, nickel, calcium, strontium, barium, magnesium, sodium potassium,
ammonium.
Anions: carbonate, bicarbonate, acetate, fluoride, chloride, bromide, iodide, nitrate,
sulphate, borate, oxalate, phosphate.
2. Preparation of the complexes:
Tris(thiourea)copper(I)sulphate monohydrate, Mercury tetra thiocyanato cobaltate(II),
simple cobalt and chromium complexes and their analysis.
References:
1. A Text Book of Quantitative Inorganic Analysis, A .I . Vogel
2. Advanced Practical Inorganic Chemistry, Gurudeep
Core Course 3 B Mathematics

BSE II.3A :CALCULUS – II, ANALYTICAL GEOMETRY AND
NUMBER THEORY

Objectives:
At the end of the course students will be able to understand the concepts of number system
and analytical geometry and principles and techniques of calculus of several variables in
problem solving.
51
COURSE CONTENT:
Unit I: Partial Derivatives – I

Functions of two or more variables, Limits, Continuity, Partial derivatives, Differentiable
functions, Linear approximation theorem. Homogeneous functions, Euler’s Theorem, Chain
Rule, Change of Variable, Directional Derivative, Partial Derivatives of higher order, Taylor’s
Theorem, Derivative of Implicit functions, Jacobians.
Unit II: Analytical Geometry – I

Cartesian coordinates in three dimensional spaces, Relation between Cartesian coordinates
and position vector, Distance formula (Cartesian and Vector form), Direction cosines,
Direction ratios, Projection on a Straight line, angle between two lines, Area of Triangle,
Volume of a tetrahedron. Straight line, equations of straight lines (Cartesian and Vector form).
Unit III: Analytical Geometry – II

Planes, Equations of Planes (Cartesian and Vector form), Normal form, Angle between planes,
Coaxial planes, Parallel and Perpendicular planes, Length of a Perpendicular from a point to a
plane, Bisectors of angles between two planes, Shortest distance between two skew lines.
Translation and Rotation of Cartesian axes in plane, Curves of second degree, Discriminant
and Trace, Theorem on Discriminant and trace, Classification theorem on second degree
equation.
Unit IV: Theory of Numbers

Division Algorithm – Prime and Composite Numbers – proving the existence and uniqueness
of GCD and the Euclidean Algorithm – fundamental theorem of Arithmetic - the least
common multiple – congruences – linear congruences – Wilson’s theorem – Simultaneous
congruences – Theorem of Euler – Fermat and Lagrange.
References :
1. Calculus by Anton,Wiley.
2. Calculus with Analytic Geometry by S K Stein, McGraw Hill.
3. Calculus and Analytical Geometry by Thomas and Finney, S.Chand and Co. Ltd.
4. First Course in Calculus by Serge Lang, Addison-Wiley.
5. Calculus, Vols. 1 and 2 by Lipman Bers, IBH.
6. Introduction to Calculus and Analytical Geometry by Courant and John, Narosa
Publishing House.
7. Advanced Calculus by Frank Ayres, Schaum Publishing Co.
8. Higher Algebra by Bamard and Child, Macmillan India Ltd.
9. Integral Calculus by Shanthinarayan, S.Chand and Co. Ltd.
10. Differential Calculus by Gorakhprasad, Pothishala Ltd.
11. A Course in calculus and Real Analysis-Iby Ghorpade S R and Limaye B V (2006),
Springer Verlag
12. Elementary Number Theory by David M. Burton.
13. Elementary Number Theory with applications (2 nd edition) by Thomas Koshy,
Academic Press.
52
Core Course 3B : Zoology
BSE II.3B : DIVERSITYOF ANIMALS–II

Objectives:
· To acquaint students with the diversity that exists in invertebrates and vertebrates
· To enable students to understand invertebrates, their organizational hierarchies and
complexities;
· To understand the external morphology and internal structure; identification and
classification with examples;
COURSE CONTENT
UNIT I: ARTHROPODA AND ONYCHOPHORA

a) Arthropoda: General characters and classification of Phylum Arthropoda up to
classes with examples, Type study: Periplaneta americana – External morphology,
digestive system, circulatory system, respiratory system, excretory system, nervous
system and reproductive system; Mouth parts and metamorphosis in Insects.
b) Onychophora: Salient features of Peripatus, systematic position and phylogeny of
Onychophora.
UNIT II: MOLLUSCA

a) Mollusca: General characters and classification of Phylum Mollusca up to classes
with examples; Pila – External morphology, digestive system, nervous system,
respiration, circulation and reproduction; Torsion and detorsion in Mollusca; Molluscan
shell; Comparative account and Pearl formation.
UNIT III: ECHINODERMATA AND CHORDATA

a) Echinodermata: General characters and classification of Phylum Echinodermata up
to classes with example; Type study: Asterias – External morphology, digestive system,
water-vascular system, haemocoelomic system and reproductive system, life-cycle and
metamorphosis; Larval forms in Echinodermata.
b) Chordata: General characters and outline classification of Phylum Chordata up to
classes with examples;
c) Hemichordata: Balanoglossus External morphology, nutrition, respiration and
reproduction.
UNIT IV: PROTOCHORDATA AND CYCLOSTOMATA

a) Herdmania– External morphology, nutrition, respiration and reproduction.
b) Amphioxus – External morphology, Digestive system, nutrition, respiration and
reproduction; Affinities and phylogenetic relationship among Hemichordata,
Urochordata and Cephalochordata.
c) Cyclostomata – General characters and classification of Class Cyclostomata up to
53
orders with examples.; Type study: Petromyzon – External morphology, digestive system,
respiratory system and reproduction; Structure and metamorphosis of Ammocoetes larva;
Affinities of Cyclostomata.
References:
1. Invertebrate Zoology by E.L.Jordon and P.S. Verma – S. Chand & Co., Delhi).
2. Invertebrate Zoology by J.K.Dhami and P.S.Dhami – S. Chand & Co., Delhi).
3. Invertebrate Zoology series (Protozoa to Echinodermata) by R.L. Kotpal – (Rastogi
Publications, Meerut, 2008).
4. The Invertebrate series of L.H.Hyman – (McGraw Hill).
5. A student's textbook of Zoology by Adam Sedgwick Vol. I, II & III – (Central Book
Depot, Allahabad).
6. A Textbook of Zoology vol.1 by Parkar and Haswell – (MacMillan).
7. Destructive and Useful Insects- Their habits and control by Metcalf and Flint – (Tata
McGraw Hill, New Delhi).
8. Protochordates by K.S. Bhatia.
9. Modern Textbook of Zoology Invertebrates by R.L. Kotpal – (Rastogi Publications,
Meerut, 10th Revised Edition, 2008).
10. Modern Textbook of Zoology: Vertebrates by R.L. Kotpal – (Rastogi Publications,
Meerut, 3 rd Edition, 2008).
PRACTICALS
OBJECTIVES:

· Laboratory observation of animal specimens;
COURSE CONTENT:
1. Study of specimens of Arthropoda and Onychophora:
a) Limulus b) Palamnaeus c) Palaemon d) Balanus, e) Cancer, f) Scolopendra, g)
Spirobolus h) Peripatus j)Aranea
2. Identification and classification of any common insects belonging to five different
orders (Diptera, Coleoptera, Hymenoptera, Lepidoptera and Hemiptera)
3. Study and mounting (a & b) of mouth parts:
a) Culex/Anopheles b) Periplaneta, c) Apis, d) butterfly e) housefly
4. Study of Crustacean larvae:
a) Nauplius, b) Zoaea, c) Mysis, d) Megalopa
5. Study of specimens and permanent slides of Mollusca:
a) Chiton b) Pila, c) Dentalium d) Unio, e) Sepia, f) Glochidiumlarva.
6. Study of specimens and permanent slides (larvae) of Echinodermata:
a) Astropecten/Asterias, b) Ophiothrix, c) Echinus, d) Holothuria,
54
e) Antedon f) Bipinnaria larva g) Echinopluteus larva
7. Study of specimens and permanent slides of Protochordata:
i) Balanoglossus: a) Entire, b) T.S. through proboscis, c) T.S. through trunk region,
ii) Herdmania
8. Study of Amphioxus: a) Entire, b) T.S. through pharynx, c) T.S. through intestine
9. Study of specimens of Cyclostomata: a) Petromyzon and b) Myxine
10. Identification of gastropods, cephalopods and bivalves using keys for identification
11. Study of Palaemon/Periplaneta (Chart/assimilation): a) Digestive system b) Nervous
system c) statocyst d) mouth parts
12. Study of Pila (Chart/assimilation): a) Radula b) Nervous system
ABILITY ENHANCEMENT COURSE AEC 1B : LANGUAGE
BSE II.4A : HINDI

Objectives:
· To internalise grammar rules so as to facilitate fluency in speech and writing .
Transaction mode :
Lecture cum discussion, group discussion; panel discussion, seminar group work, library
work.
COURSE CONTENT:
Unit I: History of Language and Literature-2
Aadhunik Hindi Sahitya ka Itihas [1857 Se Lekar Ab Tak]
Unit II : Modern Poetry-1 [Pre-Independence Literature]

Swatantratapurva Hindi Kavita Ka Vikas
1. Maithilisaran Gupt- Nar Ho Na Nirash Karo Man ko
2. Jayshankar Prasad- Himadri Tung Sring Se Prabudh Sudhha Bharti
3. Suryakant Tripathi Nirala- Joohi ki Kali
4. Sumitranandan Pant- Drut Jharo Jagat Ke Jirn Patra
5. Mahadevi Verma-MaiNeer Bhari Dhukh Ki Badli,
55
Unit III : Modern Poetry-2 [Post-Independence Literature]
Swatantrayottar Hindi Kavita Ka Vikas
1. Gajanan Madhav Muktibodh- Bhool Galti,
2. Kedarnath Agrawal- Chandra Gahna Se Lautati Ber
3. Raghveer Sahay- Aapki Hansi
4. Nagarjun- Aakal Aur Uske Bad
5. Kedarnath Singh- Aakal Me Saras
Unit IV : Communication skills

Conversation [Varta]:
Characteristics – Definition – Styles of conversation – Higher order skills-Telephonic
conversation, Role Play, – Models, etc. – Exercises.
References:
1. Hindi Sahitya Ka Itihas: Ramchandra Sukla, Vani Prakashan, Delhi
2. Hindi Sahitya ka Aadikal: Hajari Prasad Divedi, Vani Prakashan, Delhi
3. Hindi Sahitya Ka Itihas: Dr Nagendra , Mayoor Paperbacks, Delhi
5. Hindi Sahitya Ka Dusara Itihas: Bacchan Singh, Vani Prakashan, Delhi
6. Aadhunik Hindi Sahitya ka Itihas: Bacchan Singh, Lokbharti Prakashan, Delhi
8. Hindi Sahitya ka Sanchhipt Itihas:Viswanath Tirpathi, Orient Longman, Delhi
9. Sawtantrayotar Hindi Sahitya Ka Itihas: Dr Laxmisagar Vasney, Delhi
10. Hindi Sahitya Aur Samvedana Ka Vikas: Ramswaroop Chaturvedi, Lokbharti
Prakashan
11. Bhasha, Yugbodh aur Kavita: Dr Ramvilas Sharma, Vani Prakashan, Delhi
12. Kavita ka Vartmaan: Dr P Ravi, Vani Prakashan, Delhi
13. Hindi Kvaya ka Itihas: Ramswaroop Chaturvedi, Lokbharti Prakashan, Delhi
14. Kavita ki Zameen aur Zameen ki Kavita: Namvar Singh, Rajkamal Prakashan, Delhi
15. Nayee Kavita aur Astitvawad: Ramvilas Sharma, Rajkamal Prakashan,Delhi
16. Chhayavad: Namvar Singh, Rajkamal Prakashan, Delhi
17. Kavita ke Naye Pratiman: Namvar Singh Raajkamal Prakashan, Delhi
18. Hindi Kavita ka Atit aur Vartmaan: Maneger Panday, Vani Prakashan, Delhi
19. Hindi Kavita Ki Tisari Dhara: Mukesh Manas, Swaraj Prakashan, Delhi
20. Effective Communication Skills, by Omkar N Kour
21. Prayojanmoolak Hindi- Madhav Sontakke, Rajkamal Prakashan Samooh, Delhi
22. Prayojanmoolak Hindi ki Nayee Bhoomika- Kailash Nath Panday, Rajkamal
Prakashan Samooh, Delhi
23. Prayojanmoolak Hindi: Sidhant aur Prayog- Dangal Jhalte, Vani Prakashan, Delhi
56
Total =50
BSE II.4B : KANNADA

Objectives:

COURSE CONTENT :
Unit I : Descriptive Grammar
Samasa and Alankara

Reference: Kannada Kaipidi, Prasaranga Publication, University of Mysore
Unit II : Functional Language
a. News reporting : Characteristics – definition – language of news re-

porting – model of news report – patterns – role of media in news re-
porting – exercises.
b. Interview : Characteristics – definitions – preparation for interview –

various types of interviews (business – employment – literary etc) –
exercises.
References:
a) Fundamentals of Journalism, Report Writing and Editing by R.Thomas
Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.
57
Unit III: Medieval Poetry
i) Enna Devange Jagavella Hennu Noada - Akkamahadevi

ii) Kaayuttirdanirulu Hagalennade-Raghavanka
iii) Parahimseyam Madi Manavam Baldapane - Laksheesha
( Kaavya Sanchaya – 3- Mysore University, Mysore).
Unit IV : Collection of Essays

i. Chatavannu kurithu – B G L Swamy
ii. Samakalina Prajne– G S Shivarudrappa
iii. Namma Praachiinara Jiivana Moulyagalu – T V Venkatachala Shasthri
iv. Janapada Geethe – C P K
(Selected from Gadya Vihara Part III) Mysore University, Mysore
Suggested Activities
Assessment will be based on tutorials, (seminars, projects etc), tests & assignments.
Total =50
BSE II.4C : MALAYALAM

Unit I. Descriptive Grammar

Samasa and Alamkara
(Ref : Bhashaa bhushanam and Kerala Paanineeyam , NBS , Kottayam )
Unit II : Functional Language

1. News reporting- Characteristics – definition – language of news reporting – model of
news report – patterns – role of media in news reporting – exercises
2. Interview- Characteristics – definitions – preparation for interview – various types of

interviews (business – employment – literary etc) – exercises.
58
References: a) Fundamentals of Journalism, Report Writing and Editing by R.Thomas
Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.
Unit III: Poetry - Medieval

VEENA POOVU By Kumaaran ashan, Published by Devi Book Stall, Kodungalloor
Unit IV:Collection of Essays

Lessons from “ Bharatha Paryatanam By Kutti Krishna Maraar, Published by Maraar Sahitya
Prakasha , Kozhikode
1. Yudhathinte parinaamam
2. Amba
3. Karnante arangettram
4. Markandeyante chiri
Assessment will be based on tutorials, (seminars, projects etc), tests & assignments.
Total =50
ABILITY ENHANCEMENT COURSE AEC 1B: LANGUAGE
BSE II. 4D: Tamil

Objectives:
(iii)To internalize grammar rules so as to facilitate fluency in speech and writing
59
Transaction mode:
work.
COURSE CONTENT:
Unit I: Aspects of Style:
Styles of writing, Idioms, Phrases and Proverbs
Unit II: Functional Languages:
News Reporting: Characteristics-Definition-Language of news reporting- model of news
reporting-patterns-role of media in news reporting- exercises.
Interview: Characteristics-Definition-preparation for interview-various types of
interviews(business-employment-literary-etc)-exercises
Unit III: Medieval Poetry:

Periya Puranam -Selection of poems
Naladiyar-Selection of poems
Unit IV: Collection of Essays:
Ariviyal Tamilzhakkam-SV Shanmugam (First three Essays)- Tamil Nenjam-Dr Mu.
Varatharajan (First three essays)
assessed by the Teacher. Test, assignments and small projects works may be given.
C1-10(Test)+ 15(seminars, projects, assignments etc.,) =25
C2-10(Test)+ 15(seminars, projects, assignments etc.,) =25
Total=50.
References:
1. An Anthology of Tamil Poetry (For first year degree classes), University of Mysore,
Mysuru.
2. Tamil Neengalum Thavarillamal Ezhuthalam - Dr. Porko.
3. Ariviyal Tamilzhakkam- S.V. Shanmugam, New Century Book House(P) Ltd,41- B
SIDCO Industrial Estate, Chennai-600 017.
4. Tamil Nenjam- Dr Mu.Varatharajan,) Pari Nilayam, 184, Broadway ,Chennai-108.
5. Fundamentals of journalism, Report writing and editing by R. Thomas Berner,
Maruette Books LLC, Washington.
6. The perfect interview by Max Eggert, Random house, UK.
60
ABILITY ENHANCEMENT COURSE AEC 1B: LANGUAGE
BSE II. 4E Telugu

Exam duration: 2 Hrs. C 3:50
Objectives:

Transaction mode:
work.
COURSE CONTENT:
Unit I: Functional language:

Essay Writing: Characteristics – Definition – Format of Essays – Types of Essays (Literary,
Scientific, etc.,) – Models – Exercises.
Translation: Characteristics – Definition – Need of Translation – Translation Models –
Exercises (From English to Regional Languages).
Unit II: Communication skills in language:

Conversation: Characteristics – Definition – Styles of conversation – Higher order Skills-
Telephonic conversation, Role Play, – Models, etc., – Exercises.
Debate: Characteristics – Definition – Need of Debate – Technique to conduct Debates, etc.
– Exercise.
Unit III: Ancient poetry and medieval poetry:

Damayanthee Swayamvaram by Nannaya (First 18 Poems)
Sathyabhama Santhwanam by Nandi Timmana (Poems 82 to 104)
(From Telugu Sahithya Sravanthi, by Prsaranga, University of Mysore, Mysore).
Unit IV: Genre of literature: (Prose: Literary Work)

Andhrula Sanghika Acharamulu by Khandavalli Lakshmi Ranjanam.
Telugu Samethalu by Nayani Krishna Kumari
(From Telugu Sahithya Sravanthi, by Prasaranga, University of Mysore, Mysore).
61
Total =50
References:
1. Government of Karnataka, A Hand book of writing activities, Prasaranga, University of
Bangalore.
2. Government of India, the Art of Translation (A Symposium), Ministry of Scientific
Research and Cultural Affairs, New Delhi.
3. Gloria J. Galanes, Effective Group Discussion – Theory and Practice, Mc Graw Hill
Company.
4. Rachamallu Ramachandra Reddy, Anuvada Samsyalu, Published by Visalandhra Books,
Hyderabad.
5. Narasimha Rao, K V V L, Aspects of Translation, CIIL Publication, Mysore
62
Ability Enhancement Course AEC 2B : English
BSE II.5 : PROFICIENCY IN ENGLISH-1I

Objectives :

• understand the demands of audience, subject, situation and purpose and the use of
language for effective communication.
• analyse language in context to gain an understanding of grammar, vocabulary, spelling,
punctuation and speech.
• examine authentic literary and non-literary texts and develop insight and appreciation.
• gain an understanding of study and reference skills.
• plan, draft, edit and present a piece of writing.
COURSE CONTENT:
Unit I: Descriptive Grammar

Function of Auxiliaries; Modals; Question form
Clauses: Noun Clause; Reported Speech and Change of Voice.
Unit II: Development of Language Competence

To be based on the use of multiple texts which address issues of multiculturalism, gender,
racism and texts which relate with current issues and contemporary trends. Short stories,
comic strips, cartoons and animations (both print and non-print media) to be used. Speeches
of famous persons, diaries, travelogues can also be used.
Unit III: Writing for Functional Purposes

Letter-writing (Professional / Personal)
Unit III: Creative Skills in Writing

Writing dialogues, poems and essays
Unit IV: Basic Phonetics

Sounds of English language, intonation and transcription using IPA.
References:
63
1. Chan. et al. (1997) Professional Writing Skills, San Anselma, CA
2. Fiderer, A. (1994) Teaching Writing: A Workshop Approach. Scholastic.
3. Block, C.C. (1997). Teaching the Language Arts, 2nd Ed. Allyn and Bacon
4. Mckay. et al. (1995). The Communication Skills Book, 2 nd Ed. New Harbinger
Publications.
5. Merrriam, E. (1964). It Doesn’t Always Have to Rhyme. Atheneum.
6. Hyland, Ken (2004) Second Language Writing. University of Michigan Press.
7. Graves,D (1992). Explore Poetry: The reading /writing teacher’s
companion.Heinemann
8. Stone Douglas (1999). Difficult conversations: How to discuss what Matters Most, New
York.:Penguin Books.
9. Gabor Don (2001). How to start a Conversation and Make Friends, New York: Fireside.
64
BSE II.6: CONTEMPORARY INDIAN EDUCATION

Objectives:
The course enables the student teachers to:
· Understand different perspectives of Education.
· Analyse the concept of Education and its related terms
· Analyse the Aims of Education and their determinants
· Reflect on the educational ideas and systems of various thinkers and develop the
ability to theorize educational practices;
· Collect evidences for the influence of socio-cultural aspects on Education
· Analyse the role of Education on society by gathering various evidences and
illustrations
· Understand and appreciate the need of autonomy to teacher and learners
· See the relationship between autonomy, accountability, and commitment
· Arrive at a list of qualities of a committed teacher through discussions.
COURSE CONTENT:
Unit I: Education: Concept, Nature, and Purpose
Education as concept and its distinct nature; Classical, Liberalists and Progressivists view on
Education; Analytical concept of education - education as a normative concept; Education as
a family of Processes; Education as worthwhile activity; Cognitive and normative dimensions
of education; Education and Educated person;
Education as System; Modes of education- formal, informal, non-formal;
Education and its related concepts- Training, Instruction and teaching
Education: Purpose(s) and Determinants - Determinants of Purpose-individual, Community,
Religion, State and Market; Brief historical inquiry into purposes and determinants of
education (from ancient India to contemporary India); social context of purposes of
education
Education as a Discipline and Interdisciplinary in nature
Aims of Education from ancient to contemporary Indian society
Education as value development
Determinants of Aims of Education in emerging India
Unit II: Education and Socio-cultural context

Education as an instrument of social change; Influence of education on society and family;
Socio-cultural influences on the aims of education; Emerging trends in societies and their
influence on education
Education and Development
Globalization and Internationalization of education
65
Unit III: Educational thoughts and practices
Critical reflection on the educational thoughts of Indian and Western thinkers and on their
relevance to the present education system
Indian: Mahatma Gandhi, Rabindranath Tagore, Aurobindo, Swami Vivekananada, Jiddu
Krishnamurthy, Gijju Bhai Badheka; B R Ambedkar.
Western: Plato, Rousseau, John Dewey, Froebel, Montessori, Ivan Iliach, Paulo Frieri
Unit IV: Autonomy of Teacher and Learner

Autonomy: Meaning and extent
Teacher autonomy: Meaning, extent and nature; Teacher as autonomous professional; Areas
of teacher autonomy: Their limit-situations - Curriculum making; Learning resources and
material selection and use; Pedagogical practices; Assessment modalities; Limit-situations:
Structures- Structured curriculum, and examination system; Time-tables;
Learner Autonomy: Meaning, extent and nature; Learning as an autonomous act; Meaning
making and learners’ autonomy-opportunities and constraints
Autonomy and Accountability: Teacher Accountability; Teacher commitment
Sessional Activities:
· Presentations on Educational thoughts of Various thinkers
· Preparation of an Album or posters on different thoughts of great thinkers
· Analysis of aims of education from ancient Vedic times to modern times
· Collection of examples/evidences to show the influence of Education on social change and the
socio-cultural influences on Educational aims
· Comparative study of National curriculum frameworks of NCERT on aims of education
· Readings on Position paper on “ Aims of Education”-NCF 2005
· Comparative study of Aims of Education of few countries
· Collection of case studies that exemplifies teacher accountability and commitment
References:
1. Alfred North Whitehead (1967), ‘The Aims of Education and Other Essays’, The McMilan
Company, New York. .
2. Debra Hayes, Martin Hills, Pam Christie & Bob Lingard (2007) Teachers & Schooling: Making
a Difference, Allen and Unwin, Australia.
3. Dewey, John (1938) Experience and Education Kappa Delta Pi, Indianapolis, USA
4. Diane Tellman (2000), Living Values: An Educational Program, Sterling Publishing Private
Limited, USA.
5. Freiri, Paulo (1968). Pedagogy of the Oppressed, Sea burry Press, New York, USA
6. Hirst, Paul (1970). The Logic of Education, Taylor & Francis, London
7. JJ Rousseau, (1956) Emile
8. John S Brubacher, (1969) Modern Philosophies of Education. Tata McGraw Hill Pub., Co.,Pvt.,
Ltd, New Delhi.
9. Krishna Murthy, J. (1947) On Education, Orient Longman, New Delhi.
10. Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Book Society,
New Delhi.
11. Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher Education, New
Delhi.
12. Margaret (1999). The Open Classroom: A Journey through Education, Orient Longman, New
Delhi.
13. Mathur S.S. (1988). A Sociological Approach to Indian Education, Vinod Prakashan, Agra.
14. NCERT (2013). Basics in Education, National Council of Educational Research and Training,
New Delhi.
66
15. NCERT, (2005). National Curriculum Framework-2005. National Council of Educational
Research and Training, New Delhi.
16. O’Connor,J (1958) Philosophy of Education, pub by Duke University Press on behalf of
philosophical review.
17. Peters, R.S. (1967), The Concept of Education, Routledge, United Kingdom.
18. Peters, RS (1968). Ethics and education.(5th edn), George Allen & Unwin Ltd, London
19. Prema Clarke (2001). Teaching & Learning: The Culture of pedagogy, Sage Publication, New
Delhi.
20. Scheffler, Israel (1966).Philosophy and Education: Modern Readings, Allyn and Bacon, Boston,
US
21. Stella Van Petten Henderson (1960) Introduction to Philosophy, The University of Chicago
press, Chicago.
22. Steven H. Cahn (1970). The Philosophical Foundation of Education, Harper & Row Publishers,
New York.
BSE II.7 : YOGA EDUCATION, SELF UNDERSTANDING AND

DEVELOPMENT

Objectives :
· Understand the meaning and importance of self-concept and self-esteem.
· Be aware of different factors related to self-concepts and self-esteem. Record a brief
history of development of yoga through the ages. Discuss how yoga and yoga
practices are important for healthy living.
· Explain some important principles of yoga.
· Explain the different limbs of Astañga yoga.
· State the different types of yoga.
· Derive how Hatha yoga and Astañga yoga are complementary to each other.
· Enable the student to have good health.
· Practice mental hygiene.
· Possess emotional stability.
· Integrate moral values.
· Attain higher level of consciousness.
· Demonstrate some important asanas and pranayama.
67
COURSE CONTENT :
Unit I : Introduction to Yoga and Yogic Practices
Yoga: meaning and initiation, What is Yoga? Conceptions of Yoga, History of development of
yoga, The streams of Yoga: Astanga yoga Raja yoga, Yogic practices for healthy living
Unit II Introduction to Yogic Texts

Historicity of yoga as a discipline, Classification of yoga and yogic texts, Hatha yogic
practices, Meditational processes
Unit III: Yoga and Health

Need of yoga for positive health, Role of mind in positive health as per ancient yogic
literature, Concept of health, healing and disease: yogic perspectives, Potential cause of ill
health, Yogic principles of healthy living
Unit IV: Personality Development and Stress Management through Yoga

Yogic Practices for Personality Development : Surya Namaskar, Asanas : Tadasana,
Simhasana, Kukkutasana, Akarna Dhanurasana, Matsyasana, Prnayama, Anuloma-Viloma
Pranayama, Bhastrika Pranayama, Banda, Uddiyana Bandha, Dhyana (Meditation), What is
Stress, Yoga as a Way of Life for Stress Management: Ahara, Vihara, Achara, Vichara,
Vyavahara, Yogic Practices for Stress Management; Asanas, Hastottanasana, Padahastasana,
Trikonasana, Shashankasana, Ushtrasana, Ardhamatsyendrasana, Bhujangasana, Makarasana,
Sarvangasana, Matsyasana, Shavasana; Pranayama, Bhramari Pranayama, Sheetali
Pranayama; Yoga for Healthy Living, Shirshasana, Bakasana, Hamsasana, Mayurasana
PRACTICALS
Exam Duration: 3 hrs C3 : 50 marks

Practicum
General guidelines for performance of the practice of yoga for the beginners
Guidelines for the practice of āsanas, prānāyāma and meditation
· Select yoga practices for persons of average health for practical yoga sessions
1. Supine position
2. Prone position
3. Sitting position
4. Standing position
5. Mudras
6. Prānāyāmas
The evaluation will be done through practicals/ assessment of ability to develop and design
softwares for selected contents.
68
References:
1. Adair, J. and Allen, M. (1999). Time Management and Personal Development. London:
Hawksmere.
2. NCERT (2015). Yoga: A Healthy Way of Living Upper Primary Stage, New Delhi (Also
available in Hindi)
3. NCERT (2015). Yoga: A Healthy Way of Living Secondary Stage, New Delhi. (Also
available in Hindi)
4. Rohrer, J. (2002). ABC of Awareness. Oberurnen: UTD Media.
5. Simanowitz, V. and Pearce, P. (2003). Personality Development. Beckshire: Open
University Press.
6. Stevens, N. (2008). Learning to Coach. United Kingdom: How to books.
69
THIRD SEMESTER
Core Course 1 C : Physics

BSE III.1A : ELECTRICITY AND ELECTROMAGNETISM

Objectives:
To enable students to acquire a broad conceptual framework of electrostatics electromagnetic
phenomena.
COURSE CONTENT:
Unit I: Electrostatics
Electrostatic Field, electric flux, Gauss's theorem of electrostatics. Applications of Gauss’s
theorem- Electric field due to point charge, infinite line of charge, uniformly charged
spherical shell and solid sphere, plane charged sheet, charged conductor. Electric potential as
line integral of electric field, potential due to a point charge, electric dipole, uniformly
charged spherical shell and solid sphere and continuous charge distributions (charged rod,
ring, disk). Calculation of electric field from potential.
Unit II: Electric Fields in Matter and DC circuits

Capacitance of an isolated spherical conductor. Parallel plate, spherical and cylindrical
condenser. Combination of capacitors, energy stored in a capacitor, Energy per unit volume in
electrostatic field. Atomic view of dielectrics, Polarization, Displacement vector. Gauss's
theorem in dielectrics. Dielectric constant, Parallel plate capacitor completely filled with
dielectric. Polarizability and susceptibility, Clausius-Mossotti equation.
DC Circuits: Kirchhoff’s laws, Voltage and Current dividers, Mesh analysis and Loop
analysis, RC circuits, Maximum power transfer theorem.
Unit III: Magnetism

Magnetostatics: Biot-Savart’s law and its applications- straight conductor, circular coil,
solenoid carrying current. Magnetic force between two parallel current carrying conductors.
The Divergence and Curl of B, Magnetic vector potential. Ampere's circuital law. Magnetic
field due to a very long solenoid and a toroidal coil.
Magnetism in matter: Magnetic intensity, magnetic induction,, Magnetic susceptibility,
permeability. Classification of magnetic substances- a brief introduction of dia-, para- and
ferro-magnetic materials.
70
Unit IV: Electromagnetic Induction and AC Circuits
Electromagnetic Induction: Review of Faraday’s law of induction, Lenz’s law, Motional EMF.
Inductance: Self inductance, energy in a magnetic field, magnetic energy density.
AC circuits: The j operator.sinusoidal voltage, current voltage relation in resistance,
capacitance and inductance, Reactance and impedance, Power in AC circuits, RMS values,
Power factor, LR and CR circuits. Series and parallel LCR circuits. Resonance. Mutual
inductance and transformers.
Reference Books:
1. David J. Griffiths, Introduction To Electrodynamics, 4th Edition, Pearson
2. D C Tayal, Electricity and Magnetism, 1988, Himalaya Publishing House.
3. David Halliday, Robert Resnick and Jearl Walker, Fundamentals of Physics, 6th Edition,
John Wiley, Inc.
4. A N Matveev, Electricity and Magnetism, Mir Publishers, Moscow.
5. F.W.Sears, Electricity and Magnetism, Addison Wesley Co.
6. A F Kipp, Fundamentals of Electricity and Magnetism, McGraw Hill.
7. Edward M. Purcell, Electricity and Magnetism, McGraw-Hill Education, 1986.
8. J.H. Fewkes & J. Yarwood, Electricity and Magnetism, Vol. I, Oxford Univ. Press, 1991.
9. Ronald Lane Reese, University Physics, 2003, Thomson Brooks/Cole.
PRACTICALS
Exam Duration: 3 hrs C3: 50 Marks
Objectives:
· To provide training in the broad methodology of science through investigatory type
and open-ended laboratory exercises.
COURSE CONTENT:
(A minimum of TEN experiments to be selected from the following)
1. To study the variation of Magnetic field along the axis of a circular coil.
2. To determine M & H using deflection magnetometer & vibration magnetometer.
3. To determine horizontal component of Earth’s magnetic field using a Tangent
galvanometer.
4. To calibrate an ammeter using a potentiometer and Daniel cell.
5. Mapping of magnetic field due to a current carrying straight conductor.
6. Determination of resistance & resistivity using Meter Bridge.
7. Charging & Discharging of a Capacitor.
8. Deflection magnetometer-Tan A, Tan B positions.
9. Deflection magnetometer -Tan C Position-moment of moments.
10. Mapping of magnetic field lines for a current carrying solenoid.
11. Searle’s vibration magnetometer-moment & ratio of moments.
12. Box type vibration magnetometer- M &Bh.
13. Caparison of emf and determination of internal resistance of a cell using a
71
potentiometer.
14. Determination of resistance & resistivity using PO Box.
15. Comparison of capacitance by Desauty’s bridge using BG.
16. Determination of frequency of AC mains using Sonometer & electromagnet.
17. Variation of phase angle with capacitance for a RC circuit.
18. Conversion of Galvanometer to Voltmeter.
19. Unknown resistance by Carey Foster bridge.
20. Induced emf.
21. Maximum power transfer theorem.
22. To verify the Thevenin’s and Norton’s theorem
References:
House, 1971.
Ltd., 2015
6. Jerry D Wilson and Cecilia A. Hernández-Hall Physics Laboratory Experiments7 th
Edition, Cengage Learning, 2009.
Ltd., 2015.
8. Michael Nelson and Jon M. Ogborn, Advanced level Physics Practicals, 4th Edition,
reprinted, Heinemann Educational Publishers, 1985.
72
Core Course 1C : Botany
BSE III.1B :GYMNOSPERMS AND REPRODUCTIVE
BIOLOGY OF ANGIOSPERMS

Objectives:
• To acquaint students with the morphology, anatomy, reproduction and classification of
Gymnosperms;
• To acquaint students with the structure, development and processes associated with
Angiosperm embryology;
• To acquaint students with the techniques, branches and applications of plant tissue
cultures.
COURSE CONTENT:
Unit I :
a) General characters, distribution, classification, affinities and economic importance of
Gymnosperms
b) Study of morphology, anatomy and reproduction in Cycadopsida : Cycas,
Cycadeoidea
c) Study of morphology, anatomy and reproduction in Coniferopsida : Pinus
Unit II:
a) Gnetopsida : Gnetum
b) Flower – Review of structure, morphology, embryological perspective.
c) Microsporangium – Development of wall layers, tapetal types, microsporogenesis,
tetrad types.
d) Male gametophyte – Development and structure; vegetative and generative cells; male
gametes.
e) Megasporangium (ovule): Development, types, megasporogenesis, tetrad types.
f) Female gametophyte : Development, ultrastructure, mono, bi and tetrasporic embryo
sacs.
Unit III :
a) Pollination and fertilization : Definitions, types of pollination, pollen-pistil interaction,
self-incompatibility, double-fertilization.
b) Endosperm : Definition, types – cellular, nuclear and helobial; endosperm haustoria.
c) Embryo : Classification, types, development of Crucifer type.
Unit IV :
a) Fruit and seed : Development, structure of monocot and dicot seeds, dispersal
mechanisms, importance.
b) Brief account of apomixis and polyembryony.
c) Brief history, cellular totipotency, culture media and techniques.
73
d) Brief account of anther/ pollen culture, endosperm, embryo and protoplast culture,
Applications of tissue culture.
References:
1. Sporne, K.R.,1974, Morphology of Gymnosperms, Hutchinson & Co., London.

2. Gangulee, S.C., Kar and Ashok Kumar, College Botany Vol.II, Central Book Agency,
Calcutta.
3. Singh V., P.C.Pande & D K Jain 2006 Diversity and Systematics of Seed Plants,
4. Pandey, Mishra and Trivedi, 2000, A Text book of Botany Vol.II.
5. Chopra G.L.,1972, Gymnosperms, S. Nagin & Co., Jullandar.
6. Bhojwani S S and S P Bhatnagar, 2007. The Embryology of Angiosperms, Vikas
Publishing House, Delhi.
7. Raven P.H, R.F.Evert and S.E.Eichhorn, 1999, Biology of Plants, 5th Ed.,
W.H.Freeman and Co., Worth Publishers, New York.
8. Swamy B.G.L. and K.V.Krishnamurthy, 1980, From Flower to Fruit, TMH Publishing
House, New Delhi.
9. Johri B.M.(Ed.),1984, Embryology of Angiosperms, Springer-Verlag, Germany.
PRACTICALS
Objectives:
• To develop skills of free hand sectioning, staining and mounting Gymnosperm plant
materials and embryological materials.
• To observe and identify temporary and permanent slides of Gymnosperms and
Embryology.
• To acquaint students with procedures in plant tissue culture.
COURSE CONTENT:
1. Study of morphology, anatomy and reproductive structures of genera of Gymnosperms
included in theory syllabus.
2. Study of structure of anther, microsporogenesis and pollen grains using permanent
slides and mounts.
3. Study of structure of ovules and embryosac development (monosporic type) using
permanent slides.
4. Examination of a wide range of flowers for study of pollination.
5. In vitro germination of pollen grains.
6. Preparation of culture medium and familiarization with tissue culture procedures.
7. Mounting the endosperm of Cucumis and embryos of Crotalaria.
74
Core Course 2C Chemistry
BSE III.2 :ORGANIC CHEMISTRY – I

Objectives:
· To review the concept of isomerism and its types
· To develop an understanding of chemistry of hydrocarbons and their halogenated
derivatives.
COURSE CONTENT:
Unit I: Stereochemistry of Organic Compounds
Review of Concept of Isomerism and Types of isomerism with examples.
Optical Isomerism: Structural changes responsible for properties: elements of symmetry,

molecular chirality, enantiomers, stereogenic centre, optical activity, properties of
enantiomers, chiral and achiral molecules with two stereogenic centres, diastereomers, threo
and erythro diastereomers, meso compounds, resolution of enantiomers, inversion, retention
and racemization and asymmetric synthesis.
Relative and absolute configuration, sequence rules, D & L and R & S systems of
nomenclature.
Geometric isomerism: Determination of configuration of geometric isomers. Cis – trans

and E & Z system of nomenclature, geometric isomerism in oximes and alicyclic compounds.
Conformational isomerism: Difference between configuration and conformation.

Conformational analysis of ethane and n-butane; conformations of cyclohexane, axial and
equatorial bonds, conformation of mono alkyl substituted cyclohexane derivatives. Review
of Newman projection and Sawhorse formulae, Fischer and flying wedge formulae.
Unit II: Aliphatic Hydrocarbons

Alkanes: Review of IUPAC nomenclature of branched and unbranched alkanes. Isomerism
in alkanes and industrial source. Methods of formation (with special reference to Wurtz
reaction, Kolbe reaction, Corey-House reaction and decarboxylation), physical properties and
chemical reactions of alkanes (halogenation, nitration, sulphonation, oxidation and
isomerisation reactions) Mechanism of free radical halogenation of alkanes: orientation,
reactivity and selectivity.
Cycloalkanes: Nomenclature, methods of formation (from acetoacetic ester / malonic ester

and Dieckmann reaction), chemical reactions (halogenation), Baeyer’s strain theory and its
limitations. Ring strain in small rings (cyclopropane and cyclobutane), theory of strainless
rings. The case of cyclopropane ring: banana bonds.
75
Alkenes: Accounting for Reactions due to unsaturation in compounds. Nomenclature of
alkenes, methods of formation (by dehydration, dehydrohalogenation and dehalogenation)
with mechanism. Regioselectivity in alcohol dehydration. The Saytzeff rule, Hofmann
elimination, physical properties and relative stabilities of alkenes. Chemical reactions of
alkenes – mechanism of hydrogenation, electrophilic and free radical additions,
Markownikoff’s rule, hydroboration followed by oxidation, oxymercuration – reduction.
Epoxidation, ozonolysis, hydration, hydroxylation and oxidation with KMnO4.
Polymerization of Alkenes. Substitution at the allylic and vinylic positions of alkenes.
Cycloalkenes: Methods of formation and chemical reactions of cycloalkenes.
Alkadienes: Nomenclature and classification of dienes: Isolated, conjugated and cumulated

dienes. Structure of allenes and butadiene, methods of formation, polymerization. Chemical
reactions – 1,2 and 1,4 additions. Diels-Alder reaction.
Alkynes: Nomenclature, structure and bonding in alkynes. Methods of formation (alkylation

of acetylene and by elimination reactions). Acidity of alkynes. Chemical reactions of alkynes:
Mechanism of electrophilic and nucleophilic addition reactions, hydroboration, oxidation,
metal-ammonia reductions, oxidation and polymerization.
Unit III: Aromatic Hydrocarbons
Factors responsible for the characteristic reactions of Aromatic compounds. Nomenclature of

benzene derivatives. Structure of benzene: molecular formula and Kekule structure. Stability
and carbon-carbon bond lengths of benzene, resonance structure, MO picture. Aromaticity:
The Huckel rule, aromatic ions.
Aromatic electrophilic substitution: General pattern of the mechanism, role of s- and p-
complexes. Mechanism of nitration, halogenation, sulphonation, mercuration and Friedel-
Crafts reaction. Energy profile diagrams. Activating and deactivating substituents,
orientation and ortho/ para ratio. Side chain reactions of benzene derivatives. Birch
reduction.
Methods of formation and chemical reactions of alkylbenzenes, alkynylbenzenes and
biphenyl.
Unit IV:Alkyl and Aryl Halides
Alkyl halides: A study of Alkyl halides highlighting its synthetic applications. Nomenclature
and classes of alkyl halides, methods of formation, chemical reactions. Mechanism of
nucleophilic substitution reactions of alkyl halides SN2 and SN1 reactions with energy profile
diagrams. Polyhalogen compounds: chloroform, carbon tetrachloride.
Aryl halides: Methods of formation of aryl halides, nuclear and side chain reactions. The
addition- elimination and the elimination-addition mechanisms of nucleophilic aromatic
substitution reactions.
Relative reactivities of alkyl halides vs allyl, vinyl and aryl halides. Synthesis and uses of
DDT and BHC.
References :
1. Organic Chemistry : Seyhand N Ege
2. Organic Chemistry : Morrison and Boyd
76
3. Organic Chemistry : I L Finar
4. Organic Chemistry : Hendricson, Cram and Hammond
5. Organic Chemistry : Stanley H. Pine
PRACTICALS
Objective:
To develop basic skills in organic synthesis and purification of organic compounds
COURSE CONTENT:
1. Calibration of Thermometer using naphthalene / acetanilide / urea

2. Determination of melting point of Benzoic acid / cinnamic acid / m – dinitro benzene / p-
dichlorobenzene
3. Determination of boiling point of aniline / nitrobenzene / chlorobenzene
4. Distillation of water – alcohol mixture using water condenser; Distillation of
chlorobenzene –nitrobenzene mixture using air-condenser
5. Cystallization: Benzoic acid from hot water, naphthalene from ethanol
6. Sublimation of camphor / phthalic acid / succinic acid
Organic synthesis:
1. Preparation of Iodoform from ethanol / acetone using sodium hypochlorite and KI

2. Preparation of m-dinitrobenzene from nitrobenzene by nitration
3. Preparation of p-bromoacetanilide from acetanilide by bromination
4. Preparation of 2,4,6-tribromo phenol from phenol / 2,4,6-tribromoaniline from
aniline
5. Preparation of Acetanilide from aniline by acetylation
6. preparation of benzoic acid from benzamide by base hydrolysis
7. preparation of aspirin from salicylic acid by acetylation
8. preparation of p-bromoaniline from acetanilide
9. preparation of 0-iodobenzoic acid from anthranilic acid
10. preparation of p-nitroacetanilide from acetanilide by nitration
References :
A Text Book of Qualitative organic Analysis, A .I . Vogel
77
Core Course 3 C : Mathematics
BSE III.3A : REAL ANALYSIS

Objectives:
At the end of the course students will be able to understand the concepts of real number
system, real sequences, infinite series and the convergence tests. Also understand the concept
of Riemann integration and its properties.
COURSE CONTENT:
Unit I:
The field axioms; Theorems about field properties, Order in R-Absolute value, Completeness,
some important subsets, Intervals, Countable and Uncountable sets. Neighborhoods, Open
Sets, Closed Sets, Limit points of a set, Closure of a set, Interior of a set, Compactness,
Connectedness.
Unit II:
Introduction to sequences, Convergent sequences, Divergent sequences, Oscillatory
sequences, Bounded sequences, Some important limit theorems, Cauchy sequences,
Monotonic sequences, Cluster points of a sequence, Limit superior and limit inferior of a
sequence, Subsequences.
Unit III:
Introduction to Infinite Series, Sequence of partial sums of a series, Convergent series,
Cauchy’s general principle of Convergence for Series, A necessary condition for convergence,
Series of positive terms, A fundamental result for series of positive terms, Geometric series,
Comparison test, Cauchy’s nth root test, D’Alembert’s Ratio test, Raabe’s test, Maclaurin’s
integral test.
Unit IV:
Riemann Integration: Upper and lower sums, Criterion for inerrability, Inerrability of
continuous functions and monotone functions, Fundamental theorem of Calculus, Change of
variables, Integration by parts, First and Second Mean Value Theorems of Integral Calculus.
References:
1. Real Analysis by J.M.Howie, Springer 2007.
2. Real Analysis by Malik, Wiley Eastern.
3. Mathematical Analysis by Shanthinarayan, S. Chand and Co. Ltd.
4. Mathematical Analysis by Malik and Savita Arora, New Age International Pvt. Ltd.
5. Real Analysis by Royden, Prentice Hall of India Pvt. Ltd.
6. Mathematical Analysis by T M Apostal, Addison Wesley, Narosa, New Delhi, 2nd
Edition.
78
7. Introduction to Real Analysis by Bartle R G & Sherbert , Wiley India
8. Kumar Ajit & Kumaresan S, Real Analysis, CRC Press
9. Principles of Mathematical Analysis by Walter Rudin, 2nd Edition, McGraw Hill
Book Company, 1984.
10. Analysis I and II, Torence Tao, Hindustan Book Agency, India, 2006.
11. Elementary Analysis – The Theory of Calculus, Kenneth A Ros, Springer
International Edition, 2004.
12. Real Functions by G. Goffman.
13. Principles of Real Analysis by Malik, New Age International Ltd.
14. Textbook of Mathematical Analysis by Leadership Project, Bombay University, Tata
McGraw Hill Publishing Media Pvt. Ltd.
Core Course 3 C : Zoology
BSE III.3B : DIVERSITY OF ANIMALS–III AND COMPARATIVE ANATOMY

OBJECTIVES:
· To acquaint students with the diversity that exists in vertebrates
· To understand their organizational hierarchies and complexities;
· To understand the external morphology and internal structure; identification and
classification with examples;
· To compare the anatomy among different vertebrates
·
COURSE CONTENT:
UNIT I: Histology, Pisces and Amphibia
a) Histology: Epithelial, connective, muscular and nervous tissues
b) Pisces: General Characters and Classification of Superclass Pisces up to orders with
examples; Comparison of chondrichthyes and Osteichthyes; External morphology of
Scoliodon; Dipnoi and its affinities.
c) Amphibia: General characters and classification up to orders with examples, Parental
care in Amphibia
UNIT II: Reptilia, Aves and Mammalia
a) Reptilia: General Characters and Classification of classes up to orders with examples;
Evolution of Temporal fossae; Poisonous and non-poisonous snakes; Poison apparatus
and biting mechanism in snakes.
b) Aves: General Characters and classification up to orders, Flight adaptation and
migration in birds.
c) Mammalia: General Characters and Classification of the class Mammalia up to
orders with examples, Affinities of Prototheria and Metatheria; Adaptations in Primates;
Autonomic nervous system of mammals.
79
UNIT III: Comparative Anatomy of Vertebrates–I
Comparative study in chondrichthyes, amphibians, reptiles, birds and mammals:
a) Digestive system
b) Respiratory system
c) Structure of heart
d) Circulatory system
e) Aortic arches
UNIT IV: Comparative Anatomy of Vertebrates–II

a) Comparative study in Chondrichthyes, amphibians, reptiles, birds and mammals:
i) Nervous system (Brain, cranial nerves, spinal cord and spinal nerves)
ii) Sense organs (eye and ear)
ii) Urinogenital system
b) Integument: scales of fishes; feather-types and structure of quill feather; mammalian skin
References:
1. Modern Textbook of Zoology: Vertebrates by R.L. Kotpal – Rastogi Publications,
Meerut, 3 rd edition, 2008.
2. A Text Book of Zoology Vol.II by Parkar and Hasswel – (MacMillan).
3. A Text Book of Zoology Vol.II by R.D.Vidyarthi– (S. Chand & Co., Delhi).
4. Life of Vertebrates by J.Z.Young – (Oxford University Press).
5. The Vertebrate Body by A.S.Romer – (Vakils, Ferrer& Simons, Bombay).
6. Elements of Chordate Anatomy by Weichert – (McGraw Hill).
7. The Birds by R.L Kotpal (4th edition) – (Rastogi Publications, 2008).
8. Bird Migration by D.R. Griffin – (Doubleday, Garden City, USA).
9. The Book of Indian birds by Salim Ali
10. Comparative anatomy of the vertebrates by George C Kent – 3rd saint Louis: The C.V.
Mosby Company, 1973.
11. Histology by A.K. Berry
PRACTICALS
Objectives:
· Microtechniques (fixing, embedding, section cutting, staining and mounting);
· Laboratory observation of animal specimens;
COURSE CONTENT:
1. Study of specimens of Chondrichthyes:
a) Stegostoma b) Sphyrna c) Narcine d) Trygon e) Torpedo
2. Study of specimens of bony fish:
a) Echeneis b) Exocoetus c) Clarias d) Anabas
80
e) Anguilla f) Lungfish g) Hippocampus
3. Mounting of fish scales:
a) Placoid scales b) Ctenoid/Cycloid scales
4. Study of Scoliodon:
a) Afferent and efferent branchial system.
b) Cranial nerves (5th, 7th, 9th and 10th)
c) Membraneous labyrinth (ear canal)
5. Study of specimens of Amphibians:
a) Ichthyophis b) Bufo c)Ambystoma d)Axolotl larva
6. Study of specimens of Reptilia:
a) Tortoise/Turtle/terrapin b) Gecko c) Varanus
7. Identification of poisonous and non-poisonous snakes:
a) Hydrophis b) Vipera russelli c) Naja naja d) Bungarus e) Dhaman
f) Dryophis g) Typhlops
8. Osteology:
a) Study of skulls of Frog/Varanus/Bird/Rabbit
b) Study of fore and hind limb bones of Frog, Varanus/Calotes, Bird and Rabbit
c) Study of pectoral and pelvic girdles of Frog, Varanus/Calotes, Bird and Rabbit
d) Study of different types of vertebrae of frog and mammal
9. Local field visit to identify and classify 10 common birds and mammals; submission of
report
10. Study of tissues: Epithelial, muscular, T.S. of bone and cartilage
11. Microtomy: Fixing, Block making, Section cutting, Double Staining, mounting and
submission of slides.
81
Ability Enhancement Course – AEC 1 C : Language
BSE III.4A : HINDI

Objectives:
· To internalise grammar rules so as to facilitate fluency in speech and writing .
Transaction mode :
work.
Unit I: Modern Literary Genres:

Naveen Gadya Vidhavon Ka Janm Aur Hindi Gadya Ka Vikas
(i) Nibandh-Sardar PurnSingh- Aacharan Ki Sabhyata
(ii) Yatra-Vritant-Bhartendu Harishchandra-Saryu Par ki Yatra
(iii)Sansmarn-Mahadevi Verma- Gungiya
(iv) Riportaj- Phaniswar Nath ‘Renu’ - Rinjal-Dhanjal
(v) Aatmkatha- Bharatendu Harishchandra - Kuchh AapBeeti Aur Jag Beeti
Unit II: Criticism:

Hindi Aalochna Ka Aarambh Aur Vikas
Unit III: Novel:

Karmbhoomi by Premchand, Swaraj Prakashan, Delhi.

Interview [Sachchatkar]
Characteristics – Definition – Types of Interviews – Preparation for Interview–Models –
Exercises.
82
References:
1. Hindi Nibandh Sahitya ka Sanskritik Addhyan: Dr Baburam,Vani Prakashan, Delhi
2. Hindi Gadhya-Vinayas aur Vikas: Ramswaroop Chaturvedi, Lokbharti Prakashan,
Delhi
3. Hindi Sahitya Ka Itihas: Ramchandra Sukla, Vani Prakashan, Delhi
4. Hindi Sahitya ka Aadikal: Hajari Prasad Divedi, Vani Prakashan, Delhi
5. Hindi Sahitya Ka Itihas: Dr Nagendra , Mayoor Paperbacks, Delhi
7. Hindi Sahitya Ka Dusara Itihas: Bacchan Singh, Vani Prakashan, Delhi
8. Aadhunik Hindi Sahitya ka Itihas: Bacchan Singh, Lokbharti Prakashan, Delhi
10. Hindi Sahitya ka Sanchhipt Itihas:Viswanath Tirpathi, Orient Longman, Delhi
11. Sawtantrayotar Hindi Sahitya Ka Itihas: Dr Laxmisagar Vasney, Delhi
12. Aadhunik Hindi Ka Gadhya Sahitya: Ramchandra Tivari, Lokbharti Prakashan, Delhi
13. Hindi Aalochana Ka Vikas: Nandkishor Naval, Vani Prakashan, Delhi
14. Hindi Aalochana: Viswanath Tripathi, Vani Prakashan, Delhi
15. Upanyas aur Lokjeevan: Railph Fox, Vani Prakashan, Delhi
16. Upanyas ka Uadai: Aayan Waat, Hariyana Grantha Academy,Haryana
17. Upanyas ki Mahan Parmpara: Khagendra Thakur, Swaraj Prakashan, Delhi
18. Hindi Upanays ka Vikas: Madhuresh,Vani Prakashan,
19. Premchand aur Unka Yug: Ramvilas Sharma, Rajkamal Prakashan,Delhi
20. Pemchand-Virashat ka Sawaal: Shivkumar Mishra,Vani Prakashan, Delhi
21. Premchand aur Bhartiya Samaj: Namvar Singh, Rajkamal Prakashan, Delhi
22. Prayojanmoolak Hindi- Madhav Sontakke, Rajkamal Prakashan Samooh, Delhi
23. Prayojanmoolak Hindi ki Nayee Bhoomika- Kailash Nath Panday, Rajkamal
Prakashan Samooh, Delhi
24. Prayojanmoolak Hindi: Sidhant aur Prayog- Dangal Jhalte, Vani Prakashan, Delhi
Continuous Assessment (C1+C2)

Assessment will be based on tutorials, (seminars, projectsetc), tests & assignments.
Total =50
83
BSE III.4B : KANNADA

Objectives:
COURSE CONTENT:
Unit I : Functional Language :
a) Letter drafting
Characteristics – types of letters – Emails - language of letters – letters of famous

people – exercises.
b) Essay writing – Characteristics – Definition – format of essay – types of essays

(literary, scientific etc) – models, exercises
Reference: A Handbook of Writing Activities, Prasaranga, University of

Bangalore.
Unit II : Translation from English to Regional Language.

Reference: a) About Translation by Peter Newmark, MultiLingual Motters, Clavedon,
UK. b) Aspect of Translation by K V V L Narasimha Rao, CIIL, Mysore.c0
Bhashanthara kale by Dr.Pradhana gurudatt, B M Sri Memorial foundations , 54, 3 rd
cross, gavipuram extention , Bangalore
Unit III : Medieval and Folk Literature
i. Halatorege Bellada kesaru - Basavanna

ii. Chintayemuppu santhoshave javvana – Rathnakaravarne
iii. Adava nama jola Ulidava Nama hadu – Folk
(Selections from Kavya Sanchaya Part III), Mysore University, Mysore
Unit IV : Novel
Odalaala – Devanuuru Mahadeva
84
Suggested Activities :
Assessment will be based on tutorials, (seminars, projects etc.,), tests & assignments.
C1-10 (Test) +15 (seminars, projects, assignments etc) =25
Total =50
BSE III.4C MALAYALAM

Unit I:Functional Language
1. Letter drafting- Characteristics – types of letters – language of letters – letters of fa-

mous people – exercises
2. Essay writing- Characteristics – Definition – format of essay – types of essays (liter-
ary, scientific etc) – models, exercises
Reference: A Handbook of Writing Activities, Prasaranga, University of

Bangalore.
Unit II: Translation (English to Malayalam)

( Ref: Tharjama-Siddhanthavum Prayogavum Malayathil , Currrent Books, Trichur.)
Unit III: Poetry and Folk literature

Text : 1. Sishyanum makanum By Vallathol narayana menon, NBS , Kottayam
Text 2: Othenanum ponniyam pada nilatha angavum, Shantha Book stall, Kodungalloor
Unit IV: Novel

BALYA KALA SAKHI by Vaikkam Muhammed Basheer, DC Books, Kottayam
Suggested Activities
85
Assessment will be based on tutorials,( seminars, projects etc.,), tests & assignments.
Total =50
ABILITY ENHANCEMENT COURSE – AEC 1 C: LANGUAGE

BSE III. 4D: Tamil

Objectives:

Transaction mode:
work.
COURSE CONTENT:
Unit I: Medieval Poetry:
i) Thirukkural ii) Silappathikaram
Unit II: Novel:

Onpadhu Rupaai Nottu
Unit III: Communication skills (Effective speaking and effective writing) in language:
Precise writing- concept - importance - techniques - types - etc.-exercises
Book review – concept - importance of review - techniques-significance-types - etc.-
exercises
Unit IV: Grammar:
Sol Elakkanam- Sol-Peyar Sol-Vinai sol-Edai Sol-Uri Sol
86
Total=50.
References:
1. An Anthology of Tamil Poetry (For second year degree classes) University of Mysore,
Mysore
2. A handbook of writing activities, Government of Karnataka, Prasaranga, University of
Bangalore, Bangalore.
3. Nannul-Ezhuthathikaram, Prof. Soma Elavarasu, Manivasar Pathippagam, Parish,
Cheennai – 600 108
4. Porko, Tamil Neengalum Thavarillamal Ezhuthalam.
5. Nannul-Sollathikaram, Prof. Soma Elavarasu.
6. Onpadhu Rupaai Nottu, Thankar Pachan, Ekkattu Thangal, Chennai- 600 017.
ABILITY ENHANCEMENT COURSE – AEC 1 C: LANGUAGE

BSE III. 4E: Telugu

Objectives:

Transaction mode:
work.
COURSE CONTENT:
Unit I: Functional Language:
Book Review: definition-features of review-techniques of reviewing-reviewing different
genres-examples-exercises.
Unit II: Selected Translated Stories: (From English to Telugu)
Selections from Shakspeare Kathalu
Unit III: Poetry:
Vamana Charitra
Subhadra Parinayamu
(Lessons from “Telugu Sahitya Sravanthi)
87
Unit IV: Novel:
Kalaatheetha Vyakthulu (by Dr P Sridevi)
C1-10 (Test) +15 (seminars, projects, assignments etc.) =25
C2-10 (Test) +15 (seminars, projects, assignments etc.) =25
Total =50
References:
1. Government of Karnataka, A Handbook of Writing Activities, Prasaranga, University
of Bangalore.
2. Government of Karnataka, Telugu Sahitya Sravanthi, Published by Prasaranga,
University of Mysore, Mysore
3. Sreedevi P, Kalaatheetha Vyakthulu, Vishalandhra Publishing House, Hyderabad
Ability Enhance Course AEC 2C : English
BSE III.5 ENGLISH

Objectives :
· understand the demands of audience, subject, situation and purpose and the
· use of language for effective communication.
· analyse language in context to gain an understanding of grammar, vocabulary,
· spelling, punctuation and speech.
· examine authentic literary and non literary texts and develop insight and appreciation.
· gain an understanding of study and reference skills.
· plan, draft, edit and present a piece of writing.
· Transaction Mode:
· Lecture-cum-discussion, interactive session, group dynamics, role-play, peer-
· assessment, self-valuation.
COURSE CONTENT :
Unit I : PROSE
Walter Benjamin: Experience, Art In the Age of Mechanical Reproduction
Sylvia Townsend Warner: ‘The Phoenix’
Unit II : POETRY
1. P.B.Shelley - Ode to a Skylark
88
2. Alfred Lord Tennyson - Lotus Eaters–
3. E.D.Browning - How Do I Love Thee (from Sonnets from the Portugese)
4. Walter De La Mare – The Ghost
5. Hopkins - Thou Art Indeed Just My Lord
6. Wilfred Owen - Anthem for Doomed Youth
7. William Shakespeare – (Sonnet- 18)- Shall I Compare Thee to a Summer's Day?
8. Robert Browning – Porphyria’s Lover
9. R.S.Thomas - Song for Gwydion
10. Auden - Refugee Blues
Unit III : DRAMA
Anton Chekov : The Bear

Shakespeare : Othello
Unit IV : FICTION
Somerset Maugham : The Razor's Edge
Emile Bronte- Wuthering Heights
Assessment will be based on tutorials( seminars, projects Etc ) tests &
assignments.
Total =50
Suggested Readings:
Merrriam, E. (1964). It Doesn’t Always Have to Rhyme. Atheneum.
Hyland, Ken (2004) Second Language Writing. University of Michigan Press.
Graves,D (1992). Explore Poetry: The reading /writing teacher’s companion.
Heinemann
Stone Douglas (1999). Difficult conversations : How to discuss what Matters
Most, New York.: Penguin Books.
Gabor Don (2001). How to start a Conversation and Make Friends, New York:
Fireside.
Skill Enhancement Course- 1 Physics

BSE III.6A :BASIC INSTRUMENTATION SKILLS

Objectives:
To get exposure with various aspects of instruments and their usage through hands- on mode.
COURSE CONTENT:
89
Unit I: Basic of Measurement
Instruments accuracy, precision, sensitivity, resolution range etc. Errors in measurements and
loading effects. Multimeter: Principles of measurement of dc voltage and dc current, ac
voltage, ac current and resistance. Specifications of a multimeter and their significance.
Electronic Voltmeter: Advantage over conventional multimeter for voltage measurement
with respect to input impedance and sensitivity. Principles of voltage, measurement (block
diagram only). Specifications of an electronic Voltmeter/ Multimeter and their significance.
AC millivoltmeter: Type of AC millivoltmeters: Amplifier- rectifier, and rectifier- amplifier.
Block diagram ac millivoltmeter, specifications and their significance.
Unit II: Cathode Ray Oscilloscope and its uses

Block diagram of basic CRO. Construction of CRT, Electron gun, electrostatic focusing and
acceleration (Explanation only– no mathematical treatment), brief discussion on screen
phosphor, visual persistence & chemical composition. Time base operation, synchronization.
Front panel controls. Specifications of a CRO and their significance. Use of CRO for the
measurement of voltage (dc and ac frequency, time period. Special features of dual trace,
introduction to digital oscilloscope, probes. Digital storage Oscilloscope: Block diagram and
principle of working.
Unit III:
Signal Generators and Analysis Instruments: Block diagram, explanation and
specifications of low frequency signal generators. pulse generator, and function generator.
Brief idea for testing, specifications. Distortion factor meter, wave analysis.
Impedance Bridges & Q-Meters: Block diagram of bridge. working principles of basic
(balancing type) RLC bridge. Specifications of RLC bridge. Block diagram & working
principles of a Q- Meter. Digital LCR bridges.
Unit IV:
Digital Instruments: Principle and working of digital meters. Comparison of analog &
digital instruments. Characteristics of a digital meter. Working principles of digital voltmeter.
Digital Multimeter: Block diagram and working of a digital multimeter. Working principle
of time interval, frequency and period measurement using universal counter/ frequency
counter, time- base stability, accuracy and resolution.
References :
1. B L Theraja, A text book in Electrical Technology, S Chand and Co.
2. M.G. Say, Performance and design of AC machines, ELBS Edn. CBS Publishers &
Distributors,2005.
3. Venugopal, Digital Circuits and systems, Tata McGraw Hill, 2011.
4. Shimon P. Vingron, Logic circuit design, Springer, 2012.
5. Subrata Ghoshal, Digital Electronics, Cengage Learning, 2012.
6. S. Salivahanan & N. S.Kumar, Electronic Devices and circuits, 3 rd Ed., Tata Mc-Graw
Hill, 2012.
7. U.Tietze, Ch.Schenk, Electronic circuits: Handbook of design and applications, Springer,
2008.
8. Thomas L. Floyd, Electronic Devices, Pearson India, 2008.
90
PRACTICALS
Objectives:
To get exposure with various aspects of instruments and their usage through hands- on mode.
COURSE CONTENT:
(A minimum of EIGHT experiments to be selected from the following)
1. Circuit tracing of a given laboratory electronic equipment.
2. Use of Digital multimeter/VTVM for measuring voltages.
3. Winding a coil / transformer.
4. Study the layout of receiver circuit.
5. Trouble shooting a circuit.
6. To observe the loading effect of a multimeter while measuring voltage across a low
resistance and high resistance. 
7. To observe the limitations of a multimeter for measuring high frequency voltage and
currents.
8. To measure Q of a coil and its dependence on frequency, using a Q- meter.
9. Measurement of voltage, frequency, time period and phase angle using CRO.
10. Measurement of time period, frequency, average period using universal counter/
frequency counter.
11. Measurement of rise, fall and delay times using a CRO.
12. Measurement of distortion of a RF signal generator using distortion factor meter.
13. Measurement of R, L and C using a LCR bridge/ universal bridge
References:
1. B L Theraja, A text book in Electrical Technology, S Chand and Co.
2. M.G. Say, Performance and design of AC machines, ELBS Edn. CBS Publishers &
Distributors, 2005.
3. Venugopal, Digital Circuits and systems, Tata McGraw Hill, 2011.
4. Shimon P. Vingron, Logic circuit design, Springer, 2012.
5. Subrata Ghoshal, Digital Electronics, Cengage Learning, 2012.
6. S. Salivahanan & N. S.Kumar, Electronic Devices and circuits, 3rd Ed., Tata Mc-Graw
Hill, 2012.
7. U.Tietze, Ch.Schenk, Electronic circuits: Handbook of design and applications,
Springer, 2008.
8. Thomas L. Floyd, Electronic Devices, Pearson India, 2008.
91
Skill Enhancement Course 1 - Botany
BSE III.6B :PLANT PROPAGATION, NURSERY AND GARDENING

Objectives:
After completing the course students will be able to:
· Plan and manage a garden
· Cultivate vegetables in kitchen gardens
· Multiply plants through appropriate techniques
· Identify seeds and garden plants
COURSE CONTENT:
Unit I
Vegetative propagation: air-layering, cutting, selection of cutting, collecting season,
treatment of cutting, rooting medium and planting of cuttings - Hardening of plants - green
house - mist chamber, shed root, shade house and glass house.
Unit II
Nursery: Definition, objectives and scope and building up of infrastructure for nursery,
planning and seasonal activities - Planting - direct seeding and transplants.
Unit III
Seed: Structure and types - Seed dormancy; causes and methods of breaking dormancy - Seed
storage: Seed banks, factors affecting seed viability, genetic erosion - Seed production
technology - seed testing and certification.
Unit IV
A. Gardening: Definition, objectives and scope - different types of gardening -
landscape and home gardening - parks and its components - plant materials and design -
computer applications in landscaping - Gardening operations: soil laying, manuring,
watering, management of pests and diseases and harvesting.
B. Sowing/raising of seeds and seedlings - Transplanting of seedlings - Study of
cultivation of different vegetables: cabbage, brinjal, lady’s finger, onion, garlic, tomatoes,
and carrots - Storage and marketing procedures.
92
PRACTICAL
COURSE CONTENT:
1. Identification of common agricultural tools and implements.
2. Demonstration and practice of different methods of plant propagation
3. Raising a floral nursery, soil bed preparation, transplantation and maintenance of garden
4. Identification of seeds of common garden plants, crop plants and vegetables.
5. Steps in the Preparation of pots for planting, maintenance of pots
6. Methods of breaking seed dormancy
7. Visit to Brindavan garden, Zoo garden and parks in Mysore for study and preparation of
report.
References:
1. Bose T.K. & Mukherjee, D., 1972, Gardening in India, Oxford & IBH Publishing Co.,
New Delhi.
2. Sandhu, M.K., 1989, Plant Propagation, Wile Eastern Ltd., Bangalore, Madras.
3. Kumar, N., 1997, Introduction to Horticulture, Rajalakshmi Publications, Nagercoil.
4. Edmond Musser & Andres, Fundamentals of Horticulture, McGraw Hill Book Co.,
New Delhi.
5. Agrawal, P.K. 1993, Hand Book of Seed Technology, Dept. of Agriculture and
Cooperation, National Seed Corporation Ltd., New Delhi.
6. Janick Jules. 1979. Horticultural Science. (3rd Ed.), W.H. Freeman and Co., San
Francisco, USA.
Skill Enhancement Course 1 :Chemistry
BSE III.6C :INDUSTRIAL CHEMICALS AND ENVIRONMENT

Objectives:
· To understand the basic techniques of chemical industry
· To gain idea about the energy sources
· To understand the properties and application of lubricants
· To study the effects of green house phenomena
· To study the water quality parameter and waste water management
· To acquire the basic knowledge about commom pesticides
93
COURSE CONTENT:
Unit I:
Chemical Technology: Basic principles of distillation, solvent extraction, solid-liquid
leaching and liquid-liquid extraction, separation by absorption and adsorption. An
introduction into the scope of different types of equipment needed in chemical technology,
including reactors, distillation columns, extruders, pumps, mills, emulgators. Scaling up
operations in chemical industry. Introduction to clean technology.
Unit II:
Fuel Chemistry: Review of energy sources (renewable and non-renewable). Classification of
fuels and their calorific value.
Coal: Uses of coal (fuel and non fuel) in various industries, its composition, carbonization of
coal. Coal gas, producer gas and water gas—composition and uses. Fractionation of coal tar,
uses of coal tar bases chemicals, requisites of a good metallurgical coke, Coal gasification
(Hydro Gasification and Catalytic gasification), Coal liquefaction and Solvent Refining.
Petroleum and Petrochemical Industry: Composition of crude petroleum, Refining and

different types of petroleum products and their applications. Fractional Distillation (Principle
and process), Cracking (Thermal and catalytic cracking), Reforming Petroleum and non-
petroleum fuels (LPG, CNG, LNG, bio-gas, fuels derived from biomass), fuel from waste,
synthetic fuels (gaseous and liquids), clean fuels. Petrochemicals: Vinyl acetate, Propylene
oxide, Isoprene, Butadiene, Toluene and its derivatives Xylene.
Lubricants: Classification of lubricants, lubricating oils (conducting and non-conducting)

Solid and semisolid lubricants, synthetic lubricants. Properties of lubricants (viscosity index,
cloud point, pore point) and their determination.
Unit III:
Air Pollution: Pollutants and their sources, pollution by SO2, CO2, CO, NOx, H2S and other
foul smelling gases. Methods of estimation of CO, NOx, SOx and control procedures. Green
House effect and Global warming, Ozone depletion by oxides of nitrogen,
chlorofluorocarbons and Halogens, removal of sulphur from coal. Control of particulates.
Water pollution and Water Quality Standards: Pollutants and their sources, Effluent
treatment plants (primary, secondary and tertiary treatment). Industrial effluent from the
following industries and their treatment: electroplating, textile, tannery, dairy, petroleum and
petrochemicals, agro, fertilizer, etc. Sludge disposal. Industrial waste management,
incineration of waste. Water treatment and purification (reverse osmosis, electro dialysis, ion
exchange). Water quality parameters for waste water, industrial water and domestic water.
Unit IV:
Pesticides General introduction to pesticides (natural and synthetic), benefits and adverse
effects, changing concepts of pesticides, structure activity relationship, synthesis and
technical manufacture and uses of representative pesticides in the following classes:
Organochlorines (DDT, Gammexene,); Organophosphates (Malathion, Parathion );
Carbamates (Carbofuran and carbaryl); Quinones ( Chloranil) , Anilides (Alachlor and
Butachlor).
94
PRACTICAL
Objectives:
· To monitor the water quality parameters
· To prepare simple industrial products
· To analyse food adulterants
COURSE CONTENT:
1. Determination of dissolved oxygen in water.
2. Determination of Chemical Oxygen Demand (COD)
3. Determination of Biological Oxygen Demand (BOD)
4. Percentage of available chlorine in bleaching powder.
5. Measurement of chloride, sulphate and salinity of water samples by simple titration
method.
(AgNO3 and potassium chromate)
6. Estimation of total alkalinity of water samples (CO3, HCO3) using double titration
method.
7. Preparation of borax/ boric acid.
8. To calculate acidity/alkalinity in given sample of pesticide formulations as per BIS
specifications.
9. Preparation of simple organophosphates, phosphonates and thiophosphates
10. Preparation of Magnesium bisilicate (Antacid).
11. Preparation of soap.
12. Testing of mercuric powder, milk powders, mustard oil for adulterants.
References:
1. E. Stocchi: Industrial Chemistry, Vol -I, Ellis Horwood Ltd. UK.

2. P.C. Jain, M. Jain: Engineering Chemistry, Dhanpat Rai & Sons, Delhi.
3. B.K. Sharma: Industrial Chemistry, Goel Publishing House, Meerut.
4. G.L. Patrick: Introduction to Medicinal Chemistry, Oxford University Press, UK.
5. R. Cremlyn: Pesticides, John Wiley. 7. William O. Foye, Thomas L., Lemke , David A.
William:
6. O. P. Vermani, A. K. Narula: Industrial Chemistry, Galgotia Publications Pvt. Ltd.,
New Delhi.
7. S. C. Bhatia: Chemical Process Industries, Vol. I & II, CBS Publishers, New Delhi.
8. P. C. Jain, M. Jain: Engineering Chemistry, Dhanpat Rai & Sons, Delhi.
9. R. Gopalan, D. Venkappayya, S. Nagarajan: Engineering Chemistry, Vikas
Publications, New Delhi. 10. B. K. Sharma: Engineering Chemistry, Goel Publishing
House, Meerut.
95
Skill Enhancement Course 1 : Mathematics
BSE III.6D : COMBINATORICS, STATISTICS AND BASIC PROBABILITY
Credits : 3 (2L + 1T + 0P) Marks: 100

Objectives:
To enable the students to understand the basic concepts of combinatorics, statistics and
probability, to obtain the skills and apply them in problem-solving and teaching.
COURSE CONTENT:
Unit I:
Partially ordered sets, Lattices, Complete lattices, Distributive lattices, Complements,
Boolean Algebra, Boolean expressions, Application to switching circuits.
Unit II:
Permutations and Combinations, Pigeon-hole principle, Principle of inclusion and exclusion.
Solving real life problems based on them.
Unit-III:
Introduction to statistics, Mean, Mode and Median of grouped and ungrouped data, Graphical
representations; Pie Charts, Line Graphs, Bar Graphs, Histographs, frequency polygon.
Measures of dispersion; Range, Mean deviation, Variance and Standard deviation, Analysis of
frequency distribution.
Unit-IV: Random experiment, Concept of probability, Sample space, Events- different kinds
Probability definitions – Mathematical or Classical or Statistical, Conditional probability,
Independent events, Baye’s theorem.
Random variable, Discrete and continuous random variables, Probability function,
Probability density function, Distribution function. Mean Variance and standard deviation of
a random variable.
References:
1. Elements of Discrete Mathematics by C. L. Liu , McGraw-Hill, 1986.
2. Discrete Mathematics and its Applications by Kenneth H. Rosen, McGraw-Hill, 2002.
3. Introduction to the Theory of Statistics by Alexander M. Mood and Others (1988),
New York, McGraw Hill.
4. Introduction to Probability by Charles M. Grinstead and Laurie Snell J. (1991), Rhode
Island, American Mathematical Society.
5. Fundamentals of Mathematical Statistics by Gupta S.C and Kapur (2011), New Delhi,
Sultan Chand and Co.
6. Basic Probability Problems by Richard Serfozo (2003), London, Springer.
7. Introduction to Mathematical Statistics by Robert V. Hogg and Allen T. Craig (1978),
McMillan Publishing Co.
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Skill Enhancement Course 1: Zoology
BSE III.6E :APICULTURE
Credits: 3 (2L + 0T + 1P) Max. Marks: 100

Contact Hrs per Week:2 hrs C1+C2: 50
Exam. Duration: 2 hrs C3: 50
Objectives:
· Impart education about techniques in beekeeping,

· to inculcate and sharpen the observation skill to enjoy the wonders of nature
· to understand the social life of honey bees, management and their importance to man
· to learn the uses of hive products and biopesticides
· to learn the technique of processing and preserving of honey, its economic and
medicinal value
· to understand the diseases of honeybees and propylatic measures.
· to develop enterpreneural skills in beekeeping
UNIT I :
Introduction to Apiculture, history, importance of bee keeping, b) Types of bee hives, floral
calander, bee biology and behavior, c) Role of bees in Pollination.
UNIT II:
Study of morphology of honey bees (workers drones and queen bees), b) Reproduction in
honey bees, Bee hives, types of beehive boxes, selection of bee hive equipment, Populating
and management of bee colony.
UNIT III:
Composition and types of honey, Different methods of collecting honey. Harvesting quality
honey, Hive products.
UNIT IV:
Bee pests, predators and diseases and propylatic methods, Economics of bee keeping,
Medicinal importance of honey.
PRACTICAL
Objectives:
· To provide the hands-on experience in Bee Keeping practices
· To understand the importance of Honey Bees in environment
· To appreciate the modern technology employed in Bee Keeping
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COURSE CONTENT:
1. Collect different species of honey bees

2. Study the morphology of worker drone and queen bees.
3. Study different types of hive boxes
4. Study the life cycle of honey bees
5. Extraction of honey – different methods
6. Study on predators on Honey bees
7. Dealing with robber bees
Visit to Apiaries at Mysore and agriculture universities to study the new techniques in bee
keeping
References:
1. The complete book on BEE keeping and honey Processing (2nd revised edition)
NPCS Board , Published by: NIIR project consultancy services
2. A practical manual of beekeeping by David Cramp (spring Hill)
3. Beekeeping in India; Ghosh G K; APH Publishing 1994
4. Beekeeping in India; Sardar Singh; ICAR 1982
5. Bees for Development (2010). Beekeeping Training modules. Honey bee colony
management. Monmouth- UK.
6. Dadant and Sons. (1992). The Hive and the Honeybee. Extensively rivised. Dadant
and Sons. Hamilton,Illinois.
7 ABC of Beekeeping problems and problem Beekeepers By William Dullas.
8. Fundamentals of Beekeeping by Clarence H Collison ;Pennsylvania State University
9. The biology of stingless Bees by Hayo H. W. Vethuis
10. Mugume, A.(2009). Beekeeping Training Notes. Kabarole DLG. Fortportal - Uganda.
11. Beescape of maliponines: Conservation of Indo- Malayan stingless bees By Abu
Hassan Jalil, Ibrahim huib M B; B S (Malaya)
12 Diseases and hygienic Behavior in Honey bees and stingless bees by University of
Sheffield.
13. National Bee keeping training and extension manual, 2012.
BSE III.7: UNDERSTANDING THE LEARNER

Objectives
· Understand the salient features and problems of growth and development during
childhood to adolescence.
98
· Understand the dynamics of personality development in order to facilitate student trainees’
and their students’ personal growth.
· Develop the ability to apply the knowledge provided by Educational Psychology to
classroom problems of various kinds.
· Understand the intra and inter individual differences in the learners and their Implications
for organizing educational programmes.
· Acquire the skills of understanding the needs of all the learners in the classroom and
meeting their needs.
· Appreciate the contribution of psychology in realizing the objectives of education.
COURSE CONTENT
Unit I : Nature of Human Development and Educational Implications
Concept and Branches of Psychology; Importance of Study of Psychology by Classroom
Teachers, Meaning of Growth and Development. Differences between growth and
development, importance of growth and development for the teachers. Principles of
Development, Factors Influencing Growth and Development; Role of Heredity and
Environment in Determining individual Differences in Development. Developmental
Stages and Tasks, Development during Early Childhood, Late Childhood and Adolescence-
Characteristics, Factors Influencing and Educational Implications:(a) Physical (b)
Psychomotor (c) Intellectual (d) Language (e) Emotional (f) Social and (g) Moral and Value
Development
Unit II : Management of Issues and Concerns of Adolescent Students

Factors Affecting Adolescent development; Issues and Concerns during Adolescence -
Physical and Health concerns, Emotional Issues, Social Issues, Socio-cultural diversity,
Adverse Life experiences, Identity Vs Role Confusion; Adolescent Cognition and its effect on
Adjustment, Need and Importance of Adolescence Education, Significance of Life Skill
Education for Adolescence, Role of Schools for the Balanced Personality
Unit III: Individual Differences in Learners

Individual Differences in - Psycho-Motor skills, Intelligence, Aptitude, Personality, Learning
styles and Cognitive Preferences, Self concept and Self esteem, Social-Emotional
Development, Aptitude, Interest, Attitude and Values and Study Habits.
Unit IV :Assessment of Individual and Intra Individual Differences in Learners

Tools and Techniques: Psychological Tests, Observation Schedules, Inventories, Checklists,
Anecdotal Records, Cumulative Records, Sociometry, Interview Techniques, Achievement
and Diagnostic Tests.
Meeting the Individual Differences in the Classroom- General Approaches; Remedial

Instruction, Guidance and Counseling, Whole School Approach.
99
Practicum
Administering Group Tests
Conducting Case Studies
Diagnosing the deviations
Studying School Record and preparing Reports.
Getting Familiarised with Individual Psychological Tests.
References:
1. Bigge, M.L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper
and Row Publishers, pp. 89-90.
2. Bolles, R.C. (1975). Learning Theory. New York, Holt, Rinehart and Winston, pp. 18-
19.
3. Chauhan, S.S. (1978). Advanced Educational Psychology, Vikas Publishing House Pvt.
Ltd., New Delhi.
4. Dandapani, S. (2001). A textbook of Advanced Educational Psychology. New Delhi:
Anmol Publications.
5. Dunn, R. (1983). Can students identify their own Learning Styles? Educational
Leadership, 40, pp. 60-62.
6. Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
7. Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava, SPN,
pp. 54-90.
8. Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology.
International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, p. 81.
9. Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological
Society, London: McMillan in association with BPS Books.
10. Kumar, S. (2014). Child Development and Pedagogy, Pearson.
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 sons.
13. Mohan J. and Vasudeva P.N. (1993). Learning Theories and Teaching, In Mohan
Jitendra (ed.) Educational Psychology, New Delhi, Wiley Eastern Limited, P. 146.
14. Murthy, CGV and Rao, AVG. (2005). Life skills Education: Training Package, Mysore:
Regional Institute of Education.
15. NCERT (2013) Training and Resource materials in Adolescence Education, New Delhi
16. Oza, D.J. and Ronak, R.P. (2011). Management of behavioral problems of children with
mental retardation. Germany: VDM publication.
17. Papalia D.E., and Sally, W.O. (1978). Human Development. McGraw Hill Publishing
Company.
18. Phens, J.M., and Evans, E.D. (1973). Development and Classroom Learning: An
Introduction to Educational Psychology. New York: Holt Rinehart and Winston Inc.
19. Tessmer, M., and Jonassen, D. (1988). Learning Strategies: A New Instructional
Technology. In Harris Duncun (1988) Education for the New Technologies, World Year
Book of Education. London: Kogan page Inc.
th
20. Skinner, E.C. (1984). Educational Psychology-4 Edition. New Delhi: Prentice Hall of
India Pvt. Ltd.
21. Spinthall, N., and Spinthall, R.C. (1990). Educational Psychology 5 th Edition. McGraw
Hill Publishing Company.
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Web Resources
· Animated Videos from Study.com, http://study.com/academy/course/educational-
psychology-course.html
· Seifert, K. and Sutton, R. 2011). Educational Psychology Third Edition
http://www.oercommons.org/courses/educational-psychology/view
· Introduction to Psychology, Open Textbook, http://open.lib.umn.edu/intropsyc/
· Generic Issues, NCERT,
http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/PDF/generic.pdf
· www.aeparc.org
BSE III.8 : Gender, School and Society

Objectives:
This course enables the student teachers to
· Understand and contextualize ideals of the Constitution of India;
· Appreciate humanistic agenda of the Constitution of India;
· Value and recognize the role of education in realizing the ideals of the Constitution;
· Analyse various educational contexts to see whether the child’s rights are ensured
· Understand and develop positive attitudes towards various forms of exclusions;
· Appreciate the measures taken at the national level to universalize elementary and secondary
education;
· Analyse the contextual examples to understand the gender issues and concerns;
· Develop positive attitude and values towards promoting gender equality;
· Evolves strategies and mechanisms as a teacher to ensure equality in school and learning contexts
COURSE CONTENT:
Unit I: Education as Fundamental Right
Constitution of India : Fundamental rights; Education as Fundamental right; Human Rights:
Meaning, Nature, and classification; Rights of Children: International covenants and Indian
Constitution; Education as Fundamental Right of Children: 2009, Rights of girl child
Unit II: Policy framework for public Education in India and its implementation
Education in Post-Independent India: Significant recommendations of commissions and
committees, National Policy on Education-1986,Revised 1992, Delors Report: learning the
treasure within, Universalization of elementary education: Need and significance;
Government schemes and efforts with special focus on Sarva Shiksha Abhiyan, Issues in
implementing RTE-2009: A critical understanding. Issues that affect and negate the children’s
right to education(Child labour: Street children, abandoned and orphans; Differently abled
children; Attitude towards the girl child and her participation in schooling; Punishment, abuse
and violence in schools). alternative schooling, Secondary education: Universalization of
secondary education; universal access, universal enrollment, universal retention, universal
101
success; interventions of RMSA, Initiatives and measures taken at national level to improve
teacher education at secondary level: Role of NCTE and NCERT
Unit III: Contemporary Indian Schooling: Concern and Issues

Equality of Educational Opportunity: Meaning and nature; Forms of inequality: Caste,
Gender, Transgender, regional, religious and other marginalized groups;
Inequality in Schooling: Public- private schools, Rural-urban schools, Mass-elite schools,
single teachers’ schools and many other forms of in equal school systems. Positive
discrimination: concept and issues and policy intervention;
Understanding Exclusion in schooling: Exclusion: Meaning, and nature; Forms of
Exclusion:
Physical/physiological Exclusion; Different kinds/types of differently abled children:
Measures to address the issues of leaning of differently abled children and professional
preparedness of institutions;
Socio-cultural and economic exclusion
Understanding different forms of socio-cultural and economic exclusion in schooling—Caste,
Class, Gender, Minority, and other Marginalized sections of the society;
Critical understanding of ‘ascribed identities’ on educational opportunities;
Unit IV: Gender: Issues and concerns
Basic Gender concepts: Difference between Gender and Sex; Social construction of Gender;
Gender roles as viewed in Indian context; Concept of Transgender
Gender roles in society through various institutions such as family, caste, religion, culture,
media and popular culture (films, advertisements, songs etc), law and State; stereotype in
gender roles
Issues related to women/girl child: female infanticide and feticide, sex ratio, honour killing,
dowry, child marriage, property rights, divorce, widowhood.
Gender bias in school enrolments, household responsibilities, societal attitude towards girl’s
education
Issues related to gender in school: sexual abuse, sexual harassment, perception of safety at
school, home and beyond
Representation of gendered roles, relationships and ideas in textbooks and curricula.
Role of schools, peers, teachers, curriculum and textbooks in challenging gender inequalities
or reinforcing gender parity
The Indian constitution and provisions accorded to women; women’s rights; legal aspects
related to women, indecent representation of women (Prohibition act), cybercrime:
Educational and Employment provisions for Transgender: Legal aspects; social recognition
Sessional activities
· A critical study, with the help of survey and observational study, of alternative schools- child
labour schools, night schools, mobile schools and boat schools.
· Critical analysis of different committees and commissions on Education
· Readings on National Policy on Education, RTE Act 2009, Delors Report
102
· Survey of schools to see the implementation of various incentives of government to equalize
educational opportunities
· Textbook analysis for identifying integration of gender issues.
· Prepare presentation on laws related to women harassment, early marriage, property inheritance,
trafficking etc.
· Prepare presentations on constitutional provisions and other government measures to promote
girl child’s education
· Presentation of Case study reports on girl child’s problems in schools and at home.
Suggested Readings
· Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT,
New Delhi.
· Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
· Govt. of India (1992). Programme of Action (NPE). Min of HRD.
· Mistry, S.P. (1986). Non-formal Education-An Approach to Education for All,
Publication, New Delhi.
· Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
· Mukherjee, S.N. (1963). Secondary School Administration, Acharya Book Depot,
Baroda.
· Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot, Baroda.
· Naik, J.P. & Syed, N., (1974). A Student’s History of Education in India, MacMillan,
New Delhi.
· NCERT (1986). School Education in India – Present Status and Future Needs, New
Delhi.
· Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
· Sykes, Marjorie (1988): The Story of Nai Talim, Naitalim Samiti: Wardha.
· UNESCO; (1997). Learning the Treasure Within.
· Dr. Veda Mitra. Education in Ancient India, Arya book Depot, New Delhi – 1967
· Reports of SSA and RMSA
· NCTE (2009) National curriculum framework for teacher education
· Agarwal, N (2002). Women and Law in India. New Delhi: New century Pub
· Sen,S.(2013). Women’s rights and empowerment. New Delhi: Astha Pub.
· Siddiqi, F.E.& Ranganathan,S.(2001). Handbook on women and human rights, New
Delhi: Kanishka Pub
Web Resources: Video on improving Gender Equality- EFA Crowdsourcing Challenge, 2012,
UNESCO, Pub by The Pearson Foundation, 3 minutes.
BSE III.9 : School Attachment Programme 1
Credits : 2 Marks: 100

Duration: 2 Weeks C1+C2 : 50
C3 : 50
Objectives
• To familiarize the student teachers to school environment, its structure, functions and
processes.
• To provide field experience of assessment practices including record maintenance and
report cards followed in schools at elementary and secondary levels.
103
COURSE CONTENT:
• The student teachers will visit the neighbourhood schools for two weeks to get acquainted with
the school environment and its functions and processes and submit the report.
• The student teachers will familiarize themselves with school structure and administration.
• The student teachers will visit schools and interact with teachers to know about the
assessment practices like CCE, grading patterns and reporting the performance of
students and submit the report
• Students will analyse the assessment records and the report cards to study the models of
assessment and procedures followed in reporting students’ performance. The students
will attend the PTA meetings where feedback about students’ performance is given by
the teachers and submit the report.
Evaluation: All assessments are internal
C1 – Report 1
C2 – Report 2
C3 – Presentation through PPT.
104
FOURTH SEMESTER
Core Course 1D :Physics
BSE IV.1A :OPTICS
Objectives:
To enable students to
· understand that light is a wave phenomenon.
· apply the understanding of wave phenomenon to light.
COURSE CONTENT:
Unit I: Nature of Light and Scattering
Brief discussion on theories of light. Dual nature of electromagnetic radiation,
electromagnetic spectrum, energy and momentum of em wave. Electromagnetic nature of
light. Definition and Properties of wave front. Huygen’s Principle.
A brief discussion on Tyndall, Rayleigh and Raman scattering of light. A qualitative account
of fluorescence and phosphorescence, the Raman Effect experiment and its explanation,
intensity and polarisation of Raman lines, some applications of Raman Effect.
Unit II: Interference

Definition of Coherence, Methods of production of Coherent sources by division of
wavefront and division of amplitude. Theory of interference (condition for constructive and
destructive interference). Young’s double slit experiment, Lloyd’s Mirror and Fresnel’s
Biprism. Interference in Thin Films: parallel and wedge-shaped films. Fringes of equal
inclination (Haidinger Fringes); Fringes of equal thickness (Fizeau Fringes). Newton’s Rings:
measurement of wavelength and refractive index.
Michelson and Fabry-Perot interferometers: determination of wavelength of light.
Wavelength difference, Refractive index and Visibility of fringes
Unit III: Diffraction

Fraunhoffer Diffraction, Diffraction at a single slit, double slit, multiple slits, Diffraction
grating, Resolving power – Rayleigh’s criterion, Resolving power of a grating and telescope.
Fresnel diffraction, half period zone, zone plate, diffraction at a circular aperture and at a
straight edge, a slit and a wire using half-period zone analysis.
Unit IV: Polarisation

Polarization by reflection, Brewster’s law, Malus law, Double refraction, Production and
detection of linearly, circularly and elliptically polarized light, Quarter and half wave plates,
Polariods, Discussion on use of Polaroid sheets in preparing tinted sunglasses, Optical
activity, Fresnel’s theory, Rotatory polarization, use of biquartz.
105
Reference Books:
1. F A Jenkins and H E White, Fundamentals of Optics, McGraw-Hill, 1976.
2. B.K. Mathur, Principles of Optics, Gopal Printing, 1995.
3. H.R. Gulati and D.R. Khanna, Fundamentals of Optics, R. Chand, 1991.
4. Eugene Hecht,Optics, Pearson Education India, 2012.
5. N. Subramaniam, Brijlal, and M. N. Avadhanulu Textbook of Optics, S. Chand
Limited, 2004.
6. A K Ghatak, Optics, Tata McGraw-Hill Education, 2009.
7. Ariel Lipson,Stephen G. Lipson, Henry Lipson, Optical Physics, Cambridge
University Press, 2010.
PRACTICALS
Objectives:
· To provide training in the broad methodology of science through investigatory type and
open-ended laboratory exercises.
COURSE CONTENT:
1. To determine the refractive index (n) of a liquid by Liquid Lens.
2. Determination of ‘R’ of a Lens using the Newton’s ring arrangement.
3. Determination of thickness of a paper foil using Air wedge setup.
4. Refractive index (n) of the material of Prism by Spectrometer- measuring angle of
minimum deviation.
5. To determine the refractive index (n) of glass & water by apparent depth method.
6. Specific rotation of sugar solution using Polarimeter.
7. Spectrometer- i1- i2 curve.
8. Refractive index of glass prism (i-d curve).
9. Spectrometer-solid prism- Dispersive power.
10. Wavelength of sodium D1 & D2 lines using Diffraction grating.
11. Newton’s rings-wavelength of sodium light.
12. Cauchy’s constants A & B using spectrometer.
13. p– n junction diode characteristics.
14. Half wave Rectifier
15. Construction of full wave, Centre tapped and Bridge rectifiers
References:
House, 1971.
106
Ltd., 2015
6. Jerry D Wilson and Cecilia A. Hernández-Hall Physics Laboratory Experiments 7th
Ltd., 2015.
8. Michael Nelson and Jon M. Ogborn, Advanced level Physics Practicals, 4 th Edition,
Core Course 1 D :Botany
BSE IV.1B : PLANT ANATOMY AND ECOLOGY

Objectives:
• To acquaint students with development, organization and functions of tissues in plants;
• To understand the histological complexity in plants;
• To understand the dynamics of environment and its delicate balance;
• To understand the influence of human beings on quality of environment.
COURSE CONTENT:
Unit I :
a) Meristems – characteristics, classification, theories of meristemetic activity, organization
of shoot-apex.
b) Epidermis : Structure and functions, stomatal types, trichomes.
c) Simple tissues : Definition, types – parenchyma, collenchyma, sclerenchyma - structure,
functions.
Unit II:
a)Vascular tissues : Structure of xylem and phloem, functions, primary and secondary
vascular tissues, types of wood.
b) Review of anatomy of stem, root and leaf of dicot and monocot.
c) Secondary growth in root and stem. Brief account of anomalous secondary growth –
Bougainvillea, Dracaena.
Unit III:
a) Ecological Factors : Brief account of edaphic, climatic, physiographic and biotic factors
and their ecological importance.
b) Ecosystem : Structure, abiotic and biotic components, bio-energetic approach, food chain,
food web, ecological pyramids, bio-geo-chemical cycles of carbon, nitrogen and
phosphorus.
c) Community ecology : Community characteristics, frequency, density, cover, life forms.
107
d) Plant succession : General features, events in succession, brief account of xerarch
succession.
Unit IV:
a) Morphological, anatomical and physiological adaptations of plants to environment –
hydrophytes, xerophytes, halophytes.
b) Biodiversity : General account, types and characteristics, biodiversity conservation efforts,
WCU, Red databook, brief account of Intellectual Property Rights (IPR) and patent laws.
c) Environmental pollution – a brief account of causes, effects and remedies of air, water, soil,
radioactive and noise pollution.
References:
1. Esau, K., 1977, Anatomy of Seed Plants, 2nd Ed., John Wiley & Sons, New York.
2. Fahn, A. 1974, Plant Anatomy 2nd Ed., Pergamon Press, Oxford.
3. Mouseth J.D.,1988, Plant Anatomy. The Benjamin/cummings Publishing Co. Inc.,
California, USA.
4. Singh V., P.C.Pande & D K Jain 2006, Angiosperms, Rastogi Publications, Meerut.
5. Vashishta, P.C. A Text book of Plant Anatomy, Predeep Publications, Jullandar.
6. Gangulee S.C. & Kar.1980, College Botany Vol.I, Central Book Agency, Calcutta.
7. Sharma, P.D., 2006, Environmental biology, Rastogi Publications, Meerut.
8. Mitra, J.N., An Introduction to Systematic Botany and Ecology, World Press, Calcutta.
9. Odum, E.P. 1983, Basic Ecology, Saunders, Philadelphia.
10. Kormondy, E.J. 1996, Concepts of Ecology, Viva Books Pvt. Ltd., New Delhi.
11. Misra, R. 1968, Ecology Work Book, Oxford & IBH, New Delhi.
12. Moore P.W. and S.B.Chapman, 1986, Methods in Plant Ecology, Blackwell Scientific
Publications.
13. Krebs, C.J.1989, Ecological Methodology, Harper and Row, New York.
PRACTICALS
Objectives :
• To develop the skill of free hand sectioning, staining and mounting of plant parts for
anatomical study.
• To observe and identify different types of tissues using temporary and permanent slides.
• To perform simple experiments in ecology.
COURSE CONTENT:
1. Study of a common dicot and monocot stem, root and leaf to understand the body plan,
tissue systems and modular type of growth.
2. Study of L.S. of shoot tip to understand cyto-histological zonation.
3. Study of epidermal tissue system, stomata and trichome types.
4. Study of density, diversity, frequency of herbaceous species by quadrat method and to
compare the frequency distribution with Raunkair’s Standard Frequency Diagram.
5. To estimate Importance Value Index on the basis of relative frequency, relative density
108
and relative biomass.
6. To determine moisture content and water holding capacity of soils.
7. To estimate transparency, pH and temperature of different water bodies.
8. To estimate salinity of different water samples.
9. Study of ecological anatomy of hydrophytes, xerophytes, halophytes, epiphytes and
parasites.
10. Field study of diversity in leaf shape, size, thickness and surface properties.
Core Course 2 D : Chemistry
BSE IV.2 : THERMODYNAMICS, EQUILIBRIUM AND SOLUTIONS

Objectives:
· To understand that conservation of energy is the central concept which governs all the changes
and to appreciate its role in various thermochemical equations.
· Explain the origin of the driving force of physical and chemical changes and evolution of
second law of thermodynamics and related concepts.
· Apply the concept of equilibrium to construct and interpret the phase diagrams.
· To understand the colligative properties of solutions and the behaviour of immiscible
liquids.
COURSE CONTENT:
Unit I: Thermodynamics – I
Concept of Energy, Historical perspectives, Generalisation of laws of Thermodynamics based on

human experience with Nature and natural Processes. Language of thermodynamics : system,
surroundings, etc. Types of system, intensive and extensive properties. State and path functions and
their differentials. Thermodynamic process. Concept of heat and work.
First Law of Thermodynamics :Statement, definition of internal energy and enthalpy. Heat
capacity, heat capacities at constant volume and pressure and their relationship. Joule, Joule–
Thomson coefficient and inversion temperature. Calculation of w.q. dU and dT for the
expansion of ideal gases under isothermal and adiabatic conditions for reversible process.
Thermochemistry : Standard state, standard enthalpy of formation. Hess’s Law of heat
summation and its applications. Heat of reaction at constant pressure and at constant volume.
Enthalpy of neutralization. Bond dissociation energy and its calculation from thermo-
chemical data, temperature dependence of enthalpy, Kirchhoff’s equation.
Unit II : Thermodynamics – II
Discussion of experiential knowledge to account for the spontaneity in changes around us.: need for
the Second law of thermodynamics , different statements of the law, Carnot cycle and its efficiency,
Carnot theorem, Thermodynamic scale of temperature.
109
Concept of Entropy : Entropy as a state function, entropy as a function of V & T, entropy as
a function of P & T, entropy change in physical changes, Clausius inequality, entropy as a
criteria of spontaneity and equilibrium. Entropy change in ideal gases and mixing of gases.
Gibbs and Helmholtz functions: Gibbs function (G) and Helmholtz function (A) as
thermodynamic quantities. A and G as criteria for thermodynamic equilibrium and
spontaneity, their advantage over entropy change. Variation of G and A with P, V and T.
Third law of thermodynamics : Nernst heat theorem, statement and concept of residual
entropy, evaluation of absolute entropy from heat capacity data.
Unit III : Chemical Equilibrium and Phase Equilibria

Recognising a system at Chemical Equilibrium. Attributes of Chemical Equilibrium,
Thermodynamic derivation of law of mass action, Equilibrium constant and free energy.
Factors that affect the chemical equilibrium and Le Chatelier’s principle. Calculations
involving equilibrium constant Ionic equilibria in aqueous solutions, sparingly soluble salts,
solubility product common ion effect, selective precipitation, applications in qualitative
analysis.
Ionisation of water, pH scale, weak acids and bases, hydrolysis, buffer solutions, acid base
indicators, acid base titrations and multi stage equilibria. Reaction isotherm and reaction
isochore.
To establish a systematic way of discussing the changes systems undergo when they are
heated and cooled and when their composition is changed. Clapeyron equation and Clausius –
Clapeyron equation, applications.
Statement and meaning of the terms–phase, component and degree of freedom, derivation of
Gibbs phase rule, phase equilibria of one component system–water, CO2 and Sulphur systems.
Phase equilibria of two component system–solid-liquid equilibria–simple eutectic–Bi–Cd.
Pb-Ag Systems, desilverisation of lead. Simple eutectics, systems forming compounds with
congruent melting points.
Unit IV: Solutions

To unify the equilibrium properties of simple mixtures on the basis of chemical potential.
Solutions of Gases in liquids. Henry’s law and its applications, solutions of solids in liquids.
Distribution law, application of distribution law to association, dissociation and extraction.
Dilute Solution : Colligative properties, Osmosis, Osmotic pressure, Vant Hoff Theory,
Lowering of Vapour Pressure, Depression in Freezing point and Elevation in Boiling Point,
Vant Hoff Factor.
Solid solutions – compound formation with congruent melting point (Mg – Zn) and
incongruent melting point (NaCl– H2O), (FeCl3–H2O) and (CuSO4–H2O) system. Freezing
mixtures, acetone dry ice.
Liquid – liquid mixtures: Ideal liquid mixtures, Raoult’s and Henry’s law. Non-ideal system
– Azeotropes–HC– H2O and ethanol–water systems.
Partially miscible liquids– Phenol-water, trimethylamine– water, nicotine– water systems.
Lower and upper consolute temperature. Effect of impurity on consolute temperature.
Immiscible liquids, steam distillation. Nernst distribution law – thermodynamic derivation,
applications.
References :
1. Principles of physical chemistry : Puri,Sharma and Pathania, 47th edition
2. Physical Chemistry : Atkins
3. Phase rule: Gurdeep Raj, Goel Publishing house.
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PRACTICAL
Objectives:
· To study the energetics of chemical reactions
· To find out the equilibirium constants of selected systems
· To study the behaviour of immiscible liquid systems
· To appreciate the physical properties of liquids and liquid mixtures
COURSE CONTENT:
1. Determination of heat of neutralization of acids and bases .Verification of Hess’s law of
constant heat summation.
2. Determination of solubility of sparingly soluble salt at various temperature, calculation of
enthalpy of solution.
3. pH titration of acid versus base (observation of change in pH
4. Determination of equilibrium constant of hydrolysis of an ester(ethyl acetate/methyl acetate)
5. Determination of dissociation constant of a weak acid.
6. Determination of solubility product constant (Ksp) of a sparingly soluble salt
7. Determination of dissociation constant of phenolphthalein/methyl orange by colorimetric
method.
8. Determination of molecular weight of a given liquid by steam distillation.
9. Determination of percentage composition of the given NaCl solution by miscibility
temperature method (phenol-water system).
10. Determination of distribution coefficient of benzoic acid between water and toulene or acetic
acid between water and 1-butanol.
11. Determination of transition temperature of a given salt hydrate by thermometric method.
12. Determination of molecular weight of a given substance by Rast’s method.
13. Determination of density, coefficient of viscosity and surface tension of the given liquid.
14. Determination of refractive index of pure liquids and liquid mixtures.
.
References :
Systematic Experiments in Chemistry by Arun Sethi.
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Core Course 3D :Mathematics
BSE IV.3A :DIFFERENTIAL EQUATIONS

Objectives:
By the end of the semester the students will be able to understand the concept of ordinary and
partial differential equations, and their uses in solving real life problems.
COURSE CONTENT:
Unit I:
Definition, Formation of a differential equation, Solution of a differential equation, Equations
of the first order and first degree, Variables separable, Integrating factors, Homogeneous form
– Reducible to homogeneous form, Linear equations, Bernoulli’s equation, Exact equations,
Equations reducible to exact equations.
Unit II:
Equations of the first order and higher degree, Clairaut’s equation solvable for x and y and p,
Orthogonal trajectories in polar and Cartesian form, Operator D, Rules for finding the
particular integral, Cauchy-Euler differential equation, Legendre’s differential equations,
Simultaneous differential equations.
Unit III:
Equations which do not contain x, Equation whose one solution is known, Equations which
can be solved by changing the independent variable and dependent variable, Variation of
parameters, Total differential equation :Pdx + Qdy + Rdz = 0, Simultaneous equations of the
form dx/P = dy / Q = dz / R.
Unit IV:
Formation by elimination of arbitrary constants, Formation by elimination of arbitrary
functions, Solution by direct integration, Lagrange’s linear equations Pp + Qq = R, Standard
types of first order non-linear partial differential equations, Charpit’s method, Homogeneous
linear equations with constant coefficients, Rules for finding the complementary functions,
Rules for finding the particular integral, Separation of variables.
References :
1. Higher Engineering Mathematics by Grewal, Wiley Eastern Ltd.
2. An Introduction to Partial Differential Equations by Stephenson, ELBS.
3. A Short Course in Differential Equations by Rainville and Bedient, IBH.
4. Advanced Engineering Mathematics by Kreyszig, Wiley Eastern Ltd.
5. Introductory Course in Differential Equations by Murray, Orient Longman.
6. Differential Equations by Simmons, TMH.
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7. Differential Equations by Ayres, Schaum Publishing Company.
8. Ordinary and Partial Differential Equations by Raisinghania, S. Chand and Co.
9. Differential Equations by Vasishta and Sharma, Krishna Prakashan Mandir.
10. A Textbook of Differential Equations by Mittal, Har Anand Publications
Core Course 3D : Zoology

BSE IV.3B :ECOLOGY, BIOGEOGRAPHY AND WILDLIFE

Objectives:
· To enable students to understand the energy sources, flow of energy and conservation;
· To understand the recycling of minerals and nutrients in ecosystems;
· To understand the dynamics of population;
· To acquaint with the zoogeographic realms of the world;
· To understand wildlife and suggest measure to conserve wildlife
COURSE CONTENT:
Unit I: Environment and Pollution
a) Environment– Atmosphere, lithosphere and hydrosphere as habitats and ecological

factors
b) Abiotic factors: Temperature and light – as ecological factors; limiting factors;
Liebig – Blackman’s law of limiting factors; Shelford’s law of tolerance, Factor –
compensation
c) Biogeochemical cycle – Phosphorus, nitrogen and sulphur cycles; recycling of
organic nutrients
d) pollution and environmental hazards–air, water, soil – pollution,causes and
remedial measures, replenishment; Global warming and climate change – El Nino, La
Nino, Koyota Protocol of Ozone depletion, a brief study of bioremediation
Unit II: Population and Community

a) Population: Definition and attributes – density, mortality, natality, vital index, age
distribution, growth patterns, migration, dispersal and dispersion; Environmental
resistance, carrying capacity of environment
b) Biotic community: Definition and structure, Ecotone, edge effects, niche, community
stability. Intra and Interspecific interaction – animal associations
Unit III: Habitat Ecology

a) Ecosystem– Types, structure, functions and examples; Dynamics of Ecosystem-
Ecological pyramids, energy flow in ecosystem (food chain, food web), productivity
b) Aquatic Ecosystem: Types and examples. Physico-chemical properties and biotic
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communities of lake and sea (adaptation of plankton, nekton and neuston)
c) Terrestrial ecosystem– Types and physico-chemical properties; biomes – forest,
desert and grassland
d) Ecological succession
Unit IV: Biogeography

a) Biogeography: Biogeographical realms of the world with emphasis to Indian region.
Forest types, flora and fauna, Discontinuous distribution.
b) Fauna types in India: Ecological characteristics and important animals of western
and southern Ghats.
c) Wildlife: Biodiversity and its importance; Red data book; Endemic species, keystone
species, Causes of extinction of wildlife; National parks, sanctuaries and bio reserves of
India, Hotspots, National and International efforts for conservation of wildlife
References:
1. Fundamentals of Ecology by E.P. Odum – W.B. Saunders, Philadelphia
2. Environmental Studies by S.V.S. Rana – (Rastogi Publications, 2008).
3. Animal Ecology by S.P. Singh, 6th Revised Edition – (Rastogi Publications, 2008).
4. Basic Ecology by E.P Odum (Holt, Rinehart & Winston, New York).
5. Limnology by Welch (McGraw Hill)
6. http://www.iucn.org (for wildlife and Red Data Book)
PRACTICALS

Objectives:
· To analyse for the physico-chemical and biological factors of water and soil samples;
· To identify and estimate quantitatively the aquatic and terrestrial organisms and their
adaptation;
· To observe the population growth pattern;
· To have the skill of conducting experiments for observing animals behaviours.
COURSE CONTENT:
a) Estimation of dissolved oxygen in the pond water.
b) Estimation of dissolved alkalinity in the pond water.
c) Estimation of dissolved salinity in the pond water.
d) Gut content analysis in fish – status in food chain (herbivore, carnivore, omnivore)
e) Qualitative analysis of marine plankton to identify the most common mero- and holo-
plankton
f) Identification of the most common Nekton in aquatic environment (marine and fresh
water)
g) Population study of ciliates in the culture medium and local insects for growth pattern
(logistic and exponential curves)
h) Collection and qualitative and quantitative analysis of soil organisms – Depiction of
histogram and pie diagram
i) Animal adaptation in different habits and habitats – a) Fossorial b) Arboreal c) Volent d)
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Cursorial e) Aquatic
The students will undertake biological study tour to study, identify different specimens
and economically important species
The students will visit sanctuary/park/reserve to study wildlife and endangered species and
submit report
Ability Enhancement Course
BSE IV.4A : HINDI

Objectives:
· To internalise grammar rules so as to facilitate fluency in speech and writing.
Transaction mode :
work.
COURSE CONTENT:
Unit I : Media Studies:

Television, Cinema Aur New Media
Unit II: New Literary Discourses

Stri Vimarsh Aur Dalit Vimarsh
Unit III: Drama:

Hanoosh by Bhishm Sahani Published by Rajkamal Prakashan, Delhi

Debate [Vaad-Vivad]
Characteristics – Definition – Need of Debate – Technique to conduct Debates, etc. Exercise
Reference:
1. Fundamentals of Journalism, Report Writing and Editing by R. Thomas Berner, Mar-
quette Books, LLC, Washington.
2. Media Samgra- Jagdishwar Chaturvedi, Swaraj Prakashan, Delhi
3. Media Vimarsh- Sudhish Pachauri, Vani Prakashan, Delhi
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4. Hindi Cinema Ka Sapharnama- Bhaskar Rao, Delhi
5. Yatharthvad Aur Hindi Dalit Sahitya: Dr Sarvesh Mourya, Swaraj Prakashan, Delhi
6. Dalit Vimarsh Ki Bhoomika: Kaval Bharti, Sahitya Upkram, Allahabad
7. Dalit Sahitya Ki Awdharna: Kaval Bharti, Sahitya Upkram, Allahabad
8. Dalit Sahitya Ki Bhoomika: Harpal Singh Arush, Vagdevi Prakashan, Delhi
9. Dalit Strivad Ka Svar: Vimal Thorat, Anamika Prakashan, Delhi
10. Samkaleen Dalit Strivad: Rajni Tilak, Swaraj Prakashan, Delhi
11. Aurat Hone Ki Saja: Arvind Jain,Vani Prakashan, Delhi
12. Ek Aurat Ki Notebook: Sudha Arora, Vani Prakashan, Delhi
13. Stri Sangharsh Ka Itiha: Radha Kumar, Vani Prakashan, Delhi
14. Stritva Ka Maanchitra: Anamika, Vani Prakashan, Delhi
15. Hindi Natak-Udbhav aur Vikas: Dasrath Ojha, Rajpal and sons, Delhi
16. Bhishm Shahnai ki Katha Bhasha: Kiran Kishra, Swaraj Prakashan, Delhi
17. Natyashastra ki Bhartiya Parmpara aur Dasroopak: Hajari Prasad Divedi, Rajkamal
Prakashan, Delhi
18. Rangmanch ke Sidhhant: Mahesh Aanand, Devendraraj Ankur, Rajkamal Prakashan,
Delhi
19. Rangmanch ka Saundryashastra: Devendraraj Ankur, Rajkamal Prakashan, Delhi
20. Antrang Bahirang: Devendraraj Ankur, Rajkamal Prakashan, Delhi
21. Darshan Pradarshan: Devendraraj Ankur, Rajkamal Prakashan, Delhi
22. Aaj Ki Kala: Prayag Shukla, Rajkamal Prakashan, Delhi
23. Rangmanch ka Jantantra: Hrishikesh Sulabh, Rajkamal Prakashan, Delhi
24. Rang Arang: Hrishikesh Sulabh, Rajkamal Prakashan, Delhi
25. Natya Darpan: Mohan Rakesh, Rajkamal Prakashan, Delhi
26. Aadhunik Bhartiya Natya-Vimarsh: Jaydev Taneja, Rajkamal Prakashan, Delhi
27. Rang-Darshan: Nemichand Jain, Rajkamal Prakashan, Delhi
Assessment will be based on tutorials (seminars, projects etc ) tests & assignments.
Total =50
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BSE IV.4B : KANNADA

Objectives:
COURSE CONTENT :
Unit I : Functional Language
a. Book Review : Characteristics – definition – format – models – exercises.
b. Precis-writing: Characteristics – definitions – steps to précis writing –

models – exercises.
Reference: A Handbook of Writing Activities, Prasaranga, University

of Bangalore.
Unit II : Technical Writing
a. Definition – characteristics – format – models – Language used in the writ-

ing – Terminology – Process of writing – Planning of document – Styles of
writing – Techniques of writing – exercises.
b. Creative Writing: Poem Writing, Essay Writing
Reference: (a) Technical Writing by Richard W.Smith, Barnes and Noble Inc., New
York, (b) Technical Report Writing Today –Danel G.Riordan, 19-A, Ansari Road,
New Delhi 110 002.
Unit III : Ancient Poetry
1. Melpu balpanaligum- Pampa

2. Paligum paapakkamanjadavar eegeyyar- Nagachandra
3. Muktiyanolisuven-Janna
( Kaavya Sanchaya-3 –Mysore University, Mysore)
117
Unit IV : Drama
Sankraanthi-Lankesha
Assessment will be based on tutorials( seminars, projects etc ) tests & assignments.
Total =50
BSE IV.4C: MALAYALAM
Credits 3(2L+1T) Max. Marks: 100

Unit I: Functional Language
1.Book Review- Characteristics – definition – format – models – exercises.
2. Precis-writing: Characteristics – definitions – steps to précis writing – models –

exercises.
Unit II:Technical Writing

Definition-characteristics-format-models-Language used in the writing-Terminology-Process
of writing planning of document-Styles of writing-Technologies of writing-exercises.
Unit III: Ancient Poetry

Text : Karna Parvam ( Krishna Darshanam ) By Ezhuthachan, NBS , Kottayam
Unit IV: Drama

SAKETHAM by C. N. Sreekantan Nair, Current Books , Trichur
Assessment will be based on tutorials ( seminars, projects etc) tests & assignments.
Total =50
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ABILITY ENHANCEMENT COURSE - AEC 1D: LANGUAGE
BSE IV. 4D: Tamil

Objectives:
• To develop the students to acquire basic skills in functional language
• To develop independent reading skills and reading for appreciation the literary works
• To internalize grammar rules so as to facilitate fluency in speech and writing
• To develop functional and creative skills in language
• To develop value of liberalism and an insight into the cultural heritage of the region
Transaction mode:
work.
COURSE CONTENT:
Unit I: New Genres & Media Studies:
a) Travellogue: Nadanthai Vaazhi Kaveri- Janakiraman
b) Cinema, TV, Newspaper and New Media: significance of media-role of media in
society- values-etc.
Unit II: Drama
Tanneer Tanneer
Unit III: Poetry: Ancient Poetry
1. Nedunalvaadai
2. Kalithogai
Unit IV: Grammar: Porul, Yappu, Ani- Agam, Puram- Venpa, Aasiriyappa-Uvamai,
Uruvagam, Vettumai, Vettuporul, Tharkurippettam.
Total=50.
References:
1. An anthology of Tamil poetry (for second year Degree class), University of Mysore,
Mysore.
2. Thandiyalangaaram, Thirunelveli Saiva Chithaantha Noorpathippu Kazhagam, 522, DDK
Road, Chennai-18.
119
3. Purapporul venpa maalai, Thirunelveli Saiva Chithaantha Noorpathippu Kazhagam, 522,
DDK Road, Chennai-18.
4. Udagangalin ethirkalam, Dr. Neelakanda pillai, no 17, Tagur street, Sidlapakkam,
Chennai-64.
5. Nadanthai vaazhi Kaveri- Janakiraman. Kaiachuvadu pathippagam, 669, K.P. Road,
Nagercoil-629001.
6. Tanneer Tanner. Komal Swaminathan, Vanathi pathippagam, 13 Deenadayalu street, T.
Nagar, Chennai-600 017.
ABILITY ENHANCEMENT COURSE - AEC 1D: LANGUAGE
BSE IV. 4E TELUGU

Objectives:
• To enable the students to acquire basic skills in functional language.

• To develop independent reading skills and reading for appreciating the literary works
• To internalize grammar rules so as to facilitate fluency in speech and writing
• To develop functional and creative skills in language.
• To develop value of liberalism and an insight into the cultural heritage of the region
Transaction mode:
work.
COURSE CONTENT:
Unit I: Functional Language

1.Analytical writing; definition-how to analyze a poem-a story- a novel and an essay-
different approaches to observe-examples-exercises
2. Precise-writing: Characteristics – definitions – steps to précis writing – models –
exercises.
Unit II: Technical Writing

Definition-characteristics-format-models-language used in the writing-terminology-process
of writing-planning of document-styles of writing-technologies of writing-exercises.
Unit III: Ancient Poetry

Padmavyuha bhedanam-Tikkana (Sree Madaandhra Mahabharatham)
Ruthu varnanalu –Srikrishna devaraya (Amuktha Malyada)
Lessons from “Telugu Sahitya Sravanthi”.
120
Unit IV: Short stories:
(i) Nannu gurinchi katha vrayavoo-Buchchibabu
(ii) Lakshmi - Rachakonda viswanatha sasthry
(Selections from Telugu Katha, by Central Sahithya Academy, New Delhi.)
Assessment will be based on tutorials (seminars, projects etc.) tests & assignments.
Total =50
References:
1. Government of Karnataka, A Handbook of Writing Activities, Prasaranga, University

of Bangalore.
2. Kodavati Ganti Kutumba Rao, Science Vyasalu, Published by Vishalandhra
Publications, Abids, Hyderabad.
3. Government of Karnataka, Telugu Sahitya Sravanthi, Published by Prasaranga,
University of Mysore, Mysore
4. Amuktha Malyada, Sanjeevani Vyakhya, Emesco Publishers, Hyderabad.
ABILITY ENHANCEMENT COURSE – AEC 2D ENGLISH

BSE IV.5 ENGLISH

Objectives :
· understand the demands of audience, subject, situation and purpose and the
· use of language for effective communication.
· analyse language in context to gain an understanding of grammar, vocabulary,

· spelling, punctuation and speech.
· examine authentic literary and non literary texts and develop insight and
· appreciation.
· gain an understanding of study and reference skills.
· plan, draft, edit and present a piece of writing.
121
Transaction Mode :
Lecture-cum-discussion, interactive session, group dynamics, role-play, peer-
assessment, self-valuation.
COURSE CONTENT :
Unit I : PROSE
1. J.B.Priestley : Travel by Train.

2. Bertrand Russell : Knowledge and Wisdom
Unit II : POETRY
T.S.Eliot : Hollow Men

Wordsworth : The Solitary Reaper
Pablo Neruda : The Portrait in the Rock
William Shakespeare : True Love.
William Blake : A Poison Tree.
William Wordsworth : Lucy Gray.
Robert Frost : The Road Not Taken
Emily Dickinson : There is a certain slant of light
Unit III : DRAMA

Ionesco : Rhinoceros
Harold Pinter : The Dumb Waiter
Unit IV : FICTION
D.H.Lawrence : Sons and Lovers
Gabriel Garcia Marquez : One Hundred Years of Solitude
Assessment will be based on tutorials( seminars, projects Etc ) tests &
assignments.
Total =50
Suggested Readings:
1. Cambridge Companion to British Romanticism

2. Pelican Guide to English Literature – Dickens to Hardy to Lyrical Ballads
3. Norton’s Anthology, Volume.2 1-7, 139
4. Mathew Arnold- Culture and Anarchy
5. Dickens- Novel ‘ Changing Face of City’
6. Meenakshi Mukherjee - Jane Austen
7. William Congrev- Excerpts from London Gazette
8. Brown, John Russel, and Harris, Bernard(ed.)- Restoration Theatre (London, 1965)
9. Richetti, John, The Cambridge Companion to Eighteenth Century Novel (Cambridge, 1996)
10. Addison and Steele - Spectators Papers
11. Cambridge Companion to English Poetry- Donne to Marvel
12. Restoration Theatre - ed. Brown, John Russel
122
13. Background Prose Reading - papers 6,7 & 8: Worldview, an Imprint of
14. Book Land Publishing co.
Skill Enhancement Course - SEC 2 Physics

BSE IV.6A :COMPUTATIONAL PHYSICS
Credits: 3 (2L + 0T +1P) Marks: 100

Objectives:
The course aims to emphasize the role of computer programming and numerical analysis in
solving problems in Physics.
· To use of computational methods to solve physical problems.
· To use computer language as a tool in solving physics problems (applications).
COURSE CONTENT:
Unit I: Introduction
Importance of computers in Physics, paradigm for solving physics problems for solution.
Algorithms and Flowcharts, Algorithm: Definition, properties and development. Flowchart:
Concept of flowchart, symbols, guidelines, types. Examples (Cartesian to Spherical Polar
Coordinates, Roots of Quadratic Equation, Sum of two matrices, Sum and Product of a finite
series, calculation of sin (x) as a series, algorithm for plotting (1) lissajous figures and (2)
trajectory of a projectile thrown at an angle with the horizontal).
Unit II: Scientific Programming

Concept of high level language, steps involved in the development of a Program, Compilers
and Interpreters. Development of C, Basic elements of C. Character Set, Constants and their
types, Variables and their types, Keywords, Variable Declaration and concept of instruction
and program. Operators: Arithmetic, Relational, Logical and Assignment Operators.
Expressions: Arithmetic, Relational, Logical, Character and Assignment Expressions. Data
types, Type declaration of variables, Symbolic constants, Arithmetic operators, Increment and
decrement operators, Conditional operator, Bitwise operators, Hierarchy, Arithmetic
expressions, Logical operators and expressions, Assignment operators, Arithmetical and
assignment statements, Mathematical functions, Input/output statements (unformatted/
formatted), Relational operators, Decision making and branching, Go to, if, if…else, switch
statements, Looping, While, do and for, Arrays (Types of Arrays, DIMENSION Statement,
Reading and Writing Arrays), Handling characters and strings, Functions and voids,
structures, Pointers (elementary ideas only), File operations(defining and opening, reading,
writing, updating and closing of files, Enough examples from physics problems.
Unit III: Scientific word processing

Introduction to LaTeX: TeX/LaTeX word processor, preparing a basic LaTeX file, Document
123
classes, Preparing an input file for LaTeX, Compiling LaTeX File, LaTeX tags for creating
different environments, Defining LaTeX commands and environments, Changing the type
style, Symbols from other languages. Equation representation: Formulae and equations,
Figures and other floating bodies, Lining in columns- Tabbing and tabular environment,
Generating table of contents, bibliography and citation, Making an index and glossary, List
making environments, Fonts, Picture environment and colors, errors.
Unit IV: Visualization

Introduction to graphical analysis and its limitations. Introduction to Gnuplot. importance of
visualization of computational and computational data, basic Gnuplot commands: simple
plots, plotting data from a file, saving and exporting, multiple data sets per file, physics with
Gnuplot (equations, building functions, user defined variables and functions), Understanding
data with Gnuplot.
References:
1) S.S. Sastry, Introduction to Numerical Analysis, 5th Edn., 2012, PHI Learning Pvt. Ltd.
2) V.Rajaraman, Programming in C, PHI Learning Pvt. Ltd., 1994.
3) Yashavant P. Kanetkar, Let Us C, Infinity Science Press, 2008.
4) J.H.Rice, Numerical methods-software and analysis, McGraw Hill, 1983.
5) J.B.Scarborough, Numerical mathematical analysis, Oxford and IBH, 6th edition, 2010.
6) F. B. Hildebrand, Numerical analysis, 2nd edition, Courier Corporation, 2013.
7) Brian P. Flannery, Saul Teukolsky, William H. Press, and William T. Vetterling,
Numerical Recipes in C, The art of scientific computing, Cambridge University Press
8) Leslie Lamport, LaTeX– A Document Preparation System, 2nd edition, Addison-Wesley,
1994.
9) Philip K Janert, Gnuplot in action: understanding data with graphs, Manning
Publications, 2010.
10) R. C. Verma, et al., Computational Physics: An Introduction, New Age International
Publishers, New Delhi, 1999.
11) U.M. Ascher and C. Greif, A first course in Numerical Methods, 2012, PHI Learning.
12) K.E. Atkinson, Elementary Numerical Analysis, , 3rd edition, 2 007, Wiley India.
PRACTICALS
Objectives:
The course aims to emphasize the role of computer programming and numerical analysis in
solving problems in Physics and to provide hands on training on the Problem solving on
Computers.
COURSE CONTENT:
1. To print out all natural even/ odd numbers between given limits.
124
2. To find maximum, minimum and range of a given set of numbers.
3. Calculating Euler number using exp(x) series evaluated at x=1
4. To compile a frequency distribution and evaluate mean, standard deviation etc.
5. To evaluate sum of finite series and the area under a curve.
6. To find the product of two matrices
7. To find a set of prime numbers and Fibonacci series.
8. To write program to open a file and generate data for plotting using Gnuplot.
9. Plotting trajectory of a projectile projected horizontally.
10. Plotting trajectory of a projectile projected making an angle with the horizontally.
11. Creating an input Gnuplot file for plotting a data and saving the output for seeing on
the screen. Saving it as an eps file and as a pdf file.
12. To find the roots of a quadratic equation.
13. Motion of a projectile using simulation and plot the output for visualization.
14. Numerical solution of equation of motion of simple harmonic oscillator and plot the
outputs for visualization.
15. Motion of particle in a central force field and plot the output for visualization.
References:
1. S.S. Sastry, Introduction to Numerical Analysis, 5th Edn, 2012, PHI Learning Pvt. Ltd.
2. V.Rajaraman, Programming in C, PHI Learning Pvt. Ltd., 1994.
3. Yashavant P. Kanetkar, Let Us C, Infinity Science Press, 2008.
4. J.H.Rice, Numerical methods-software and analysis, McGraw Hill, 1983.
5. J.B.Scarborough, Numerical mathematical analysis, Oxford and IBH, 6th edition, 2010.
6. F. B. Hildebrand, Numerical analysis, 2nd edition, Courier Corporation, 2013.
7. Brian P. Flannery, Saul Teukolsky, William H. Press, and William T. Vetterling,
Numerical Recipes in C, The art of scientific computing, Cambridge University Press
8. Leslie Lamport, LaTeX– A Document Preparation System, 2 nd edition, Addison-Wesley,
1994.
9. Philip
10. in Numerical Methods, 2012, PHI Learning.
11. K.E. Atkinson, Elementary Numerical K Janert, Gnuplot in action: understanding data
with graphs, Manning Publications, 2010.
12. R. C. Verma, et al., Computational Physics: An Introduction, New Age International
Publishers, New Delhi, 1999.
13. U.M. Ascher and C. Greif, A first course Analysis, 3 rd edition, 2 007, Wiley India.
125
Skill Enhancement Course - SEC 2 Botany
BSE IV.6B :UTILIZATION OF PLANTS AND HERBAL TECHNOLOGY
Credits: 2(1L+0T+1P) Max Marks: 100

Contact Hours per week: 3 C1+C2 = 50
Exam duration: 2 hrs. C3 = 50
Objectives:
After completion of the course students will be able to:
· Appreciate the wealth and potential of medicinal plants in our country
· Identify important plants that are useful to us
· Familiarise with phytochemical and micropropagation techniques
COURSE CONTENT:
Unit I: Utilization of plants
Brief account (botanical name, family, extraction/ processing where necessary) and uses of
the following :
a) Cereals and Pulses : Rice, wheat, maize, millets, pigeon, pea, Bengal gram, green
gram, black gram.
b) Fibres : Cotton, jute, linen, coir.
c) Vegetable oils : Groundnut, coconut, sunflower, safflower, castor.
d) Timber and bamboos : Rosewood, teakwood, honne, canes and bamboos.
e) Beverages : General account, coffee, tea, cocoa.
Spices and condiments : General account, cardamom, clove, pepper, ginger,
cinnamon, saffron, turmeric, mustard.
f) Rubber : General account, Hevea, Ficus.
g) Pharmacognosy:Uses of Rauwolfia, Phyllanthes, Catharanthus, Ocimum, Tylophora,
Zingiber, Trigonella, and other locally available medicinal plants.
Unit: II
Herbal medicines: history and scope - definition of medical terms - role of medicinal plants in
Siddha systems of medicine; cultivation - harvesting - processing - storage - marketing and
utilization of medicinal plants.
Unit III:
Phytochemistry - active principles and methods of their testing - identification and utilization
of the medicinal herbs; Catharanthus roseus (cardiotonic), Withania somnifera (drugs acting
on nervous system), Clerodendron phlomoides (anti-rheumatic) and Centella asiatica
(memory booster).
Unit IV:
a) Analytical pharmacognosy: Drug adulteration - types, methods of drug evaluation -
Biological testing of herbal drugs - Phytochemical screening tests for secondary metabolites
(alkaloids, flavonoids, steroids, triterpenoids, phenolic compounds)
b) Medicinal plant banks micro propagation of important species (Withania somnifera, neem
and tulsi- Herbal foods-future of pharmacognosy)
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PRACTICAL
COURSE CONTENT:
1. Identification and study of plants of economic importance included in theory.
2. Methods of cultivation and micropropagation of medicinal plants
3. Familiarisation with basic phytochemical techniques
4. Submission of a report on local medicinal plants
5. Preparation of 2 herbarium sheets of medicinal plants
6. Visit to medicinal plants garden and herbal extraction companies
References:
1. Glossary of Indian medicinal plants, R.N.Chopra, S.L.Nayar and I.C.Chopra, 1956.
C.S.I.R, New Delhi.
2. The indigenous drugs of India, Kanny, Lall, Dey and Raj Bahadur, 1984. International
Book Distributors.
3. Herbal plants and Drugs Agnes Arber, 1999. Mangal Deep Publications.
4. Ayurvedic drugs and their plant source. V.V. Sivarajan and Balachandran Indra 1994.
Oxford IBH publishing Co.
5. Ayurveda and Aromatherapy. Miller, Light and Miller, Bryan, 1998. Banarsidass, Delhi.
6. Principles of Ayurveda, Anne Green, 2000. Thomsons, London.
7. Pharmacognosy, Dr.C.K.Kokate et al. 1999. Nirali Prakashan.
Skill Enhancement Course - SEC2 Chemistry
BSE IV.6C : INDUSTRIAL INORGANIC MATERIALS
Credits : 3 (1L + 0T +1P) Marks: 100

Objectives :
· To understand the production, handling and storage of indusrial gases
· To gain knowledge about the manufacture, application and hazardous in handling the
inorganic chemicals
· To know the composition, properties and application of silicate minerals in indusry
· To acquire the knowledge of simple fertilizers, surface coatings, alloys, and chemical
explosives
127
COURSE CONTENT
UNIT I : Industrial Gases and Inorganic Chemicals
Industrial Gases: Large scale production, uses, storage and hazards in handling of the
following gases: oxygen, nitrogen, argon, neon, helium, hydrogen, acetylene, carbon
monoxide, chlorine, fluorine, sulphur dioxide and phosgene.
Inorganic Chemicals: Manufacture, application, analysis and hazards in handling the

following chemicals: hydrochloric acid, nitric acid, sulphuric acid, caustic soda, common salt,
borax, bleaching powder, sodium thiosulphate, hydrogen peroxide, potash alum, chrome alum,
potassium dichromate and potassium permanganate. Industrial Metallurgy - Preparation of
metals (ferrous and nonferrous) and ultra pure metals for semiconductor technology.
UNIT II : Silicate Industries
Glass: Glassy state and its properties, classification (silicate and non silicate glasses).
Manufacture and processing of glass. Composition and properties of the following types of
glasses: Soda lime glass, lead glass, armoured glass, safety glass, borosilicate glass,
fluorosilicate, coloured glass, photosensitive glass.
Ceramics: Important clays and feldspar, ceramic, their types and manufacture. High
technology ceramics and their applications, super conducting and semi conducting oxides,
fullerenes carbon nanotubes and carbon fiber.
Cements : Classification of cement, ingredients and their role, Manufacture of cement and
the setting process, quick setting cements.
UNIT III :
Fertilizers: Fertilizers: Different types of fertilizers. Manufacture of the following fertilizers:

Urea, Ammonium nitrate, Calcium ammonium nitrate, Ammonium phosphates;
Polyphosphate, Super phosphate, Compound and mixed fertilizers Potassium Chloride,
Potassium sulphate.
Surface Coatings: Objectives of coatings surfaces, preliminary treatment of surface,
classification of surface coatings. Paints and pigments-formulation, composition and related
properties. Oil paint, Vehicle, modified oils, Pigments, toners and lakes pigments, Fillers,
Thinners, Enamels, emulsifying agents. Special paints (Heat retardant, Fire retardant, Eco-
friendly paint, Plastic paint), Dyes, Wax polishing, Water and Oil paints, additives, Metallic
coatings (electrolytic and electroless), metal spraying and anodizing
UNIT IV:
Alloys: Classification of alloys, Ferrous and Non-Ferrous alloys, Specific properties of
elements in alloys. Manufacture of Steel (removal of silicon decarbonization, Page 39 of 80
demanganization, desulphurization dephosphorisation) and surface treatment (argon
treatment, heat treatment, nitriding, carburizing). Composition and properties of different
types of steels.
Chemical Explosive: Origin of explosive properties in organic compounds, preparation and
explosive properties of lead azide, PETN, cyclonite (RDX). Introduction of rocket propellant.
128
PRACTICAL
Objectives:
· To analyse the chemical composition, properties of simple fertilizer and alloys

· To familiarise with the preparation of inorganic salts, dyes and pigments
COURSE CONTENT:
1. Determination of free acidity in ammonium sulphate fertilizer.

2. Estimation of Calcium in Calcium ammonium nitrate fertilizer.
3. Estimation of phosphoric acid in superphosphate fertilizer.
4. Estimation of Cu-Zn in brass
5. Determination of composition of dolomite (by complexometric titration).
6. Analysis of Cu-Ni or (Cu, Zn ) in alloy or synthetic samples.
7. Analysis of Cement.
8. Preparation of pigment (zinc oxide).
9. Estimation of Available Oxygen in Hydrogen Peroxide.
10. Determination of phosphoric acid in commercial sample of phosphoric acid.
11. Preparation of chrome alum.
12. Preparation of potash alum from aluminium scarp
13. Preparation of mthyl orange.
References:
1. E. Stocchi: Industrial Chemistry, Vol-I, Ellis Horwood Ltd. UK.

2. R.M. Felder, R.W. Rousseau: Elementary Principles of Chemical Processes, Wiley
Publishers, New Delhi.
3. J. A. Kent: Riegel’s Handbook of Industrial Chemistry, CBS Publishers, New Delhi.
4. S. S. Dara: A Textbook of Engineering Chemistry, S. Chand & Company Ltd. New
Delhi.
5. A. K. De, Environmental Chemistry: New Age International Pvt, Ltd, New Delhi.
6. S. M. Khopkar, Environmental Pollution Analysis: Wiley Eastern Ltd, New
129
Skill Enhancement Course –SEC 2 : Mathematics
BSE IV.6D :DATA HANDLING

Objectives:
On completion of this course, the students will be able to:
· understand the types of educational data, procedures of data validation and its analysis.
· appreciate the analysis of educational data by using statistical tests.
· Develop skill of using the application software for data analysis and computation of
various statistical measures.
· Compute the different statistical measures by using computerized application software.
· Drawing meaningful conclusions based on the interpretation of analysed data.
Unit I: Data Collection- Nature and types of data

Data collection- primary sources and secondary sources; Scales of measurement (NOIR)
Coding: Variable names; Coding responses; Coding open-ended questions
Tabulation, Constructing frequency distribution table, Graphical representation of data – Pie
diagram, Histogram, frequency curve.
Unit II : Descriptive Analysis of Data-1

Measures of dispersion – Range; Quartile deviation; Standard deviation; Coefficient of
dispersion; Skewness and Kurtosis.
Unit III: Descriptive Analysis of Data-2

Normal Probability Curve – Meaning, Purpose and Applications, Derived Scores (Z & T
Scores).
Measures of Relationships: Meaning of Correlation and Methods of computing correlation -
Product Moment Correlation; Rank Difference Method of Correlation
Unit IV: Inferential Statistics

Sampling Procedures –Random sampling, Systematic Random sampling, (with and without
repetitions), Stratified random sampling, Cluster sampling, Snow ball sampling.
Hypothesis – Meaning and types; testing of hypothesis – one sample t-test, independent
samples t-test, paired samples t-test, Chi-square test.
Practicum:
1. Collect data live – class test scores/ survey data and generate frequency distribution table
and represent it graphically.
2. Collect test scores of any school subject of any class and compute Mean, Quartile
Deviation and Standard Deviation.
3. Compute coefficient of correlation among language subject papers and core subject
papers like – English and History, Mathematics and Science, etc.
4. Study the sampling procedures adopted by taking various school contexts like selecting a
team for school reports, team for debate competition, etc.
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Skill Enhancement Course SEC 2: Zoology
BSE IV.6E :SERICULTURE
Credits: 3 (1L + 0T + 1P) Max. Marks: 100

Contact Hrs per Week: 3 hrs C1+C2: 50
Exam. Duration: 2 hrs C3: 50
Objectives
· To understand the importance of sericulture
· To provide the hands-on experience in sericulture practices
· To enhance the skill of practicing silk production

· To appreciate the modern technology employed in sericulture practices
COURSE CONTENT:
Unit I: Introduction to Silkworm Practices
Sericulture: Definition, history and present status
Silkworms: Types of silkworms, their food plants and distribution
Non-Mulberry Silkworm: Tasar (Antherea: Distribution, life cycle, food plant and marketing
Muga silkworm: Distribution, Food plants and Life cycle, marketing
Eri Silkworm: Distribution, life cycle and food plants, marketing.
Prospectus of Sericulture in India : Sericulture industry in different states, employment
Central Silk Board (CSB): Role of Central Silk Board and Directorate of Sericulture in
extension and development.
Moriculture: Salient features and economic importance of the genus Morus; Anatomy of
mulberry leaf, stem and root
Soil: Physical and chemical properties; Soil nature; Soil moisture; Climatic conditions:
Temperature, photoperiod, humidity and rainfall
Unit II: Silkworm Taxonomy And Distribution

Classification and Taxonomic characters: Phylum, class, order, family, genus and species;
Moultinism and voltinism: Univoltine, bivoltine and multivoltine races; Distribution and
Races; Geographical distribution in the world and India;
Life cycle: Egg, larvae, pupa and adult, life span
Unit III: Silkworm Morphology

Egg: External and internal morphology and colour change;
Larvae: Mouth parts, legs, prolegs, spiracles, eyes, claspers and integumentary hair and
sexual markings;
Pupa: Male and Female Morphology and sexual dimorphism;
Adult: Mouth parts, antenna, wings, external genitalia.
Silk glands: Structure, development and mechanism of silk synthesis
Endocrine glands: Endocrine glands in lava and pupa; Hormonal control on metamorphosis,
diapause, silk synthesis. Pheromone: sex attractants and their role in mating.
131
Unit IV: Silkworm Rearing Technology and Diseases
Rearing: Rearing appliances, Rearing trays, ant-wells, rearing stands and racks, paraffin
papers, rubber foam pads, net, chopsticks and feathers; Mountages
Disinfectants appliances: Disinfect ants - Formalin, bleaching powder, RKO, Disinfectant
appliances: Sprayers and dusters
Seed: Collection of disease-free layings (DFLs), cards, loose eggs, incubation; Hatching and
Brushing: Uniform hatching and Brushing methods for I instar larvae
Basic concepts of silkworm diseases: Viral and Protozoan diseases (Nuclear polyhydrosis
virus (NPV); Nosema bombycis (Pebrine disease) and Preventive measures
Bacterial diseases: Bacterial septicemia (Bacillus sp.); Fungal Diseases (white muscardine
(Beauveria bassiana),
Silkworm pests—Tachinid Fly (Uzifly), Dermistid beetles; Vertebrate and other silkworm
pests and their control.
References
1. Narasingabba, M. N. (1988) Manual of silkworm and its production by Central Silk
Board, Bangalore.
2. Tasar culture. Dr. M. S. Jolly et. al., CSB, 1974.
3. Silkworm Rearing Techniques in the Tropics, Dr. S. Omura, Japan International
Cooperation Agency, 1980.
4. Muga Silk Industry by S. N. Choudhary, Directorate of Sericulture and weaving, Govt. of
Assam, 1982.
5. Studies on soils of India, S. V. Govind Rajan and H. G. Gopala Rao (1970), Vikas Publ.
House Pvt. Ltd., New Delhi.
6. Boraiah, G. (1986) Mulberry Cultivation. Lectures on Sericulture.
7. Manual on Sericulture; Food and Agriculture Organisation Rome 1976.
8. Appropriate Sericultural Techniques Ed, by M. S. Jolly Director, CSR & TI, Mysore.
9. Handbook of Silkworm Rearing: Agriculture and Technical Manual-1, Fuzi Pub. Co. Ltd.,
Tokyo, Japan1972.
10. A Guide for Bivoltine Sericulture: K. Sengupta, Director, CSR & TI, Mysore 1989.
PRACTICAL
Objectives
· To provide the hands-on experience in sericulture practices
· To enhance the skill of practicing silk production
· To appreciate the modern technology employed in sericulture
COURSE CONTENT:
1. Preparation of a map showing extension of sericulture in the world.
2. Preparation of a map showing extension of sericulture in India.
3. Graphical representation of cocoon and silk production by various silkworms in India.
132
4. Moriculture: a) Soil sampling and analysis of pH and moisture content. b) External
morphology of root, stem and leaf. c) Methods of propagation by cutting.
5. Morphology – Egg, last instar larva, pupa, adult, sexual dimorphism, mouthparts,
antennae, legs, prolegs, wings.
6. Anatomy – Dissection of silk gland of larva and adult.
7. Study of appliances—Types of trays and racks, types of mountage, Cellule, humidity and
temperature devices, dusters and sprayers.
8. Life cycle of Silkworm
9. Silk products—Silk wastes, spun yarn and other byproducts.
10. Single cocoon reeling—determination of average filament length and denier
11. Visit to various sericulture department/centres.
12. Collection of mulberry disease sample and preservation.
13. Study of mulberry fungi, viruses and bacteria causing diseases.
BSE IV.7: LEARNING AND TEACHING

Objectives:
· Gain an understanding of the process of learning.
· Understands the Conditions Essential for Facilitating Learning and Retention.
· Apply the Principles and Strategies of Major Approaches to Learning in Classroom
Environment.
· Understands the Process of Effective Teaching and Qualities of Effective Teachers.
· Understands various Approaches to Teaching and will be able to apply them in the
relevant situations.
· Understands the Principles and Strategies for Creating Conducive Classroom
Environment.
· Appreciates the role of a teacher as leader, organizer, a facilitator & a humane reflective
practitioner.
· Realize the difficulties in learning and teaching.
133
COURSE CONTENT
Unit I : Concept and Nature of Learning
Factors Associated with Learning
Maxims of Learning and their Educational Implications
Approaches to Learning( Concept, Associated Concepts Basic Principles and Educational
Implications)-Habitual Learning, Associative Learning ( Classical and Instrumental
Conditioning), Spatial Learning/Cognitive Maps, observational Learning, Learning by
Insight, Information Processing Approach, Humanistic Approach, Constructivist Learning
Approach
Types of Learning-Concept Learning, Skill Learning, Verbal Learning, Learning of Principles
and Problem Solving (Meaning, Nature, Stages, Principles and Approaches/Strategies)
Unit II : Understanding Components of Learning
Attention-Meaning, Factors Influencing Attention, Strategies for Enhancing Attention;

Perception-Meaning, Laws of Perceptual Organization (Gestalt Psychologists’ View) and
Educational Implications.
Process of Memory- Sensory Registration, Retention(Storing), Recognition, Recall;
Factors Influencing Retention; Strategies for Enhancing Memory.
Transfer of Learning- Concept, Types, Theories; Strategies for Enhancing Positive Transfer
of Learning
Achievement Motivation- Concept, Intrinsic and Extrinsic Motivation; Strategies for
enhancing Achievement Motivation in Students.
Unit III: Understanding the process of Teaching-Learning

Teaching as a Profession
Teaching as an Art and Science.
Understanding the Process of Teaching as a Profession
Identifying the need and importance of classroom teaching-learning
Reflective teaching/practice
Skillful teaching
Applying the knowledge of Maxims of Teaching
Role of teacher in identifying classroom related problems
Unit IV: Teacher and Teaching as a profession

Various Approaches to Teaching: Behaviourist, Cognitivist, Constructivist, Connectionist,
Participatory, Cooperative, Collaborative, Personalized, and Holistic
Teacher as a Facilitator and Guide/Philosopher/Friend
Teachers commitment towards fulfilling Felt Need of Learners
Professional Characteristics of Teacher in Classroom Management.

Skills & Competencies of a Teacher Communication: Meaning,’mode::input/process/output
Basic Model of Communication: Sender, Message, Medium, Receiver & Reach; Factors
facilitating communication
Effective Classroom Management-Principles and Strategies
134
Leadership Qualities in Teachers
Practicum
Conducts Projects on –
Identifying the Learning Difficulties of Students in Different School Subjects and the
Possible Reason for them;
Providing Remedial Instruction to the Students with Learning Difficulties;
Study the Qualities of Effective Teachers through observation, interview, case study etc.,
Visiting Model Schools and Prepare Reports
References:
· Benjamin S., Bloom et al. (1964). Taxonomy of educational objectives. Longman Group.
· Bruce Joyce (1985) Models of teaching (2nded.) Prentice Hall.

· Encyclopaedia of Modern Methods of Teaching and Learning (Vol. 1-5).
· Gage N.L. Scientific Basis of art of Teaching
· Gavriel Salomon (1981) Communication and education Sage.
· Lieberman, M. (1956) Education as a profession. Prentice Hall, Inc.
· Karthikeyan, C. (2004). A Text book on instructional technology, RBSA.
· Kumar, S. (2014). Child Development and Pedagogy, Pearson.
· Ohles, J.F. (1970). Introduction to Teaching. New York: Random House, INC.
· Siddiqui, Mujibul Hasan (2005). Techniques of classroom teaching A.P.H
· Skinner, E.C.(1984). Educational Psychology. 4th Edition. New Delhi: Prentice Hall of
India Pvt. Ltd.
· Snowman & Baihler (2006). Psychology Applied to teaching. Boston: Houghton Mifflin
Company.
· Stephens, L.M. & Evans, E.D. (1973). Development and Classroom Learning: An
Introduction to Educational psychology. New York: Holt, Rinehart and Winston, Inc.
· Tanner, L.N. & Lindgren, H.C. (1971). Classroom Teaching and Learning. New York:
Holt, Rinehart and Winston, Inc.
Web Resources
· Courses on Communication Skills, http://nptel.ac.in/courses/109104030/
· Jane Ciumwari Gatumu, Reflective Teaching,
http://oer.avu.org/bitstream/handle/123456789/155/REFLECTIVE-
TEACHING.pdf?sequence=1
· School leadership (2011), http://azimpremjifoundation.org/pdf/learning-curve-16.pdf
135
BSE IV.8 :DRAMA AND ART EDUCATION

Objectives :
· Understand the efficacy of different art forms in education
· Understand the use of ‘Drama’ as a strategy
· Use ‘Role play’ technique in the teaching learning process.
· Understand the importance of dramatic way of presentation.
· Integrate singing method in teaching learning process.
· Understand various ‘Dance forms’ and their integration in educational practices.
· Use art of drawing and painting in teaching learning process.
· Develop creativity through different creative art forms.
· .
COURSE CONTENT
Unit I : Drama and its Fundamentals
Creative writing – Drama writing, Drama as a tool of learning, Different Forms of Drama
Role play and Simulation, Use of Drama for Educational and social change (Street play,
Dramatization of a lesson), Use of Drama Techniques in the Classroom: voice and speech,
mime and movements, improvisation, skills of observation, imitation and presentation
Unit II: Folklore Music (Vocal & Instrumental)

Sur, Taal and Laya (Sargam), Vocal - Folk songs, Poems, Prayers, Singing along with
“Karaoke”, Composition of Songs, Poems, Prayers, Integration of Vocal & Instrumental in
Educational practices
Unit III: The Art of Dance

Various Dance Forms - Bharat Natyam, Kathakali, Kuchipudi, Yakshagana- Folk dance and
various other dances; integrate movement and rhythm
Integration of Dance in educational practices
(Action songs, Nritya Natika )
Unit IV: Drawing and Painting

Colours, Strokes and Sketching- understanding of various means and perspectives, Different
forms of painting- Worli art, Madhubani art, Glass painting, Fabric painting and various
forms of painting, Use of Drawing and Painting in Education -Chart making, Poster making,
match-stick drawing and other forms, Model making – Clay modeling, Origami, Puppet
making, Decorative – Rangoli, Ekebana, Wall painting (Mural), Kalameshuthu or any other
local art
136
Transactional Strategies
Lecture cum Discussion for each Unit (Unit 1 to 4) followed by simulated/ authentic
practices, Workshop schedule, Slide / Film show, Project work, Demonstration, Simulation,
Group work and field trips involving meetings with folk singers and other skilled
practitioners will especially form part of the transaction scheme. In addition to the above any
one or more of the following:
Practicum
Suggestive List:
1. Developing a script of any lesson in any subject of your choice to perform a Play /
Drama.
2. Developing a script for the street play focusing on “Girl’s education and Women
empowerment”.
3. Preparing a pictorial monograph on “Various folk dance of South India.
4. Preparing a pictorial monograph on “Various Classical Dance forms in India”.
5. Preparing a calendar chart on “Various Musical Instruments in India”.
6. Develop an Audio CD based on newly composed Poems of any Indian language.
7. Preparing some useful, productive and decorative models out of the waste materials.
8. Visit the Faculty of Performing Arts in your city and prepare a detailed report on its
multifarious functioning.
9. Development a Review of a theatre programme if possible
10. Organize a competition on some Decorative / Performing Art forms in the school during
your School Internship programme and prepare a report on it.
11. Organizing a workshop on some selected Creative Art forms in the school during your
School Internship programme and prepare a report on it.
* In addition, school and community based activities may be organized with provisions for visits
to innovative centres of pedagogy and learning, innovative schools, educational resource centres,
etc.Action research based on teaching learning and school and community could be conducted.
Sessional, practicum, unit test project work related presentations.
Suggested Readings
1. Natyashastra by Bharathamuni
2. Deva, B.C. (1981). An Introduction to Indian Music. Publication Division, Ministry of
Information and Broadcasting, Government of India.
3. NCERT (2006). Position Paper by National Focus Group on Arts, Music, Dance and
Theatre
4. Theory of Drama by A. Nicoll
5. Folklore and School Education. Regional Institute of English Publication, 2007.
Web Resources
Position Paper National Focus Group on Arts, Music & Dance, NCERT
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/art_education.pdf
Arts in school education, (2012), http://azimpremjifoundation.org/pdf/LCXVIII.pdf
Online courses on Arts, http://www.dsource.in/course/index.php
137
Learning Indicators and Learning Outcomes at the Elementary Stage, (2014), NCERT
http://www.ncert.nic.in/departments/nie/dee/publication/pdf/LI_Final_Copy_Revised_29.12.
14.pdf
BSE IV.9 : School Attachment Programme 2
Credits : 2 Marks: *100

Duration : 2 weeks C1 + C2:50
C3: 50
Objectives:
• To familiarize student teachers with classroom processes and skills employed in
teaching-learning process
• To familiarize the student teachers with different types of schools existing in the
community.
COURSE CONTENT:
• The student teachers will observe minimum 3 classes of regular teachers for
understanding the skills and strategies used in teaching by them.
• The student teachers will visit different types of schools such as Government, Government
aided and private schools to study their governing norms, regulations and participation in the
community.
• The student teachers will visit the schools run by community/NGO or other
organizations like minority run schools, schools in SC/ST dominated areas, schools in
slum areas, special and inclusive schools and submit the report.
Evaluation:* All assessments are internal

C1 – Report 1
C2 – Report 2
C3 – PPT
138
FIFTH SEMESTER
Core Course 1 E : Physics

BSE V.1A :ATOMIC AND MOLECULAR PHYSICS

Objectives:
To enable students to apply the basic knowledge of classical and quantum mechanics at the
atomic and molecular level.
COURSE CONTENT:
Unit I: Atomic Physics-I
The Electron: Determination of e/m of an electron by Thomson method, Determination of
charge of an electron by Millikan’s oil drop method.
Atomic Spectra: Inadequacy of Bohr atomic model, correction due to finite mass of the
nucleus, Rydberg constant in terms of reduced mass, Excitation and Ionization potentials,
Franck-Hertz experiment, Bohr-Sommerfeld Model of atom, relativistic mass correction,
vector model of an atom, Electron spin, space quantisation, magnetic moment of an electron
due to its orbital motion. Stern-Gerlach experiment and its theory.
Unit II: Atomic Physics-II

Spin-orbit interaction and Fine structure of spectral lines. Quantum numbers and selection
rules. Pauli’s exclusion principle. Electronic configuration of atoms. Valence electron and a
brief mention of L-S and J-J coupling for multi electron atoms. Fine structure lines of Sodium
Zeeman effect. Explanation of Zeeman effect on the basis of vector model of atom,
Expression for Zeeman shift and experimental details. Mention on anomalous Zeeman effect,
A qualitative mention of Paschen – Back and Stark effects.
Unit III : Molecular Spectra

Molecular formation, the molecular ion, H2 – molecule. Salient features of molecular spectra.
Rotation, vibration and electronic spectra of molecules, associated quantum numbers and
selection rules. Theory of pure rotation and rotation- vibration spectra, Raman and Infrared
(IR) spectra, simple applications. UV-Visible, Fourier Transform IR, Nuclear Magnetic
resonance (NMR) and Laser Raman spectra of organic molecules and their interpretations.
139
Unit IV: X-Rays
Electromagnetic spectrum, production of X-rays, X-ray spectra, Continuous X-ray spectra
Characteristic X-ray. Duanne and Hunt limit. Moseley’s law and its significance, X-ray
energy levels. Bragg’s law and Bragg spectrometer. A brief mention of different types of
crystals. Structures of NaCl and KCl crystals. Compton Effect, Expression for Compton
Shift.X-ray diagnostics and imaging
Reference Books:
1. H. S. Mani and G. K. Mehta, Introduction to Modern Physics, Affiliated East-West
Press, India, 1990.
2. Arthur Beiser, Perspectives of Modern Physics, McGraw-Hill Inc.,US; International
edition edition.
3. J.R. Taylor, C.D. Zafiratos, Modern Physics, M.A. Dubson, PHI Learning, 2009.
4. R.A. Serway, C.J. Moses, and C.A.Moyer, Modern Physics, Cengage Learning, 2005.
5. G. Kaur and G.R. Pickrell, Modern Physics, McGraw Hill, 2014.
6. Rich Meyer, Kennard, Coop, Introduction to Modern Physics, Tata McGraw Hill, 2002.
7. R. Murugeshan and K. Sivaprasath Modern Physics, S. Chand Publisher, 1994.
8. J. R. Reitz, F. J. Milford, and R. W. Christy, Foundations of Electromagnetic Theory,
Addison-Wesley; 4 edition, 2008.
9. Banwell and E. Mccash, Fundamentals for Molecular Spectroscopy, McGraw Hill
Education; 4 edition, 1994.
10. H. E. White, Atomic Spectra –, McGraw-Hill, 1954.
PRACTICALS
Objectives:
COURSE CONTENT:
1. Franck-Hertz experiment.
2. Study of sodium lines using discharge tubes.
3. Study of hydrogen lines using discharge tubes.
4. Study of helium lines using discharge tubes.
5. Dissociation energy of Iodine.
6. Hartmann’s formula for wavelength.
7. Benzene IR spectrum.
8. Rydberg Constant – Solar Spectrum
9. Excitation of Brass spectrum using Arc method
10. Rutherford model – Simulation technique.
11. Zener diode characteristics.
12. Transistor characteristics and transfer characteristics in Common Base configuration-
140
current gain.
13. Transistor characteristics and transfer characteristics in Common Emitter configuration-
current gain.
14. CE Transistor Amplifier-Frequency response.
15. Basic operational amplifier.
16. Energy gap of a semiconductor.
17. Bi-prism experiment.
18. Resolving power of grating.
19. Current balance experiment- the effects of a magnetic field on a current carrying
conductor.
20. Resolving power of a telescope.
References:
House, 1971.
Ltd., 2015
Ltd., 2015.
Core Course 1 E :Botany

BSE V.1B : BOTANICAL NOMENCLATURE, ANGIOSPERM
TAXONOMY AND UTILIZATION OF PLANTS

Objectives:
• To understand the principles of plant nomenclature;
• To appreciate the evolution of taxonomic thought and the various systems of classification;
• To understand the diversity that exists among angiosperms;
• To make detailed study of selected families;
• To appreciate the utility of plants and plant products in human welfare.
141
COURSE CONTENT
Unit I :
ICBN, principles and aims; type concept, concept of genus and specific epithet, Principle of
priority, units of classification.
Brief account of regional, national and international herbaria, significance of herbaria;
identification keys and floras.
Brief history, development of taxonomic thought, outlines of artificial, natural and
phylogenetic systems of classification.
Salient features and outline classification of Bentham and Hooker and Cronquist.
Unit II :
Study of the diagnostic features, salient vegetative and floral characteristics and economically
important plants of following families : i)Magnoliaceae ii)Capparidaceae, iii)Malvaceae,
iv) Fabaceae, v)Rutaceae, vi)Apiaceae, vii)Euphorbiaceae, viii)Amarantaceae
Unit III :
Study of the diagnostic features, salient vegetative and floral characteristics and economically
important plants of following families : i) Apocyanaceae ii)Asclepiadaceae, iii)Acanthaceae,
iv)Solanaceae, v) Lamiaceae, vi)Liliaceae, v)Poaceaex, vi)Arecaceae
Unit IV:
Brief account (botanical name, family, extraction/ processing where necessary) and uses of
the following :
a) Cereals and Pulses : Rice, wheat, maize, millets, pigeon, pea, Bengal gram, green gram,
black gram.
b) Fibres : Cotton, jute, linen, coir.
c) Vegetable oils : Groundnut, coconut, sunflower, safflower, castor.
e) Timber and bamboos : Rosewood, teakwood, honne, canes and bamboos.
f) Beverages : General account, coffee, tea, cocoa.
g) Spices and condiments : General account, cardamom, clove, pepper, ginger, cinnamon,
saffron, turmeric, mustard.
h) Rubber : General account, Hevea, Ficus.
i) Medicinal plants : Brief account of ethnobotany, uses of Cinchona, Rauwolfia,
Phyllanthes, Catharanthus, Ocimum, Tylophora and other locally available medicinal
plants.
References:
1. Jones, A.B. and A.Luchsinger, 1979, Plant Systematics, McGrow Hill Book Co., New
York.
2. Priti Shukla and Misra, 1988, Taxonomy of Angiosperms, Vikas Publishing House, New
Delhi.
3. Hutchinson, J., The families of Flowering Plants, Clarendon Pres, Oxford.
4. Davis, P.H. and V.H.Heywood, 1963, Principles of Angiosperm Taxonomy, Oliver and
Boyd, London.
5. Heywood, V.H. and D.M.Moore (Ed.)1984, Current concepts in Plant Taxonomy,
Academic Press, London.
6. Singh, G.1999, Plant Systematics : Theory and Practice, Oxford and IBH Pvt. Ltd., New
Delhi.
7. Stace, C.A. 1989, Plant Taxonomy and Biosystematics (2nd Ed.), Edward Arnold, London.
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8. Singh V. and D.K.Jain, 2005, Taxonomy of Angiosperms, Rastogi Publications, Meerut.
9. Kochhar S.L.1981, Economic Botany in the Tropics, MacMillan India Litd., Delhi.
10. Vashista P.C. 1980, Taxonomy of Angiosperms, Sultanchand & Co., New Delhi.
11. Lawrence, G.H.M. 1950 Taxonomy of Vascular Plants, MacMillan, London.
PRACTICALS
Objectives:
• To acquaint students with the technical terms and identification keys for describing and
identifying angiosperms.
• To familiarize with local plants belonging to families included in the study.
• To be able to describe the vegetative and floral characteristics, draw floral diagram and
write floral formulae of angiosperms.
• To familiarize with common plants/plant products of economic importance.
• To develop the skill of undertaking field study and preparing herbarium sheets.
COURSE CONTENT :
1. Study of selected technical terms and their definitions (used in the description of
plant).
2. Detailed study of at least one plant specimen per family as given in theory syllabus.
3. Field study (3-5 days) to a nearby forest, for collection, identification and submission
of 5 herbarium sheets;
4. To recognize the botanical name, family, part used and products of economic
importance as per theory syllabus;
5. Preparation and submission of an illustrated inventory of 5 medicinal plants used in
indigenous systems of medicine and allopathy (Write their botanical name, family,
part used, active principle and diseases/disorders for which they are prescribed).
Core Course 2EChemistry

BSE V.2 :TRANSITION ELEMENTS, COORDINATION COMPOUNDS
AND CHEMICAL KINETICS

Objectives:
· To develop an understanding of Principles of Chemical Kinetics and Surface Chemistry.
· To explain the properties of d and f block elements and their compounds in terms of their
electronicconfiguration and bonding.
· To understand the properties of coordination compounds in terms of bonding theories.
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COURSE CONTENT:
Unit I: d-block and f-block elements
To relate the electronic configuration to the properties and structure of transition metals and
their compounds. Characteristic properties of d-block elements.
Properties of the elements of the first transition series, their binary compounds and complexes
illustrating relative stability of their oxidation states, coordination number and geometry.
Chemistry of Elements of Second and Third Transition Series
General characteristics, comparative treatment with their 3d-analogues in respect of ionic
radii, oxidation states, magnetic behaviour, spectral properties and stereochemistry. Powder
metallurgy – extraction of tungsten. Position of lanthanides and actinides in the periodic
table, lanthanide contraction and its consequences, spectral and magnetic properties of
lanthanides, separation of lanthanides and actinides. General properties of actinides:
Extraction of Thorium, Uranium and Plutonium from burnt nuclear fuels.
Unit II : Coordination Compounds

To apply theories that explain certain properties and structure of transition metal complexes.
Werner’s coordination theory and its experimental verification, nomenclature of coordination
compounds, isomerism in coordination compounds, valence bond theory of transition metal
complexes. Limitations of VBT. Elementary treatment of crystal field theory, splitting of d-
orbitals in square planar, tetrahedral and octahedral complexes, factors affecting crystal field
parameters, Explanation of magnetic behavior and color of complexes using CFT, effective
atomic number concept. Metal carbonyl, 18 electron rule, Preparation, structure and reactions
of Ni(CO)4, Fe(CO)5 and V(CO)6, nature of bonding in metal carbonyls.
Unit III: Chemical Kinetics

Understanding the factors that influence a chemical reaction and rationalising them on the
basis of known theories of reaction rates. Chemical kinetics and its scope, rate of a reaction,
factors influencing the rate of a reaction – concentration, temperature, pressure, solvent, light,
catalyst. Concentration dependence of rates, mathematical characteristics of simple chemical
reactions – zero order, first order, second order, pseudo order, half life and mean life.
Determination of the order of reaction – differential method, method of integration, method
of half-life period and isolation method. Radioactive decay as a first order phenomenon.
Effect of temperature on rate of reaction, Arrhenius equation, concept of activation energy,
Simple collision theory based on hard sphere model, transition state theory (equilibrium
hypothesis). Expression for the rate constant based on equilibrium constant and
thermodynamic aspects.
Unit IV :Surface Phenomena

Adsorption: Introduction-Absorption and adsorption(definition, examples and differences)
types of adsorptions-physical and chemical(definition, examples and differences between
them), factors influencing the adsorption of gases on solids. Adsorption isotherms: definition,
Mathematical expression for Freundlich and Langmuir's adsorption isotherms. applications
of adsorptions.
Catalysis: Definition, general characteristics, action of catalytic promoters and inhibitors.

Homogeneous catalysis (definition and examples),Heterogeneous catalysis(definition and
examples) mechanism of heterogeneous catalysis(based on adsorption theory) enzyme
catalysis (definition and examples) Mechanism of enzyme catalysed reaction(lock and key
mechanism)
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References :
1. Inorganic Chemistry : James Huhey

2. Essentials of physical chemistry Arun Bahl,B.S. Bahl,G.D. Tuli
3. Concise Inorganic Chemistry J.D.Lee 5th edition,Wiley publishers.
4. Advanced Inorganic Chemistry Satya Prakash G.D. Tuli S.K. Basu, R.D. Madan
S.Chand and company pvt. Ltd.
5. Principles of Physical Chemistry Puri,Sharma and Pathania.
PRACTICAL
Objectives:
· To understand the kinetics of chemical reactions
· To familiarise with the analysis of ores
· To prepare and analyse inorganic complexes
· To study the adsorption phenomena
COURSE CONTENT:
1. Iodination of Acetone by titration and Colorimetry.
2. Acid Hydrolysis of Ester
3. Reaction between Potassium Peroxydisulphate and Potassium Iodide.
4. Base Hydrolysis of an Ester by Titration and Conductometry
5. Iodine clock reaction
6. Solvolysis of Tertiary Butyl Chloride by Titrimetry, conductometry and pH metry
7. Inversion of Cane Sugar
8. Colorimetric study of kinetics of oxidation of Indigo carmine by Chloromine-T.
9. To study the adsorption of acetic acid on activated charcoal
10. To determine the relative strength of Hydrochloric acid and sulphuric acid by studying
the kinetics of hydrolysis of ethyl acetate.
11. To study kinetically the reaction rate of decomposition of iodine by hydrogen peroxide.
12. Determination of Copper by colorimetric method using ammonia as the complexing
agent.
13. Determination of Ferric ion by colorimetric method using potassium thiocyanate as the
complexing agent.
14. Estimation of Manganese in pyrolusite by volumetric method
15. Preparation of a complex: potassium trioxalato aluminate(III) trihydrate or potassium
trioxalato cobaltate(III)
16. To determine the rate constant for the inversion of sucrose using polarimeter.
References :
1. Advanced practical inorganic chemistry by Gurdeep Raj, Goel Publication House,
Meerut-India.
2. Systematic Experiments in chemistry by Arun Sethi, New age International Pvt.Ltd,
New Delhi.
145
Core Course 3E : Mathematics
BSE V.3A :MULTIVARIATE CALCULUS & VECTOR CALCULUS

Objectives:
To enable the students to understand the concepts of multi-variate calculus and vector
calculus, and also to compute the areas of plain regions, surfaces and volume of solids.
COURSE CONTENT:
Unit I:
Definition of a line integral and basic properties, Evaluation of line integrals, Definition of
double integral, Conversion to iterated integrals, Evaluation of Double integral, change of
variables, Surface areas. Definition of a triple integral, Evaluation, Volume as a Triple
integral.
Unit II:
Improper integrals of the first and second kinds, Convergence, Gamma and Beta functions,
Connection between Beta and Gamma functions, Application to Evaluation of Integrals,
Duplication formula, Sterling formula.
Unit III:
Quadratic Curves, surfaces, sphere, cylinder, cone, Ellipsoid, Hyperbloid, Parabloid, Ruled
surfaces.
Unit IV:
Vectors, Scalars, Vector field, Scalar field, Vector differentiation, The Vector Differential
operator del, gradient, curl, Vector integration, The Divergence theorem of Gauss, Stoke’s
Theorem, Green’s Theorem in plane.
References
1. Calculus by Lipman Bers, Vols 1 and 2.
2. First Course in Calculus by Serge Lang
3. Calculus – Single and Multivariable by Hughes Hallet
4. Calculus and analytic geometry by Thomas and Finny.
5. Advanced Calculus by David Widder
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Core Course 3 E : Zoology
BSE V.3B : DEVELOPMENTAL BIOLOGY AND APPLIED

ZOOLOGY AND ETHOLOGY

Objectives:
· To comprehend the modern concepts of developmental biology;
· To understand the developmental sequences in vertebrates;
· To compare the development of organs and systems in vertebrates with evolutionary
significance;
· To identify the economically important animals and also to acquire knowledge with
regard to control measures of economically harmful animals.
COURSE CONTENT:
UNIT I: GAMETOGENESIS AND DEVELOPMENT-I
a) Gametogenesis–Structure and types of sperm, Spermatogenesis; Structure and types of

eggs, Oogenesis
b) Fertilization– Types, mechanism and its significances. Parthenogenesis
c) Cleavage– Characters, types, patterns of cleavage, planes of cleavages, factors
influencing cleavage, fate map
d) Gastrulation: Morphogenetic movements
e) Organizer phenomenon– Organizer concept of Spemann, induction; competence,
determination and differentiation
UNIT II: DEVELOPMENT-II
a) Development of chick up to three germ layers and neurulation .

b) Salient features of chick embryos of different ages – 19 hrs, 24 hrs, 33 hrs and 48 hrs,
72 hrs and 96 hrs of incubation
c) Extra-embryonic membranes of chick – development, structure and functions of
amnion, chorion, yolk sac and allantois
d) Placenta in mammals– Structure, classification and types
e) Regeneration: Morpholaxis and epimorphosis
UNIT III: APPLIED ZOOLOGY
a) Beneficial animals: Basic principles: i) Sericulture ii) Apiculture iii) Aquaculture - fish,
prawn and shell fish .
b) Harmful animals: Pests – morphology, life cycle, damages caused and control
measures of common insect pests of stored food grains and crops, nematode pests of
crops, insect vectors (each two); Control – biological control (pheromone traps) and
integrated pest management (IPM)
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UNIT IV: ETHOLOGY
Definition and objectives of Ethology ; Concept of motivation and releaser in behaviour;

Innate behaviour, taxes, reflexes, instinctive behaviour (3); Learning, imprinting and its
significance; biological clocks; Social behaviour in honey bees and monkey; Aggressive
behaviour, Control of behavior.
References:
1. Developmental Biology by K.V.Sastry& Vinita Shukla – (Rastogi Publications, 2008)
2. Introduction to Embryology by B.I. Balinsky – (W.B. Saunders, Philadelphia)
3. A Hand Book of Sericulture by Iyonemura & M.N.RamaRao.
4. Bee keeping by J.E.Eckert and F.R.Shaw.
5. Economic Zoology by G.S. Shukla & V.B. Upadhya
6. Chordate Embryology by Verma PS &Agarwal VK – Chand & Co.
7. Animal Behaviour by V.G.Dethier and E Stellar -(Prentice hall of India, New Delhi)
8. The study of Instinct by N Tinbergen.
9. The Dancing Bees by K V Frisch
10. Learning and Instincts in Animals by W H Thorpe and W Homan
PRACTICALS
OBJECTIVES:
· To develop the skills of staining and mounting of embryos of chick;
· To understand the developmental patterns of chick and Frog;
· To acquire the skill of culturing silk worm, honey bees and fish;
· To acquire skill for effective control measures of economically harmful animals
COURSE CONTENT:
1. Study of different types of eggs (Insect, Frog, Hen)

2. Study of permanent slides of different developmental stages in Frog
a) egg, b) early cleavage, c) morula, d) blastula, e) gastrula.
3. Study of permanent slides/different developmental stages of a) neural plate, b)
neural fold, c) Early tadpole, d) hind limb stage, e) hind limb and fore limb stage, f) short
tailed stage, g) young Frog.
4. Preparation of window on hen’s egg to study development of embryo.
5. Incubation of fertilized egg of chick, preparation of permanent mounting of embryo
from incubated egg and identification of age of the embryo.
6. Study of permanent slides of chick embryos of
a) 13 hrs, b) 19 hrs, c) 24 hrs, d) 33 hrs, e) 48 hrs of incubation
7. Study of common insect pests of stored grains and crops.
8. Study of common insect vectors.
9. Study of economically important
a) Fishes, b) crustaceans, c) molluscans.
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10. Study of metamorphosis of Anuran tadpole larva
11. Study of Preferences: a) Preening behaviour in birds, b) Photo–, chemo–, and
Geotaxes in Drosophila
12. Stimuli eliciting aggressive displays in male Siamese fighter fish; b) colour change in
female Siamese fighter fish
13. Experiments with maze for studying behavioural motivation in rat
Sericulture Project – Moriculture, Collection of laying, incubation, black boxing, brushing,

rearing, moulting, spinning, harvesting cocoons, reeling, raw silk (study of some economic
traits – fecundity, larval duration, cocoon weight, shell weight and silk weight).
BSE V.4 :ASSESSMENT OF LEARNING

Objectives:
This course is designed to help student teachers to:
* Understand the nature of assessment and evaluation and their role in teaching- learning
process.
* Understand the importance of assessment in continuous and comprehensive manner
* Plan assessment tasks, techniques, strategies and tools to assess learner’s competence
and performance in curricular and co-curricular areas,
* Devise marking, scoring and grading procedures,
* Analyse, manage and interpret assessment data.
* Devise ways of reporting on student performance
* Develop the skills of reflecting-on and self-critiquing to improve performance.
COURSE CONTENT:
Unit I: Introduction to Assessment & Evaluation
(a) Concept of test, measurement, Assessment, examination, appraisal and evaluation in

education and their inter relationships.
(b) Purpose and objectives of assessment/ Evaluation- for placement, providing feedbacks,
grading promotion, certification, diagnostic of learning difficulties.
(c) Importance of assessment & evaluation for Quality Education – as a tool in Pedagogic
decision making (writing instructional objectives, selection of content, teaching
learning resources, methodology, strategies & assessment procedures followed).
(d) Forms of assessment : -
(i) (Formative, Summative, diagnostic; prognostic, placement; Norm referenced;
Criterion referenced based on purpose)
(ii) (Teacher made tests Standardized tests: based on nature & scope)
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(iii) (Oral, written, performance: based on mode of response)
(iv) (Internal, External, self, peer, & teacher, group Vs individual- based on context)
(v) Based on nature of information gathered (Quantitative, Qualitative)
(vi) CCE, school based assessment ; Standard Based- based on Approach
(e) Recent trends in assessment and evaluations:
- Assessment for learning, assessment of learning and assessment as learning;
Relationship with formative and summative, Authentic assessment.
- Achievement surveys- State, National and International; Online assessment; On
demand assessment/ evaluation.
- Focus on Assessment and Evaluation in Various Educational commissions and
NCFs
Unit II: Developing Assessment Tools, Techniques and Strategies -1
(a) Concept of Cognitive, Affective, Psychomotor domain of learning

(b) Relationship between educational objectives, learning experiences and evaluation.
(c) Revised taxonomy of objectives (2001) and its implications for assessment and stating
the objectives-
- Knowledge dimensions:- factual, conceptual, procedural and meta-cognition.
- Cognitive, Affective, Psychomotor domains – Classification of objectives
(d) Stating objectives as learning out comes: General, Specific.
(f) Construction of achievement tests- steps, procedure and uses (Teacher made test/Unit
Tests)
- Constructing table of specifications & writing different forms of questions –(VSA, SA,
ET & objective type, situation based) with their merits and demerits; assembling
the test, preparing instructions, scoring key and marking scheme; and question
wise analysis
(g) Construction of diagnostic test – Steps, uses & limitation; Remedial measures- need
types and strategies
(h) Quality assurance in tools – Reliability: Meaning &Different methods of estimating
reliability (Test-retest; equivalent forms, split- half); Validity: Meaning &Different
methods of estimating reliability (Face, content, construct), Objectivity and
Practicability/ Usability
(i) Inter dependence of validity, reliability and objectivity
Unit III: Developing Assessment Tools, Techniques and Strategies -II
(a) Concept of CCE, need for CCE its importance; relationship with formative assessment
and problems reported by teachers and students
(b) Meaning & construction of process-oriented tools- Interview; Inventory; observation
schedule; check-list; rating scale; anecdotal record;
(c) Assessment of group processes-Nature of group dynamics; Socio-metric techniques;
steps for formation of groups, criteria for assessing tasks; Criteria’s for assessment of
social skills in collaborative or cooperative learning situations.
(d) Promoting Self assessment and Peer assessment – concepts and criteria’s
(e) Portfolio assessment – meaning, scope & uses; developing & assessing portfolio;
development of Rubrics
150
Unit IV: Analysis, Interpretation, Reporting and Communicating of student’s
performance
a) Interpreting student’s performance
(i) Descriptive statistics (measures of central tendency & measures of variability,
percentages, rank correlation)
(ii) Graphical representation (Histogram, Frequency Curves)
(b) Grading – Meaning, types, and its uses
(c) Norms – Meaning, types, and its uses
(d) Reporting student’s performance – Progress reports, cumulative records, profiles and
their uses, Portfolios, Using descriptive Indicators in report cards
(e) Role of feedback to stake holders (Students, Parents, Teachers) and to improve teaching
– learning process; Identifying the strengths & weakness of learners.
Sessional Works
1. Discussion on existing assessment practices in schools and submitting the report.

2. Constructing a table of specification on a specific topic (subject specific)
3. Constructing a unit test using table of specifications and administering it to target group
and interpreting the result.
4. Construction of any one of the process oriented tools and administering it to group of
students & interpreting it.
5. Analysis of question papers: teacher made and various Boards
6. Analysis of report cards-State and Central (CBSE)
7. Analysis of various education commission reports and NCFs for knowing various
recommendations on Assessment and Evaluation
References:
1. Ebel, R.L. and Fresbie, D.A. (2009).Essentials of Educational Measurement. New
Delhi: PHI Learning PVT. LTD.
2. Garrett, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet Publication.
3. Gupta, S.K. (1994). Applied Statistics for Education. Mittal Publications.
4. Mehta, S.J. & Shah, I.K. (1982).Educational Evaluation. Ahmedabad: Anand Prakashan
(Gujarati).
5. NCERT (2015) Learning Indicator, New Delhi
6. NCERT (2015) CCE Packages, New Delhi
7. Rani, P. (2004).Educational Measurement and Evaluation. New Delhi: Discovery
Publishers.
8. Rawat, D.S. (1970). 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. Ten Brink, T.D. (1974). Evaluation – A Practical Guide for Teachers. New York:
McGraw Hill Book Co.
11. Thorndike, R.M. (2010). Measurement and Evaluation in Psychology and Education.
New Delhi: PHI Learning Pvt. Ltd.
12. Yadav, M.S. and Govinda, R. (1977). Educational Evaluation, Ahmedabad: Sahitya
Mudranalaya.
13. Linn, Robert and Norman E Gronland (2000); Measurement and Assessment in
151
teaching, 8th edition, by Prentice Hall, Inc, Pearson Education, Printed in USA
14. Ved Prakash, et.al. (2000): Grading in schools, NCERT, Published at the publication
Division by the secretary, NCERT, Sri Aurobindo Marg, New Delhi
15. Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio Assessment in the
Reading – Writing Classroom. Norwood, MA: Christopher-Gordon Publishers
16. Glatthorn, A. A. (1998). Performance Assessment and Standards-based Curricula: the
Achievement Cycle. Larchmont, NY: Eye no Education
17. Gredler, M. E. (1999). Classroom Assessment and Learning. USA: Longman.
18. Likert, R. (1932). A technique for the Measurement of Attitudes. Archives Psychology,
40.
19. Mehrens, W. A. & Lehmann, I. J. (1991). Measurement and Evaluation in Education
and Psychology (8th ed.): Chapter 10: Describing Educational Data.
20. Oosterhof, A. (1994). Classroom Applications of Educational Measurement (Second
Edition). New York: Macmillan College Publishing Company Inc.
21. Payne, D.A (2003).Applied Educational Assessment. Australia: Wadsworth: Thomson
Learning.
22. Popham, W.J. (1981). Modern Educational Measurement. New Jersey, Engle Wood
Cliffs: Prentice-Hall Inc.
23. Popham, W. J. (2002). Classroom Assessment: What teachers need to know (Third
Edition). Boston: Allyn& Bacon.
Web Resources
1. Assessment in school education, (2013)

http://azimpremjifoundation.org/sites/default/files/userfiles/files/Issue%20XX%20Secti
on%20C.pdf
2. Compendium of Tools, (2013), CBSE
3
http://cbse.nic.in/ePub/webcbse/webcbse/Revised%20Compendium%20of%20Tools/
Revised%
20Compendium%20of%20Tools/docs/Revised%20Compendium%20of%20Tools.pdf
4. http://www.cbse.nic.ib/cce/index.html
5. www.ncert.nic.in
6. http://nroer.in/home/
152
BSE V.5 :Pedagogy of Physical Science 1

Objectives:
Student teachers will be able to
· Explain the nature of science.
· Specify the goals and objectives of science teaching.
· Review the contributions of major scientists.
· Explore several methods of teaching science.
· Apply various theories science learning and analyze the implications for teaching
science.
· Review the science curriculum, syllabus, and text books.
· Explore constructivist practices in teaching of science.
· Create unit plans, lesson plans in an artistic and scientific way.
· Explore the inter-relation between science and other subjects.
COURSE CONTENT:
Unit I: Nature of Science
Nature and scope of science -Scientific method, how science works.

Science as a process and product. Science as a way of thinking: inquiry, observation,
problem-solving, rational thinking, reasoning, science as an empirical body of knowledge.
Structure of knowledge: facts, concepts, principles, generalizations, theories.
Historical development of physical science with illustrations from topics such as structure of
atoms, laws of chemical combinations, stoichiometry, equivalent mass, models of the
universe, nature of light, electricity and magnetism etc.
Contributions of Indian and international figures in science to the knowledge domain of

physical science.
Basic branches of physical science and applications of physical science to human life.
Evolution of Physical Science as a knowledge field; science and technology; science and
society;
Correlation between science and other subjects, role of science teacher.
Unit II:
a. Aims and learning objectives of Physical Science
Aims of teaching physical science in the school curriculum.
Development of process skills of science, scientific attitude and temper by learning Physics
and Chemistry as experimental sciences.
Nurturing curiosity, creativity and aesthetic sense.
Science and society– relating physical science with the natural and social environment and
technologies relating science to daily life
153
Values through science teaching-open mindedness, objectivity, truthfulness, critical thinking,
logical thinking, development of problem solving skill, social learning.
Ethics of using the knowledge of science and technology.
b. Physical Science Curriculum

Recommendations of major commissions in India and policies on science teaching.
The school science curriculum with regard to NCF 2005: major themes in secondary school
science.
Brief study of famous curricular reform projects such as Nuffield, STEM, PSSC, Chemical
Bond Approach, CHEMSTUDY etc.
Comparison of international secondary schools science syllabus- Singapore, Oxford, CIE
(Cambridge).
Unit III: Pedagogical shift, Approaches and Strategies of learning Physical Science
Role of prior knowledge in constructing new knowledge (Ausubel), Piaget’s theories of
learning (schema- disequilibrium).
Development of concepts in Science- Real-life as the basis of conceptions; personal vs.
verified knowledge of science. Conceptions, alternate concepts, and misconceptions in
science, naïve concepts.
Teaching concepts and generalizations: inductive approaches, using advance organizers,
problem solving approach, investigatory approach, project method, cooperative learning
method.
Vygotsky’s theories of role of language and context in learning.
Van Glasersfeld’s theory. Development of constructivist practices in science teaching, 5E
learning model, 7E model, conceptual change model of teaching, challenges in using
constructivism in the classroom.
Approaches in teaching Science : Cooperative and Collaborative learning approach, problem

solving approach, concept mapping, experiential learning, cognitive conflict, inquiry
approach, analogy strategy.
Facilitating learning: Teacher’s role as a facilitator, grouping students, multiple learning
experiences, discussing and negotiating ideas, scaffolding, consolidating students’ ideas,
questioning-techniques and strategies, higher order and metacognitive questioning.
Maintaining positive learning environment.
Catering to children with varied needs and abilities.
Scope and importance inclusiveness in science class room.
Gender and Science
Role of learner: each learner as unique individual, involving learner in learning process, role
of learner in negotiating and mediating learning, encouraging learner to raise and ask
questions.
Unit IV: Planning for Physical science Teaching-learning

Importance of planning, unit plan and lesson plan.
Anderson and Krathwohl’s revised Bloom’s taxonomy: knowledge domains and cognitive
processes, action words. Types of knowledge- factual, conceptual, procedural and
metacognitive knowledge.
Identification and organization of concepts.
Elements of physical science lesson plan: learning Objectives, introduction, development,
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assessment, extended learning, assignment.
Designing learning experiences, pre-existing knowledge, selecting approach/strategy,
arrangement of teaching learning materials, group learning, formation of groups, organizing
activities.
Planning the lesson by using ICT applications and laboratory materials.
Reflective planning; unit plan; developing lesson plans on different topics and through
various approaches taking examples form upper primary, secondary and higher secondary
stage (physical and chemical changes, redox reaction, light, magnetic effect of electric current,
etc.).
Important skills required to teach in Constructive mode.
· Presentation on historical development of science concepts with a view to understand the nature
of science.
· Pedagogical analysis (units for pedagogic analysis: any unit from VIII, IX or X physical science
textbook).
· Drawing concept-maps for secondary level concepts.
· Presentation on the contributions of Physicists and Chemists to physical science.
· Readings on curriculum initiatives in secondary science with a special reference to NCF 2005.
· Comparison of different science curricula.
· Lab demonstration/exploration of science experiments.
· Exploring common mis-concepts in Physical Science by observing science classes or interviewing
science teachers or using VIII and IX textbooks.
· Stating learning objectives for teaching a topic in science.
· Demonstration of different methods of teaching of Physical Science.
· Experimentation of different methods of teaching of Physical Science.
Practicum on teaching skills in integrated and Constructivist form to be carried out in

the Block hours allotted.
References :
1. Pedagogy of Physical Science, Text book for B.Ed, Part I, NCERT
2. Pedagogy of Physical Science, Text book for B.Ed, Part II, NCERT
3. National Curriculum Framework 2005, NCERT, New Delhi.
4. Steve Alsop, Keith Hicks (2007). Teaching Science : A Handbook for Primary and
Secondary School Teachers, Kogan Page, New Delhi.
5. Judith Bennett (2003) Teaching and Learning Science : A guide to recent research and its
applications, Continuum, London.
6. Robin Millar (1984) Doing Science : Images of Science in Science Education, The
Falmer Press, London.
7. State Textbook in Physics and Chemistry for classes VIII, IX and X.
8. Nathan S Washton (1967). Teaching Science Creatively, Saunders Company, London.
9. History of Physics in the 20th Century, Internet Browsing.
10. Novak D J and D Bob Gowin (1984) Learning how to learn, Press Syndicate of the
University of Cambridge, Ohio.111
155
11. Carin A and B R Sund (1964), Teaching Science through Discovery, Charles E. Merrill
Books Inc.,
12. Columbus Ohio. 11. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000)
Science for All Children: Methods for Constructing Understanding, Allyn and Bacon,
London.
13. School Science Review, The Association for School Education, College Lane, Hatfield,
Hertfordshire, AL 109 AA, UK.
14. Physics Education, Institute of Physics Publishing, Dirac House, Temple Block, Bristol
BS1 6BE, UK.
15. Physics Teacher, American Association of Physics Teachers, Department of Physics and
Astronomy, University of Maryland, College Park, MO 20742.
16. Kamala Mukunda, 2009. What did you ask at school today? A Handbook on Child
Learning.
17. Donald Schon,(1983) The reflective practitioner, How professionals think in Action Basic
Books, ISBN 0465068782
18. Donald A. Schon, (1987) Educating the Reflective Practitioner: Toward a New Design for
Teaching and Learning in the Professions. San Francisco, Jossey-Bass, 1987 ISBN: 978-
15-5542-220-2
BSE V.6A : Pedagogy of Mathematics 1

Objectives:
On completion of the course the students will have
* understanding of nature of mathematics and its branches
* ability to analyse the relationship of mathematics within itself and with other subjects
* ability to categories mathematical knowledge into factual, conceptual, procedural and
meta cognitive knowledge
* Appreciates the contributions made by Indian and other country mathematicians
contribution
* ability to apply logical reasoning and problem solving ability in solving various
mathematical problems
Unit I: Knowledge about Mathematics

Nature of mathematics- abstractness, preciseness, brevity, language and symbolism; Nature
of mathematical propositions; Quantifiers- necessary and sufficient conditions(one and two
way); structure of mathematics- undefined terms, defined terms, definitions, axioms,
postulates and theorem; mathematical theorem and its variants- converse, inverse and contra
positive; Pure and Applied mathematics; branches of mathematics- Arithmetic, algebra,
geometry and their diversities; mathematization through- observation, conjecturing,
hypothesing, testing and verifying; creation of conceptual knowledge and its importance;
creation of procedural knowledge- derivation of laws/ theorems/ generalizations in
mathematics; relationship of mathematics among different branches of science; relationship
within and among branches of mathematics; Contribution of Indian and other Mathematician-
156
Aryabhatta, Bhaskara, Raman jam, Guass, Euclid, Descarte, Cantor, Pythagoras;
Organization of Mathematical content- horizontal and vertical linkage (within and between
classes IX and X); linkage between upper primary, secondary and senior secondary
mathematics.
Unit II: Aims and objectives of teaching Mathematics

Aims of mathematics- Cultural, disciplinary, moral, social and utilitarian aims; General
objectives of teaching mathematics Vis-a-Vis the objectives of secondary education; Major
shifts in classroom teaching (societal and technological influence); characteristics of a good
instructional objectives; Writing specific objectives of different content categories in
mathematics; Unit plan and Lesson plan-its importance and writing unit plan and lesson plan
for mathematics lessons using the format.
Unit III: Strategies for learning mathematical concepts

Nature of concepts, types of concept, process of concept formation; Moves in teaching
concepts- a) Exemplar moves- giving examples and non-examples (with or without
reasoning); comparing and contrasting ; giving counter example b) Characterization move-
definition, stating necessary and/or sufficient condition; concept Attainment Model ( Bruner);
Advance Organizer Model (Ausubel); Planning and implementation of strategies for teaching
various mathematical concepts(secondary level maths).
Important skills required to teach in Constructivist mode.
Unit IV: Teaching of Generalization

Teaching by exposition- Moves in teaching generalization:- Introductory move, focus move,
objective move, motivation move, assertion move, application move, interpretation move,
justification move; Planning for expository strategies of teaching generalization.
Teaching by guided discovery- nature and purpose of learning by- discovery, inductive,
deductive, guided discovery strategies; maxims for planning and conducting discovery
strategies; planning strategies involving either induction or deduction or both.
Sessional work:
Analysis of secondary level mathematics text books to identify various categories of
mathematical knowledge presented and its horizontal and vertical linkage among 8, 9 and 10
standard text books.
Analysing the structure of mathematics present in selected chapter/unit.
Writing a unit plan for selected unit
Writing of specific instructional objectives for selected unit
Writing a lesson plan on selected content area
Writing a plan for teaching a concept of a generalization using the appropriate moves to teach
them.
· Practicum on teaching skills in integrated and constructivist form to be carried out in

Block hours allotted.
References:
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1. Butler and Wren (1965), The Teaching of Secondary Mathematics- Fourth Edition,
London, McGraw Hill Book company
2. Cooney T J and others (1975), Dynamics of Teaching Secondary School Mathematics,
Boston: Houghton Miffilin
3. Focus Group Report (2005), Teaching of Mathematics, New Delhi, NCERT
4. Iglewiez, Boris and Stoyle, Judith (1973), An Introduction to Mathematical Reasoning,
New York, the McMillan company
5. John Stillwell(1989), Mathematics and its History- undergraduate Texts in Mathematics,
Newyork,Springer-Verlag New York Inc
6. NCERT, A textbook of Content-Cum-Methodology of Teaching Mathematics, New
Delhi, NCERT
7. NCERT(2012), Pedagogy of Mathematics- textbook for Two year B.Ed course, New
Delhi
8. Polya george (1957), How to solve it, Garden city, New York, Doubleday
9. Robert B Davis (1984),Learning Mathematics-The cognitive approach to Mathematics
Education, Sydney, Croom Helm Australia Pty Ltd
10. Servas W and T varga, Teaching school Mathematics- UNESCO source book
11. T V Somashekar, G Viswanathappa and Anice James (2014), Methods of Teaching
Mathematics, Hyderabad, Neelkamal publications Pvt Ltd
BSE V.6B : Pedagogy of Biological Science 1

Objectives:
At the end of the programme, students are able to
· explain the nature of science

· specify the goals and objectives of science teaching
· demarcate science from other pursuits of knowledge
· get a glimpse of the major turning points in the history of biology
· review the contributions of major biologist
· apply the learning theories in teaching of biological science
· review the science curriculum, syllabus, and text books
· perform content analysis of secondary school biological units
· write instructional objectives using revised taxonomy
· plan and develop unit and lesson plans
COURSE CONTENT:
Unit I: Nature of Science
Science as a way of thinking: Inquiry, observation, problem-solving, rational thinking,
reasoning and scientific attitude; Science as a way of investigation: scientific method, science
process skills; Science as an empirical body of knowledge: Structure of Knowledge, Facts,
Concepts, principles, Generalisations, theories; Process and Product of Science
Historical development of biological Science with special reference to those included in the
school curriculum; evolution of biological science as a knowledge field; theories contributing
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to modern biology (cell theory, theory of evolution by natural selection, gene theory, and
homeostasis),
Contributions of Indian and International biologist to the knowledge domain of biological
science, basic branches of biological science and applications of biology to human life.
Science and technology ; Science and society ; inter-relation between Science and other
subjects
Unit II: Theoretical basis of science teaching

Applying Learning theories in teaching of biological science: process of concept formation;
Development of conceptions in Science, Conceptions, alternate conceptions and
misconceptions in science,
Role of prior knowledge in constructing new knowledge (Ausubel), Piaget’s theories of
learning ( schema- disequilibrium), Vygotsky’s theories-role of language, ZPD and
scaffolding in learning, Van Glasersfeld’s theory; Spiral curriculum and discovery learning
(Bruner),
Metacognition, development of constructivist practices in science teaching, conceptual
change model of teaching.
Unit III: Biological Science Curriculum

Aims of teaching biological science in secondary schools
Recommendations of major commissions and policies on science teaching
The school science curriculum with regard to NCF: major themes in secondary school
science
Brief study of famous curricular reform projects such as Nuffield, BSCS, and Project 2061
Biological science syllabus of secondary schools
Analysis of science text books
Unit IV: Planning for Biology Teaching

Content Analysis; An analysis of the major themes of secondary school science (facts,
concepts, laws, theories); Concept mapping: role and procedure, studying linkages between
concepts within the same subject and across subjects
Objectives of teaching science using revised Bloom’s taxonomy: Knowledge domains and
cognitive processes, Types of knowledge- factual, conceptual, procedural and metacognitive
knowledge, and action words.
Principles of teaching biological science: Science as inquiry, development of process skills of
Science, scientific attitude and critical thinking, relating Science to daily life, Science and
society.
Unit plan and Lesson plan: stating objectives, selecting the content, designing learning
experiences, selecting approach/strategy, questioning, assessment and evaluation.
Important Skills required to teach in Constructivist mode.
Sessional Activities
· Developing timelines of development of biological knowledge/contributions of biologist
· Historical development of Science concepts- Poster presentation/concept maps
· Analysis and presentation of biological theories and models
· Timelines of current trends and future predictions of biological science
· Background readings on history of science, philosophy of science
· Observation of a biology classroom
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· Exploring common misconceptions in Physical Science by observing Science classes or
interviewing Science teachers/ from VIII and IX textbook
· Viewing and discussion on documentary on various biologist
· Performing textbook analysis using specified criteria
· Analysis of secondary school science textbook
· Content analysis of selected secondary school biology unit
· Concept analysis and mapping of the selected unit in biology
· Critical review of a few curricular reforms
· Developing a unit plan for a selected biology unit
· Lesson planning using various approaches including BSCS 5E model
· Practicum on teaching skills in integrated and constructivist form to be carried out in
Block Hours allotted.
References
1. Amanda Berry, et.al. (2015). Re-examining Pedagogical Content Knowledge in Science
Education (Teaching and Learning in Science Series). Routledge: New York
Books Inc.,
3. David Sang & Robert Frost (2005). Teaching Secondary Science Using ICT
4. DK Publishing (2013). Timelines of Science
5. Don P. Kauchak,& Paul D. Eggen (2013). Introduction to Teaching: Becoming a
Professional (5th Edition)
6. Ernst Mayr (1985).The Growth of Biological Thought: Diversity, Evolution, and
Inheritance
7. J. A. Cover, Martin Curd, & Christopher Pincock (2012).Philosophy of Science: The
Central Issues (Second Edition)
8. Jeffrey Bennett (2014). On Teaching Science: Principles and Strategies That Every
Educator Should Know. Big Kid Science: Boulder,CO
9. John Gribbin.(2004).The Scientists: A History of Science Told Through the Lives of Its
Greatest Inventors. Random House:New York
10. Judith Bennett (2003) Teaching and Learning Science : A guide to recent research and
its applications, Continuum, London.
11. Lois N. Magner (2002).A History of the Life Sciences, Revised and Expanded
12. Michael F. Fleming (2002).Biology Teacher's Survival Guide: Tips, Techniques &
Materials for Success in the Classroom
13. Michael Reiss (2012). Teaching Secondary Biology (Ase Science Practice). Hodder
Education: London
17. BSCS (2009)The Biology Teacher's Handbook, 4th Edition
18. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000) Science for All Children:
Methods for Constructing Understanding, Allyn and Bacon, London.
19. Robert J. Marzano.(2007). The Art and Science of Teaching: A Comprehensive

Framework for Effective Instruction (Professional Development). ASCD:Alexandria,
VA
20. Rodger W. Bybee, et.al. (2007). Teaching Secondary School Science: Strategies for
Developing Scientific Literacy (9th Edition)
21. Sally McKeown (2012). Brilliant Ideas for Using ICT in the Inclusive Classroom.
160
Routledge:New York
22. Samir Okasha (2002).Philosophy of Science: A Very Short Introduction. Oxford
UnversityPress:Oxford
23. Sandra K Abell,& Mark J Volkmann. (2006). Seamless Assessment in Science: A Guide
for Elementary and Middle School Teachers
24. Stephen P. Gordon. (2003). Professional Development for School Improvement:
Empowering Learning Communities
25. Steve Alsop, Keith Hicks (2007). Teaching Science: A Handbook for Primary and
26. Susan Loucks Horsley et.al. (2009). Designing Professional Development for Teachers
of Science and Mathematics. Sage:New Delhi
27. Thomas S. Kuhn (2012). The Structure of Scientific Revolutions: 50th Anniversary
Edition. University of Chicago Press:Chicago
28. WestEd, & WGBH Boston (2003).Teachers as Learners: A Multimedia Kit for
Professional Development in Science and Mathematics
BSE V.7 :School Attachment Programme - 3

Duration : 2 weeks C1 + C2:50
C3: 50
Objectives:
The student teachers will
• Understand learners coming from diverse backgrounds
• Analyze the availability of physical and learning facilities which function as the
curriculum resources at secondary level.
• Analyze the relevance of principles of curriculum organization and transaction to actual
implementation process of curriculum in schools
Course Content
The student teachers will perform the activities listed below and prepare reflective
diary and the reports on the tasks performed separately level wise. They will present their
reports in the seminar organized after the completion of school attachment programme.
During this phase student teachers are expected to begin developing their own
understanding about facilities available in school, learners and their learning context,
curriculum transactions in school. Student teachers gain understanding being into actual
school environment by observation, gathering information and interaction with students,
teachers and school Head.
The following tasks centered on school, learner contexts and teacher context are
suggested to be carried out by student teachers in this phase.
• Analyze how the curriculum proposed at the national /state levels are translated into
class room practices by observing teacher’s classes of any one subject
• Identity the resources and facilities used by the teacher for teaching a lesson and
interact with teacher to identify the resource mobilization.
• Study of the availability of facilities and resources catering to curriculum transaction
at upper primary and secondary levels - labs, library, activity rooms, learning
resources, art and craft resources and resources for physical education and yoga
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• Study of the facilities and scope for inclusiveness in school environment
• Observation of classes to understand the learning processes ; Study the learners coming
from diverse back grounds and their interaction in classrooms - social context of
learners; Individual differences; learning facilities for Inclusive children
• Observation of learners in various contexts ( participation in school activities, play
ground, lunch time, participatory role in school functioning, maintenance of class room
and school surroundings, responsibilities taken in various club activities etc.)
Records to be submitted for assessment
• Report on the analysis of school and the class room practices in realizing the curricular
expectations evolved at national/state level.
• Report on availability and utility of resources in school.
• Report on learners diversities.
Evaluation:* All assessments are internal

• C1 – Report 1
• C2 – Report 2
• C3 – PPT
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SIXTH SEMESTER
Core Course 1F : Physics
BSE VI.1A :CLASSICAL & QUANTUM MECHANICS AND
SPECIAL THEORY OF RELATIVITY

Objectives: To enable students to understand the essentials of classical mechanics, quantum

mechanics, quantum statistics and relativity.
COURSE CONTENT:
Unit I: Lagrangian formulations of Classical Mechanics
Constraints- sclerenomic and rheonomic constraints, holonomic and non holonomic
constraints, Generalized co-ordinates and velocities, Principle of virtual work, D’Alembert’s
principle, Euler- Lagrange equations, Cyclic co-ordinates, Conservation laws and symmetry
properties, applications of Lagrangian formulation (simple pendulum). Canonical momenta &
Hamiltonian of a system. Hamilton's equations of motion. Hamiltonian for a harmonic
oscillator.
Unit II: Special Theory of Relativity

Galilean transformation, Earth as an inertial frame of reference, Constancy of speed of light,
Ether hypothesis, Michelson-Morley experiment, Postulates of Special Theory of Relativity,
Lorentz transformations. Simultaneity and order of events. Length contraction, Time dilation,
Relativistic transformation of velocity, frequency and wave number. Relativistic addition of
velocities. Variation of mass with velocity. Massless Particles. Mass-energy Equivalence.
Relativistic Doppler effect. Relativistic Kinematics. Transformation of Energy and
Momentum.
Unit III: Origin of Quantum Theory

Qualitative discussions on inadequacies of Classical Physics– black body radiation and
photoelectric effect, Planck’s hypothesis and explanation of black body radiation, Einstein’s
explanation of photoelectric effect with derivation, Wave-particle duality, de Broglie’s
hypothesis of matter waves, concept of group velocity and phase velocity and their
relationship, experimental evidence for matter waves– Davisson and Germer experiment,
electron diffraction experiment. Uncertainty Principle.
163
Unit IV: Development and application of Schrodinger Equation
Wave function, interpretation of wave function, postulates of quantum mechanics, probability
density, Eigen functions and eigen values, expectation values, Normalization of wave
functions, development of time dependent and time independent Schrodinger wave equation,
operator method of deriving Schrodinger equation. Applications of Schrodinger wave
equation– one dimensional infinite potential well, finite potential well, phenomenon of
tunneling, one dimensional harmonic oscillator, hydrogen atom (only qualitative discussion).
Reference Books:
edition edition.
2. H.Goldstein, C.P. Poole, J.L. Safko, Classical Mechanics 3 rd Edn., Pearson Education,
2002.
3. L. D. Landau and E. M. Lifshitz, Mechanics, Pergamon, 1976.
4. P.S. Joag, N.C. Rana, Classical Mechanics 1 st Edn., McGraw Hall.
5. R. D. Gregory, Classical Mechanics, Cambridge University Press, 2015.
6. L. I. Schiff, Quantum Mechanics, 3rd Edn., Tata McGraw Hill, 2010.
7. R. Shankar, Principles of Quantum Mechanics 2nd edition, Springer, 2014.
8. David J Grififth, Introduction to Quantum Mechanics, Addison Wesley; 2 edition, 2004.
9. P. M. Mathews and K. Venkatesan, A Text book of Quantum Mechanics, 2nd edition,
McGraw Hill, 2010.
10. R. Eisberg and R. Resnick, Quantum Mechanics, 2nd edition, Wiley, 2002.
11. G. Aruldhas, Quantum Mechanics, 2nd edition, PHI Learning of India, 2002.
12. C. Reed, Quantum Mechanics, Jones and Bartlett Learning, 2008.
PRACTICALS
Objectives:
COURSE CONTENT:
1. Stefan’s constant.
2. Planck’s constant using LED’s (3no.s).
3. Absorption spectra.
4. Photoelectric effect.
5. Variation of resistance with temperature of copper wire (10 mts).
6. Laser Diffraction.
7. Laser-wavelength using transmission grating.
8. Photo conductivity using LDR.
9. Photovoltaic cells.
10. Numerical aperture of an optical fibre by semiconductor laser.
11. BG Absolute Capacity.
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12. BG-High resistance by leakage method
13. BG Mutual inductance
14. e/m of electron.
15. Verification of inverse square law for light using photodiode.
16. Diffraction of light. Determination of wavelength l.
17. Characterization of photo diode.
Reference Books:
House, 1971.
Ltd., 2015
6. Jerry D Wilson and Cecilia A. Hernández-HallPhysics Laboratory Experiments7 th
Ltd., 2015.
Core Course 1 F Botany

BSE VI.1B :PLANT PHYSIOLOGY AND METABOLISM

Objectives:
• To acquaint students with the sub-cellular physiological phenomena in plants;
• To understand the water relations in plants;
• To understand the functioning of plant from the physiological point of view;
• To understand various facets of growth, differentiation and physiology of flowering in
angiosperms.
COURSE CONTENT:
Unit I :
a) Importance of water to plant life, properties of water.
b) Review of diffusion, osmosis and imbibition – definitions, concept of water potential,
osmotic potential, pressure potential, solute potential, role of aquaporins.
c) Absorption of water : Root as an absorbing organ, mechanism and pathways of water
movement from root hair to root xylem - symplast, apoplast and trans-membrane pathways.
165
d) Ascent of sap : Vertical pathway of water in plants, structural properties of xylem, root
pressure theory, cohesion – tension hypothesis.
Unit II :
a) Transpiration: Definition, types, mechanism of stomatal opening and closing (role of K+
and Abscisic acid), antitranspirants, factors and significance of transpiration, guttation.
b) Cellular Respiration: Introduction, respiratory quotient, aerobic and anaerobic respiration,
structure of mitochondrion, glycolysis, synthesis of acetyl CoA, Krebs cycle, oxidative
phosphorylation, electron carrier complexes, chemiosmotic hypothesis, proton pump theory,
synthesis of ATP (Paul Boyer’s hypothesis), pentose phosphate pathway.
Unit III:
a)Photosynthesis: Introduction, brief history, ultrastructure of chloroplast, photosynthetic
pigments, absorption and action spectra, photochemical (light) reaction, photophosphorylation,
Z-scheme, Calvin cycle, C4 pathway, CAM pathway, photorespiration, factors and
significance of photosynthesis.
b)Transport of Organic Substances : Ultrastructure and functions of phloem, (sieve tube),
mechanism of phloem transport, source – sink relationship, theories and factors affecting
photosynthesis.
c)Mineral Nutrition: Major and micro-nutrients, absorption of mineral salts, mechanism and
theories of mineral uptake; passive absorption – mass flow, Donnan equilibrium: active
absorption – carrier concept, cytochrome pump hypothesis.
Role of N, P, K, Ca, Mg, Fe, N and Zn in plant metabolism, Mineral deficiency symptoms.
Unit IV :
a) Growth and Development : Definitions, phases of growth and development,
photomorphogenesis, brief account of phytochromes – discovery, physiological role and
mechanism of action.
b) Plant growth Regulators : General account, discovery, chemical nature, physiological
effects and applications of auxins, kinins, gibberellins, ethylene and abscisic acid. Brief
account of plant movements.
c) Physiology of flowering : (i) Brief account of photoperiodism, short day, long day and
day-neutral plants, night interruption phenomenon, florigen concept, role of phytochromes (ii)
Brief account of vernalization.
References:
1. Taiz,L. and E.Zeiger, 1998, Plant Physiology (2nd Ed.), Sinauer Associates Inc. USA.
2. Salisbury, F.B. and C.W.Ross, 1992, Plant Physiology (4th Ed.) Wadsworth Publishing
Co.USA.
3. Leo, P.J. and R.C.Leegood, 1999, Plant Biochemistry and Molecular Biology, John
Wiley & Sons, England.
4. Hopkins, W.J.1995, Introduction to Plant Physiology, John Wiley and Sons, Inc., New
York.
5. Lehninger A.B.,1982, Principles of Biochemistry, CBS Publishers and Distributors,
New Delhi.
6. John, J.L., 1994, Fundamentals of Biochemistry, Sultanchand & Co., New Delhi.
7. Srivastava, H.S., 2005, Plant Physiology, Biochemistry and Biotechnology, Rastogi
Publications, Meerut.
8. Srivastava H.S. and N Shankar, 2006, Plant Physiology and Biochemistry, Rastogi
166
PRACTICALS
Objectives :
• To understand the functioning of a plant from the physiological point of view.
• To enable students to handle glasswares and equipment to set up physiology
experiments.
• To study responses of plants by manipulating the variables.
COURSE CONTENT :
1. Preparation of different types of solutions – molal, molar, percent and normal solutions.
2. To study the effect of temperature and organic solvents on permeability of plasma
membrane.
3. Determination of osmotic potential by plasmolytic method.
4. Determination of water potential of potato tuber.
5. Calculation of stomatal index, frequency and area of stomatal aperture in the two
surfaces of leaves.
6. Determination of the rate of transpiration in two surfaces of leaf by cobalt chloride
method.
7. Demonstration of transpiration pull.
8. Separation of photosynthetic pigments by paper chromatography.
9. Comparison of rate of photosynthesis under different environmental conditions.
10. Demonstration of necessity of light, CO2 and chlorophyll for photosynthesis.
11. Plotting the absorption spectrum of chlorophylls.
12. Quantitative estimation of chlorophylls by colorimetry.
13. Demonstration of aerobic and anaerobic respiration.
14. Demonstration of phototropism and geotropism.
15. Study the distribution of growth in roots.
16. Observation of cyclosis in plant materials.
17. Testing the germinability of seeds using TTC.
Core Course 2FChemistry
BSE VI.2 : ORGANIC CHEMISTRY – II

Objectives:
To develop an understanding of the chemistry of Functional groups and mechanism of
Organic Reactions.
167
COURSE CONTENT:
Unit I: Alcohols and Phenols
Monohydric alcohols: Nomenclature, methods of formation (reduction of aldehydes, ketones,

carboxylic acids and esters). Hydrogen bonding, Acidic nature. Reactions of alcohols
(oxidation, esterification, dehydration).
Dihydric alcohols: Nomenclature, methods of formation (from alkenes and alkyl dihalides),
chemical reactions of vicinal glycols-oxidative cleavage [Pb(OAc)4 and HIO4 ] and Pinacol-
pinacolone rearrangement.
Trihydric alcohols: Nomenclature and methods of formation(from alkenes and alkenals),
chemical reactions of glycerol (with nitric acid, oxalic acid and HI).
Phenols: Nomenclature, structure and bonding, Preparation of phenol, resorcinol and 1 and
2- naphthols (one method each). Physical properties and acidic character of phenol.
Comparative acidic strengths of alcohols and phenols, resonance stabilization of phenoxide
ion. Reactions of phenols: Electrophilic aromatic substitution, acylation and carboxylation.
Mechanisms of Fries rearrangement, Claisen rearrangement, Gatterman synthesis, Houben-
Hoesch reaction, Lederer-Manasse reaction and Reimer-Tiemann reaction.
Unit II: Carbonyl Compounds

Aldehydes and Ketones
Nomenclature and structure of carbonyl group. Synthesis of aldehydes and ketones with
particular reference to the synthesis of aldehydes from acid chlorides, synthesis of aldehydes
and ketones using 1,3-dithianes, synthesis of ketones from nitriles and from carboxylic acids.
Physical properties. Mechanism of nucleophilic addition to carbonyl group with particular
emphasis on benzoin, aldol, Perkin and Knoevenagel condensations. Use of acetals as
protecting group. Baeyer-Villiger oxidation of ketones, Cannizzaro reaction. MPV,
Clemmensen, Wolff-Kishner, LiAlH4 and NaBH4 reductions. Halogenation of enolizable
ketones. An introduction to s, b unsaturated aldehydes and ketones.
Carboxylic Acids and their Derivatives

Nomenclature, structure and bonding. Preparation of carboxylic acids – by oxidation, using
Grignard reagents and hydrolysis of nitriles. Physical properties, acidity of carboxylic acids,
effect of substituents on acid strength. Reactions of carboxylic acids: HVZ reaction, synthesis
of acid chlorides, esters and amides. Reduction of carboxylic acids. Mechanism of
decarboxylation. Methods of formation and chemical reactions hydroxy acids – malic,
tartaric and citric acids.
Unsaturated monocarboxylic acids: Methods of formation and chemical reactions

Dicarboxylic acids: Methods of formation and effect of heat and dehydrating agents.
Carboxylic acid derivatives: Structure and nomenclature of acid chlorides, esters, amides and
acid anhydrides. Preparation of carboxylic acid derivatives, chemical reactions. Mechanism
of esterification and hydrolysis (acid, base conditions).
Unit III: Organic synthesis via Carbanions
Synthesis of ethyl acetoacetate by Claisen condensation and diethyl malonate. Acidity of α –

hydrogens, alkylation of diethyl malonate and ethyl acetoacetate. Synthetic applications of
168
malonic ester: dicarboxylic acids – succinic acid and adipic acid; α,β – unsaturated acids –
crotonic acid and cinnamic acid; barbituric acid.
Synthetic applications of acetoacetic ester: dicarboxylic acids – succinic acid and adipic acid;
α, β – unsaturated acids – crotonic acid and cinnamic acid; antipyrine, uracil and acetyl
acetone. keto-enol tautomerism of ethyl acetoacetate. Alkylation of 1,3-dithianes, Alkylation
and acylation of enamines.
Unit IV: Organic Compounds of Nitrogen
Nitro Compounds: Introduction, Preparation of nitroalkanes and nitroarenes. Chemical

reactions of nitroalkanes. Mechanism of nucleophilic substitution in nitroarenes and their
reductions in acidic, neutral and alkaline media. Picric acid.
Aliphatic and Aromatic amines: Structure and nomenclature of amines, Preparation of
alkyl and aryl amines (reduction of nitro compounds, nitrites), reductive amination of
aldehydic and ketonic compounds. Gabriel-phthalimide reaction, Hofmann bromamide
reaction. Reactivity, physical properties, stereochemistry of amines. Separation of a mixture
of primary, secondary and tertiary amines (Hinsberg’s method). Structural features effecting
basicity of amines. Amine salts as phase – transfer catalysts. Reactions of amines,
electrophilic aromatic substitution in aryl amines, reactions of amines with nitrous acid.
Synthetic transformations of aryl diazonium salts and azo coupling.
References :
1. Advanced organic chemistry Arun Bahl and B.S. Bhal
2. Organic Chemistry:Reagents and Reactions Agrawal, Goel Publishing House 53rd
edition 2015
3. Organic Chemistry John Macmumy 9th Edition 2016.
4. Organic Chemistry J.Clayden,N.Greeves and S.Warren 2nd Edition 2012 Oxford
University Press.
PRACTICAL
Objective:
· To develop basic skills of separation of organic compounds and evolve a scheme of
analysis of organic compounds based on properties of functional groups for
identification
· To develop skills of separation techniques
COURSE CONTENT:
1. Qualitative organic analysis

1. Separation of organic mixtures containing two solid components using water ,
NaHCO3, NaOH
2. Analysis of an organic compound: Detection of extra elements (N,S and X) and

functional groups (phenolic, carboxylic, carbonyl, esters, carbohydrates, alcohols,
amines, amides, nitro and anilides) in simple organic compounds. Identification of
169
organic compound based on functional group analysis, determination of physical
constant (mp / bp).
2. Chromatographic Techniques
(i) Thin Layer Chromatography

(a) Determination of Rf values and identification of organic compounds:
(b) Identification of plant pigments by thin layer chromatography
(c) Preparation and separation of 2,4-dinitrophenylhydrazones of acetone / 2-butanone
using toluene : light petroleum (2:3 ratio)
(d) Separation of mixture of dyes
(ii) Paper Chromatography

Determination of Rf values and identification of organic compounds:
(a) Separation of mixture of amino acids
(b) Separation of mixture of D-galactose and D-fructose using n-butanol:acetic
acid:water 4:5:1) ; Spray reagent: anilinehydrogenphthalate
(iii) Column Chromatography

Separation and identification of ortho and para nitro anilines
References :
1. A Text Book of Qualitative Organic Analysis, A I Vogel
2. A Text Book of Quantitative Organic Analysis, A I Vogel
3. Systematic experiments in Chemistry Arun Sethi, New Age International(P) Ltd.
Core Course 3F Mathematics

BSE VI.3A :GROUPS AND RINGS

Objectives:
By the end of the semester the students will be able to develop understanding of the abstract
concepts of groups and rings, and special classes of rings and to appreciate modern
mathematical concepts.
COURSE CONTENT:
Unit I:
Groups, Examples, Properties and types, Sub-groups. Cyclic groups and properties, Cosets,
Lagrange’s theorem and its Consequences, Dihedral groups, Normal subgroups, Quotient
groups.
Unit II:
Homomorphism and Isomorphism of groups, Kernel of a Homomorphism, , Fundamental
theorem of Homomorphism, Cauchy’s theorem for abelian groups, Permutation group,
Alternating Group, Cayley’s Theorem.
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Unit III:
Rings, Integral Domains, Division Rings, Fields, Properties, Field of quotients. Ideals,
Quotient rings Maximal, Prime and Principal ideals, Principal ideal ring, Divisibility in an
Integral domain, Units and Associates.
Unit IV:
Homomorphism of a ring, Kernel, Isomorphism, Fundamental theorem of Homomorphism,
Polynomial rings, Divisibility, Irreducible polynomials, Division Algorithm, Greatest
Common Divisor, Euclidean Algorithm, Unique Factorisation Theorem, Eisenstein’sCriterion
of irreducibility.
References :
1. Topics in Algebra by Herstein, Vikas.
2. A First Course in Abstract Algebra by Fraleigh, Addison-Wesley.
3. Modern Algebra by Vasishtha, Krishna Prakashan Media Pvt. Ltd.
4. Higher Engineering Mathematics by Kreyszig, Wiley
5. Contemporary Abstract Algebra by Joseph A. Gallian, Narosa Publishing House.
6. Basic Abstract Algebra, 2nd Edition by P.B.Bhattacharya, S K Jain and S R Nagpaul,
Cambridge University Press.
7. Modern Algebra – An Introduction by Durban, 5th Edition, Wiley.
8. Algebra by Michael Artin, Prentice Hall of India Pvt. Ltd.
9. A Brief Survey of Modern Algebra by Birkhoff and Maclane, IBH.
Core Course 3 F : Zoology

BSE VI.3B :ANIMAL PHYSIOLOGY, ENDOCRINOLOGY AND IMMUNOLOGY

Objectives:
· To enable students to comprehend the modern concepts of physiological aspects of
animals including human being
· To comprehend chemical nature and role of biological molecules
· To understand the defense mechanism of body
COURSE CONTENT:
Unit I: Digestion, Circulation and Respiration
a) Digestion– Mechanical digestion, Physiology of digestion, role of enzymes and GI
hormones. Absorption of carbohydrates, proteins, lipids, vitamins and minerals
b) Circulation: Composition of blood and physiology of blood clotting; Lymphatic system;
origin, conduction and regulation of heart beat, heart beat and pulse, cardiac cycle, blood
pressure, myocardial infarction .
c) Respiration– Mechanism of breathing (external respiration) in man; structure and
function of haemoglobin; Transport of gases - oxygen transport, oxygen equilibrium
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curve, Bohr effect; Transport of carbon dioxide, chloride shift; Control and regulation of
respiration
Unit II: Excretion, Nerve and Muscle Physiology

a) Excretion: Nitrogenous waste products – Ammonotelism, ureotelism, uricotelism;
Ornithine cycle; outline structure of human kidney and nephron, physiology of urine
formation, counter-current mechanism; micturation; dialysis
b) Homeostasis– Osmo–conformers and regulators in marine and freshwater animals;
thermoregulation in animals – Poikilotherms, heterotherms and homeotherms, adaptive
changes in animals
c) Nervous Co-ordination– Structure and types of neuron and synapses; Physiology of
transmission of impulse across axons and synapses, neuroinhibiters and
neurotransmitters (4)
d) Muscle contraction–Ultrastructure of striated muscle, Contractile and regulatory
proteins, neuro-muscular junction, mechanism of skeletal muscle contraction
Unit III: Endocrinology

a) General organization of mammalian endocrine system
b) Pituitary, thyroid, parathyroid, adrenal and gonads – Structure and functions of their
secretions, abnormalities, A brief account on hormonal control of human pregnancy
c) Hormones: properties, feed-back mechanism, classification, mode of action of hormones
(steroid and peptides)
d) Reproductive cycles– Estrous cycle in cow and menstrual cycle
Unit IV: Immunology

Introduction to Immunology, Types of Immunity, Lymphoid organs, Cells of immune system;
Overview of antigen, structure and types of antibody, antigen-antibody reaction; Immune
responses – Humoral and cell–mediated immunities (2); Autoimmunity and hypersensitivity ;
AIDS - Structure of HIV, mechanism of immune deficiency and preventive measures.
References:
1. Animal Physiology by A. Maria Kuttikan& N. Arumugam – (Saras Publication,
Nagercoil, Tamil Nadu).
2. Regulatory mechanism in Vertebrates by Kamleshwar Pandey and J.P. Shukla -
(Rastogi Publications, 2008).
3. Animal Physiology by K.A. Goyal and K.V. Sastry – (Rastogi Publications, 2008).
4. Endocrinology and Reproductive Biology by K.V. Sastry – (Rastogi Publications, 2008).
5. Animal Physiology by Arora M.P. (1989) – Himalaya Publishing House.
6. Textbook of Medical Physiology by Guyton A.C. & Hall J.E. (1996) – (W.B. Saunders
& Co.).
7. General and Comparative Physiology by Hoar W.S. (1983) – (Prentice Hall
Publication).
8. A textbook of Animal Physiology by Hurtkat P.C. & Mathur P.N. (1976) – (S. Chand &
Co.).
9. Textbook of Animal Physiology by Nagabhushanam R. & Kodarkar M.S. (1978) –
(IBH).
10. General Endocrinology by Turner C.D. & Gangara J.T. (1971) – (W.B. Saunders & Co.)
11. Immunology by Dulsi Fatima.
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PRACTICALS

Objectives:
· To develop the skills on haematology
· To enable students to analyse urine samples biochemically;
· To demonstrate physiological experiments – respiration, heart beat and muscle
contraction
· To understand the anatomical and histological aspects of endocrine organs
COURSE CONTENT:
1. Preparation of blood smears of Frog and man
2. Total count of RBC
3. Total count of WBC
4. Differential count of Leucocytes
5. Estimation of haemoglobin by Sahlis method
6. Human urine analysis for a) Nitrogenous substances, b) Normal inorganic constituents, c)
Abnormal constituents – (i) glucose, (ii) protein, (iii) ketone bodies.
7. To set up simple experiments to find out the rate of respiration in terrestrial/aquatic
animals like cockroach, fish or rat.
8. Study of stained slides of mammals –
T.S. of a) Stomach b) Intestine c) Kidney d) Liver e) Pituitary, f) Adrenal gland, g)
Thyroid, h) Testis, i) Ovary, j) Placenta, k) Pancreas
9. Demonstration of antigen-antibody reaction in gels
10. Effect of different Conc. NaCl on RBCs
BSE VI.4 : CRITICAL UNDERSTANDING OF ICT

Objectives
On completion of the course the students will be able to:
· Appreciate the historical, current and future trends in ICT and its implications to
education
· Explain the meaning of ICT and its application in Education
· Demonstrate an understanding of the computer hardware and software fundamentals
· Use various digital hardware and software for creating resources and providing learning
experiences
· Use a word processor, spread sheet, drawing and presentation software skillfully and
intelligently to produce various teaching learning resources for educational use
· Use internet technologies efficiently to access remote information, communicate and
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collaborate with others
· Model collaborative knowledge construction using various web 2.0 tools and
technologies
· Design and develop technology integrated learning experiences using ICT tools
· Develop skills in using various e-learning and e-content tools and technologies
· Plan, develop, and use multimedia based learning content using open source authoring
software
· Use ICT for designing learning experiences using innovative pedagogical approaches
· Explain the role of ICT in authentic and alternative assessment
· Understand the social, economic, security and ethical issues associated with the use of
ICT
· Appreciate the scope of ICT for improving the personal productivity and professional
competencies
· Appreciate the use ICT in improving educational administration
· Explain the emerging trends in information and communication technology
COURSE CONTENT:
Unit I: ICT and Education
Information and Communication Technology: meaning and nature. Learning theories and its
implications for ICT integration in education. National ICT policy, curriculum and schemes
Historical account of the development of various educational media (audio, print, video,
storage, display, projection)
Role of technology in emerging pedagogical practices. Visual literacy, media literacy, and
new media literacy
Computer hardware fundamentals, computer network-LAN, WAN and Internet. Software –
meaning and types: proprietary software and open source software, System software and
application software
Emerging Trends in ICT and its educational applications: Augmented reality, e-books and
rhizomatic learning, learning analytics, ubiquitous computing and mobile learning, Game
based learning, cloud computing and software as service, 3D printing, and marker space
Unit II: E-content and e-resources

Educational applications of word processing, spreadsheet, presentation, and drawing tools –
diagrams, concept maps, timelines, flow charts.
Reusable Learning Objects (RLO), e-content standards, authoring tools- open source and
proprietary alternatives
Multimedia: meaning and types, multimedia tools-audio editing, video editing, screen casting,
graphic editing, basics of animation, and creating interactive media. Evaluation of multimedia
resources.
Open Educational Resources – Meaning and importance, various OER initiatives, creative
common licensing
Locating internet resources – browsing, navigating, searching, selecting, evaluating, saving
and bookmarking
Use of digital still and video camera, digital sound recorder, scanner, printer, interactive white
board, visualizer, and multimedia projector for creating and using multimedia resources
174
Unit III: ICT and Pedagogy
Techno pedagogical content knowledge (TPCK). Approaches to integrating ICT in teaching
and learning
Web 2.0 tools for creating, sharing, collaborating, and networking: Social networking, social
book marking, blog, wiki, instant messaging, online forums/discussion groups and chats, and
media streaming.
E-learning: concept, types, characteristics, e-learning tools and technologies, Learning
Management Systems (LMS)
Subject specific ICT tools for creating and facilitating learning. Designing technology
integrated authentic learning designs and experiences
ICI integrated Unit plan – Web 2.0 for creating constructivist learning environment
Technology for pedagogical innovations: web quest, PBL, virtual tours, MOOC, flipped
classroom
Assistive technology for special needs and inclusion: tools and processes, ICT and Universal
design for Learning (UDL)
Unit IV: ICT for Assessment, Management, and professional development

ICT and Assessment: e-portfolio, electronic rubrics, online and offline assessment tools –
rubrics, survey tools, puzzle makers, test generators, reflective journal, and question bank.
Use of web 2.0 tools for assessment,
ICT for professional development - tools and opportunities: electronic teaching portfolio, web
2.0 technologies, technology and design based research, ICT for self-directed professional
development, web conferencing, role of OER and MOOCs
ICT for personal management: email, task, events, diary, networking. ICT for educational
administration: scheduling, record keeping, student information, electronic grade book,
connecting with parents and community, school management systems.
Managing the ICT infrastructure: software installation, troubleshooting of hardware, seeking
and providing help, storage and backup, updating and upgrading software
Computer security: privacy, hacking, virus, spy ware, misuse, abuse, antivirus, firewall, and
safe practices, fare use and piracy
Sessional Work
1. Hands on experience in setting up a desktop PC and working with various input devices,
output devices, storage devices, and display devices
2. Using word processor, spread sheet, drawing and presentation software to produce
various teaching learning resources and sharing it online
3. Locating internet resources – navigating, searching, selecting, saving, evaluating(use
standard internet evaluation criteria), and bookmarking using social bookmarking
4. Creating digital concept maps, flow charts, timelines, and other graphics for a particular
content
5. Creating screen cast video and podcast of a lesson
6. Shooting, editing, and sharing of videos segment on any educational topic
7. Creating account in YouTube/slide share and sharing the video/presentation. View and
comment on others contributions
8. Creating account in wikispace/wikipedia/mediawiki and adding/editing content
9. Developing an educational blog in www.blogger.com, www.wordpress.com, or
www.edublog.com
10. LMS experience- hands on various features of LMS – the ICT course may be provided
through LMS
175
11. Enrolling and completing some MOOC courses of interest
12. Creating resources for flipped classroom and Practicing flipped learning in school
during internship
13. Evaluating OER resources. Creating and sharing OER materials- may be in NROER
14. Developing technology integrated unit/lesson plan and trying out this in the school
during internship
15. Hands on experience on subject specific software tools like Geogebra, PhET
16. Developing a multimedia e-content for a topic using eXe Learning
17. Field visit to the Edusat center and take part in teleconferencing
18. Planning and creating digital rubrics for any topic and create an e-portfolio
19. Organize web conferencing using Skype or any other tools
20. Review of ICT labs (plans and equipments/resources) in school from internet
21. Interview of computer hardware engineer/ICT specialist regarding Hardware planning,
evaluation, maintenance and up gradation
22. Readings on emerging ICT trends in education
23. Review of national ICT policy and curriculum
24. Using FOSS tools for timetabling, grade sheet
References:
1. Andrew A Kling(2010).Web 2.0 (Technology 360). Lucent Books : New Delhi.
2. Andrew M. St. Laurent. (2004). Understanding Open Source and Free Software
Licensing. Oreilly:Cambridge
3. Athanassios Jimoyiannis (Editor) (2011). Research on e-Learning and ICT in Education.
Springer: USA
4. Barbara B. Levin, Lynne Schrum.(2012). Leading Technology-Rich Schools
(Technology & Education, Connections (Tec). Teachers College Press: New York
5. Bharihok Deepak. (2000). Fundamentals of Information Technology. Pentagon Press:
New Delhi
6. Bruce M. Whitehead, Devon Jensen, Floyd A. Boschee.(2013). Planning for
Technology: A Guide for School Administrators, Technology Coordinators, and
Curriculum Leaders.Corwin:New Delhi
7. Cabmbridge, D.(2010).E-Portfolios for Lifelong Learning and Assessment. John Wiley
and Sons
8. Christopher Moersch(2009). Beyond Hardware-Using Existing Technology to promote
Higher-Level thinking. Viva Books: New Delhi.
9. Conrad, Keri (2001). Instructional Design for Web based Training. HRD Press
10. Costantino,P.M., DeLorenzo,M.N., Kobrinski,E.J.(2006).Developing a professional
teaching portfolio: a guide for success. Pearson
11. Crumlish Christian (1999). The Internet No Experience Required. BPB Publications:
New Delhi
12. Curtis J. Bonk (2011).The World Is Open: How Web Technology Is Revolutionizing
Education. Jossey- Bass: San Fransisco
13. Imison,T., Taylor,P.H.(2001). Managing ICT in the Secondary Schools.
Heinemann:Oxford
14. James,K.L. (2003). The Internet: A User’s Guide. Prentice Hall of India Pvt.Ltd: New
176
Delhi
15. Jane Hunter (2015).Technology Integration and High Possibility Classrooms: Building
from TPACK
16. Jean-Eric Pelet (2014).E-Learning 2.0 Technologies and Web Applications in Higher
Education (Advances in Higher Education and Professional Development
(Ahepd)).Idea Group: U.S.
17. Liz Arney (2015.)Go Blended!: A Handbook for Blending Technology in Schools
18. Loveless Avril(2001). ICT-pedagogy and the curriculum-Subject to change. Routledge
Falmer: London.
19. Lynne Schrum, Barbara B. Levin. (2010).Leading 21st-Century Schools: Harnessing
Technology for Engagement and Achievement. Corwin: New Delhi
20. Manojkunar Dash(2010). ICT in teacher development. Neelkamal Publications: New
Delhi.
21. Mary Webband Margaret Cox (2014). Information and Communication Technology-
Assessment for Learning in the ICT Classroom (Inside the Black Box).Learning
Sciences :US.
22. M. D. Roblyer, Aaron H. Doering (2012). Integrating Educational Technology into
Teaching (6th Edition)
23. Michael Thomas (2009). Handbook of Research on Web 2.0 and Second Language
Learning. Information Science Reference: US.
24. Rena M. Palloff, Keith Pratt (2011).The Excellent Online Instructor: Strategies for
Professional Development. Wiley: San Francisco
25. Ronghuai Huang and Kinshuk(2014). ICT in Education in Global Context: Emerging
Trends Report 2013-2014 (Lecture Notes in Educational Technology). Springer: New
York.
26. Rosemary Papa.(2010).Technology Leadership for School Improvement. Sage:New
Delhi.
27. Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand&
Company: New Delhi
28. Semenov, Alexy (2005). Information and Communication Technologies in Schools. A
handbook for Teachers. UNESCO
29. ShalinHai-Jew. (2012). Open-Source Technologies for Maximizing the Creation,
Deployment, and Use of Digital Resources and Information. Information Science
Reference:USA
30. Theodore Lee(2008). Professional Development of ICT Integration for Teachers.VDM
Verlag : Germany.
31. W.J. Pelgrum and N.Law(2003). ICT in Education around the world-Trends ,Problems
and Prospects . UNESCO : Paris.
32. Viva Lachs (2000). Making Multimedia in the Classroom-A Teacher’s Guide. Routlegde
Farmer :London.
177
BSE VI.5: PEDAGOGY OF PHYSICAL SCIENCE 2

Objectives
· Enable the students to write the unit plans and lesson plan as per the norms of NCF 2005.
· Applying the different teaching methods based on a constructivist point of view.
· Enable the students to observe the lesson systematically.
· Selecting the learning resource and effective use of the same.
· Using of ICT in physical science teaching and learning.
· Explore various assessment strategies for evaluating learning in Physical science.
· Explore various professional development opportunities.
· Plan and conduct action research in secondary schools.
· Identify various teaching- learning resources.
· Develop skills of facilitation as they teach in simulated situations.
· Reflecting the methods in the class.
COURSE CONTENT:
Unit I: Learning Resources in Physical Science

Print resources: Textbook as a learning resource, criteria for evaluation of a textbook,
handbooks, teacher resource books, laboratory manuals, science journals and magazines,
encyclopedia, newspaper.
Dale’s cone of experience and its use in teaching- learning.
Developing and using resources such as charts, models, science kits, posters, science parks.
Science laboratories: designing, management, and safe practices.
Making low-cost equipment from locally available resources, using the immediate
environment and the community resources for teaching of physical science.
Exploring and using digital resources: websites, videos, games, simulations, mobile apps,
presentations, OER, interactive multimedia resources, e-books, podcasts, digital concept
maps, and digital graphics.
ICT integration in physical science teaching: different forms of ICT and its application in
science education.
Unit II: Need and Importance of Assessment for Learning Physical Science
Learning standards in science, process and product assessment in Physical Sciences,
importance of metacognition and reflection in assessment, importance feedback in facilitating
learning.
Meaning of the terms test, examination, measurement, assessment and evaluation in proper
context, Continuous and Comprehensive Evaluation (CCE) and its features.
Assessment and evaluation as intertwined process of classroom experiences performance
based assessment, planning assessment framework, Learning Indicators (Lis) and its types,
developing LIs for activity, presentation, group work, assignments etc.
Recording and reporting of learning evidences – measurement of students’ achievement –
178
marks and grading.
Unit III: Tools and Techniques Assessment for Learning Physical Science
Tools and technique of assessment-- assessment of written and oral work, project work,
laboratory work, field trips, journal writing, concept map; assessment of learners with special
needs.
Use of observation, questioning, concept mapping, rating scales, worksheets, reflective
journals/diary, peer and self-assessment in physical science.
Use of rubrics, and portfolio assessment in Physical Science, diagnosing learning difficulties
and misconception in Physical Science.
Use of ICT in assessment.
Constructing different types test items in Physical Science at different levels of taxonomy,
preparation of blue print/table of specification and constructing unit test.
Unit IV: Professional development of Physical Science teachers

Professional competencies of a physical science teacher.
Need for updating content and pedagogical competencies, pre-service and in-service courses
and initiatives, agencies to nurture the best teachers, NCERT activities for teachers.
Participation in science fairs, exhibitions, and science club activities
Planning contextual activities- celebration of science day, birthdays of great physicists and
chemists, seminars, conferences, online sharing, distance learning, membership to
organisations- NSTA, IPA, IAPT, Indian Chemical Society, INSC. NCERT publications and
journals
Meaning, nature, scope, designing and implementing innovative approaches to teaching
science.
Teacher as a Researcher: meaning of research and its importance, action research versus
research, selecting the problem for action research, format of research plan, action research in
physical sciences, steps in action research, examples of action research from the primary,
secondary, and higher secondary levels.
(Any TEN from the following)
· Design and development of unit test.
· Developing rubrics for laboratory work, assignment, field trip, project etc.
· Facilitating the development of digital portfolio by a couple of school students.
· Designing and implementing science lab experiments.
· Text book analysis for content organization/ validness of curriculum mentioned in NCF
2005.
· Analysis of process skills and planning lessons for developing process skills.
· Identifying, selecting, and evaluating various media for chosen unit.
· Case studies of successful teacher leaders.
· Presentation and discussion on sample action research studies.
· Planning and conducting an action research.
· Debates on various ethical issues.
· Visit to a special school, observation of inclusion strategies in regular classroom.
· Development of teaching portfolio.
· Analysis of teacher competency framework of various organization.
179
· Study of a science professional organization.
· Review of an action research article/teaching of Physical science related research
article.
· Organizing a science exhibition.
· Formation of a science club and conducting various activities.
· School visit to study the CCE practice.
· Conducting field trips to science museum, science park, botanical garden.
· Writing unit plan for at least 2 units of secondary science.
· Writing lesson plan for at least 2 topics of secondary science.
· Classroom Experience 2: Classroom Observation for studying teacher’s facilitation
skills and how student work is distributed (with emphasis on pedagogical aspects-
strategies/materials used).
· Preparing and demonstrating low cost/improvised teaching aids based on Class VII,
VIII and IX class Physical Science.
· Simulated teaching of class VII-X topics.
· Developing and analysing a Physical Science achievement test.
· Develop an assessment rubric in Physical Science.
· Visit to a Science museum / Science park /Science teacher resource centres.
· Organize a seminar related to Science day. Developing an action research plan for
teaching-learning Physical Science.
References:
1. Pedagogy of Physical Science, Text book for B.Ed, Part I, NCERT
2. Pedagogy of Physical Science, Text book for B.Ed, Part II, NCERT
6. Robin Millar (1984) Doing Science : Images of Science in Science Education, The
Falmer Press, London.
7. State Textbook in Physics and Chemistry for classes VIII, IX and X.
9. History of Physics in the 20th Century, Internet Browsing.
Books Inc.,
12. Columbus Ohio. 11. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000)
Science for All Children: Methods for Constructing Understanding, Allyn and Bacon,
London.
13. School Science Review, The Association for School Education, College Lane, Hatfield,
Hertfordshire, AL 109 AA, UK.
14. Physics Education, Institute of Physics Publishing, Dirac House, Temple Block, Bristol
BS1 6BE, UK.
15. Physics Teacher, American Association of Physics Teachers, Department of Physics
and Astronomy, University of Maryland, College Park, MO 20742.
16. Kamala Mukunda, 2009. What did you ask at school today? A Handbook on Child
Learning.
180
17. Donald Schon,(1983) The reflective practitioner, How professionals think in Action
Basic Books, ISBN 0465068782
18. Donald A. Schon, (1987) Educating the Reflective Practitioner: Toward a New Design
for Teaching and Learning in the Professions. San Francisco, Jossey-Bass, 1987 ISBN:
978-15-5542-220-2
BSE VI.6A :PEDAGOGY OF MATHEMATICS 2

Objectives:
On completion of the course the students will have
* understanding of nature of teaching proof and problem solving in mathematics
* ability to analyse the purposes of teaching algebra and geometry
* ability to select suitable tools for mathematical construction and measurements
* Appreciates the usefulness of mathematics in day today activity in various fields
* adopt different strategies to meet the diversified needs of learners and appreciates the
availability of various learning resources in mathematics Decision making ability to use
appropriate assessment tools for mathematical assessment
COURSE CONTENT:
Unit I : Teaching of Proof and Teaching of Problem-solving
Meaning and nature of Proof; kinds of proof- direct, proof by mathematical induction, proof
by contradiction, proof by contrapositive, proof by cases, proof by counter examples ;
planning and teaching of various theorems in mathematics ( secondary level)
Problem-solving
Definition of problem, problem solving; Meaning and nature of Problem solving, strategies of
problem solving- Means-ends analysis, backtracking, backward movement, heuristics;
Polya's Problem solving steps; solving various mathematical problems
Unit II: Teaching of Algebra and Geometry

Introduction of basic ideas of algebra- variable, constant, coefficient, expression, equation;
nature and purpose of teaching algebra; Contextualization of practical situation into algebraic
expressions or equations(mathematization); solving various algebraic relations problems of
secondary level.
Nature of geometry; purpose of teaching geometry; construction of different geometrical
figures; Role of geometry in comprehending mathematics as whole; developing skills in
selecting, drawing, using appropriate geometrical instruments and its utility in real life
situation; scale drawing; topology and its application in mathematics.
Unit III: Meeting diverse needs of learners (Gifted and Slow learners) and Learning
resources in mathematics
Gifted child in mathematics- their characteristics, identification and enrichment programmes
181
slow learners in mathematics- their characteristics, identification and remedial measures;
overcoming dyscalculia and dysgraphia problems in mathematics and their remediation.
Creation of visual aids-charts, models, graphs; usage of graphical tools- calculator, logo,
cabri, geogebra, sketch pad, ready reckoners; selection and integration of tools in relation to
content and learning environment; Audio-visual aids- animations, film shows; mathematics
lab; mathematics club; e-resources and open and free software; community resources-
library, museum, theatre, knowledgeable person or experts
Unit IV: Assessment of learning in mathematics

Selection of appropriate tools for formative and summative assessment; diagnosing the
learning difficulties of learners ( Error analysis- procedural errors, conceptual errors,
computational errors) and providing remedial measures ( Peer tutoring, direct instruction,
mentoring); creation of rubric, portfolios, Criterion reference test, Norm referenced test based
on set criteria; construction, administration, scoring, interpretation of a unit test and providing
feedback to learners.
For all the Pedagogical transactions the following content knowledge (8th, 9 th , 10th, 11th, and
12th standard syllabus) to be made use of, and these can be revised as per the change in
curriculum of respective state or changes in CBSE syllabus or in NCERT text books.
Arithmetic: Number system, Ratio and Proportion, Fractions, Commercial mathematics and
Data handling, sets, Matrices
Algebra: Polynomials, Graphical representations of various equations, trigonometry,
Geometry: Lines and angles; Triangles and its related theorems; polygons; analytical
geometry,
Differential calculus; Integration, Trigonometry; graph theory; computing using ICT.
Sessional work:
Selecting any one of the theorem and teaching it by adopting the strategies of teaching proof
Selecting any one kind of problem in mathematics and demonstrate its procedure of solving
Selecting a topic in algebra or in geometry and teaching it using appropriate learning
resources
Construction of unit test (administration, scoring, statistical analysis and reporting) on a
selected unit
Analysing the errors committed by learners at secondary level, in regular test (FA1or FA2)
and analysing its causes and suggesting various remedial measures for it
References:
1. Butler and Wren (1965), The Teaching of Secondary Mathematics- Fourth Edition,
London, McGraw Hill Book company
2. Cooney T J and others (1975), Dynamics of Teaching Secondary School Mathematics,
Boston: Houghton Miffilin
3. Focus Group Report (2005), Teaching of Mathematics, New Delhi, NCERT
4. Iglewiez, Boris and Stoyle, Judith (1973), An Introduction to Mathematical Reasoning,
New York, the McMillan company
5. John Stillwell(1989), Mathematics and its History- undergraduate Texts in
Mathematics, New York, Springer-Verlag New York Inc
6. NCERT, A textbook of Content-Cum-Methodology of Teaching Mathematics, New
Delhi, NCERT
7. NCERT(2012), Pedagogy of Mathematics- textbook for Two year B.Ed course, New
Delhi
8. Polya George (1957), How to solve it, Garden city, New York, Doubleday
182
9. Robert B Davis (1984),Learning Mathematics-The cognitive approach to
Mathematics Education, Sydney, Croom Helm Australia Pty Ltd
10. Servas W and T Varga, Teaching school Mathematics, UNESCO source book
11. T V Somashekar, G Viswanathappa and Anice James (2014), Methods of Teaching
Mathematics, Hyderabad, Neelkamal Publications Pvt Ltd
BSE VI.6B :PEDAGOGY OF BIOLOGICAL SCIENCE 2

Objectives
· Explain various methods and strategies of biology teaching
· Use various approaches to facilitate learning
· Integrate ICT in biology teaching
· Develop and use various learning resources in biology teaching
· Construct unit test in biology
· Explore various assessment strategies for evaluating learning in biology
· Explore various professional development opportunities
· Plan and conduct action research in secondary schools
COURSE CONTENT:
Unit I: Methods and Strategies for Facilitating Learning:
Teaching concepts and generalisations, inductive approaches, using advance organisers,
problem solving approach, investigatory approach, project method, cooperative learning
method
Facilitating learning: questioning-techniques and strategies, higher order and metacognitive
questioning, scaffolding-techniques and strategies, discussions/dialogue
Strategies for creating an inclusive biology classroom
Laboratory approaches- inductive, deductive, verification and problem solving
Using field trips, projects, quiz, exhibition, science fair, science clubs/nature clubs/eco clubs,
study tours, observation of environment related days in learning biology
ICT integration in biology teaching: use of wiki, blog, social networking, social book
marking, webquest, virtual field trips, e-learning, flipped learning and MOOC in biology
learning
Unit II: Learning Resources in Biology Teaching

Textbook as a learning resource, Handbooks, Teacher Resource books, laboratory manuals,
Encyclopaedia, newspaper
Developing and using Charts, models, science kits posters, worksheets, museum, botanical
garden, national parks, aquaria, and herbarium
Science laboratories: designing, management, and safe practices
Making low-cost equipment from locally available resources, using the immediate
environment and the community resources for teaching of biological science
Developing and using digital resources: websites, videos, games, simulations, mobile apps,
presentations, OER, interactive multimedia resources, e-books, podcasts, digital concept
maps, and digital graphics
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Unit III: Assessment in Science
Learning standards in Science, process and product assessment in biology, importance of
metacognition and reflection in assessment, importance feedback in facilitating learning
Use of observation, questioning, concept mapping, rating scales, worksheets, reflective
journals/diary, peer and self-assessment in biology
Use of rubrics, and portfolio assessment in biology
Diagnosing learning difficulties and misconception in biology
Techniques of assessing laboratory and project work
Use of ICT in assessment
Strategies for continuous and comprehensive evaluation in biology
Constructing different types test items in biology at different levels of taxonomy, preparation
of blue print/table of specification and constructing unit test.
Unit IV: Professional development

Professional competencies of a biology teacher need for updating content and pedagogical
competencies, teacher as a lifelong learner
Various in-service courses and agencies available for biology teachers to develop their
professional competencies
Professional development activities: seminars, conferences, online and offline courses,
teacher exchange, competitions, publications, development of teaching portfolio
Role of professional associations in professional development
Developing professional competencies in dealing with gender issues, equity and inclusion,
ethical issues, environmental issues, human health and population
Action research, reflection and evidence based practice in science teaching
Importance of self-directed professional development
Teacher leadership: using transformative pedagogical practices
Sessional Activities
· enrolling and completing a mooc related to science
· converting one unit of secondary biology in to mooc format
· developing and trying out flipped learning in school
· design and development of unit test
· Developing rubrics for laboratory work, assignment, field trip, project etc.
· Facilitating the development of digital portfolio by a couple of school students
· Designing and implementing a science lab experiments
· Analysis of process skills and planning lessons for developing process skills
· Development of concept map for a given unit/facilitating concept mapping among
school students
· Celebration of science days
· Developing graphics for a particular units
· Identifying, evaluating and selecting various media for chosen unit
· Case studies of successful teacher leaders
· Presentation and discussion on sample action research studies
· Planning and conducting an action research
· Debates on various ethical issues
· Visit to a special school, observation of inclusion strategies in regular classroom
· Development of teaching portfolio
· Analysis of teacher competency framework of various organization
· Study of a science professional organization
184
· Developing a self-directed professional development plan
· Review of an action research article/teaching of biological science related research
article
· Organizing a science exhibition
· Formation of a science club and conducting various activities
· School visit to study the CCE practice
· Conducting field trips to science musem, science park, botanical garden
· Writing reflective journal
References
1. Amanda Berry, et.al. (2015). Re-examining Pedagogical Content Knowledge in
Science Education (Teaching and Learning in Science Series). Routledge: New York
2. Carin A and B R Sund (1964), Teaching Science through Discovery, Charles E.
Merrill Books Inc.,
3. David Sang & Robert Frost (2005). Teaching Secondary Science Using Ict
4. DK Publishing (2013). Timelines of Science
5. Don P. Kauchak,& Paul D. Eggen (2013). Introduction to Teaching: Becoming a
Professional (5th Edition)
6. Ernst Mayr (1985).The Growth of Biological Thought: Diversity, Evolution, and
Inheritance
7. J. A. Cover, Martin Curd, & Christopher Pincock (2012).Philosophy of Science: The
Central Issues (Second Edition)
8. Jeffrey Bennett (2014). On Teaching Science: Principles and Strategies That Every
Educator Should Know. Big Kid Science:Boulder,CO
9. John Gribbin.(2004).The Scientists: A History of Science Told Through the Lives of
Its Greatest Inventors. Random House: New York
11. Lois N. Magner (2002).A History of the Life Sciences, Revised and Expanded
12. Michael F. Fleming (2002).Biology Teacher's Survival Guide: Tips, Techniques &
Materials for Success in the Classroom
13. Michael Reiss (2012). Teaching Secondary Biology (Ase Science Practice).
HodderEducation:London
17. BSCS (2009)The Biology Teacher's Handbook, 4th Edition
18. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000) Science for All Children:
Methods for Constructing Understanding, Allyn and Bacon, London.
19. Robert J. Marzano.(2007). The Art and Science of Teaching: A Comprehensive

Framework for Effective Instruction (Professional Development). ASCD:Alexandria,
VA
20. Rodger W. Bybee, et.al. (2007). Teaching Secondary School Science: Strategies for
Developing Scientific Literacy (9th Edition)
21. Sally McKeown (2012). Brilliant Ideas for Using ICT in the Inclusive Classroom.
Routledge:New York
22. Samir Okasha (2002).Philosophy of Science: A Very Short Introduction. Oxford
UnversityPress:Oxford
185
23. Sandra K Abell,& Mark J Volkmann. (2006). Seamless Assessment in Science: A
Guide for Elementary and Middle School Teachers
24. Stephen P. Gordon. (2003). Professional Development for School Improvement:
Empowering Learning Communities
26. Susan Loucks Horsley et.al. (2009). Designing Professional Development for
Teachers of Science and Mathematics. Sage: New Delhi
27. Thomas S. Kuhn (2012). The Structure of Scientific Revolutions: 50th Anniversary
Edition. University of Chicago Press:Chicago
28. West Ed, & WGBH Boston (2003).Teachers as Learners: A Multimedia Kit for
Professional Development in Science and Mathematics
BSE VI.7 :School Attachment Programme 4

Duration : 3 C1 +C2 :50
2 weeks SAP + 1 week Community living C3:50
Objectives:

• Understand the dynamics of class room processes.
• Understand the diversity in learning based on student responses to learning tasks
• Understand the role of planning, preparation and transaction in the teaching learning
process.
• Understand the different strategies and approaches used in teaching based on the nature
of content and the skills to be developed.
• Analyse the assessment tools and techniques employed with respect to their purpose,
learner friendly, and quality.
• Develop lesson plans in the respective subject areas of specialization
• Understand the strategies adopted for developing art and creative sensibilities in
learners
Course Content
The student teachers will perform the activities listed below and prepare reflective
diary and the reports on the tasks performed separately. They will present their reports in the
seminar organized after the completion of school attachment programme.
During this phase student teachers are expected to begin developing their own
understanding about classroom dynamics, diversity in learning, role of planning, preparation,
execution by adopting various strategies and approaches along relevant assessment strategies.
Student teachers gain understanding being into actual classroom transaction by observation,
gathering information and interaction with students, teachers and school Head.
The following tasks centered on classroom transactions are suggested to be carried out
by student teachers in this phase.
• Understand the dynamics of classroom processes and multiple roles of teacher &
186
learners.
• Understand the Classroom management strategies employed by the teacher.
• Interact with teachers to understand how unit and lesson planning are done in their
subjects
• Understand school policies and practices to address student learning difficulties-
remediation, extra study hours etc. - at macro level- across subjects and at micro level
within the class room.
• Develop 2 lessons (one lesson in each pedagogy) with the use of learning
materials/teaching aids and one unit plan.
• Analyze test- question papers in subjects to understand what is assessed; types of
questions/items used; and with reference to the objectives of the unit/lesson
• Reflect on the processes employed in CCE and the observed outcomes.
Records to be submitted for assessment
• Submission of lesson plan in each pedagogy.( one in each pedagogy ).
• Observation records ( 3 lessons) in each pedagogy.( one in each pedagogy )
• Report on analysis of test paper/s.
• Report on class room transactions and learning processes
Community Based Activities:

Objectives
• To develop an awareness and understanding of educational status of the community.
• To create an awareness of the implementation of various progrmmes of the government
related to school education through field experiences and community participation.
Activities
• The student teachers will visit the local community to study the drop out/ out of school
children and the modes of alternative education received by them.
• Organize awareness programmes in the selected community on literacy, human rights,
gender sensitization, environmental conservation etc through street play, role play and
dramatization.
• To interact with community members like zilla parishat members, SDM and PTA
members to study about their participation in school development programmes
Evaluation:* all the assessment are internal

• C1 – Report 1
• C2 – Report 2
• C3 – PPT
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SEVENTH SEMESTER
DSE 1 A : Physics
BSE VII.1A :NUCLEAR AND PARTICLE PHYSICS

Objectives:
To enable students to apply the basic knowledge of classical and quantum mechanics at the
atomic and molecular level.
COURSE CONTENT:
Unit I: Atomic Nucleus
Nuclear structure, Failure of proton-electron hypothesis– neutron, its discovery and properties,
Proton-neutron hypothesis, Constituents of nucleus and their Intrinsic properties, Basic
properties of nucleus– charge, spin, radii, mass, magnetic moment. Nuclear forces and their
characteristics. Yukawa’s Theory (Qualitative), Packing fraction and binding energy, average
binding energy and its variation with mass number, main features of binding energy versus
mass number curve, Nuclear stability, Segre chart.
Unit II: Nuclear Models

Nuclear Models– Liquid drop model approach, semi empirical mass formula and significance
of various terms, condition of nuclear stability. Two nucleon separation energies, Fermi gas
model (degenerate fermion gas, nuclear symmetry potential in Fermi gas), evidence for
nuclear shell structure, nuclear magic numbers, basic assumption of shell model, concept of
mean field, residual interaction, concept of nuclear force.
Unit III: Radioactivity

Review: Radioactive decay – Half life, mean life, Activity-decay constant. Radioactive
displacement laws. Theory of a decay, α-emission, Gamow factor. Geiger-Nuttal law. Beta
decay, energy kinematics for Beta decay, positron emission Beta spectra. Neutrino hypothesis,
K electron capture, internal conversion, Gamma decay, pair production, successive
disintegration, units of radio activity, radioactive dating, uncontrolled and controlled chain
reactions, nuclear fission and fusion. Energy liberated in nuclear fission, energy production
in stars, Nuclear reactors.
188
Unit IV:
Particle Accelerators and Detectors: Cockroft– Walton voltage multiplier, LINAC, Cyclotron,
Betatron.
Nuclear Detectors: GM counter, scintillation detector, bubble chamber, principle of
semiconductor detector.
Particle Physics: Particles and anti-particles, Classification of particles, Symmetries and
Conservation Laws, Qualitative introduction to quarks, Structure of hadrons.
References:
1. I. Kaplan, Nuclear Physics, Narosa, 2002.
2. Kenneth S. Krane, Introductory nuclear Physics, Wiley India Pvt. Ltd., 2008.
3. Bernard L. Cohen, Concepts of nuclear physics, Tata McGraw Hill, 1998.
4. Subramanyam and Brijlal, Atomic and Nuclear Physics, S. Chand & Company Ltd. 2013.
5. R.A. Dunlap, Introduction to the physics of nuclei & particles, Thomson Asia, 2004.
edition.
7. D. Griffith, Introduction to Elementary Particles, John Wiley & Sons, 2008.
PRACTICALS
Objectives:
COURSE CONTENT:
1. GM Counter characteristics.
2. GM Counter– Absorption coefficient.
3. Determination of Half life of Co-60.
4. Simulation experiment on radioactive decay.
5. Verification of inverse square law for beta rays.
6. Verification of inverse square law for gamma rays.
7. Rutherford model– Simulation technique.
8. Ionization potential of Xenon.
9. Measurement of Mercury spectrum wavelength.
10. Spectrometer-Quartz prism-Refractive indices of quartz for the ordinary and extra-
ordinary rays.
11. LCR Parallel resonance
12. LCR Series resonance.
13. FET characteristics.
14. Hartley oscillator.
189
References:
House, 1971.
Ltd., 2015
Ltd., 2015.
DSE 1 A : Botany
BSE VII.1B :CELL BIOLOGY AND GENETICS

Objectives:
• To understand the structural complexity of eukoryotic cell;
• To understand the functioning of cell organelles;
• To acquaint students with the structure, significance of nucleus and chromosomes;
• To review Mendelian inheritance in the light of gene interactions.
COURSE CONTENT:
CELL BIOLOGY
Unit I :
a) Principles of microscopy – Light, flourescent, phase contrast, UV and electron microscope.
b) Ultrastructure of prokaryotic and eukaryotic cells.
c) Cell- organelles : Ultrastructure and functions of cell wall, plasma membrane, Golgi
complex, Endoplasmic reticulum, Mitochondrion.
Unit II :
a) Ultrastructure and functions of chloroplast, ribosome, lysosome and microbodies.
b) Nucleus – Ultrastructure of eukaryotic nucleus.
c) Chromosomes – Brief account of morphology and organization of prokaryotic and
eukaryotic chromosome; Nucleosome model, concept of karyotype and idiogram (brief).
190
Unit III:
a) Chromosomal alterations : (i) Structural variations – Deletion, Duplication, Translocation
and Inversion. (ii) Numerical Variations – Aneuploidy and euploidy.
b) Cell Division : Cell-cycle, events of cell division, karyokinesis, cytokinesis, cell-cycle;
Mitosis, Meiosis and their significance.
Unit IV:
GENETICS
a) Mendelism – Review of Mendel’s laws of inheritance, solving problems
related to Mendel’s laws.
b) Inheritance of genes : Incomplete dominance, complementary gene action (flower colour
in sweet pea), supplementary gene action (coat colour in mice), epistasis (fruit colour in
summer squash), multiple factor inheritance (ear size in maize).
c) Sex determination in plants – Melandrium.
d) Cytoplasmic inheritance – plastid inheritance in Mirabilis, cytoplasmic male sterility in
maize.
e) Genetic variations : Mutations – spontaneous and induced, transposable genetic elements.
References:
1. Snustad D.P. and M.J.Simmons 2000, Principles of Genetics, John Wiley & Sons, Inc.
USA.
2. Gupta, P.K.1999, A Textbook of Cell and Molecular Biology, Rastogi Publications,
Meerut.
3. Wolfe,S.L.1993, Molecular and Cell Biology, Wadsworth Publishing Co., California,
USA.
4. Harris, N. and K.J.Oparka, 1994, Plant Cell Biology : A Practical Approach, IRL Press,
Oxford Univ.Press, Oxford, UK.
5. Singh, S.P. and B.S.Tomar, 2006, Cell Biology, Rastogi Publications, Meerut.
6. Gupta, P.K. 2005, Elements of Genetics, Rastogi Publications, Meerut.
7. Gardner, A.,1990, Principles of Genetics (6th Ed.), John Wiley & Sons Inc., USA.
8. Gupta P.K. 2000, Cytology, Genetics and Evolution, Rastogi Publications, Meerut.
9. Atherly, A.G. J.R.Girton and J.F.MacDonald, 1999, The Science of Genetics, Saunders
College Publishing, Fortworth, USA.
10. Russel,P.J. 1998, Genetics, The Benjamin/Cummings Publishing Co. Inc., USA.
11. Gunning, B.E.S. and M.W.Steer 1999, Plant Cell Biology, Structure and Function,
Jones & Bartlett Publishers, Boston, Massachusettes.
PRACTICALS
Objectives :
• To develop skills of staining cells and observing cell organelles.
• To prepare temporary and permanent cytological preparations of suitable plant materials
to study mitosis and meiosis.
• To verify Mendelian laws of inheritance.
191
COURSE CONTENT :
1. Comparative study of cell structure in onion cells, Hydrilla and Chara/Spirogyra.
Study of cyclosis in Tradescantia staminal cells.
2. Study of plastids to examine pigment distribution in plants (e.g. Cassia, Lycopersicon
and Capsicum)
3. Examination of electron micrographs of virus, bacteria, Cyanobacteria. and eukaryotic
cells with special reference to organelles;
4. Study of various stages of mitosis and meiosis by preparing slides of suitable plant
materials (onion root tips and onion flower buds).
5. Working out the laws of inheritance using seeds/ beads.
6. Working out genetic problems related to Mendelian laws of inheritance and interaction
of genes.
DSE 2AChemistry
BSE VII.2 :ELECTROCHEMISTRY AND PHOTOCHEMISTRY

Objectives:
· Explain the nature of Electrolytic conduction involving theories of electrolytes.
· Understand the processes that occur at electrodes and in electrolytes and to apply emf
methods to study different types of reactions.
· To have knowledge about the commercial cells and their applications
· To obtain information about the basic photophysical and photochemical processes
COURSE CONTENT:
Unit I: Electrochemistry – I
To study the behaviour and reactions of ions in a variety of environments through the laws that govern
them. Electrical transport – conduction in metals and in electrolyte solutions, specific conductance
and equivalent conductance, measurement of equivalent conductance, variation of equivalent and
specific conductance with dilution.
Migration of ions Kohlrausch law, Arrhenius theory of electrolyte dissociation and its
limitations, weak and strong electrolytes, Ostwald’s dilution law, its uses and limitations.
Debye-Huckel-Onsager’s equation for strong electrolytes (elementary treatment only).
Transport number, definition and determination by Hittorf method and moving boundary
method.
Applications of conductivity measurements : Determination of degree of dissociation,
determination of Ka of acids, determination of solubility product of a sparingly soluble salt,
conductometric titrations.
192
Unit II: Electrochemistry – II
Types of reversible electrodes – gas-metal ion, metal-metal ion, metal-metal insoluble salt,
Amalgam and redox electrodes. Electrode reactions, Nernst equation, derivation of cell
E.M.F. and single electrode potential, standard hydrogen electrode-reference electrodes–
standard electrode potential, sign conventions, electrochemical series and its significance.
To draw up a scheme for discussing the equilibrium position for an ionic reaction in terms of
the electrode potential. Electrolytic and Galvanic cells–reversible and irreversible cells,
conventional representation of electrochemical cells.
EMF of a cell and its measurements. Computation of cell EMF, Calculation of
thermodynamic quantities of cell reactions (DG, DH and K), Chemical cells with and without
transport.
Unit III : Electrochemistry – III

Concentration cell with and without transport, liquid junction potential, application of
concentration cells, valency of ions, solubility product and activity coefficient, potentiometric
titrations.
Definition of pH and pKa determination of pH using hydrogen, quinhydrone and glass
electrodes, by potentiometric methods, polarization, over potential and hydrogen over voltage
Power storage, Lead Battery, Ni-Cd cells, Fuel Cells, Hydrogen–Oxygen cell.
Thermodynamic and Kinetic basis of corrosion, methods of inhibition of corrosion
Unit IV : Photochemistry
Discussing the Interaction of radiation with matter, difference between thermal and
photochemical processes. Laws of photochemistry: Grothus – Drapper law, Stark – Einstein
law, Jablonski diagram showing various processes occurring in the excited state, qualitative
description of fluorescence, phosphorescence, non-radioactive processes (internal conversion,
intersystem crossing), quantum yield, photosensitized reactions – energy transfer processes
(simple examples), Chemiluminescence.
References :
1. Photochemistry Gurudeep Raj Goel Publishing House

2. Principles of Physical Chemistry Puri, Sharma, Pathania 47th Edition
Vishal Publishing Co.
3. Elements of Elecrochemistry by Samuel Glasstone and Lewis
4. Principles of Physical chemistry -Marron and Prutton
PRACTICAL
Objectives:
· To study the elecrical behaviour of weak and strong electrolytes
· Quantitative estimation of electrolytes by conductometric and potentiometric titration
193
COURSE CONTENT:
1. To determine the equivalent conductance of a strong electrolyte at several
concentrations and verify Onsager's equation.
2. Conductometric titration of a strong acid Vs. strong base, strong base Vs. weak acid,
strong base Vs mixture of acids (strong and weak) to determine the concentration of
acids in a given solution and in mixture.
3. To determine the concentration of the given acid solution and concentration of acids in
a mixture by potentiometric titration using sodium hydroxide solution.
4. Determination of Pka value of a weak acid by potentiometry.
5. Determination of the dissociation constant of a weak acid by conductometry
6. To determine the equivalent conductance of a weak electrolyto at different
concentrations and verify Ostwald's dilution law. Also to find out the dissociation
constant of a weak electrolyte.
7. To determine the solubility and solubility constant of a weak electrolyte
conductometrically.
8. To find the composition of the complex formed between iron(III) and salicylic acid by
Job's method.
9. To find out the amount of copper sulphate in the given solution by titrating with
standard alkali by conductometry.
10. To determine the amount of FAS in the given solution by potentiometric titration with
standard potassium dichromate and potassium permanganate solutions.
11. Estimation of Silver nitrate by potentiometric titration with standard potassium
chloride solution.
References :
1.Systematic experimental in chemistry Arun Sethi New Age International (P) Ltd New
Delhi.
DSE 3A Mathematics
BSE VII.3A :LINEAR ALGEBRA

Objectives:
To enable the students to understand and apply the concepts of linear algebra in solving
appropriate problems.
COURSE CONTENT:
Unit I:
Vector spaces, Subspaces, Linear Combinations, Linear span, Linear dependence and Linear
independence of vectors, Basis and Dimension, Finite dimensional vector space – some
properties. Quotient spaces, Homomorphisms and Isomorphisms of vector spaces, Direct
sums.
194
Unit II:
Inner product spaces, Euclidean vector spaces, Distance, Length, Properties, Cauchy-
Schwarz inequality, Orthogonal and orthonormal vectors, Gram Schmidt Orthogonalisation
Process, Orthogonal complement.
Unit III:
Matrices of Linear maps, Change of basis and the effect of associated matrices, Kernel and
Image of a linear transformation, Rank and Nullity theorems.
Unit IV :
Singular and non-singular linear transformations, Elementary matrices and transformations,
Similarity, Eigen values and Eigen vectors, Diagonalisation, Characteristic polynomial,
Cayley - Hamilton Theorem, Minimal Polynomial.
References :
1. Theory and Problems of Linear Algebra, Saymour Lipschitz, Schaum Outline Series.
2. Introduction to Linear Algebra by Stewart, Van Nostrand Co. Ltd.
3. Modern Algebra, Vol.II, by Narayanan and Manicavachagam Pillay, S. Vishwanathan and
Co.
4. Brief Survey of Modern Algebra, Brikhoff and Maclane, IBH
5. Linear Algebra by Serge Lang, Addison Wesley Publishing company Inc.
6. Vector Algebra, Shantinarayan and P K Mittal, S Chand and Co. Ltd.
7. Linear Algebra by Larry Smith, Spinger Verlag.
8. Elementary Linear Algebra with Applications, Keith Nicholson, PWS – Kent Publishing
Company
9. Linear Algebra, Surjith Sinth, Vikas Publishing House Pvt. Ltd.
10. Modern Algebra by Vasishta, Krishna Prakashan Media Ltd.
11. Linear algebra – a geometric approach by Kumaresan. S
DSE 3A Zoology
BSE VII.3B :CELL BIOLOGY, GENETICS AND EVOLUTION

OBJECTIVES:
· To comprehend the modern concepts and applied aspects of cell biology

· To enable students to comprehend the modern concepts of genetics
· To create awareness regarding hereditary diseases
· To comprehend the origin of life and theories of evolution
195
COURSE CONTENT:
Unit I: CELL AND CELL ORGANELLES – I

Prokaryotic and Eukaryotic cells: Plant and animal cell differences, Diversity of cell size and
shape; Cell theory; Protoplasm and its properties; Cytoskeleton – Microtubules,
microfilament and intermediate filaments
Cell membrane – Ultrastructure, fluid mosaic model and functions; Structures and functions
of Endoplasmic Reticulum, Mitochondria, Golgi complex, Ribosomes and Lyssosomes
Unit II: CELL ORGANELLES – II and GENETICS – I

a) Nucleus – structure (nuclear membranes, nucleoplasm and nucleolus)
b) Chromosomes – Structure of eukaryotic chromosome (nucleosome model), giant
chromosome – Polytene and lampbrush chromosomes; Mitosis and Meiosis, Cell-cycle
and regulation
c) Cancer: Characteristics of cancer cells, types and carcinogens
d) Inheritance: Mendel’s Laws, Monohybrid cross, dihybrid cross, test cross
e) Deviation of Mendelism: Incomplete dominance and codominance
f) Interaction of genes: Epistasis – (dominant and recessive) Complimentary genes;
multiple gene–inheritance of skin colour in man; Multiple alleles – inheritance of coat
colour in rabbit, and ABO blood groups in man
g) Linkage and crossing over: Types, process and significances
Unit III: GENETICS - II

a) Sex determination: Genetically controlled mechanism (sex chromosome mechanism,
genic balance mechanism, haplo-diploidy mechanism); sex determination in humans;
Barr body, Structure of Y chromosome and sex determining genes in human; Sex
determination in Melandrium.
b) Sex linked inheritance: Sex linked inheritance in Drosophila (eye colour) and humans;
sex limited and sex influenced characters
c) Cytoplasmic inheritance: (i) Kappa particles in Paramecium (ii)
d) Chromosomal aberrations: Structural and numerical aberration in human (Syndromes)
e) Inborn errors of metabolism in humans: Phenylketonuria and Galactosemia
UNIT IV: EVOLUTION

a) Origin of Life: Theories on origin of life, Urey Miller’s experiment
b) Theories of Evolution: Lamarckism and Darwinism, Neo-Lamarckism, de Vries
theory of mutation and its significance in evolution; Hardy-Weinberg's Law, Genetic
drift, Modern synthetic theory of evolution; Concept of species and speciation; brief
account of micro-, macro- and mega-evolution, Evolution of man
c) Survival strategies: coloration and mimicry
References:
1. Cell and Molocular Biology by P.K. Gupta – (Rastogi Publications, 2008)

2. Cell Biology by C.B.Powar – (Himalya Publishing House, Bombay)
3. Cell Biology by De Robertiset.al– (W.B. Saunders, Philadelphia)
4. Genes (Vol. I – VII) by Levin B. – CBS Publishers
5. Cytology, Genetics & Evolution by Gupta PK (1992) – Rastogi Publications.
6. Principles of Genetics by Sinnott, Dunn and Dobzhansky – (McGraw Hill)
7. Cytogenetics by P.K. Gupta – (Rastogi Publications, 2008)
196
8. Evolutionary Biology by B.S. Tomar& S.P. Singh – (Rastogi Publications, 2008)
9. The origin of life by K.John – (Reinhold Publishing Corpn)
10. The evolution of Man by G.W.Lasker – (Holt, Rinehart & Winston)
PRACTICALS
Objectives:
· To acquire techniques for preparation of slides to study mitosis and meiosis and cell
organelles;
· To develop skills of mounting giant chromosomes;
· To develop the skill of rearing Drosophila;
· To conduct breeding experiment for identifying inheritance and mutation in
Drosophila;
· To understand the pattern of inheritance in human traits;
· To acquire the skill of making models of fossil forms.
COURSE CONTENT:
1. Staining of mitochondria in the buccal epithelial cells of man.

2. Preparation of mitosis in onion root tips.
3. Micrometry: Use of ocular and stage micrometers to measure cell and nuclear
dimensions of human buccal epithelial cells/Study of Barr body.
4. Preparation of slides of grasshopper (Poecilocerus pictus) testis for the various stages of
meiosis.
5. Preparation of salivary gland chromosomes of Drosophila larva/chironomous larva for
banding patterns.
6. Study of Karyotype and idiogram of man.
7. Culture of Drosophila – Collection, handling, rearing and maintenance of culture: a)
Identification of sexes of Drosophila, b) Study of the life cycle of Drosophila.
8. Sorting out and study of mutant flies of Drosophila with reference to their various
contrasting characters in comparison with normal flies-vestigial wings, ebony body,
curled wing, sepia eye, white eye and bar eye.
9. Identification of blood groups (ABO) and Rh factor in man.
10. Study of fossil models of Trilobites and fishes/Archaeopteryx.
11. Study of cranial capacity and feature of skulls of prehistoric to modern man.
Project 1: Conducting breeding experiments to verify the law of

segregation, law of independent assortment and law of sex linked
inheritance
OR
Project 2: Analysis of inheritance of selected traits in human population; PTU–test, blood
group distribution pattern, rolling of tongue, ear lobe attachment, baldness etc.
197
BSE VII.4 :CREATING AN INCLUSIVE SCHOOL

Objectives
· Understanding the meaning and significance of inclusive education.
· Appreciate the special needs of Individuals with diverse needs.
· Get Familiarized themselves with the concept of Inclusive Education.
· Understand the nature and needs of different categories of disabled children.
· Understand the concept of Special Education, Integration and Inclusion.
· Understand the different considerations and provisions for facilitating inclusion.
· Understand and Acquire the Skills of Adapting Curriculum to meet the need of the
Students with Diverse needs
COURSE CONTENT
Unit I : Basic Concepts and Introduction to Inclusive Education
Meaning of Impairment, Disability and Handicap; Concept of Special Educational Needs and
Diverse Needs, Difference between Special Education, Integration and Inclusive Education.
Significance of Inclusive Education; Factors Affecting and Promoting Inclusion.
Unit II : Nature and Needs of Diverse Learners-Identification of Diverse Learners in

the Classroom
Sensory Impairment: Hearing impairment and Visual impairment
Physical Disabilities: Orthopaedic impairment, Cerebral Palsy, Special Health Problems,
Congenital defects; Slow Learners and Under Achievers; Intellectual Disability; Learning
disabilities and ADHD; Autism Spectrum Disorders; Multiple disabilities ; Emotional and
Behavioural Problems; Gifted and Creative; Socially Disadvantaged, Economically Deprived,
Religious and Linguistic Minorities, Inhabitants of Geographically Difficult Areas
Unit III: Preparing Schools for Inclusion-General Considerations and Provisions

Concept of Inclusive School, Competencies and Characteristics of inclusive Teacher
Physical Consideration, Socio-Emotional Considerations, Curricular Considerations
Provision of Assistive devices, equipment’s and technological support. Special provisions in
Evaluation
Unit IV : Inclusive Practices in Classroom

Making learning more meaningful: Responding to special needs by developing strategies for
differentiating content, curriculum adaptation and adjustment, lesion planning and TLM.
Pedagogical strategies to respond to needs of individual students: Cooperative learning
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strategies in the classroom, peer tutoring, buddy system, reflective teaching, multisensory
teaching. Use of ICT suitable for different disabilities.
Practicum
· Collection of data regarding children with special needs.
· Visit to Inclusive Schools and to observe classroom transaction of any one of such school
and make a report of the same.
· Identifying one/two pupils with special needs in the primary schools and preparing a
profile of these pupils.
· Preparation of teaching aids, toys, charts, flash cards for children having any one type of
disability. (Visit to Resource Room)
· Preparation of Lesson Plan, instruction material for teaching students with disability in
inclusive school.
· Developing list of teaching activities of CWSN in the school.
Visits to different institutions dealing with different disabilities and Observation of their
Classroom.
* In addition, school and community based activities may be organized.
References:
1. Fimian, M.J., Fafard, M., and Howell, K.W.: A Teacher’s guide to Human Resources
in Special Education: Para Professionals, Volunteers, and peer tutors. Boston: Allyn
and Bacon, Inc.
2. Furth, H. (1964). Thinking without Language. New York: Free Press.
3. Hallahan, D.P. and Kauffman, J.K. (1988). Exceptional Children: Introduction to
special Education. N.J.: Englewood Cliffs.
4. Jangira, N.K. (1986). Special Education Scenario in Britain and India. Gurgaon: The
Academic Press.
5. Jangira, N.K. (2013). NCERT: The Mother of Inclusive Education, Regional Institute
of Education NCERT, Ajmer. (Also available on Google search Jangira special
education).
6. Julba, A. (2014) Teachers creating Inclusive classrooms: Issues and challenges – A
research study
7. Kapoor, S. (2015). Index of Inclusive School Quality, Brotherhood, Delhi.
8. Kothari, R.G. and Mistry, H.S. (2011). Problems of students and Teachers of the
special schools – A study of Gujarat state. Germany: VDM Publication.
9. Maitra, K. & Saxena, V. (ed)(2008) Inclusion: Issues and Perspectives, Kanishka.
10. Meadow, K.P. (1980). Deafruss and child development. Berkley, C.A.: University of
California Press.
11. Messily,K. (2012). Confronting Marginalisation in Education: A Framework for
Promoting inclusion, Routledge, London.
12. Mithu, A. and Michael, B. (2005). Inclusive Education: From rhetoric to Reality, New
Delhi: Viva Books Pvt. Ltd.
13. NCERT (2006) Position Paper: National Focus Group on Education of Children with
Special Needs, NCERT, New Delhi.
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14. NCERT (2013) Training and Resource Material on Adolescence Education, New
Delhi, available on www.aeparc.org
15. Oza, D. and Pandit, R. (2011). Management of behavioural problems of children with
mental retardation. Germany: VDM publication.
16. Premavathy, V. and Geetha, T. (2006): Integrated and Inclusive Education DSE(VI)
Manual: New Delhi, Krishna Publication.
17. Reed, M. (1984). Educating Hearing Impaired Children. Milton Keynes: Open
University Press.
18. Sharma, P.L. (1988). A Teacher’s Handbook on Integrated Education of the Disabled.
New Delhi: NCERT.
19. Ramaa S : Website: s-ramaa.net ( for various publications)
20. Voluntary Health Association of India. Disabled ‘Village Children’ – A Guide for
Community Health Workers, Rehabilitation Workers, and Families.
21. World Bank (2003) Inclusive Education: Achieving Education for all including those
with Disabilities and special Education Needs
Web Resources
· IBE-UNESCO (2016). Training Tools for Curriculum Development - Reaching Out To All Learners: a
resource pack for supporting Inclusive
Education, [email protected], http.//www.ibe.unesco
· Video on A World for Inclusion (2007) by UNESCO, directed by David Atrakchi, 20
minutes,http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=213
· Children with Disabilities (2012), by UNESCO, 23 minutes,
http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=2758
· Inclusive Education: Approaches, scope and Content (2008), by UNESCO, produced by
International Bureau of education, 11 minutes,
· Inclusive Education: Learners and Teachers (2008), by UNESCO, produced by International Bureau
of education, 14 minutes,
· Preparing Teachers in Asia-Pacific for Inclusive Education, (2012), by UNESCO, 3 minutes,
· Preparing teachers for inclusive education: Part 3 & 4, by UNESCO, produced by Lesotho, Ministry
of Education, 21 minutes,
· Toward Inclusive schools - Special needs in the classroom, by UNESCO, directed by Mike Fowler, 6
minutes, http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=488
· Training Video: Special Needs in the Classroom, (1992), by UNESCO, directed by Mel Ainscow, 46
minutes, http://www.unesco.org/archives/multimedia/index.php?s=films_details&pg=33&id=405
· Including Children with Special Needs Primary Stage (2014),
NCERT,http://www.ncert.nic.in/pdf_files/SpecialNeeds.pdf
· Including Children with Special Needs Upper Primary Stage, (2015), NCERT,
http://www.ncert.nic.in/gpPDF/pdf/tiicsnups101.pdf
· Julka, A. (2007) Meeting Special Needs in Schools: A Manual, NCERT,
http://www.ncert.nic.in/html/pdf/inclusive_education/COVER.pdf
· Position Paper National Focus Group on Education of Children with Special Needs, NCERT,
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/special_ed_final1.pdf
· Learning Curves, Inclusive education (2014), Azim Premji Foundation,
http://www.teachersofindia.org/en/periodicals/learning-curve-issue-xxiii
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BSE VII.5 :HEALTH AND PHYSICAL EDUCATION

Objectives
· to build a scenario of Health Education in India.
· to develop a Knowledge Base of the Most Common and Uncommon Diseases in India;
their Diagnosis & Remediation.
· Prospective Teacher Educators to learn the Techniques Related to Health Risks & Learn
How to Fix these.
· Prospective Teacher Educators to study the Health Education Vision & Mission of
India.
· To acquire the skills for physical fitness, correct postures, habits and activities for
development
· Acquire skills to practice yogasanas and meditation and learn the skills of
concentration, relaxation, dealing with stress and strain
· Understand and develop psychological abilities as life skills to deal with growing up
issues like HIV and AIDS and prevention of substance issues
· Understand the process of assessment
COURSE CONTENT
Unit I: Health Education Scenario in India

Introduction to the concept of health, significance and importance in the context of ancient
and modern Indian perspective
Identity of Educational Institutional Plants: Structure, Infra-Structure and Environment,
Time-Space-Personnel-Material Constellation Educational Management System, Emerging
Health & Total Quality of the Educational Institutions, Status of Health Education in India
from Pre-Natal Education through Higher Education, Yoga & Yog, Health & Hygiene, Clean
Toilets, Work & Leisure, Quality of Health – Role of Education, Administrators, Teachers,
Students, Supporters,
Unit II: Tech-related Health Risks

Identification of the technological health hazards – Smartphone Stress, Acne caused by the
Cell Phones, Blackberry Stress Injuries to the Thumb, Radiation from the cell phones, Cell
Phone Sickness, Cell Phone & Car Accidents, Allergies & Phones, Crazy Phones, Computers
Causing Wrist Pain, Back & Neck Pain, Decreased Sperm Count from the WIFI, Laptop
Burns, Laptop Headaches, Sleeping Problems from the Laptops, Decreased attention span
from using Face-book, The Internet Causing Anxiety, Headphone Use leading to Accidents,
Hearing Loss from Headphones, Visual Impairment, Death from Social Networking,
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Environmental Degradation, Aggression, Social Crimes--- Evolving Controlling &
Regulatory Mechanisms.
Unit III: Approaches to Sound Health

Games, Sports & Athletics.
Physical fitness, strength, endurance and flexibility, its components, sports skills, indigenous
and self-defence activities.
Games and sports – athletics (general physical fitness exercises), games (lead-up games,
relays and major games) rhythmic activities, gymnastics and their impact on health.
Fundamental skills of games and sports; Sports for recreation and competition; Rules and
regulation of sports; sports ethics; sports awards and scholarships, sportsmenship.
Yoga – Raja Yoga, Karma Yoga, Bhakti Yoga, Jnana Yoga.
Safety and security – disasters in and outside schools, ways of prevention, safety from snake
and dog bites, animal attacks, prevention and treatment.
Occupational health hazards and its prevention; Commonly-abused substance and drugs and
ways of prevention and inhabitation. Safety measures to be taken in Libraries, Laboratories,
Classrooms, Halls, Play Fields, Water Tanks, Swimming Pools, Community Pools, Roads
Human Development Index (HDI), Health: Vision, Goals and Objectives of Government of
India, Experiments on Influence of Surroundings & Thought, Science of Laughter & Smiles,
Health Observation Programs, Impact of TV Serials.
Role of Institutions (schools, family and sports), health services, policies and major health
and physical education-related programme, blood banks, role of media.
Unit IV: First Aid – Principles and Uses

Structure and function of human body and the principles of first aid. First aid equipments.
Fractures-causes and symptoms and the first aid related to them, Muscular sprains cause,
symptoms and remedies, First aid related to hemorrhage, respiratory discomfort, First aid
related to Natural and artificial carriage of sick and wounded person, Treatment of
unconsciousness, Treatment of heat stroke, General disease affecting in the local area and
measures to prevent them.
Practicum
Surfing to know the diseases in India.
Preventive & Ameliorative measures for health hazards.
Playing Games.
Athletics.
Yoga.
Reflective Dialogues on Serials, such as, Satyamev Jayate on Health of the People.
Preparation of inventories on myths on exercises and different type of food.
Make an inventory of energy rich food and nutritious food (locally available) indicating its
health value.
Make an inventory of artificial food and provide critical observations from health point of
view.
Home remedies as health care.
Role of biopolymers (DNA) in health of child.
Medicinal plants and child health.
Strategies for positive thinking and motivation.
Preparation of first aid kit.
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References:
1. Arora,P. (2005) Sex Education in schools, Prabhat Prakashan
2. K.Park “Preventive and Social Medicine” Banarsidas Bhanoth, Publishers Nagpur Road,
Jablapur, India.
3. NCERT(2013). Training and Resource materials on Adolescence Education, NCERT,
New Delhi (This material is also available on www.aeparc.org.www.ncert.nic.in
4. NCERT(2014). Population Education, Source Material, NCERT, New Delhi.
5. Stephen, J. Williams, Paul R. Torrents, “Introduction to Health Service”, Delmore
Publications.
Physical Education
1. Deboarh, A. Wuest, Charles, A. Bucher: “Foundation of Physical Education Exercise
Science and Sports”, Tata McGraw Hill Pvt. Ltd., New Delhi.
2. John, E. Mixton, Ann, E. Jewett: “An Introduction to Physical Education, W.B.
Saunders Company, London.
3. John, Cheffers; Tom, Evaul: “Introduction to Physical Education – Concept of Human
Movement”. Prentice Hall Engle Wood: New Jersey.
4. Bette J., Logdson & Others, “Physical Education for Children”, Lea and Febiger,
Philadelphia..
5. Roberts, S. Weinberg & Daniel Gould, “Foundation of Sports and Exercise
Psychology”, Human Kinetics Publication.
6. A.K. Uppal, Lawrance Gray Kumar, “Biomechanics in Physical Education and
Exercise Science: Friends Publication, New Delhi.
7. Jack, H. Wilmore, David, L.. Costil, W. Larry Kenney, “Physiology of Sports and
Exercise: Human Kinetics Publication.
Yoga
1. Swami Satyanand Saraswati, “Asana Pranayama Mudra Bandh”, Bihar School of Yoga,
Munger.
2. M.M. Ghore, “Anotomy and Physiology of Yogic Practices”. Lonavala Yoga Institute,
Lonavala.
3. Gharote, M.L. (2004). Applied Yoga, Kaivalyadhama S.M.Y.M. Samiti, Lonavala.
4. “Yogasana” Morarji Desai National Institute of Yoga, New Delhi.
5. “Pranayama” Morarji Desai National Institute of Yoga, New Delhi.
6. MDNIY (2010). “Yoga Teachers Manual for School Teachers, New Delhi.
7. NCERT (2015). Yoga: A Healthy Way of Living Upper Primary Stage, New Delhi.
8. NCERT (2015). Yoga: A Healthy Way of Living Secondary Stage, New Delhi.
9. Agarwal, Satya P. (1998). The social role of the Gītā: how and why, Motilal
Banarsidass, ISBN 978-81-208-1524-7, retrieved 17 June 2010.
10. Goel, Devraj & Goel, Chhaya (2013). Universe of Swami Vivekananda & Complete.
11. Wholistic Social Development, CASE Publication under UGC SAP, The M.S.
University of Baroda, Vadodara.
12. Jason Liu and Dr. Gwendalle Cooper (2009) Scientific Analysis of the Effects of Falun
Dafa Presented at International Conference of Psychologists, February 27, 2009 by
Catherine Hennessy.
13. Mehroo D. Bengalee (1976).Child Guidance. Sheth Publishers, Educational Publishers,
35, Everest, Pedder Road, Bombay.
14. Ministry of Health & Family Welfare, Government of India, Annual Report to the
People on Health, December 2011.
15. Porter, Noah (2003). Falun Gong in the United States: An Ethnographic Study, Master
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Thesis, Department of Anthropology, College of Arts and Sciences, University of South
Florida.
16. Wu JY, Feng, L, Park , H-T, Havlioglu N, Wen L, Tang H, Bacon KB, Jiang Z, Zhang X,
Rao Y. (2001). Molecule that guides Nerve Calls Directs Immune Cells, Science Daily,
Apr. 20.
Web Resources
Position Paper National Focus Group on Health and Physical Education, NCERT
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/health_prelims_fin
al.pdf
Learning curves: sports in education, (2013) Azim Premji Foundation
http://azimpremjifoundation.org/pdf/learning-curve-17.pdf
www.FalunDafa.org
www.http://greatist.com/health/19-worst-tech-related-health-risks
BSE VII.6 :READING AND REFLECTING ON TEXT

Objectives
· Understand the meaning, process, importance and characteristics of reading.
· Understand and apply different levels, types, techniques and methods of reading.
· Acquaint with the skills of reading different types of texts.
· Develop different types of reading skills through various activities and met cognition
· Learn the skills of reading comprehension and to enhance vocabulary.
· Acquaint with the problems of reading across curriculum.
COURSE CONTENT
Unit I: Introduction to Reading
Reading – Meaning and Process, Importance of Reading across Curriculum, Characteristics
of Reading, Developing reading skills.Role of libraries in promoting reading habits
Unit II: Techniques and Methodology of Reading

Levels of reading – literal, interpretative, critical and creative, Types of reading – intensive
and extensive reading, oral & silent reading, Reading techniques – skimming and scanning.
Methodology of reading
Unit III: Reading the Text

Types of Texts – Narrative, expository, descriptive, suggestive, empirical, conceptual,
ethnography, policy documents, field notes; Importance of Different Texts in Curriculum
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Unit IV : Developing Reading Skills and Reading Comprehension
Developing Critical Reading Skills, Developing Reflective Skills, Activities for Developing
Reading Skills, Developing Metacognition for Reading, Developing Reading Comprehension
Developing Vocabulary for Reading, Problems of Reading
Practicum
· Divide the class in small group and provide different kinds of texts and instruct them to read
and reflect according to the nature of text.
· Divide the group and provide one text and suggest students to make different interpretations.
· Design vocabulary games to enhance vocabulary.
· Read the text and provide a five words summary to each paragraph.
· Reading and comprehension exercises.
· Skim through the text and give suitable title to the text.
· Complete given text in stipulated time and summarize it in 6/7 lines with a suitable title.
· Making an oral presentation
· Organising a debate, discussion based on their reading
· Preparation of a poster
· Making a collage
· Displaying appropriate texts/graphic on bulletin board
· Addressing morning assembly during their internship in schools
· Making a power point presentation on selected topic
· Submission of written articles/assignments
· Writing maintaining reflective journals
* In addition, school and community based activities may be organized with provisions
for visits to innovative centres of pedagogy and learning, innovative schools, educational
resource centres, etc. Action research based on teaching learning and school and
community could be conducted.
References:
1. Bright, J.A., and McGregor, G.P. (1970). Teaching English as a Second Language.
ELBS: Longman.
2. Doff, A. (1988). Teach English: Training Course for Teachers. Cambridge:
Cambridge University Press.
3. Hill, L.A., and Dobbyn, M.A. (1979). Training Course, Trainer’s Book. London:
Cassell.
4. Hubbard, P., and Hywel, J. et al (1983). A Training Course for TEFL. Oxford
University Press.
5. Joseph, K.S. (2004). Self Instruction in English Grammar and Figures of Speech.
Vadodara: Gold Rock Publications.
6. Mukalel, J.C. (1998). Approaches to English Language Teaching. New Delhi:
Discovery Publishing house.
7. Mukalel, J.C. (1998). Creative Approaches to Classroom Teaching. New Delhi:
Discovery Publishing house.
8. Mukalel, J.C. (1998). Psychology of Language Teaching. New Delhi: Discovery
Publishing House.
9. Mukalel, J.C., and Ahmed, S. B. (1984). Teaching English in India. New Delhi: Arya
Book Depot.
10. Nagaraj, G. (1996). English Language Teaching Approaches, Methods and
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Techniques. Calcutta: Orient Longman.
11. Richard, J.; Theodore, S. and Rodgers, T.S. (1968). Approaches and Methods in
Language. Cambridge University Press.
12. Venkateswaran, S. (1995). Principles of Teaching English. New Delhi: Vikas
Publishing House.
13. Wilkins, D.A. (1982). Linguistics in Language Teaching. London: Edward Arnold.
14. Willis, J. (1981). Teaching English through English ELBS. England: Longman Ltd.
15. Yule, G. (1985). The Study of Language. Cambridge: Cambridge University Press.
16. My experiments with the truth – Autobiography of Mahatma Gandhi
17. The Little Prince – Antain de Saint – Exupery
18. Cultural Heritage – Dr. S. Radhakrishnan
19. Periodicals Like – Outlook, India Today, Economic and Political Weekly, Business
Today, Journals of Education, Organiser – weekly
20. Recognizing Different Types of Text
Web Resources
· http://www.bbc.co.uk/skillswise/factsheet/en03text-l1-f-different-types-of-text
Models of Reading Process
· http://people.ucalgary.ca/~mpeglar/models.html
· http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001687/
· http://www.tarleton.edu/Faculty/gentry/reading%20models.html
Reflective Skills
· http://www.skillsyouneed.com/ips/reflecting.html
· http://www.skillsyouneed.com/ps/reflective-practice.html
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BSE VII.7A Internship in School Subject 1 – Physical Science (SAP-5)
&
BSE VII.7B :Internship in School Subject 2 – Mathematics (SAP-5)
OR
BSE VII.7C : Internship in School Subject 2 – Biological Science (SAP-5)
(Evaluation in each school subject shall be as per the break up shown below and all are
internal*)
Credits : 12 ( 6+6 ) Marks: *100

Duration : 11 Weeks C1 + C2 : 50
C3 : 50
The activity is divided into three phases:

• Pre – internship - 2 weeks
• Internship - 8 weeks
• Post internship - 1 week
• Pre internship
Objectives:
• To facilitate student teachers in designing and executing lessons in each pedagogy.

• To develop in student teachers the skills of observation and evaluating teaching of their
peers
Activities
- plan and teach minimum 3 lessons in each pedagogy
- observe minimum 5 lessons of their peers in each pedagogy
- participate in the mentoring sessions to plan lessons under the guidance of mentors.
• Internship
Objectives:
To provide the student teachers with the field experience of getting attached to a school for a
long duration and develop professional skills of teaching, participate in various day to day
functions of schools, and in organizing various activities.
Activities
• The student teachers will teach 20 lessons ( excluding lesson givn during pre-internship)
at secondary level in each pedagogy.
• The student teachers will organize various activities- co-curricular and extended subject
based in the school.
• The student teachers will participate in various academic and administrative activities
including monitoring and supervising students in school conducted tests and
examinations.
• The student teachers will diagnose the learning difficulties of students and provide
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remedial instruction.
• The student teachers will conduct CCE and unit tests and prepare evaluation records
• Post Internship
Activities
• Submission of internship records - evaluation records, activity record, observation records,
reflective diary
• PPT Presentation of reflections
Evaluation in each pedagogy is as follows:

C1 – Pre-internship activities
C2 – Internship records and post-internship presentation
C3 – Internship in teaching
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EIGHTH SEMESTER

PHYSICS
BSE VIII.1A :SOLID STATE PHYSICS

Objectives:
To enable students to apply the basic knowledge of classical and quantum mechanics for an
understanding of physics of nuclei and of solids.
COURSE CONTENT:
Unit I: Crystal Structure
Solids: Amorphous and Crystalline Materials. Lattice Translation Vectors. Lattice with a
Basis – Central and Non-Central Elements. Unit Cell. Miller Indices. Reciprocal Lattice.
Types of Lattices. Brillouin Zones. Coordination number, packing fraction for cubic crystals
(sc, bcc and fcc). Diffraction of X-rays by Crystals. Bragg’s Law.
Unit II:
Elementary Lattice Dynamics: Lattice Vibrations and Phonons: Linear Monoatomic and
Diatomic Chains. Acoustical and Optical Phonons. Dulong and Petit’s Law, Einstein and
Debye theories of specific heat of solids. T3 law.
Magnetic Properties of Matter: Dia-, Para-, Ferri- and Ferromagnetic Materials. Classical
Langevin Theory of dia – and Paramagnetic Domains. Curie-Weiss Law, Discussion of B-H
Curve. Hysteresis and Energy Loss.
Unit III:
Electrical Properties: Free electron model of a metal, solution of one dimensional
Schroedinger equation in constant potential, Density of states. Fermi energy, Energy bands in
solids, Distinction between metals, semiconductors and insulators. Kronig- Penney model.
P and N type Semiconductors. Conductivity of Semiconductors, mobility. Hall effect-
Expression for Hall coefficients. Applications of Hall effect.
Dielectrics: Dielectric Properties of Materials: Polarization. Local Electric Field at an Atom.
Depolarization Field. Electric Susceptibility. Polarizability. Clausius Mosotti Equation.
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Unit IV: Superconductivity
Superconductivity: Qualitative description,. Experimental Results. Critical Temperature.
Critical magnetic field. Meissner effect. Type I and type II Superconductors, London’s
Equation and Penetration Depth. Isotope effect. High temperature superconductors
Applications
Reference Books:
1. Charles Kittel, Introduction to Solid State Physics, 8th Ed., Wiley India Pvt.Ltd., 2004.
2. A J Dekker, Solid State Physics, Macmillan, 1965.
3. J.P. Srivastava, Elements of Solid State Physics, 2nd Ed., Prentice-Hall of India, 2006.
4. Leonid V. Azaroff, Introduction to Solids, Tata Mc-Graw Hill, 2004.
5. M. A. Wahab, Solid State Physics: Structure and Properties of Materials, Alpha
Science International, Ltd., 2005.
6. Neil W. Ashcroft and N. David Mermin, Solid State Physics, Cengage Learning, 1976.
7. S O Pillai, Solid State Physics, NEW AGE, 2009.
8. G. I. Epifanov, Solid State Physics, Central Books Ltd., 1979.
9. M. Ali Omar, Elementary Solid State Physics, Pearson India, 1999.
10. H. Ibach and H Luth, Solid-state Physics, Springer, 2009.
PRACTICALS
Objectives:
COURSE CONTENT:
1. Measurement of susceptibility of a paramagnetic solution (Quinck`s Tube Method)
2. To measure the Magnetic susceptibility of Solids.
3. To determine the Coupling Coefficient of a Piezoelectric crystal.
4. Determination of Hall coefficient in semiconductors.
5. Determination of Curie temperature– ferromagnet.
6. Determination of work function of a metal using R-D equation.
7. To measure the Dielectric Constant of a dielectric Materials with frequency.
8. To determine the complex dielectric constant and plasma frequency of metal using
Surface Plasmon resonance (SPR).
9. To determine the refractive index of a dielectric layer using SPR.
10. To study the PE Hysteresis loop of a Ferroelectric Crystal.
11. To draw the B- H curve of iron using a Solenoid and determine the energy loss from
Hysteresis.
12. To measure the resistivity of a semiconductor (Ge) crystal with temperature by four-
probe method (from room temperature to 150 o C) and to determine its band gap.
Franck-Hertz experiment.
13. Powder XRD pattern of KCl.
210
14. Powder XRD pattern of NaCl.
15. Powder XRD pattern of CaCl2.
16. Solar cell experiment.
17. Frequency resonance of LR circuit.
18. Polarisation by reflection-Brewster's law.
References:
House, 1971.
Ltd., 2015
6. Jerry D Wilson and Cecilia A. Hernández-Hall Physics Laboratory Experiments
7th Edition, Cengage Learning, 2009.
Ltd., 2015.
DSE 2B BOTANY
BSE VIII.1B :MOLECULAR BIOLOGY, BIOCHEMISTRY &
BIOTECHNOLOGY

Objectives:
• To understand the structure and functions of biological macromolecules;
• To understand and appreciate the importance of nucleic acid and gene research in modern
times;
• To acquaint students with the tools and techniques of biotechnology, the processes
involving gene manipulation and their applications.
COURSE CONTENT :
Unit I :
Discovery, brief history of DNA and RNA. (i) DNA: types, molecular structure,
characteristics, structural properties and functions. Satellite and repetitive DNA,
mitochondrial and plastid DNA, plasmid, DNA damage and repair, replication of DNA in
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prokaryotes and eukaryotes. (ii) RNA : Types, structure, characteristics, structural properties
and functions, Role of RNAs in protein synthesis.
Gene structure and regulation in prokaryotes, operon concept – lac and tryptophan operon,
genetic code.
Unit II :
Nitrogen Metabolism : Forms of nitrogen, cellular conversion of nitrates to ammonium ions,
assimilation of NH+4 ions, biological nitrogen fixation, amino acids – nature, classification,
structures, synthesis of amino acids - reductamination and transamination.
Proteins – classification, structure – primary, secondary, tertiary and quaternary, Biosynthesis
of proteins – transcription, m-RNA processing, translation. Inhibitors of protein synthesis.
Unit III :
Carbohydrates : Introduction, classification, chemical structures of mono, oligo and
polysaccharides, synthesis and breakdown of sucrose and starch.
Lipids : Introduction, classification, chemical structures, saturated and unsaturated fatty acids,
synthesis and breakdown of fatty acids, b- oxidation.
Enzymology : Discovery, nature, nomenclature and classification, mechanism of enzyme
action, lock and key hypothesis, induce-fit hypothesis, regulation of enzyme action, inhibitors,
prosthetic groups and coenzymes, factors affecting enzyme action.
Unit IV : Biotechnology and Bioinformatics

a) Tools and techniques, cloning vectors, brief account of genomics and c-DNA library,
interferons, transposable elements, PCR, bio-informatics.
b) Applications of Biotechnology – functional definition and applications, brief account of
DNA finger printing, Agrobacterium – mediated gene transfer, achievements in crop
improvement, transgenic plants.
c) Brief account of recent advances in Plant bio-technology; products of bio technology
d) Brief account of Bioinformatics – genomics, proteomics.
References:
1. Lea, P.J. and R.C.Leegood, 1999, Plant Biochemistry and Molecular Biology, John
Wiley & Sons, England.
2. Lehninger, A.B., Principles of Biochemistry, CBS Publishers and Distributors, New
Delhi.
3. Srivastava, H.S.2005, Plant Physiology, Biochemistry and Biotechnology, Rastogi
4. Jain.J.L. 1994, Fundamentals of Biochemistry, Sultanchand & Co., New Delhi.
5. Old, R.W. and S.B.Primrose, 1989, Principles of Gene Manipulation, Blackwell
Scientific Publication, Oxford, UK.
6. Lodish, H., A.Berk, S.L.Zipursky, P.Matsudaiva, D. Baltimore, and J.Darnell, 2000.
Molecular Cell biology, W.H. Freeman & Co., New York.
7. Alberts, B., D.Bray, J.Lewis, M.Raff, K.Roberts and I.O.Watson, 1999, Molecular
Biology of Cell, Garland Publishing Co., Inc., New York.
8. Malacinski, G.M., 2005, Essentials of Microbiology (4th Ed.)., Narosa Publishing
House, New Delhi.
212
PRACTICALS
Objectives :
• To understand the molecular mechanisms operating in cells.
• To familiarize with techniques in biochemistry and biotechnology.
COURSE CONTENT :
1. Isolation of DNA from coconut endosperm.
2. Effect of pH and temperature on activity of amylase in germinating seeds.
3. Study of catalase and peroxidase enzyme activity as influenced by pH and temperature.
4. Separation of amino acids by paper chromatography.
5. Study of root nodules in leguminous plants.
6. To test for the presence of carbohydrates , proteins and lipids.
DSE 2BChemistry
BSE VIII.2 :SPECTROSCOPY, NATURAL PRODUCTS AND HETEROCYCLICS

Objectives:
To develop an understanding of the

· basic principles of Spectroscopy and apply the principles in the structural elucidation of
simple organic compounds.
· chemistry of natural products, dyes and drugs, macromolecules and heterocyclic
compounds
COURSE CONTENT:
Unit I : Spectroscopy
UV and Visible spectroscopy: Introduction, absorption laws, instrumentation, formation of

absorption bands, types of electronic transitions, chromophores, auxochromes, absorption and
intensity shifts, solvent effects, Woodward – Fieser rules for calculating absorption maximum
in dienes and α,β-unsaturated carbonyl compounds.
IR spectroscopy: Introduction, theory of molecular vibrations, vibrational frequency, factors

influencing vibrational frequencies, finger print region and applications of IR spectroscopy.
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NMR spectroscopy: Introduction, instrumentation, number of signals, position of signals
(Chemical shift), shielding and deshielding effects, factors influencing chemical shifts-
inductive effect, anisotropic effect and hydrogen bonding. Splitting of signals, spin-spin
coupling, chemical exchange and coupling constant.
Structural determination of simple organic compounds using UV, IR and NMR spectral data.
Unit II: Natural Products

Carbohydrates: Introduction, classification and nomenclature. Configuration of
monosaccharides. Erythro and threo diastereomers. Interconversions in carbohydrates –
glucose to fructose, fructose to glucose, aldopentose to aldohexose and aldohexose to
aldopentose. Epimerisation, mechanism of osazone formation, Formation of glycosides,
ethers and esters. Determination of ring size of monosaccharides. Structural elucidation of
D(+) glucose. Mechanism of Mutarotation. Constitution of disaccharides - maltose, sucrose
and lactose. Introduction to polysaccharides (starch and cellulose) without involving
structure determination.
Alkaloids : Introduction, general methods of structural determination, structural elucidation
of Conine, Nicotine and piperine
Terepinoids : Introduction, isoprene rule, structural elucidation of Citral and Menthol
Amino acids, Peptides, Proteins and Nucleic acids
Classification, structure and stereochemistry of amino acids. Acid-base behaviour, isoelectric
point and electrophoresis. Preparation and reactions of a-amino acids.Classification of
proteins. Peptide structure determination - end group analysis, selective hydrolysis of
peptides. Solid-phase peptide synthesis. Primary and secondary structures of proteins.
Protein denaturation.
Nucleic acids : Introduction, constituents of nucleic acids. Ribonucleosides and
Ribonucleotides. The double helical structure of DNA. Types of different RNA and their
functions in the synthesis of protiens. Genetic code.
Unit III: Dyes, Drugs and Macromolecules

Dyes: Introduction, Classification of dyes, Colour and constitution (electronic concept),
synthesis and uses of Methyl orange, Phenolphthalein, Fluorescein and Indigo.
Drugs: Introduction, classification, structure and synthesis of sulpha drugs- sulphapyridine,
sulphathiazole, sulphadiazine and sulphaguanidine, mechanism of action. Antimalarials –
plasmaquin, mepacrine and chloroquin.
Macromolecules: Introduction, Classification, Types of polymerization – chain

polymerization, step polymerization, free radical polymerization, co-polymerisation, Ionic
polymerization, Coordination polymerization. Natural and synthetic rubbers – buna S , butyl
rubber and neoprene. Synthetic fibres – nylon 6, nylon 6,6, terylene. Conducting polymers –
polypropylenes and polyanilines. Bio-degradable polymers.
Unit IV: Heterocyclic Compounds

Introduction, methods of formation of five membered heterocycles – furan, thiophene and
pyrrole. Molecular orbital picture and aromatic characteristics of pyrrole, furan, thiophene
and their chemical reactions with particular emphasis on the mechanism of electrophilic
substitution. Six membered heterocycles: methods of formation of pyridine, mechanism of
nucleophilic substitution reactions in pyridine derivatives. Comparison of basicity of
pyridine, piperidine and pyrrole. Introduction to condensed five and six-membered
heterocycles, preparation and reactions of Indole, quinoline and isoquinoline with special
reference to Fischer indole synthesis, Skraup synthesis and Bischler-Napieralski synthesis.
214
Mechanism of electrophilic substitution reactions of indole, quinoline and isoquinoline.
References :
1. Organic Spectroscopy by P S Kalsi
2. Organic Chemistry : I L Finar Vol II
3. Application of absorption Spectroscopy to Organic Compounds : John R Dyer
4. Organic Spectroscopy : William Kemp
5. Fundamentals of Molecular Spectroscopy : C N Banwell
PRACTICAL
Objective:
To develop skills of synthesis and Estimation of organic compounds
COURSE CONTENTS:
1. Two step organic synthesis
1. Synthesis of p-bromoaniline from acetanilide

2. Preparation of o-iodobenzoic acid from anthranilic acid
3. Preparation of m-nitrobenzoic acid from methyl benzoate
4. Preparation of Paracetamol
5. Synthesis of Quinoline
2. Quantitative organic analysis
1. Estimation of aniline/ phenol by bromate-bromide method

2. Estimation of glucose by Fehlings method/ Spectrophotometry using 3,5 dinitro
salicylic acid
3. Determination of iodine value of an oil by Wij’s method/ Chloramine-T method
4. Determination of saponification value of an ester / oil
5. Estimation of amino acid by formal titration method
6. Estimation of ascorbic acid in Vitamin C tablets by Volumetry
7. Estimation of Paracetamol by titrimetric and spectro photo metric methods.
8. Colorimetric Estimation of proteins by Biuret method
References :
1. Organic synthesis-special techniques V.K. Ahluwalia, 2nd Edition Narosa Publishing
House
2. Organic Synthesis A.I. Vogel
215
DSE 3B Mathematics
BSE VIII.3A:COMPLEX ANALYSIS& NUMERICAL ANALYSIS

Objectives:
To develop the understanding & application of the concepts of complex analysis in problem
solving situations. To enable and apply Numerical methods in solving problems related to
real life situations with help of computers, which have become indispensable in modern
world.
COURSE CONTENT:
Unit I:
Functions of a Complex Variable, Limits, Continuous Functions, Differentiability, The
Cauchy-Riemann Equations, Analytic Functions, Harmonic Functions, Conformal Mappings.
Elementary Transformations, Bilinear Transformations, Cross ratio, Fixed Points of Bilinear
Transformations.
Unit II:
Complex Integration: Introduction, Definite Integral, Cauchy’s Theorem, Cauchy’s integral
Formula, Higher Derivatives. Power Series: Introduction, Sequences and Series, Sequences
and Series of Functions, Power Series, Elementary Functions.
Unit III:
Numerical Methods: Numerical Solutions of Algebraic and Transcendental equations,
Bisection Method, Method of false position, Iteration method, Newton-Raphson method.
Finite differences, Forward and Backward differences, Weierstrass theorem, Interpolation,
Newton-Gregory forward and backward interpolation formulae, Divided differences,
Lagrange’s interpolation formula.
Unit IV:
Numerical Differentiation: Finding first and second derivatives using interpolation formulae,
Difference equations.
Integration: General quadrature formula, Trapezoidal Rule, Simpson’s 1/3 rule, Simpson’s 3/8
rule, Weddle’s rule, Newton-Cotes quadrature formula, Gauss quadrature.
References:
1. Complex Analysis by Ahlfors McGraw Hill International Edition.
2. Introduction to the Theory of Functions of a Complex Variable by Palka, Springer
Verlag.
3. Complex Analysis by Serge Lang, Springer Verlag
4. Theory of Functions of a Complex Variable by Shanthinarayan, S. Chand and Co. Ltd.
5. Foundations of Complex Analysis by Ponnuswamy, Narosa Publishing House.
6. An Introduction to the Theory of Functions of a Complex Variable by Copson, Oxford
216
University Press.
7. Complex Variables and Applications by Churchill, Brown and Verhey, McGraw Hill
International Book Company.
8. Functions of One Complex Variable by Conway, Narosa Publishing House.
9. Theory and Problems of Complex Variables, Murray R. Spiegel, Schaum Outline Series,
McGraw Hill Book Company.
10. Complex Analysis by Armugam, Tangapandi, Somasundaram, Scitech Publications Pvt.
Ltd.
11. Numerical Analysis by Guptha, S. Chand and Co. Ltd.
12. Finite Difference and Numerical Analysis by Saxena, S.Chand and Co. Ltd.
13. Introductory Methods of Numerical Analysis by Shstry, PHI.
14. Numerical Methods for Scientists and Engineers, Grewal, Wiley Eastern Ltd.
15. Higher Engineering Mathematics by Grewal, Wiley Eastern Ltd.
16. Advanced Engineering Mathematics by Kreyszig, Wiley Eastern Ltd.
17. Numerical Calculus by William Edmund Milne, Princeton University Press.
18. Introduction to Numerical Analysis by Hildebrand, Tata McGraw Hill Publishing Ltd.
19. Numerical Analysis by Schield, Schaum’s Outline Series.
20. Introduction to Numerical Methods by Peter A. Stark, MacMillan Co. Ltd.
DSE 3B Zoology
BSE VIII.3B :BIOCHEMISTRY, MOLECULAR BIOLOGY AND
BIOTECHNOLOGY

Objectives:
· To enable students to comprehend the modern concepts and applied aspects of
biomolecules
· To understand the importance of nucleic acids
· To appreciate the application of biological tools and techniques
COURSE CONTENT:
Unit I: Biochemistry - I
a) Carbohydrates – Classification, chemical structures of mono, oligo and
polysaccharides and properties; carbohydrate metabolism – Glycolysis, TCA cycle,
electron transport system, gluconeogenesis
b) Proteins – Classification and structural properties; Amino acids – Amino acid
metabolism, transamination, decarboxylation
c) Lipids – Classification and properties; Lipid metabolism – oxidative pathway of
saturated and unsaturated fatty acids
Unit II: Biochemistry – II

a) Enzymology – Nature of enzymes, nomenclature and classification, mechanism of
enzyme action – lock and key hypothesis, induce fit hypothesis; regulation of enzyme
action and factors affecting enzyme action, Coenzymes and inhibitors
217
b) Vitamins and minerals – Role of vitamin and minerals in normal health
c) Nucleic acids: Discovery, DNA- structure, forms, denaturation and anneling,
bacterial, plasmid, plastid and mitochondrial DNA
Unit III: Molecular Biology – I

a) RNA- structure, types (rRNA, mRNA, tRNA), and functions .
b) Replication of DNA in prokaryotes.
c) Gene expression: Central dogma; Transcription in prokaryotes; Genetic code;
Translation in prokaryotes.
Unit IV: Molecular Biology – II and Biotechnology

a) Regulation of gene expression in prokaryotes – lac operons
b) Genetic engineering: History, restriction endonucleases, ligases, vectors (pBR322, T-
DNA), cDNA library, cloning, PCR, bioinformatics
c) Biotechnology: Transgenic animals (giant mouse, transgenic sheep), monoclonal
antibodies, gene therapy. Human genome project.
References:
1. Principles of Biochemistry by Lehninger AB (CBS Publishers and Distributors, New
Delhi
2. Animal Physiology and Biochemistry by K.V. Sastry – (Rastogi Publications, 2008)
3. Cell and Molecular Biology: Concepts and Experiments by Gerald Karp
4. Molecular Biology of the Cell by Bruce Alberts
5. Molecular Cell Biology by Harvey Lodish, David Baltimore and Arnold Berk
6. Biotechnology: Applying the Genetic Revolution by David P. Clark BA, 2008
7. Biotechnology by V. Kumaresan (Saras Publication)
PRACTICALS
Objectives:
· To develop the skills of analyzing the enzyme actions
· To identify and estimate the qualitative and quantitative analysis of carbohydrate,
protein and fats
· To analyze and separate amino acids
· To develop the skill of isolating DNA
COURSE CONTENT:
1. Effect of temperature on the salivary amylase enzyme activity
2. Effect of pH on the salivary amylase enzyme activity
3. Effect of substrate concentration on the salivary amylase enzyme activity
4. Detection of various enzymes in the digestive tract of cockroach
5. Separation and analysis of amino acids in body fluids and food using paper
chromatography
6. Qualitative and quantitative estimation of carbohydrates, proteins and lipids in
food/animal tissues
7. Demonstration of separation of proteins/enzymes with electrophoresis
8. Isolation of DNA from kidney/spleen of rat (demonstration)
218
GENERIC ELECTIVE 2
BSE VIII.4 : INDIAN CONSTITUTION AND HUMAN RIGHTS

Contact Hours per week: 2 C1+ C2: 50
Exam duration: 2 Hrs C3: 50
Objectives:
On completion of this course, the student teacher will be able to
·know the importance, preamble and salient features of Indian Constitution
·appreciate the significance of Fundamental Rights, Duties and Directive Principles of State
Policy.
·develop an understanding of the strength of the Union Government.
·understand the functioning of the State Government for the unity and the strength of the
Democracy.
·know the importance of local self-Government and Panchayati Raj Institutions in India.
·know the meaning, significance, the growing advocacy of Human Rights.
Transaction Mode:
Through Lectures, Group discussions, Interactive sessions, field activities and use of
Education Technology.
COURSE CONTENT:
Unit I: Meaning and Importance of the Constitution

Preamble, Salient features, Constituent Assembly and the Spirit of the Indian Constitution.
Unit II: Fundamental Rights, Duties and Directive Principles

Fundamental Rights, Fundamental Duties, and the Directive Principles of the state policy of
the Indian Constitution.
Unit III: Union, State and Local Self Governments

Union Government: Parliament, the President and Prime Minister: State Government:
Governor and the Council of Minister: Judiciary: Functions and Powers: Panchayat Raj
System.
Unit IV: Human Rights

Origin and Development of Human Rights, Growing Advocacy and Declining Trends of
Human Rights, Rights of Scheduled Casts, Scheduled Tribes, Minorities, Children and
Women, Human Rights Defenders, Human Rights Violation and Human Rights Organizations.
References:
1.M.V.Pylee, Indian Constitution, OUP, New Delhi
2.Granveille Austin, Indian Constitution, OUP, New Delhi
3.Rajani Kotari, Politics in India, OUP, New Delhi
4.Johari, J C, Indian Government and Politics.
219
5.S R Maheswari, Local Governments in India (Latest Edition)
6.R K Arora and Rajani Goyal, Indian Public Aministration 1995.
7.C P Bhambri, Introduction to Indian Constitution.
8.Subash C Kashyap, The Working of Indian Constitution, NBT, New Delhi
9.Subash C Kashyap,Our Parliament, NBT, New Delhi
10.Granveille Austin, Functioning of the Indian Constitution, NBT, New Delhi.
11.Bipan Chandra, India after Independence. Roopa, New Delhi 2000.
12.Arjun Dev, Source Book on Human Rights, NCERT, New Delhi.
13.Human Rights in India: Theory and Practice, National Book Trust, 2001.
BSE VIII.5 : KNOWLEDGE AND CURRICULUM

Objectives:
This course is designed to help student teachers to

· Understand the concept and the need for curriculum in schools.
· Explore the influences of the knowledge categories, social, cultural, economic and the
technological aspects in shaping the present school curriculum and the text books.
· Analyze the principles employed in sequencing the school curriculum and the
syllabus at different levels.
· Identify various learning sites and resources operating as curriculum supports in the
system.
· Analyze the multiple roles of schools in implementation of curriculum.
· Discuss the roles and responsibilities of curriculum stakeholders.
· Analyse the role of teachers in operational sing the curriculum.
· Examine the processes and criteria commonly used to evaluate curriculum in pursuit
of improvement.
· Explore the evaluation approaches adopted to revise the curriculum at the national and
state levels.
· Analyze the national curriculum frameworks for necessary reforms proposed and their
implications at school level.
· Develop an image of oneself as a curriculum informant, designer, agent, and evaluator.
COURSE CONTENT:
Unit I: Concept and the nature of curriculum

a) Meanings of curriculum; different perspectives of curriculum; need for curriculum in
schools.
b) Educational policy reforms leading to curriculum reforms; Relationship between
curriculum framework, curriculum , syllabus and text books- their significance in school
220
education.
c) Meaning and concerns of core curriculum-its need and significance in Indian context;
Meaning and concerns of Hidden curriculum and spiral curriculum and their relevance to
learning.
d) Types of curriculum: subject-centered, activity-centered, environmental centered, and
community-centered and their relevance.
Unit II: Foundations of Curriculum Development
a) Forms of knowledge & Curriculum: Forms of knowledge and structure of a

Discipline, and their characterization in different school subjects; Logical grammar of
different school subjects
b) Nature of learner& learning: Nature of learner - needs and interests, and different
perspectives on learning (behaviourists, cognitivists and social constructivists) and their
implications to curriculum development
c) Socio –cultural: Importance of society-school relationships ; Societal factors that affect
the curriculum ; Multiculturalism, multilingual aspects, and societal aspirations; Social
reconstruction, social efficiency, inequality in educational standards, need for common
goals and standards;
d) Technological determinants : Science and technological advancements, Using the
resources of the information society in curriculum development
e) Some of the critical issues: environmental concerns, gender concerns .inclusiveness,
value concerns, social sensitivity, and globalization.
Unit III: Process of curriculum Development

a) Understanding shifts in emphasis in approach to curriculum; from subject centered and
behaviouristic learning to integrated approach involving development of perspectives,
activity centered and constructivist orientation;
b) Behaviouristic orientation: Formulating aims and objectives – (general, specific -
subject wise and level wise); Selecting content and learning experiences – Principles
involved; Organizing the content and learning experiences- Principles (continuity,
sequence and integration: organizing elements- concepts, skills, and values); breadth of
coverage and depth of understanding; applicability and relevance to school curriculum
planning
c) Constructivists orientation: curriculum embedded in real life contexts; authentic
learning in real life contexts leading to knowledge construction; applicability and
relevance to school curriculum planning
Unit IV Curriculum Implementation and Curriculum evaluation
a) Operationalising curriculum into learning situations; Planning and converting curriculum

into syllabus and curriculum engagement activities.
b) Role of teachers in operationalising curriculum in generating dynamic curricular
experiences through i) flexible interpretation of curricular aims ii) concept mapping iii)
contextualization of learning v) selecting varied experiences and long range and daily
planning, choice of resources, planning assessment etc.
c) Planning and use of curricular materials: Text book; teachers hand book, source book,
work book, manuals, and other learning materials such as kits, AV and software materials..
d) School culture and climate in implementing the curriculum.
e) Supports to curriculum engagement: available infrastructure and curriculum sites and
221
resources (library, laboratory, playground, neighbourhood etc); Use of community
resources in curriculum engagement .
f) Role of external agencies – National, Regional and State in developing the learning
supports (including training of teachers) for curriculum implementation.
g) Meaning of curriculum evaluation; Need for curriculum evaluation
h) Process of curriculum evaluation and renewal: collecting opinions and views on school
curriculum and text books from different stakeholders; students’ attainability of
curricular standards as one of the criterion; evaluation of the discrepancies observed
between anticipated and observed inputs, transactions and outputs; critical analysis of
text books ;evaluation of other curricular materials;
i) Role of National, Regional and State bodies in empowering the teachers in evaluating
curriculum
Sessional Work:
· Review of national curriculum frame works and write a report for presentation and
discussion
· Analysis of teachers’ handbooks, text books, workbooks, source books followed by
Presentations.
· Readings of certain curriculum reviews and articles bearing significance to the course
outlined and reflections on them
References:
1. Olivia, P (2004): Developing the curriculum (6th Ed). Allyn & Bacon, Inc. ISBN:
0205412599.
2. Curriculum planning for better teaching and learning by J.G. Saylor and W Alexander
(Holt, Rinehart and Winston).
3. Yashpal Committee (1993): Learning without Burden, MHRD, and India.
4. Position paper: National Focus Group on ‘Curriculum, Syllabus, Textbooks’, NCERT.
5. Lewy, Arieh (1977): Handbook of Curriculum Evaluation, International Institute for
educational Planning, France and Longman Inc.
6. Giroux, Henry et.al (1981): Curriculum and Instruction: Alternatives in Education by
MC Cutchan Public Corp, Printed in USA.
7. Dewey, John (1959): The Child and the Curriculum, Chicago, the University of
Chicago Press.
8. Hilda T (1962): Curriculum and Development- Theory and Practice; Harcourt, Brace
and World, Inc.
9. Howson, Geoffrey (1978): Developing a New Curriculum, London: Heinmann
10. NCERT (1988) National Curriculum for Elementary and Secondary Education: A
framework.
11. NCERT (2000) National Curriculum Framework For school Education.
12. NCERT (2005) National Curriculum Framework. NCERT publications
13. Schubert W (1986): Curriculum Perspectives, Paradigms and Possibilities, New York:
Macmillan.
14. Zias, R (1976): Curriculum Principles and Foundations; New York; Thomas Crowwell.
15. Hirst, Paul ( 1975) : Knowledge and curriculum, (International Library of the Education
volume 12): A collection of Philosophical papers, International library of Philosophy of
Education, Routledge publishers
16. Kumar, Krishna and Malla Reddy : Curriculum Development and Educational
Technology.
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BSE VIII.6 :GUIDANCE AND COUNSELLING

Objectives
· appreciate the nature, purpose and need for guidance and counselling;
· sensitise the student-teachers with the need and relevance of Guidance and counselling.
· demonstrate an understanding of educational, vocational and personal guidance
· develop an understanding of the process of Guidance and Counselling
· understand the process of organization of guidance services in schools
· develop capacity of applying the techniques and procedures of guidance and counselling
· describe various testing and non- testing techniques
· develop the skill of administration and interpretation of psychological tests
· understand the concept and importance of career development.
· analyse the role of the teacher in the provision of Guidance and Counselling
· know the qualities required for good Counsellor
COURSE CONTENT
Unit I: Meaning and Nature of Guidance
Guidance: Concept, aims, objectives, functions and principles.
Need & Procedure for (Educational, Psychological and Social) guidance.
Purposes and Principles of organization of different Guidance Services
Organization of guidance services at Secondary Level: Need and Importance
Group Guidance: Concept, Need, Significance and Principles, Organization of Guidance
programs in schools.
Role of Guidance Personnel in organization of guidance services in School : Counsellor,
Career Master, Psychologist, Doctor, Teacher Counsellor, Head of the Institution, Teacher,
Social Worker
Unit II: Meaning and Nature of Counselling

Counselling: Meaning and nature; Difference between Guidance &Counselling; Principles
and approaches of counselling, Individual and Group Counselling; Skills in Counselling-
Skills for Listening, Questioning, Responding, & Communicating, Listening Attentively to
the concerns of the counselee, Negotiating Self Discovery, Decision Making, Problem
Solving etc and values such as Patience, Empathy etc.; Methods and Process of Counselling
Academic, Personal, Career and Behaviour problems of students with special needs, viz.
socio-emotional problems of children with disabilities and deprived groups such as SC, ST
and girls, need for Counselling; Professional Ethics and Code of Conduct ; Qualities and
Qualifications of an effective Counsellor
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Unit III: Tools and Techniques of Guidance
Testing and Non-Testing Techniques for Studying and Appraisal of students : a) Testing
Techniques: Intelligence/Mental Ability tests, Aptitude Tests, Attitude Scales, Interest
inventories, and Personality Tests, b) Non-testing Techniques: Interview, Observation and
Case Study, c) Tools-Questionnaire, Anecdotal Record, Cumulative Record Cards, etc.
Role of the teacher in Assessment and Testing.
Unit IV: Career Guidance and Counselling

Educational and Career Information in Guidance and Counselling: Meaning, Importance,
collection, types, classification of occupational information; Dissemination of Occupational
Information: Class talk, career talk, Group discussion, Preparation of Charts and Poster,
Career Exhibition, Career conference; Guidance for gifted, slow learner, socio-economically
disadvantaged children; Career development: Meaning and Importance; Teacher’s role in
Career planning, Vocational training and placement opportunities for CWSN. Broad outline
with respect to the emerging courses and career options available in India; Guidelines for
Establishment of Guidance Cell or Career Corners in Schools
Suggestive List of Activities:

· Group Guidance-Preparation of Class Talk and One Career Talk
· Visit to different Guidance Centre
· Design a checklist/Questionnaire to collect information on students and classify them
under educational, psychological or social problem.
· Preparation of Cumulative Record
· To prepare a Case study and Analysis of Case study
· Administration, Scoring & interpretation of at least two tests: One Mental Ability Test
and One Aptitude Test
· Job Analysis of a Counsellor
· Preparation of list of problem behaviours based on observation. Detailed study of the
Guidance and Counselling Services available in a given School
· Prepare a Chart and Poster for dissemination of Career Information
· Familiarise and write a report of any one of the Personality Tests used in Guidance and
Counselling
References:
1. Aggarwal, J. C. (2004). Educational Vocational Guidance and Counselling, Delhi:
Doaba House.
2. Asch, M. (2000). Principles of Guidance and Counselling, New Delhi: Sarup and Sons.
3. Bhatia, K. K., (2002). Principles of Guidance and Counselling, Ludhiana: Vinod
Publications
4. Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counselling in Education and
Psychology.
5. Chauhan, S. S. (2008). Principles and Techniques of Guidance. UP: Vikas Publishing
House Pvt. Ltd.
6. Coorey, S.M (1953).Action Research to Improve School Practices, New York:
Teacher’s Columbia University
7. Gibson, R.L. and Mitchell (2008). Introduction to Counselling and Guidance. New
Delhi: PHI Learning Pvt. Ltd.
8. Granz, R. M. (2005). Foundation and Principle of Guidance, Boston: Allyn& Bacon.
224
9. Gupta, V. K. (2004). Educational Guidance and Counselling, Ludhiana: Ankur
Publications.
10. Jones, J. A. (1970). Principles of Guidance, Bombay: Tata, New York: McGraw Hill.
11. Joneja G. K. (1997); Occupational Information in Guidance, NCERT publication
12. Kakkar, S.B (2015) Educational Psychology, PHI Learning: Publications
13. Kocher, S. K. (2007). Educational Guidance and Counselling, New Delhi: Sterling.
14. Myres, G. E. (2005). Principles and Techniques of Vocational Guidance, New York:
McGraw Hill.
15. Nanda, S. K.and Sagar, S. (1972). Fundamentals of Guidance. Chandigarh: N.B.S.
Educational Publishers.
16. Nayak A.K. (2004); Guidance and Counseling
17. NCERT (2008). Counselling Process and Strategies (Module 2). New Delhi: NCERT.
18. NCERT (2008). Guidance for Human Development and Adjustment (Module3) New
Delhi: NCERT.
19. NCERT (2008). Introduction to Guidance (Module 1). New Delhi: NCERT.
20. NCERT (2005). National Curriculum Framework-2005,NCERT,New Delhi
Web resources
· Introduction to Guidance and Counseling African Virtual university
http://oer.avu.org/bitstream/handle/123456789/153/GUIDANCE%20AND%20COUNSELIN
G.pdf?sequence=1
· Ethical Principles of Psychologists and Code of Conduct by APA,
http://www.apa.org/ethics/code/principles.pdf
· Guidance and Counselling,
http://www.ncert.nic.in/departments/nie/dse/activities/advisory_board/pdf/guidelines_for_gui
dance_and_counseling.pdf
· http://www.egyankosh.ac.in/
BSE VIII.7 :VALUE AND PEACE EDUCATION

Objectives
· Understand the need and importance of education for peace and values.
· Understand the nature, characteristics and types of human values.
· Understand the five core values of Truth, Righteous conduct, Peace, Love and Non-
Violence.
· Appreciate the developments in Peace Education in India and Abroad.
· Understand various methods, techniques and approaches of value development.
· Appreciate the preamble to the constitution and values inherent in it.
· Understand various models of value education.
· Appreciate the importance of living together and imbibe in their attitude and behaviour.
225
COURSE CONTENT
Unit I: Concept, Meaning and Nature of Value
Concept and meaning of value and Peace:
Indian and Western perspectives on value and Peace.
Reflections of great Indian thinkers on values and Peace (Gandhiji, Swami Vivekananda, Sri
Aurobindo, Rabindranatha Tagore, J. Krishmamurthi)
Understanding Peace in the individual, Social, National and International context
Nature and characteristics of values
Sources and selection of values -culture and human needs
Unit II : Concept, Meaning and Nature of Peace

Historical development of Peace education in India and in the world
Preamble to the Indian Constitution and values inherent in it
Exposition of the five human values of Truth, Righteous Conduct, Peace, Love and Non-
Violence with illustrations from life and literature.
Creation of United Nations, UNESCO, UNICEF and their role in promoting value and Peace
Education.
Unit III : Concept and need for Value-based Education and Education for Peace
Concept of value based education and Education for Peace with special reference to peace to
Indian view of life;
Paradigm shift from Peace education to Education for Peace.
Need for and importance of value based education and Education for Peace in the present
scenario.
Recommendations of Sri Prakasha Committee (1959) on value education.
Recommendations of Parliamentary Committee of HRD on Values Education (1996-90)
headed by Shri S.B. Chauhan.
National Focus Group Report on Education for Peace (2005).
Curriculum development and Models of Value Education.
Models of value education; Rationale building model, the consideration model, valuing
process and clarification model.
Aims and objectives of Value based education and Education for Peace in the curriculum.
Integration of human values with all (school) academic subjects.
Unit IV :Pedagogy of Value Education and Education for Peace

· Approaches and Techniques of teaching human values:-
Direct approach: value based Story-telling, Group activities (dramatization, literary
activities, games and sports, service activities), Counselling, organizing value based co-
curricular activities.
Indirect Approach; Incidental Approach with illustrations
Integrated approach: Integration into curricular, co-curricular activities and subjects ( with
illustrations of integration from Language, Mathematics, science and social science , art
and aesthetics , Yoga and health education,
· Teacher as Role Model.
· Role of school ambience and environment in development of values.
226
Practicum
· Develop / compile stories with values from different sources and cultures, organize value
based co-curricular activities in the classroom and outside the classroom, develop value
based lesson plans, integrating values in school subjects.
· Study of any Model of integrated value education – case study of models expressed by Sri
Sathya Sai, J. Krishnamurti, etc.
· Visit to Ramakrishna Institute of Moral and spiritual Education
In addition, school and community based activities may be organised.

1. Reflective reading based presentations.
2. Unit tests.
3. Quiz based evaluation
4. Seminar presentation
5. Submission of case reports on violation of peace as reported through mass-media.
References:
1. Barash, P. David (2000). Approaches to Peace, Oxford University Press, New York.
2. Bernard, Jessie (1957). The Sociological study of conflict. International Sociological
Association, The Nature of Conflict, UNESCO Paris.
3. Galtung, J. (2003). Searching for Peace – The road to TRANSCEND, Sterling Virginia.
4. Galtung, Johan (1996). Peace by Peaceful Means: Peace and Conflict, Development
and Civilization. Sage Publications, New Delhi.
5. Galtung, Johan (1984). The Struggle for Peace Gujarat Vidyapith, Ahmedabad.
6. Gandhi, M.K. (1944). Non-Violence in Peace and War Navajivan Publishing House,
Ahmedabad.
7. Govt of India (1983). Report on Education in Human Values in Teacher Training
Programmes, New Delhi, Ministry of Human Resource Development.
8. Harris Ian. M. (1998). “Peace Education” Mc Farland & Company, Inc Publisher
London
9. Howlett, Charles F., John Dewey and Peace Education, Encyclopedia of Peace
Education, Teacher College, Columbia University 2008.
10. Kapani, Madhu (2000). Education in Human Values – concept and practical
implications, New Delhi; Sterling Publishers.
11. Krishnamurti, J.: “Total Freedom”, Krishnamurti Foundation Chennai.
12. NCERT National Curriculum Framework (2005). Position Paper, National focus Group
on Education for Peace, NCERT, New Delhi (2006).
13. National Curriculum Framework (2005) position paper, National Focus group on
Education for Peace, NCERT, New Delhi.
14. NCTE (1998). Curriculum Framework for Quality Teacher Education, NCTE, New
Delhi.
15. Pandey, S. (2004). Education for Peace, Self Instructional Package for Teacher
Education, NCERT, New Delhi.
16. Sri Sathya Sai Bal Vikas Education Trust (1985). Curriculum and Methodology for
integrating Human Values Education, Prashanthi Nilayam (International Education).
17. Sri Sathya Sai International Center for Human Values (2009). Education in Human
Values: Course Book for Training of Master Trainers, New Delhi.
18. The Curriculum framework for Quality Teacher Education (1998) NCTE, New Delhi
227
19. UNESCO (2001) Learning the way of Peace, “A Teacher Guide to Education for
Peace”, UNESCO, New Delhi.
Web resources
Education for values in schools- a framework, NCERT
http://www.ncert.nic.in/pdf_files/Framework_educationCOMPLETEBOOK.pdf
Values Education A Handbook for Teachers (2012), CBSE

http://cbseacademic.in/web_material/ValueEdu/Value%20Education%20Kits.pdf
Position Paper National Focus Group on Education for Peace, NCERT
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/education_for_peace
.pdf
******
228

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UNIVERSITY OF MYSORE

REGIONAL INSTITUTE OF EDUCATION

Regulations governing the Programme

1.0 Programme and Duration :

2.0 Eligibility for admission to B.Sc.B.Ed.

3.1 Core Courses:

3.2 Ability Enhancement Courses :

3.3 Discipline Specific Elective:

3.4 Skill Enhancement Course:

3.5. Generic Course:

3.6 Professional Education Courses:

5.0 Medium of Instruction:

6.0 Course Structure

20** B.Ed. 4 4 12**+4 8+11 12 50 50

1 Physics/Botany 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 -- -- 18+0+6 24

1 Language 2+1+0 2+1+0 2+1+0 2+1+0 -- -- -- -- 8+4+0 12

1 Courses 1 & 2 -- -- 2+0+1 2+0+1 -- -- -- -- 4+0+2 6

DISCIPLINE SPECIFIC ELECTIVE

1 Environmental 1+1+0 1+1+0 2

PROFESSIONAL EDUCATION COURSES

Tables 3 to 10: Detailed Course Structure for B.Sc.B.Ed.

TABLE 3: Semester I (Credits: B.Sc.12; AEC 6; B.Ed. 6; Total 24)

7 2 Yoga Edu., self- 1 1 1 2 3

Evaluation – C1 + C2 = 50%; C3 = 50%

9 2 School Attachment 0 0 2 2 weeks 4

TABLE 6: Semester V (Credits: B.Sc. 12; B.Ed. 14; Total 26)

Evaluation – C1 + C2 = 50%; C3 = 50%

Evaluation – C1 + C2 = 50%; C3 = 50%

TABLE 9: Semester VII* (Credits: DSE 9; B.Ed. 20; Total 29**)

1 3 DSE 1 A 1 1 1+1 2+2 5

2 3 DSE 2 A 1 1 1+1 2+2 5

1 3 DSE 1 B 1 1 1+1 2+2 5

TABLE 11 : SUBJECTS AND TITLES OF COURSES IN THE PROGRAMME

SEMESTER COURSE CODE SUBJECT TITLE

FIRST Core course 1A BSE I.1A Physics/ Mechanics

Core Course 3B BSE II.3A Mathematics / Calculus – II , Analytical Geometry and

THIRD Core course 1C BSE III.1A Physics/ Electricity and Electromagnetism

Core Course 2C BSE III.2 Chemistry Organic Chemistry – I

Core Course 3C BSE III.3A Mathematics / Real Analysis

AEC 1C BSE III.4A Language Hindi/

Professional BSE III.7 Understanding the Learner

FOURTH Core course 1D BSE IV.1A Physics/ Optics

Core Course 2D BSE IV.2 Chemistry Thermodynamics, Equilibrium and

Core Course 3D BSE IV.3A Mathematics / Differential Equations

AEC 1D BSE IV.4A Language Hindi/

Professional BSE IV.7 Learning & Teaching

Core Course 2E BSE V.2 Chemistry Transition Elements, Coordination

Core Course 3F BSE VI.3A Mathematics / Groups and Rings

Setting questions papers and evaluation of answer scripts.

L.T.P. distribution Calculation of M in C

Component Syllabus in a Course Weightage Period of Continuous Assessment

C First 50% (2 units of total 25% First half of the semester.

Marks Grade Grade Point

Here, P is the percentage of marks (P=[(C1+C2)+M] secured by a candidate in a

Numerical Index Qualitative Index

Overall percentage=10*CGPA or is said to be 50% in case CGPA<5

10.0 Provision for Appeal

11.0 Barring of Simultaneous Study:

Core Course 1A - Botany

20 B.Ed. 4 4 12+4 8+11 12 50 50