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Barkatullah University, Bhopal

Four-Year Integrated (Eight Semester)

B.Sc.B.Ed. Course
Course of Studies & Prescribed Books
Approved by Board of Studies in Education

Faculty of Education
B.Sc.B.Ed. Integrated Course
Examination 2016-17
I to VIII SEMESTER

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 CONTENTS
S. No. Title Page No.
ORDINANCE - 47
STRUCTURE
SEMESTER - I
1 B.Sc. PART 11
2 Foundation Courses: 11
3 Moral Values 11
4 Language – Hindi 11
5 Language – English 12
6 Electives: 12
7 Physics 12
8 Botany 14
9 Chemistry 15
10 Zoology 18
11 Mathematics PaperM-1.1. Algebra, Trigonometry & Vector analysis 19
12 Mathematics Paper M-1.2. Calculus & Geometry 20
13 B.Ed. PART 21
14 Human Development in Socio-cultural Context 21
15 School Education in India: Historical Perspective 22
16 Health, Physical Education and Yoga - I 24
17 Work Education 24
SEMESTER - II 28
1 B.Sc. PART 29
2 Foundation Courses: 29
3 Basics of Computers 29
4 Language – Hindi 30
5 Language – English 31
6 Electives: 32
7 Physics 32
8 Botany 33
9 Chemistry 34
10 Zoology 37
11 Mathematics Paper M-2.1.Differential Equations & Vectors analysis 38
12 Mathematics Paper M-2.2. 3-D Geometry 39
13 B.Ed. PART 39
14 Cognition and Learning 39
15 Psychology Practical 42
16 Health, Physical Education and Yoga 42
17 Art & Aesthetics 43
18 Work Education 45
SEMESTER - III 47
1 B.Sc. PART 48
2 Foundation Courses: 48
3 Computers and ICT in Education 48
4 Language – Hindi 50
5 Language – English 50
6 Electives: 51
7 Physics 51

2
 8 Botany 52
9 Chemistry 54
10 Zoology 56
11 Mathematics Paper M-3.1: Advanced Calculus 58
12 Mathematics Paper M-3.2: Differential Equation 58
13 B.Ed. PART 59
14 Curriculum Development 59
15 Reading and Reflecting on Text 60
16 Community Living 61
17 Arts and Aesthetics 62
SEMESTER - IV 63
1 B.Sc. PART 64
2 Foundation Courses: 64
3 Computers and ICT in Education 64
4 Language – Hindi 67
5 Language – English 67
6 Environmental Education 68
7 Electives: 69
8 Physics 69
9 Botany 70
10 Chemistry 72
11 Zoology 74
12 Mathematics Paper M-4.1: Elements of Groups and Rings 75
13 Mathematics Paper M-4.2: Mechanics 76
14 B.Ed. PART 76
15 Inclusive Education 76
16 Assessment for Learning I 79
SEMESTER - V 81
1 B.Sc. PART 82
2 Foundation Courses: 82
3 Entrepreneurship Development 82
4 Electives: 82
5 Physics 82
6 Botany 84
7 Chemistry 85
8 Zoology 88
9 Mathematics Paper M-5.1: Real & Complex Analysis 89
10 Mathematics Paper M-5.2: Abstract Algebra 90
11 B.Ed. PART 90
12 P.C. I – Physical Sciences I 90
13 P.C. II – Biological Sciences I 92
14 P.C. II – Mathematics I 94
15 Assessment for Learning II 95
16 Basics of Education 97
SEMESTER - VI 99
1 B.Sc. PART 100
2 Foundation Courses: 100
3 Entrepreneurship Development 100
4 Electives: 100
5 Physics 100
3
 6 Botany 102
7 Chemistry 103
8 Zoology 105
9 Mathematics Paper M-6.1: Metric Spaces 106
10 Mathematics Paper M-6.2: Linear Algebra 107
11 B.Ed. PART 107
12 P.C. I – Physical Sciences II 107
13 P.C. II – Biological Sciences II 109
14 P.C. II – Mathematics II 110
15 Gender Issues & Peace Education 111
16 Schooling, Socialization & Identity 113
SEMESTER - VII 115
1 Pre-internship 115
2 Internship (200+200) 116
3 Post-internship 116
4 Action Research (25+25) 116
5 Concerns of Education coming from the field: A Report 116
SEMESTER - VIII 117
1 B.Sc. PART 118
2 Foundation Courses: 118
3 Environmental Education 118
4 Electives: 119
5 Physics 119
6 Botany 120
7 Chemistry 122
8 Zoology 124
9 Mathematics Paper M-8.1: (a to e - One out of five options) 126
10 Mathematics Paper M-8.2: (a to e - One out of five options 128
11 B.Ed. PART 130
12 Vision of Indian Education: Issues and Concerns 130
13 School Management & Leadership 132

4
 STRUCTURE OF THE COURSE

B.Sc. B.Ed.
First Semester
Subject/ Paper Paper/ Intern. Total Pds.
Practical /week
B.Sc.Part: Foundation Course
Moral Values 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Human Dev.in Socio.-cult.Co. 40 10 50 3
School Education in India: 40 10 50 3
Historical Perspective
Health, Physical Education. & -- 25 25 2
Yoga
Work Education -- 25 25 2
Total 80 70 150
Grand Total 455 145 600

Second Semester
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part
Foundation Course
Basics of Computer 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Cognition & Learning 40 10 50 3
Psychology Practical 25 25 2
Health, Physical Education & -- 25 25 2
Yoga
Work Education -- 25 25 2
Art & Aesthetics 25 25 2
Total 40 110 150
Grand Total 340 260 600

5
 Third Semester
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part: Foundation Course
Comp. & ICT in Education 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Reading & Reflecting on text 50 50 2
Curriculum Development 40 10 50 3
Arts and Aesthetics 25 25 2
Community Living 25 25 1 week
Total 40 110 150
Grand Total 415 185 600
Fourth Semester
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part: Foundation Course
Comp. & ICT in Education 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Environmental Education 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 415 85 500
B.Ed. Part
Inclusive Education 40 10 50 3
Assessment for learning I 40 10 50 3
Total 80 20 100
Grand Total 495 105 600
Fifth Semester
Subject/ Paper Paper Internal Total Pds.
/week
B.Sc. Part
Foundation Course
Entrepreneurship Dev. 40 10 50 3
Elective I + Practical/m 60+25 15 100 9
Elective II+ Practical/m 60+25 15 100 9
Elective III+ Practical/m 60+25 15 100 9
295 55 350
B.Ed. Part
P.C. – I: Phy. Sc. 60 15 75 5
P.C. – II: Bio. Sc./ Maths. 60 15 75 5
Assessment. for Learning II 40 10 50 3
Basics in Education 40 10 50 3
Total 200 50 250
Grand Total 495 105 600
6
 Sixth Semester
Subject/ Paper Paper Internal Total Pds./
week
B.Sc. Part
Foundation Course
Entrepre. Dev. 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
295 55 350
B.Ed. Part
P.C. – I: Phy. Sc. 60 15 75 5
P.C. – II:Bio. Sc./ Maths. 60 15 75 5
Gender Issues & Peace Education 40 10 50 3
Schooling, Socialization & Identity 40 10 50 3
Total 200 50 250
Grand Total 495 105 600

Seventh Semester
Subject/ Paper Internal Total
B.Ed. Part
Pre-internship 50 50
Internship (200+200) 400 400
Post-internship 50 50
Action Research (25+25) 50 50
Concerns of Education coming from the 50 50
field: A Report
Grand Total 600 600

Eighth Semester
Subject/ Paper Paper Internal Total Pds.
/week
B.A./B.Sc. Part
Foundation Course
Environmental Edu. 40 10 50 3
Elective I + Practical +Pro. 70+50 30 150 9
Elective II+ Practical +Pro. 70+50 30 150 9
Elective III+ Practical +Pro. 70+50 30 150 9
400 100 500
B.Ed. Part
Vision of Indian Education
: Issues and Concerns 40 10 50 3
School Management & 40 10 50 3
Leadership
Total 80 20 100
Grand Total 480 120 600

7
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

FIRST SEMESTER
Subject/ Paper Paper/ Intern. Total Pds.
Practical /week
B.Sc.Part: Foundation Cou
Moral Values 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Human Dev.in Socio.-cult.Co. 40 10 50 3
School Education in India: Historical 40 10 50 3
Perspective
Health, Physical Education. & Yoga -- 25 25 2
Work Education -- 25 25 2
Total 80 70 150
Grand Total 455 145 600
• Elective 1 – Physics/ Botany.
• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
Paper Theory- I 30 M - 1.1 Algebra, Trigonometry And Vector Analysis
I Paper Theory- II 30 M - 1.2 Calculus And Geometry
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

Work Education: Electricity and Electronics/ Agriculture

8
Foundation Course: Moral values
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Contact Periods/week: 03 dqy vad & 40
Internal: 10 iz’u ,oa vad fu/kkZj.k
4 leh{kkRed@nh?kZmRRkjh; iz’u & 28 vad ¼7 X 4 iz-½
2 Yk?kqmRrjh; iz’u & 07 vad ¼3-5 X 2 iz-½
oLrqfu"B iz’u & 05 vad ¼1 X 5 iz’u½
¼O;k[;kRed ,oa leh{kkRed iz’uksa esa vkarfjd fodYi gkssaxsA½
Moral Values (uSfrd ewY;)
bdkbZ 1-
1- 1- uSfrd ewY; ifjp; ,oa oxhZdj.k & MkW- 'kf’k jk;
2- vkpj.k dh lH;rk & ljnkj iw.kZ flag
bdkbZ 2-
2- 1- cq) dh d:.kk & MkW- J)k frLl
2- f’kdkxks O;k[;ku & Lokeh foosdkuUn
bdkbZ 3-
3- 1- /keZ vkSj jk"Vªokn & egf"kZ vjfoUn
2- vIi nhiks Hko & Lokeh J)kuan
bdkbZ 4-
4- 1- varKkZu vkSj uSfrd thou & MkW- loZiYyh jk/kkd`".ku
2- lknxh & egkRek xka/kh
bdkbZ 5-
5- 1- Hk; ls eqfDr & ts- d`".k ewfrZ
2- lR; ds lkFk esjs iz;ksx & egkRek xka/kh dh vkRedFkk dk laf{kIr
fo|kFkhZ laLdj.k ¼lkjka’k½
&&&&&&&&&&&&&&&&&&&&&&&&&&&&

Foundation Course: Language – Hindi

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ikB; e % fgUnh Hkk"kk
iz’ui= & 1
Contact Periods/week: 03 dqy vad & 40
Internal: 10 iz’u ,oa vad fu/kkZj.k
4 leh{kkRed@nh?kZmRRkjh; iz’u & 28 vad ¼7 X 4 iz-½
2 Yk?kqmRrjh; iz’u & 07 vad ¼3-5 X 2 iz-½
oLrqfu"B iz’u & 05 vad ¼1 X 5 iz’u½
¼O;k[;kRed ,oa leh{kkRed iz’uksa esa vkarfjd fodYi gkssaxsA vkarfjd ewY;kadu ds fy, nl vad
fu/kkZfjr gSaA½
bdkbZ 1 1- Lora=rk iqdkjrh ¼dfork½ & t;’kadj izlkn
2- tkx rq>dks nwj tkuk ¼dfork½ & egknsoh oekZ
3- mRlkg ¼fuca/k½ & jkepanz 'kqDy
4- f'kjh"k ds Qwy ¼yfyr fuca/k½ & gtkjh izlkn f}osnh
bdkbZ 2 1- ued dk njksxk ¼dgkuh½ & izsepan
2- gkj dh thr ¼dgkuh½ & lqn’kZu
3- Hkxoku cq) ¼fuca/k½ & Lokeh foosdkuan
4- yksdra= ,d /keZ gS ¼fuca/k½ & loZiYyh jk/kkd`".k
bdkbZ 3 1- dNqvk /keZ ¼fuca/k½ & panz/kj 'kekZ xqysjh
9
 2- og rksM+rh iFrj ¼dfork½ & lw;Zdkar f=ikBh fujkyk
3- liuksa dh mMk+u ¼izsjd fuca/k½& ,- ih- ts- vCnqy dyke
4- phQ dh nkor ¼dgkuh½ & Hkh"e lkguh
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Foundation Course: Language English
Paper - 1
Internal Marks: 10
Contact Periods/week: 03 External Marks: 40
Distribution of Marks:
1. Four critical questions are to set be from unit I. Two questions are to be attempted. Each question will
carry 5 marks. (5 X 2 = 10 marks).
2. Students are required to write a paragraph on a given topic in about 100-125 words.
(4 X 1 = 4 marks).
3. Students are required to attempt five questions based on the given unseen passage. Each question will carry
2 marks. (2 X 5 = 10 marks)
4. Students are required to attempt 6 questions on vocabulary. Each question will carry one mark. (1 X 6
= 6 marks)
5. Students are required to attempt 10 questions on Grammar. Each question will carry one mark. (1 X
10 = 10 marks).
UNIT: I
John Keats – Ode to a Nightangle Rabindranath Tagore – Where the mind is without fear Rajgopalachari
- Preface to the Mahabharta J.L. Nehru - Tryst with Destiny Walt Whitman – O Captain ! My Captain O
Henry – The Last Leaf
UNIT: II
Paragraph Writing
UNIT: III
Comprehension of an unseen passage
UNIT: IV
Vocabulary Synonyms, Antonyms, Homophones, Homonyms.
UNIT :V
Grammar & Usage Noun, pronoun, verbs, adjective, adverbs, conjunctions, preposition, articles.
-----------------------------------------------------
Elective I – Physics
Paper I: Elements of Mathematical Physics, Mechanics & Relativity
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice.
Objectives
After completion of this course the students will be able to
1. Acquaint themselves with different mathematical techniques and concepts useful in study of physics
10
2. Differentiate between scalar and vector fields
3. Explain the physical significance of gradient of scalar field and divergence and curl of vector fields
4. Understand the solutions of differential equations of two and three variables and relate those to
applications in physics
5. Solve problems on applications of Newton’s laws of motion the solution of a single particle under
central force field and to a system of particles
6. Understand Keplers laws of Planetary Motion and generalize it to satellites
7. Solve problems of rigid and deformable bodies under gravitational, tensile and compressible force
8. Understand the concept of surface tension and viscosity
9. Understand the phenomena of relativity
Unit – 1: Mathematical Background
Concept of field; gradient of a scalar field and its geometrical interpretations; divergence and curl of a
vector field; line, surface and volume integrals; flux of a vector field; Gauss divergence theorem; Green's
theorem and Stokes theorem.
Unit -2: Mechanics
Motion in a uniform field; components of velocity and acceleration in different coordinate systems
(Cartesian and Polar only); uniformly rotating frame; centripetal acceleration; pseudo forces; Coriolis
force and its applications; Foucault pendulum.
Motion under central force; Kepler's law; gravitational law and field; potential due to a spherical body;
Gauss and Poisson equations for gravitational self-energy.
Unit-3: Mechanics of Rigid Bodies
System of particles; constraints, degree of freedom; centre of mass; centre of mass and laboratory
coordinates, equation of motion; conservation of linear and angular momentum; conservation of
energy; rocket propulsion; elastic and inelastic collisions.
Rigid body motion; rotational motion; moments of inertia; calculation of moment of inertial of some
regular bodies (rod, lamina, disc and sphere); principal moments and axes; gyroscope.
Unit-4: Properties of Matter
Elasticity: Elasticity; small deformations; Hooks law; elastic constants for an isotropic solid; bending
moments; bending of beams; beams supported at both the ends, cantilever, torsion of a cylinder and
shearing forces; Poisson's ratio; relation between different elastic modulli; elastic fatigue.
Surface Tension: Surface Tension, Angle of Contact, Capillary Rise method; Energy required to raise a
liquid in capillary tube; Factors affecting Surface Tension; Applications of surface tension.
Viscosity and fluid mechanics: Concept of Viscous Forces and Viscosity; Steady and Turbulent flow;
Reynolds number; Equation of Continuity; Eulers Equation; Bernoullis Principle; Signus effect; Stokes
law.
Unit-5: Relativity
Reference systems; inertial frames; Galilean invariance and conservation laws, Propagation of light,
Michelson-Morley experiment; search for ether; Minkowski diagram, Postulates of Special Theory of
Relativity; Lorentz Transformations; Lorentz contraction; Time dilation; velocity addition theorem,
variation of mass with velocity; mass energy equivalence, particle with zero rest mass; space-time
diagram, invariance of laws of physics.
Physics Practical List
1. Acceleration due to gravity ‘g’ by compound pendulum.
2. Moment of Inertia of ‘Fly wheel’.
3. Modulus of rigidity by Maxwell’s needle.
4. Young’s modulus by Searle’s Apparatus.
5. Young’s modulus by Searle’s method.
6. Modulus of rigidity by Torsion pendulum (Dynamical Method).
7. Moment of Inertia of irregular body by torsional pendulum
8. To determine Young’s modulus of the material of beam by the method of bending ( using a
spherometer.
11
 9. Coefficient of viscosity of gear oil/glycerine.
10. Surface tension of water by capillary rise method.
11. To determine the Poisson’s ratio for rubber.
12. Determination of Youngs Modulus, Modulus of rigidity, Poisson's ratio by Searl's method.
Suggested Readings:
• The Mathematics of waves and vibrations, R.K Ghosh, Macmillan
• Introduction to Special Relativity, Robert Resnik, John Wiley & sons (Asia) Pvt. Ltd.
• Classical Mechanics, Dr. J.C Upadhaya, Himalaya Publishing House.
• Introduction to Classical Mechanics, David Morin, Cambridge
• Classical Mechanics, John r. Taylor, University Science Books.
________________________

Elective I – Botany
Paper I: Diversity of Microbes and Cryptogams
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question from
each unit.
Objective: To gain understanding of classification and structural and functional organization of viruses,
bacteria, algae, fungi , bryophytes and Pteridophyts.
Unit I
Viruses: Discovery, structure, classification reproduction and diseases caused.
Bacteria: Structure, classification, nutrition, reproduction and economic importance and a general
account of cyanobacteria and mycoplasmas.
Unit II
Algae: General characters, classification and economic importance. Important features in life history of
Chlorophyta : Volvox, Oedogonium , Coleochete
Xanthophyta : Vaucheria
Phaeophyta : Ectocarpus, Sargassum
Rhodophyta : Polysiphonia
Unit III
Fungi : General characters, classification and economic importance. Important features in life history of
Mastigomycotina: Pythium, Phytophthora
Zygomycotina: Mucor
Ascomycotina: Saccharomyces, Eurotium, Peziza
Basidiomycotina: Puccinia, Agaricus
Deuteromycotina: Cercospora, Colletotrichum, General account of Lichens
Unit IV
Bryophyta: General characters, outline classification of Bryophyta. Structure and life history of
Hepaticopsida:Marchantia
Anthocerotopsida: Anthoceros
Bryopsida: Funaria
Unit V
Pteridophyta: General characteristics and outline classification. Important characteristics of Psilopsida,
Lycopsida, Sphenopsida and Pteropsida. Structure and reproduction in Rhynia,
Lycopoduim, Selaginella, Equisetum, Pteris and Marsilea. Stelar system in
pteridophytes.
12
 Practical
Objectives:
• to develop skills of staining of prokaryotes and cryptogamus plant to impart skills of temporary
and permanent slide preparations
(i) To enhance ability to identify the of prokaryotes and cryptogamic plant
(ii) To familiarize the students with diseases and their causative agents.
Microbes and Bryophytes
1. Study of the genera included under algae and fungi.
2. Study of morphology, reproductive structures and anatomy of the examples cited in theory
under Bryophytes and Pteridophyta
3. Observation of disease symptoms in hosts infected by fungi, viruses and mycoplasma. Section
cutting of diseased material and identification of the pathogens as per the theory syllabus.
4. Gram staining of bacteria (milk, curd, root nodules).
5. Study of crustose, foliose and other types of lichen thalli.
Scheme of Practical Examination
1. Microscopic preparation and identification (Algae/Fungi) 4
2. Identification of diseased specimen and its anatomical preparation. 4
3. Section cutting and staining (Bryophytes) 4
4. Section cutting and staining (Pteridophytes.) 4
5. Comment on the spots (1-5) 5
6. Practical Record/Sessional 4
7. Internal evaluation 5
Suggested Readings
1. Vashishta, B.R. and A.K. Sinha 2007. Fungi .S. Chand and Co. Ltd.
2. Thakur, Anil K. and Susheel K. Bassi 2007. Diversity of Microbes & Cryptogams. S. Chand & Co.
Ltd.
3. Vashishta, B.R., A.K. Sinha and V.P. Singh. 2005. Algae . S. Chand & Co. Ltd.
4. Ingraham, John L. and Catherine A. Ingraham. 2004 . Introduction to Microbiology. 3rd edition.
Thomson Asia P. Ltd.
5. Sharma, O.P.1992. Text Book of Thallophytes Tata McGraw Hill Publishing Co.
6. Sharma, P.D.1991. The Fungi, Rastogi & Co. Meerut
7. Dube, H.C.1990. An Introduction to Fungi Vikas Publishing House Pvt. Ltd.
8. Puri, P. 1980. Bryophytes Atma Ram & Sons Delhi
9. Clifton, A. 1958. Introduction to Bacteria McGraw Hill & Co. New York
10 Sharma, O.P. 1990, Text Book of Pteridophyta Mcmillan India Ltd.
11. Varhishta,B.R.2015, Pteridophytes S. Chand Co. New Delhi
12. Sporne K.R.The Morphology Of Bryophytes, Hutchinson, London.
13. Perkier N.S.The Pteridophytes
__________________________________
Elective II – Chemistry
Paper I
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each Unit and the candidates will be required to attempt one:
Objectives
After the end of 1st semester the students should be able to:
(i) acquire the background of mathematical knowledge needed for better understanding of
chemical principles and derivations and also to apply in solving problems.

13
(ii) illustrate how a scientific model can be constructed based on the experimental observations of
the behaviours of gases and to explain the properties in terms of microscopic organization.
(iii) explain the properties of liquid state using inter- molecular forces and to differentiate the
colloidal state from true solutions in terms of size of the particles and to relate this attribute
with their properties with the number of particles to the colligative properties.
(iv) appreciate the importance of phenomenon of colloidal chemistry in daily life.
(v) explain the importance of quantum chemistry in the developing the model of the atom.
(vi) acquire competency to predict the patterns in the properties exhibited by the elements.
(vii) acquire the knowledge of correlating the properties of matter in the solid state to the structure.
(viii) explain the macroscopic behaviour in terms of microscopic properties.
(ix) predict the structure of molecules by studying certain physical properties.
Instructional Strategy:
The teacher in addition to the lecture method may also use assignment-cum-discussion mode
for transaction of such topics which the learner has already learnt in the higher secondary stage.
The use of ICT in transaction of solid state may also be adopted by the teacher. In describing the
shape of molecules and the interplay of Intermolecular forces as they affect the properties of
the substances, the teacher may explore the possibility of the use of Ausubel’s advance
organizer model.
Unit-I Mathematical Concepts
Logarithmic relations, curve sketching, linear graphs and calculation of slopes,
differentiation of functions like kx, ex, xn, sin x, log x; maxima, partial differentiation and
reciprocity relations.Integration of some useful/relevant functions; permutations and
combinations.Factorials.Probability.
Gaseous States
Postulates of kinetic theory of gases, deviation from ideal behavior, van der Waals equation
of state.
Critical Phenomena: PV isotherms of real gases, continuity of states, the iso-therms of van
der Waals equation, relationship between critical constants and van der Walls constants, the
law of corresponding states, reduced equation of state.
Molecular velocities: Root mean square, average and most probable velocities.
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).
Liquid State & Colloids
Intermolecular forces, structure of liquids (a qualitative description).
Structural differences between solids, liquids and gases.
Liquid Crystal : Difference between liquid crystal, solid and liquid. Classification, structure of
nematic and cholestric phases.Thermography and seven segment cell.
Colloids- classification & properties of sols (optical &electrical),emulsions & gels.

Unit-II Atomic Structure

Idea of de Broglie matter waves, Heisenberg uncertainty principle, atomic orbitals,
Schrodinger wave equation, significance of and , quantum numbers, radial and angular
wave functions and probabillity distribution curves, shapes of s, p, d orbitals. Aufbau and
Pauli exclusion principles, Hund’s multiplicity rule. Electronic configurations of the elements,
effective nuclear charge.
Periodic Properties
Atomic and ionic radii, ionization energy, electron affinity and electronegativity-definition,
methods of determination or evaluation, trends in periodic table and applications in
predicting and explaining the chemical behaviour.

14
Unit-III SolidState
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.Determination of crystal structure of
NaC1, KC1 and CsC1 (Laue’s method and powder method).
Ionic solids -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.
Unit-IV Chemical Bonding
Convalent 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, ICI2- and
H2O. MO theory, homonuclear and heteronuclear (CO and NO) diatomic molecules,
multicenter bonding in electron deficient molecules, bond strength and bond energy,
percentage ionic character from dipole moment and electronegativity difference.
Weak Interactions-Hydrogen bonding, van der Waals forces.
Unit-V
(A) Physical Properties and Molecular Structure: Optical activity, polarization (Clausius-Mossoti
equation), orientation of dipoles in an electric field, dipole moment, induced dipole moment,
measurement of dipole moment temperature method and refractivity method, dipole moment
and structure of molecules, magnetic properties-paramagnetism, diamagnetism and
ferromagnetics.
(B) Solutions, Dilute Soluctions and Colligative Properties: Ideal and non-ideal solutions, methods
of expressing concentrations of solutions,activity& activity coefficient.
Dilute solutions, colligative properties, Raoult’s law, relative lowering of vapour pressure,
molecular weight determination. Osmosis, law of osmotic pressure and its measurement,
determination of molecular weight from osmatic pressure.Elevation of boiling point and
depression of freezing point.Thremodynamic derivation of relation between molecular weight
and elevation in boiling point and depression in freezing point.Experimental methods for
determining various colligative properties.
Abnormal moloar mass, degree of dissociation and association of solutes.
Suggested Readings:
1. Atkins, P.W. & Julio De Paula , Physical Chemistry , OxfordUniversity Press
2 Silbey, R.J. andAlberty , R.A.. , Physical Chemistry John Wiley & Sons, Inc.
3 Castellan, G.W. Physical Chemistry ,Narosa Publishing House
4. Coulson ,C.A., Valence, OxfordUniversity Press
5. Chanda ,Manas ,Chemical Bonding ,TMH Publication
6. Raj Gurudeep, Advanced Physical Chemistry ,Goel Publishing House
7. Puri, Sharma &Pathania , Physical Chemistry ,ShobanLalNagin Chand & Company
8. Rakshit , P.C. , Physical Chemistry, New Age International
9. Lee , J.D. ,Inorganic Chemistry , ELBS
10. Cotton &Willkinson , Inorganic Chemistry, Wiley International
PRACTICALS
1. Analysis of Inorganic mixture containing two cations and two anions including typical
combinations.
anions: CO32-, CH3COO-, NO2-, SO32-, S2-, Cl-, Br-, I-, NO3-, SO42-
cations: NH4+, Ag+, Pb2+, Hg22+, Cu2+, Hg2+, Bu3+, Cd2+, As3+, Sb3+, Sn4+, fe3+, Cr3+, Al3+, CO2+, Ni2+,
Zn2+, Mn2+, Ba2+, Ca2+, Sr2+, Mg2+.
Insoluble and interfering ions are to be excluded.
2. Titremetric Methods
(a) Mixture of Na2CO3 and NaHCO3 with HCl.
15
 (b) Estimation of ferrous and ferric by dichromate method.
(c) Estimation of copper using thiosulphate.
3. Physical Chemistry
(a) Determination of surface tension of given liquid using stalgmometer.
(b) Determination of viscosity coefficient of amyl alcohol in water at different
concentrations and to calculate excess viscosity of these solutions.
(c) Determination of refractive indices of given set of liquids and calculation of their molar
refractions.
Scheme of Examination:
Experiments
(1) Mixture analysis - 6
(2) Titration - 4
(3) Physical experiment - 5
Internal assessment - 5
Viva - 5
______________________________________
Elective III – Zoology
Paper I: NONCHORDATA, PROTOCHORDATA AND HEMICHORDATA
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Objective - To gain knowledge of classification of Nonchordates and Protochordates, their structure
organization and reproductive animals.
Unit-1
1. Classification of lower invertebrates.
2. Classification of higher invertebrates.
3. Protozoa- type study of Plasmodium.
4. Parasitic protozoa & diseases.
5. Porifera - Type study of Sycon.
Unit-2
1. Coelenterata -Type study of Obelia.
2. Polymorphism in coelenterates.
3. Coral and coral Reefs.
4. Helminthes - Type study of Liver Fluke.
5. Helminthic and Nematoda parasites (Ascaris, Ancylostoma, Dracunculus,
Wucheria and Trichinella spiralis).
Unit-3.
1. Annelida – Type study of Earthworm.
2. Metamerism & Trochophore Larva of Nereis.
3. Arthropoda – Type study of Prawn.
4. Sting apparatus of Honey Bees.
5. Mouth parts of Arthropods (biting, sucking, chewing and lapping)
Unit-4
1. Mollusca – Type study of Pila.
2. Larval Forms in Mollusca.
3. Echinodermata – Type study of Star Fish.
4. Ambulacral system in Echinoderms.
Unit-5
1. Classification & affinities of Protochordata (Urochordates & Cephalochordates)
2. Urochordata – Type study of Herdmania (Excluding development)
3. Cephalochordata – Classification & affinities.

16
 5. Type study of Balanoglossus.
PRACTICAL
Objective – To develop the skill of identification, staining and study of life cycle of various Protozoan &
Helminthic parasites.
1. Study of museum specimens, slides relevant to the type study in theory, from Protozoa upto
Hemichordata.
2. Mouth parts of Cockroach.
3. Ctenidium and osphradium of Pila.
4. Salivary gland of Cockroach.
5. Sting apparatus of Honey Bees.
6. Mounting of velum & wheel organ of Amphioxus.
7. Radula of Pila.
8. Study of various Protozoa in pond water.
9. Study of life cycle of various Protozoan & Helminthic parasites (as mentioned in theory
syllabus) through charts & models.

SCHEME OF PRACTICAL EXAMINATION

1. Spotting - 10
2. Mounting - 05
3. Study of Protozoan/Life cycle of Parasites - 03
4. Practical Records - 03
5. Viva-voce - 04

Total - 25 Marks

Referred books -:
1. Textbook Of Zoology Vol I (Invertebrate) Vol II (Vertebrate)-Parker & Haswell
2. Animal Biology (Vol I & Vol II) -Adhikari, Ganguly & Sinha
3. Textbook of Invertebrates -R.L Kotpal
4. Textbook of Vertebrates- R.L Kotpal
5. Practical Zoology Invertebrates & Vertebrates -S.S.Lal
6. Practical Zoology of Chordates and Non-chordates-P.S. Verma
____________________________________________
Elective III – Mathematics
Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
Paper M - 1.1: ALGEBRA, TRIGONOMETRY AND VECTOR ANALYSIS
NOTE : Two questions will be set from each unit with Internal choice
Objectives:
• To develop understanding of matrices, operations in Matrices and solving equations
• To develop understanding of trigonometric functions and summation of series
• To develop understanding of basic concepts of product of scalar and vector product of three
vectors
• To develop understanding of vector differentiation including curl, gradient and Divergence

Unit - I Matrices- symmetric, skew symmetric, Hermitian and skew Hermitian matrices. Elementary
operations on matrices, Inverse of a matrix. Linear independence of row and column
matrices, Row rank, column rank and rank of a matrix, Equivalence of column and row ranks.

17
 Eigenvalues, eigenvectors and the characteristics equation of a matrix. Cayley Hamilton
theorem and its use in finding inverse of a matrix. Applications of matrices to a system of
linear (both homogeneous and non-homogeneous) equations. Theorems on consistency of a
system of linear equations.
Unit - II Relations between the roots and coefficients of general polynomial equation in one
unknown.Transformation of equations. Descart’s rule of signs.Solution of cubic
equations (cardon method),Biquardratic equations.
Unit - III Demoivre’s theorem and its applications. Direct and Inverse circular and Hyperbolic
functions.
Unit - IV Logarithm of a complex quantity, Expansion of trigonometrical functions, Gregory’s
series, summation of series
Unit-V Scalar and vector product of three vectors, Product of four vectors, Reciprocal
Vectors. Vector differentiation, Gradient, divergence and curl.
Content as in:
1. H.S. Hall and S.R. Knight : Higher Algebra H.M. Publication
2. S.L. Loney : Plane Trigonometry Part II Mc Millan & Co.
3. B.R. Thakur, Nigam, Sinha, Saran Vector Analysis
4. Manglik and Seth : Vector Calculus

Paper M - 1.2: CALCULUS AND GEOMETRY

NOTE: Two questions will be set from each unit with Internal choice
Objectives:
• To develop understanding of fundamentals of Differential and Integral Calculus
• To make them familiar with the mechanism of deriving equations of surfaces in 2 and 3
dimensions.
Unit - I Epsilon – delta definition of the limit of a function. Basic properties of limits. Continuous
functions and classification of discontinuities. Differentiability.
Unit - II Successive differentiation. Leibinitz’s theorem. Maclaurin and Taylor series expansions.
Unit - III Asymptotes. Curvature. Tests for concavity and convexity. Points of inflexion. Multiple
points. Tracing of curves in cartesian and polar coordinates.
Integration of irrational algebraic functions and transeendantal functions. .Reduction
formulae. Definite integrals.
Unit - IV Quadrature. Rectification. Volumes and surfaces of solids of revolution.
Unit- V The straight line and the plane, sphere, cone and cylinder.
Content as in :
1. Thomas & Finney : Calculus, Pearson Education Pvt. Ltd.
2. R.J.T. Bell : Elementary Treatise on Coordinate Geometry of 3 Dimension Mcmilan
3. S.L. Loney : Elements of Coordinate Geometry
M - 1.3 Mathematics Practicum
.
List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester I Mathematics papers M-1.1
and M-1.2.
• Mathematics seminar.
______________________________

18
Education Component:
Human Development in Socio-cultural Context
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives:
• To develop a contemporary understanding of human development: its meanings, processes and
perspectives in socio cultural context.
• To acquire theoretical perspectives and develop an understanding of dimensions of human
development with special reference to adolescent learners.
• To develop an understanding about the impact/influence of socio cultural context in shaping
adolescent development.
• To make them cognizant of specific issues of adolescent behavior in schools and the critical role
in dealing with children of diverse abilities.
Course Content:
Unit-I: Human Development and the Contexts
• Human development: Meaning, Nature and Dimensions
• Role of Heredity and Environment in Development
• Socio-cultural Contexts: Meaning, Nature and its Influences on Human Development: Culture,
Caste, Class, Religion and Gender - their bearing on development
• Family: Child rearing practices
• School: School Culture, Climate, School Ethos, Teacher Values and Peer groups
Unit-II: Socio-cultural aspects of personality Development
• Cognitive Development (Piaget, Vygotsky & Bruner)
• Psycho-Social Development (Erikson)
• Moral Development (Piaget & Kohlberg)
• Character Development
• Culture and Personality

Unit-III: Understanding Adolescents

• Nature of Adolescence: stage of development, Socio-cultural context
• Characteristics and concerns of Adolescents
• Biological : Physical, Sexual, Emotional
• Cognitive : Abstract Thinking, Meta-cognition
• Psychological : Identity, Individuation, and Sense of Independence
• Social : Adolescents expectation, Social expectation Parental
expectation, Skepticism, Peer culture, Role model
• Challenges and opportunities during adolescence: Role of Guidance and Counseling
Unit-IV: Socio-cultural Context Shaping Human Development
• Nature of Socio-culture and Environment.
• Physical Environment
• Influence of Educational Technology
• Media Exposures
• Dealing with learners from varied socio-cultural context and creating culturally compatible
classroom

Transactional Modes:
• Class presentations
• Readings and class discussions
• Assignments
• Survey to study child rearing practices
• Case study analysis to understand contextual influence on development
19
 • Exercises on self concept and personality development
• Use of online videos related to cognitive and moral development
• Case study of an adolescent

Suggested Readings:
• Aives, Phillippe (1962). Centuries of Childhood: A Sociology of Family Life, Knops, New York.
• Ambron, S.R. (1983). Child Development, Holt Rinehart & Winston, New York.
• Atkinson, Richard C. et.al. (1983). Introduction to Psychology. Harcourt Brace Jahonovich Inc.
New York.
• Barry, Johnson (1964). Classroom Group Behavior, Macmillan New York.
• Bhargava, Mahesh (1994). Introduction to Exceptional Children, Sterling Publishers Pvt. Ltd. New
York.
• Bourne, L.E. (1985): Its Principles and Meaning Holt, Rinehart Land Winston, New York.
• Christian, Jyoti (1984). Classroom Group Dynamic, Anu Books, Meerut.
• DeCecco, John P. (1977). The Psychology of Learning and Instruction Prentice Hall of India Pvt.
Ltd. New Delhi.
• Gessel, A.L. & Allagh, F.H. (1946). The Child from Five to Ten, Harper & Brothers, New York.
• Hurlock, E.B., (1964). Child Development, Mcgraw Hill Book Co. New York.
• Klausmeier, Herber, J. (1985). Educational Psychology. Herper and Row, New York.
• Kochar, S.K. (1989). Guidance and Counselling in Collegeand Universities, Sterling Publishers
Pvt.Ltd., New Delhi.
• Lindern, H.C. (1980). Educational Psychology in the Classroom (sixth ed.). Oxford University
Press, New York.
• Mathur S.S. (1988). A Sociological Approach to Indian Education, Vinod Prakashan, Agra.
• Pastrcha, prem, (1976). Guidance and Counselling in India Education NCERT, New Delhi.
• Smith Ronald E. Sarason, I.G. and Sarason, Barbara R. (1982). Psychology: The frontiers of
Behaviour. Harper and Row Pub. New York.
• Shrivastava, G.N.P. (1986). Recent Trends in Personality study. Agra Psychological Research Cell,
Balangunj, Agra.
• Shrivastava, G.N.P. (1999). Shiksha Manovigyanb, Naveen Vikkchardharayen Concept Publishing
Company, New Delhi.
_______________________________
School Education in India: Historical Perspective
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Course Description
The course ‘School Education in India’ seeks to develop an understanding of processes of how and why
education system in India evolved over a period of time. It gives an understanding of the socio-historical
evolution of Indian education system by drawing attention on history of formal education system. The
course will trace the dimensions of basic understanding of culture, politics and economics that impacted
school / university education in light of Vedic, Buddhist, Islamic and British education systems.
Course Objectives
• To introduce the systems of education in historical perspective to appreciate education and its
relation to socio-political, cultural and economic context
• To explain about formal school system in India in socio-historical context and its
institutionalization.
• To appreciate the change and continuities in educational purposes, processes and practices in
Indian education
• To develop historical perspective on contemporary educational issues and problems
Unit-I Understanding Educational Systems of Ancient India: Vedic Education
Understanding ‘India’ of Ancient times: Economic Activities, Cultural Practices and Social System
20
 Social Foundation of education during Vedic period
Origin and development of formal education during the period
Vedic education system: Critical understanding of Aims, knowledge and educational practices
and agencies
Relevance of Vedic educational practices to contemporary times
Unit-II Understanding Educational Systems of Ancient India: Buddhist Education
Social development stage during Buddhist Period: Economic Activities, Development of
commerce, Cultural Practices and Social System
Development of Education system and higher learning centers
Social Foundation of education during Buddhist period
Buddhist education system: Critical understanding of Aims, knowledge and educational practices
and agencies
Relevance of Buddhist educational practices to contemporary times
Comparative study of Vedic and Buddhist education systems
Unit –III Development of Islam education during medieval period
Understanding ‘India’ of Middle Ages: Economic activities, Commerce, cultural practices, social
systems and political formations
Origin and development of Islam education
Islam education system: Critical understanding of Aims, knowledge and educational practices
and agencies
Unit – IV Education during Colonial period: British education
Understanding ‘India’ of Modern period: Economic activities, commerce, cultural practices,
social systems and political formations
The orientalist and anglicist Conflict
Development of British education in India through 1813 Act, 1835 McCauley Minutes, 1854
Woods Despatch, 1882 Hunter Commission, 1943-44 Sargent Report
Efforts and Movement by Indians for compulsory education in India – Mahatma Jyotiba Phule,
Gokhale Bill(1910), Basic education (1937)
British education system: Critical understanding of Aims, knowledge and educational practices
and agencies
Contribution of British to Indian education
Transactional Modes:
• Class presentations
• Readings and class discussions
• Assignments
• Survey to study historical places
• Case study analysis to understand contextual influence on historical development
• Use of online videos related to the history of development of education in India
Suggested Readings:
Altekar, A. S. (1965). Education in ancient India. Varanasi: Nand Kishore.
Arnold, D. (1993). Colonizing the body: State medicine and epidemic disease in nineteenth-century
India. Berkeley: University of California Press.
Blackwell, F. (2004). India: A global studies handbook. Santa Barbara, CA: ABC-CLIO.
Chatterjee, P. (1993). Nationalist thought and the colonial world: A derivative discourse.
Minneapolis: University of Minnesota Press.
Dharampal. (1983). The beautiful tree: Indigenous Indian education in the eighteenth century. New
Delhi: Biblia Impex.
Ghosh, S. C. (2001). The history of education in ancient India, c. 3000 BC to AD 1192. New Delhi:
Munshiram Manoharlal Publishers.
Ghosh, S. C. (2009). The history of education in modern India, 1757-2007. New Delhi: Orient
Blackswan.
Kumar, D. (2006). Science in a Colony: Concept and Contours. Science and the Raj, 1-31.
doi:10.1093/acprof:oso/9780195687149.003.0001

21
Kumar, D. (n.d.). India. The Cambridge History of Science, 669-687.
doi:10.1017/chol9780521572439.029
Mookerji, R. (1951). Ancient Indian education: (Brahmanical and Buddhist). London: Macmillan.
R N. (1975). Society and culture in India. Meerut: Rajhans Prakashan Mandir.
Thapar, R. (2000). Cultural pasts: Essays in early Indian history. New Delhi: Oxford University Press.
Thapar, R. (2014). The past as present: Forging contemporary identities through history.
_______________________
Health, Physical Education & Yoga - I
Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Unit I
Physical Education – Meaning Scope, Aims & Objectives of Physical Education. Health Education and
recreation to general education. Concept and Importance of Health, Personal and Environmental
Hygiene. Nutrition and Balance Diet.

Unit II
Physical Fitness, Motor Fitness, Component of Physical Fitness. Effect of Exercise on different Body
Systems.

Unit III
Measurements and Evaluation in Physical Education. Different types of Physical Fitness Test and Motor
Fitness Test.

Unit IV
Common Sports Injuries and Their Rehabilitation. First Aid. Snake Bite and its First Aid.

Unit V
Yoga Harmony of Body and Mind. Instrument of Yoga- Pranayama, Yogasana, Surya Namaskara,
Meditation and Mental Health.
________________________________
Work Education – I
Option I: Electricity and Electronics
Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Introduction:
Importance of Work Education has been highlighted in the Nation Policy of Education in 1986 and
subsequently in NCF 2005.It has been emphasized that the Work Education should be in the form of well
structured, graded programme comprising activities to crater the needs of students. The level of
knowledge and skills should be upgraded with the advancement in stage of education. The experience
would be helpful to the student on his entry into work force.
Objectives:
On the complication of the course the students will be able to:
- Understand the concept of electricity and to define the term electrons, charge, current,
voltage, resistance, power and energy.
- Recognize the importance of safety precaution and cause for electrical accidents.
- Identify and apply safe procedure in actual work situations and the step to be observed in
electrical shock treatment.
- Acquire knowledge about tools and instrument required in electrical and electronics field.
- Develop the awareness of series and parallel circuit.
- Acquire knowledge about selecting wire, cables and fuse wires etc.

22
 - Acquaint with functional aspects of various electrical and electronics accessories.
- Identify common measuring instrument.
- Learn connection of different common measuring instrument in the circuit.
- Acquire knowledge about working principal, operation and application of various domestic
electrical and electronics appliances.
- Develop skills for dismantling, reassembling and testing of various domestic electrical and
electronics appliances.
- Examine schematic layout, wiring diagram and product data of small electrical and
electronics project.
- Install DTH, Public Address System (PAS),antenna and repair of T.V. and DVD player.
Learning Outcomes: The student will:
1. Develop practical skills, problem solving skills, experimental skills in him.
2. Get exposed to different processes / methods used in electrical and electronic devices.
3. Develop creative thinking for preparing new electrical and electronics devices.
4. Dismantle and assemble electrical and electronics devices.
5. Locate faults in these devices and repair them.
6. Understand the basic electrical quantities.
7. Recall safety precautions during electrical operations.
8. Rewire the fuse.
9. Understand the principles of functioning of electrical appliances.
10. Measure various electrical quantities.
11. Develop practical skills in repairing, maintaining, and making electronic devices used in day-to-day
life.
12. Develop problem-solving skills related to electronic devices.
13. Develop creative thinking in the area of electronics.
14. Develop understanding of basic electrical and electronics science.
15. Identify and test electronic components.
16. Develop skill of soldering to construct electronic devices.
17. Locate fault of electronic devices by various methods i.e.
i. Testing individual components
ii. By signal flow method
iii. By measuring voltages at testing points
18. Installation and use P.A. system.
Syllabus:
Unit 1: Basic Electricity
Definitions of basic electrical quantity electrons, charge, current, voltage, resistance, and power and its
unit formula and calculations using simple circuits .A.C. and D.C. and graphical representation of
amplitude, frequency, phase difference, wave length, Effect of electric current. Test the supply if A.C. /
D.C. Single phase and 3 phase system.
Unit 2: Safety Precaution
Presentation and treatment of shock – cause and effect. First aid treatment To perform an exercise on
artificial respiration. To remove person from electrical contact Common tools, description, precaution,
care and maintenance of tools used for electrical work and personal safety, shock treatment. Rescue
and first aid. Sign and symbol their importance and abbreviation.
Unit 3: Electrical Circuit
Close circuit. Open circuit, Leakage circuit, Short circuit, Series circuit, Parallel circuit, Series- Parallel
circuit, Ohms Law, Resistance Specific Resistance, effect of temperature on resistance, Power and
Energy Formula and calculations using
Simple circuits. Draw a wiring diagram of a 2 room set consisting of four points –
Bulb, tube light, ceiling fan and three pin plug. Making of a switchboard.
Unit 4: Generation Transmission and Utilization of Electrical Power
Basic principal of electrical generation, Principle of Electro-magnetic Induction, Faraday’s Law, Lenz’s
law. Principle of generator, A.C. and D.C. generator Fleming’s right hand rules, Transmission of electrical
23
 power single phase and three phase system, Types of transformer study of single phase transformer
working principle, types, material used, construction, testing and specifications, Elementary idea about
A.C. Generator Distribution of electrical energy, transmission at high voltage, energy losses during
transmission. Types of insulator, pole and tower for transmission line, over head and underground
distribution, relay and circuit breaker, uses of electrical power in house, factory, farm etc.
Unit 5: House Wiring
Types of wiring system, General rule for electrical wiring, wiring accessories, cleat, casing-capping, CTS
or TRS wiring, Lead sheathed wiring, conduit pipe wiring, wiring materials, load calculation of house.
Types of wires & cables standard wire gauge. Classification of wires & cables-insulation and voltage
grades, Fuse and its importance, general guideline for fuse, types of fuse and MCB. Earthling and its
importance and their type, earth resistance fuse and earthling materials. Different types of wiring
connection like staircase, Go-down wiring, Call –bell connection, different connection of bulb, tube- light
connection etc. Arrangement of bulbs for a decorative series used in festivals, Make a switch board for
one room set consisting of four points –Bulb, tube-light, ceiling fan and socket on the board.
Distribution of marks (25)
1. Internal Exam – 10 marks
2. Practical Exam - 10 marks
3. Record and Viva Vice - 05 marks
Suggested Reading:
1. Basic Electrical Engineering by M.L. Anwani published by Dhanpat Rai and Sons, New Delhi.
2. Elementary Electrical Engineering by M.L. Gupta published by New Hights Karol Bagh, New
Delhi.
3. A Text Book of Electrical Technology by B.L. Theraja and A.K. Theraja published by S.Chand
& Company Ltd. Ram Nagar New Delhi - 110055
4. Basic Electrical and house wiring published by G.T. Publication(Lab) India,Jaipur,Rajestan.
5. Principal of Electronics by V.K.Mehta and Rohit Mehta by S.Chand & Company Ltd. Ram
Nagar New Delhi – 110055
6. The art of Electronics by Thomas C. Hayer and Paul Horowitz , Cambridge University Press ,
International Sales Department, The Edinburgh Building, Cambridge , U.K
__________________________________
Option II: Agriculuure
Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Introduction:
The importance of Work Education has been highlighted in the National Policy of Education in 1986
and subsequently in NCF 2005. It has been emphasized that the Work Education should be in the
form of well structured, graded programme comprising activities to cater the needs of students. The
level of Knowledge and skills should be upgraded with the advancement in stages of education. The
experience would be helpful to the students on his entry into work force.
Objectives/ Learning outcomes: On completion of the course students will be able to:
• Identify different types of ornamental plants, flowers and gardening tools.
• Propagate plant sexually and asexually.
• Identify different types of garden and its component and understand design & features of
garden.
• Demonstrate the knowledge of floriculture.
• Establish and maintain lawn and kitchen garden
• Demonstrate the ability to grow and maintain Vegetable and Fruit crops.
• Identify and categorize fruits and vegetable crops.
• Understand application of manures and fertilizers.
• Demonstrate the control of Insect pest and diseases in kitchen garden.
• Demonstrate the ability for preservation and processing of Horticulture produce.
24
ORNAMENTAL HORTICULTURE
Unit–I Identification and study of gardening tools, equipments, seasonal flowers, Ornamental
trees, Shrubs, Climbers, Creepers and Indoor plants.
Unit–II Knowledge of preparation of seed bed, Transplanting of seedlings, Pot Filling, Potting, Repotting,
Various methods of plant propagation, Training, Pruning, Staking and Desucking etc.
Unit-III Principles of design and layout along with their different styles, various types, Important parts
and special features of Ornamental Garden.
Unit-IV Commercial cultivation of Rose, Chrysanthemum, gladiolus, marigold and other flower species
with reference to improved varieties, Propagation methods nutrition and irrigation
requirements with pre and post harvest management practices.
Unit-V Establishment and Maintenance of lawn in ornamental garden.
SCHEME OF EXAMINATION
1. Identification of seasonal flowers, trees, shrubs, climbers, garden tool with comments
- 05 mark.
2. Drawing layout Plan of a Ornamental Garden - 05 marks
3. Knowledge of different styles, various types, important parts & special features of ornamental
garden. - 05 marks
4. Cultivation of Important Ornamental Plants. - 05 marks
5. Viva and Practical Record - 05 marks
Suggested Readings:
1. Gardening in india, Bose, T.K. and Mukherjee; Oxford and IBH, New Delhi.
2. Floriculture and landscaping,Bose, T.K. and Maiti R.G; NayaPrakash Calcutta.
3. Floriculture in india, Ramdhawa, G.S. and Mukopadhyay, A.K; Allied publishers, New Delhi.
4. Introductory Ornamental Horticulture, Arora, J.S; Kalyani publishers, New Delhi.
5. Planing and Planting Design for Home Gardens, Desai, B.I., I.C.A.R., New Delhi.
6. Flowering Trees, Randhawa,M.S; N.B.T., New Delhi.
7 Garden Flowers, Swarup V;N.B.T., New Delhi.
8. Home Gardening, Trivedi , P; I.C.A.R., New Delhi.
9. Rose, Pal, B.P., I.C.A.R., New Delhi.
___________________________________

25
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

SECOND SEMESTER
Second Semester
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part
Foundation Course
Basics of Computer 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Cognition & Learning 40 10 50 3
Psychology Practical 25 25 2
Health, Physical Education & -- 25 25 2
Yoga
Work Education -- 25 25 2
Art & Aesthetics 25 25 2
Total 40 110 150
Grand Total 340 260 600
• Elective 1 – Physics/ Botany.
• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
II Paper Theory- III 30 M - 2.1 Differential Equations And Vector Calculus
Paper Theory- IV 30 M - 2.2 3-D Geometry
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

Work Education: Electricity and Electronics/ Agriculture

26
B.Sc. Component:
Foundation Course: Basics of Computers
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives: On completion of this course, the student teachers will be able to:
• Appreciate the historical development of computer,
• Demonstrate understanding of the main components of the computer hardware in use,
• Use various digital technologies (hardware and software) for creating resources and providing
learning experiences for all types of learners (including differently abled),
• Differentiate between digital and non-digital resources,
• Explain various operating systems and their main functions,
• 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
collaborate with others in different learning situations,
• Understand the social, economic, security and ethical issues associated with the use of
Computer and internet.
UNIT-I: Introduction to Computer
• History of computer
• What is a computer: Computer hardware fundamentals (anatomy, input devices, output
devices, storage devices, display devices),
• Types of computers: Super Computer, Server Computer, Workstation Computer, Personal
Computer or PC, Microcontroller
• Numeral System
o Introduction
o Decimal Numeral System
o Binary Numeral System: Converting Binary to Decimal and vice versa
o Hexadecimal Numeral System: Converting Hexadecimal to Decimal and vice versa
• Data sizes: bit, nibble, byte, word, KB, MB, GB, TB, PB
• Measurements of Data Speed: bps, kbps, mbps, gbps
UNIT-II: Hardware and Software
• Hardware Fundamentals
o 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
• Software Fundamentals
o Software –Meaning and types; System software and Application software
o Operating systems– Meaning and types; Windows, Linux, Macintosh
o Navigating the desktop, control panel, file manager, explorer, and accessories
o Concept, philosophy, types, and advantages of Proprietary software, open source
software, shareware and freeware
o Licenses – Software license, document license, fair use and piracy
UNIT-III: Software Applications
• Application software- Meaning and types
• Introduction to office applications
o Word processing – Text (Indian and English), common features, functions and use,
Educational applications of word processing
o Spreadsheet – Common features, functions and use; Educational applications of
spreadsheets-Recording, reporting, and research
o Presentations – Common features, functions and use; Educational applications of
presentations
27
 o Databases – Common features, functions and use; Educational applications of database
o Drawing tools – Diagrams, concept maps, timelines, flow charts; Educational applications
of these tools
• File formats and conversion, utility tools
• Cloud computing: Meaning and advantages
• Online software tools and applications and their educational use
UNIT-IV: Motherboard and Computer Networks
• Introduction to the motherboard
• Expansion slots: Graphics card, Sound card, Network Interface Cards (NICs), PC Card,
Express Card
• Ports: USB, Firewire, Parallel, Thunderbolt, Ethernet
• Definition of network
• Why were networks created?
• Types of common networks: LAN, WAN, The Internet, VPN
• Internet: concept and architecture; Locating internet resources – browsing, navigating,
searching, selecting, evaluating, saving and bookmarking
• Computer security: Privacy, hacking, virus, spy ware, misuse, abuse, antivirus, firewall,
and safe practices
Sessional Work
• Hands on experience in setting up a desktop PC and working with various input devices, output
devices, storage devices, and display devices
• Practicing word processing using Indian language software
• Practice in installing various system and application software
• Using word processor, spread sheet, and presentation software to produce various teaching
learning resources and sharing it online
• Locating internet resources – navigating, searching, selecting, saving and evaluating (use
standard internet evaluation criteria)
Suggested readings
• Crumlish, C. (1999). The Internet No Experience Required. BPB Publications: New Delhi
• Christopher, M.(2009).Beyond Hardware-Using Existing Technology to promote Higher-Level
thinking. Viva Books: New Delhi.
• Evant, M: The International Encyclopedia of Educational Technology.
• James, K.L. (2003). The Internet: A User’s Guide. Prentice Hall of India Pvt.Ltd: New Delhi
• Lee, William W., Dianna, L. Owens, (2001) Multimedia based Instructional design: Computer
Based Training. Jossey-Bass
• NCERT (2013) Information and Communication Technology for School System: Curricula for ICTs
in Education (students and Teachers), Version-1.2, CIET-NCERT, NCERT, New Delhi
(www.ictcurriculum.gov.in)
• Noam Shemtov, Ian Walden.(2014)Free and Open Source Software: Policy, Law and Practice.
Oxford University Press
• Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand& Company: New Delhi
• Tahenbaum Andrews (2003). Modern Operating Systems. Prentice Hall of India Pvt.Ltd: New
Delhi
• Introduction to Computer: https://en.wikiversity.org/wiki/Introduction_to_Computers

Foundation Course: Language – Hindi

vk/kkj ikB;Øe
ikB; e % fgUnh Hkk"
Hkk"kk
iz’ui= & 2
Contact Periods/week: 03 dqy vad & 40
vkUrfjd ewY;kadu & 10
iz’u ,oa vad fu/kkZj.k
28
 4 leh{kkRed@nh?kZmRRkjh; iz’u & 28 vad ¼7 X 4 iz-½
Yk?kqmRrjh; iz’u & 07 vad ¼35 X 2 iz-½
oLrqfu”B iz’u & 05 vad ¼1 X 5 iz’u½
O;k[;kRed ,oa leh{kkRed iz’uksa esa vkarfjd fodYi gkssaxsA

bdkbZ &1 1- Hkkjr oanuk ¼dfork½ & lw;Zdkar f=ikBh fujkyk

2- iq”I dh vfHkyk”kk ¼dfork½ &* ek[kuyky pqrZosnh
3- vdky vkSj mlds ckn ¼dfork½ & ukxktqqZu
4- fuekZY; ¼yfyr fuca/k½ & fo|kfuokl feJ

bdkbZ & 2 1- vQlj ¼O;aX;½ & ‘kjn tks’kh

2- Hkksykjke dk tho ¼O;aX;½ & gfj’kadj ijlkbZ
3- Hkkjr dk lkekfld O;fDrRo ¼fparu ijd½ & tokgjyky usg:
4- Hkkjr ns’k vkSj mlds fuoklh ¼fo’ys”k.k ijd½ & jke/kkjh flag fnudj

bdkbZ &3 1- vknhoklh /kjksgj ¼fuca/k½ & MkW- ‘;kekpj.k nqcs

2- ukjhRo dk vfHk’kki ¼fuca/k½ & egknsoh oekZ
3- czãk.M dh jpuk ¼oSKkfud ys[k½ & t;ar fo”.kq ukyhZdj
4- izeq[k oSKkfud vkfo”dkj ¼ladfyr½
______________________
Foundation Course: Language English
Paper II
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Distribution of Marks:
1. Four critical questions are to set be from unit I. Two questions are to be attempted. Each question will
carry 5 marks. (5 X 2 = 10 marks).
2. Students are required to write a paragraph on a given topic in about 100-125 words.
(4 X 1 = 4 marks).
3. Students are required to attempt five questions based on the given unseen passage. Each question will carry
2 marks. (2 X 5 = 10 marks)
4. Students are required to attempt 6 questions on vocabulary. Each question will carry one mark. (1 X 6
= 6 marks)
5. Students are required to attempt 10 questions on Grammar. Each question will carry one mark. (1 X
10 = 10 marks).
UNIT I : William Wordsworth –The Solitary Reaper; Tagore (Trans) – A Song of Kabir; Khushwant Singh –
The Portrait of a Lady; Mahatma Gandhi – Satyagraha; R.K. Narayan – The Axe; C.V. Raman – Water
UNIT II: Letter Writing – Formal, Informal and Business Letter
UNIT III: Expansion of an Idea
UNIT IV: Word formation; Prefixes & Suffixes; Figures of Speech.
UNIT V: Grammar & Usage – Tenses, Modals, Gerunds, Infinitives, determiners, Active and Passive
Voice, Direct & Indirect Speech
Elective I – Physics
Paper II: Electromagnetic Theory and Elementary Kinetic Theory

29
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice
Objectives
After completion of this course, the students will be able to
1. Acquaint themselves with concepts of electric fields, electric flux, electric potential, dielectrics
and polarization vector.
2. Understand Coulomb’s law, Gauss’s law Ampere’s law, Faraday’s law and Lorentz force.
3. Solve the problems on Coulomb’s law, Ampere’s law and Gauss’s law.
4. Understand Ampere’s law and its applications.
5. Interpret that a bar magnet has a surface distribution of solenoidal current.
6. Appreciate the physical significance of E and B vectors and their role in the electromagnetic
wave propagation.
7. Explain the concept of Poynting vector.
8. Explain varying currents
Unit-1: Electrostatics
Coulomb’s law in vacuum expressed in vector form; multipole expansion of fields, work done on a
charge in an electrostatic field expressed as a line integral, conservative nature of the electrostatic field,
Laplace and Poisson equation in electrostatics and their applications, electric potential φ, E=- , Torque
on a dipole in a uniform electric field and its energy, flux of the electric field, Gauss’s law and application
for finding E for symmetric charge distributions, Gaussian pillbox, field at the surface of a conductor,
screening of E field by conductor, energy of a system of charges.
Unit -2: Magnetostatics
Force on a moving charge, Lorentz force equation and definition of B, Force on a straight conductor
carrying current in a uniform magnetic field, torque on a current loop, magnetic dipole moment, angular
momentum and gyromagnetic ratio.
Biot Savart’s law, Ampere’s law and its applications, Field due to a magnetic dipole, magnetization
current, magnetization vector, magnetic permeability (linear cases).
Unit -3: Dielectrics and Capacitors
Dielectrics; parallel plate capacitor with a dielectric, dielectric constant, polarization, solution to
boundary value problems, conducting and dielectric spheres in a uniform electric field, displacement
vector D, molecular interpretation of Claussius-Mossotti equation, boundary conditions satisfied by E
and D at the interface between two homogeneous dielectrics, illustration through a simple example.
Unit-4: Time varying Fields and Electromagnetic waves
Faraday’s law of electromagnetic induction, Self and mutual inductance, Energy in a static magnetic
field; Maxwell’s displacement current; Maxwell’s equations; electromagnetic field energy density.
The wave equation satisfied by E and B; plane electromagnetic waves in vacuum; Poynting vector;
reflection at a plane boundary of dielectrics; polarization by reflection; reflection and refraction
coefficients at the boundary of two dielectrics (normal incidence only); and total internal reflection;
waves in a conducting medium; reflection and refraction by the ionosphere.
Unit-5: Varying Currents
Currents through CR and LR circuits, High resistance by leakage, Alternating and Direct current, Analysis
of LC and LCR circuits using complex number representation, Resonance, Q factor, Kirchhoff’s law and its
application to AC circuits, Transformer and choke coil.
Physics Practical List
1. Conversion of galvanometer into ammeter of given range.
I. To determine the resistance of a galvanometer by half deflection.
II. To determine the figure of merit of galvanometer.
III. To convert the galvanometer into an ammeter of a given range and to calibrate it.
30
 2. To convert the galvanometer into a voltmeter of a given range and to calibrate it.
3. To determine the inductance of a given coil by Anderson bridge method.
4. To study the dependence of capacitance on separation of the plates of capacitor.
5. To study the variation of magnetic field along the axis of a current carrying circular coil.
6. Study of charging and discharging of capacitor.
7. To verify Kirchhoff’s current law and voltage law.
8. To determine the high resistance by leakage method.
9. Calibration of voltmeter.
10. Calibration of ammeter.
11. To study ac wave form and to measure rms value of ac voltage using CRO.
Suggested Reading:
1. Electricity Principles and Application, Fowler; Tata McGraw Hills.
2. Electricity and Magnetism, Mahajan; Tata McGraw Hill.
3. Electromagnetic Waves and Radiating systems, Jordan Balman
4. Electricity and Magnetism, K.K. Tewari
5. Electrodynamics, Griffith
Elective I – Botany
Paper II: Cell Biology and Genetics

Contact Periods/week: 05 + 4 Practical Maximum Marks – 60

Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one
question from each unit.
Objectives:
To enable the students to have an understanding about origin of life types, and detailed structure of cell
inclusions.
Unit I: Origin of life and organization of cell
General account of origin of life, Structural concept of a cell – prokaryotic and eukaryotic organization,
cell types
Unit II: Structure and function of cell organelles
Golgi bodies, cytoskeleton, ER, peroxisome, vacuoles, plastids, mitochondria, ribosome.
Cell envelopes: Plasma membrane – different models; function; cell wall – structure and function.
Unit III: Structure and function of nucleus
General Trystallizat of nucleus, ultrastructure of nuclear membrane and nucleolus. Chromosome –
Trystallizat, morphology, centromere, telomere.
Chromosome alterations – deletions, duplications, translocations, inversions, variation in chromosome
number – aneuploidy, polyploidy.
Unit IV : Nucleic acids : DNA
Discovery of DNA as genetic material, its structure and types. DNA replication in prokaryotes and
eukaryotes, structure of nucleosome. Satellite and repetitive DNA.
Unit V : Nucleic acid : RNA and cell division
Structure, types (m-RNA, t-RNA, r-RNA ) and function of RNA.
Cell division : Cell cycle, mitosis and meiosis
Practical
Objectives:
• To develop skills of staining and slide preparations of lower and higher organism.
• To impart understanding of internal structures and their organization.

31
 • To develop the skills for the preparation of smear for studying of all division.
Cell Biology
1. To study cell structure from onion leaf peels; demonstration of staining and mounting methods.
2. Comparative study of cell structure in onion cells, Hydrilla and Spirogyra. Study of cyclosis in
Tradescantia Trystal cells.
3. Study of plastids to examine pigment distribution in plants (e.g. Cassia, Lycopersicon and
Capsicum).
4. Examination of electron micrographs of eukaryotic cells with special reference to organelles.
5. Study of electron micrographs of viruses, bacteria, cyanobacteria and eukaryotic cells for
comparative cellular Trystallizat.
6. Examination of various stages of mitosis and meiosis using appropriate plant material (e.g. onion
root tips, onion flower buds).
Scheme of Practical Examination
1. Preparation of a smear of root tip/anthers to identify different
stages of cell division. 5
2. Demonstration of cyclosis in the given material. 5
3. To identify the type of plastids in the given material. 5
4. Comment upon the spots. 5
5. Practical Record/Sessional 5
6. Internal evaluation 5
Suggested Readings
1. Kleinsmith, L.J. and Kish, V.M. 1995 Principles of Cell and Molecular Biology. Harper Collins
College Publishers, New York, USA
2. Lodish, H. Berk, A. Zipursky, S.L. Matsudaira, P.Baltimore, D. and Darnell J.2000. Molecular Cell
Biology. W.H.Freeman & Co. New York, USA
3. Baltimore. D. and Darnell, J.2000 Molecular Cell Biology. W.H. Freeman & Co. New York, USA
4. Gunning, B.E.S. and Steer M.W.1996. Plant Cell Biology, Structure and Function Jones and
Bartlett Publishers Boston Massachusetts
5. Harris, N and Oparka, K.J.1994. Plant Cell Biology. A practical approach IRL Press Oxford U.K.
6. Sharma A.K. and Sharma. A 1999 Plant Chromosomes: Analysis, Manipulation and Engineering
Harwood Academic Publishers Australia.
7. Watson, James D, T.A. Baker, S.P. Bell, A. Gann, M. Levine, R. Losick. 2004. Molecular Biology of
the Gene, 5th edition, Pearson Education.
8. Gupta, P.K. 2006-07, Cell and Molecular Biology, 3rd edition, Rastogi Publication

Elective II – Chemistry
Paper II
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one
question from each unit.
Objectives:
After the end of the 2nd semester the students should be able to:
* get the knowledge of basic concept of organic chemistry, like the tetravalency of Carbon, the
concept of hybridization, the concept of resonance, hyperconjugation, and aromaticity.
* strengthen the knowledge regarding the nomenclature of organic compounds.
* explain the properties of organic compounds in terms of the structure of the functional groups.
* Acquire knowledge regarding the directional characteristics of covalent bond and discuss the
stereochemistry of organic compounds centering around the directional characteristics of the
covalent bond.

32
 * highlight the importance of the study of kinetics in elucidation of mechanism of organic
reactions.
* explain the reactions in organic chemistry in terms of free radical mechanism, substitution
reactions, addition reactions and molecular rearrangement pattern.
* Acquire knowledge regarding the role of aryl radical as it affects the properties of organic
compounds.
* develop competency to explain the chemistry of organic compounds in terms of comparative
Trystall of alkyl and aryl com
* Differentiate phenols and alcohols on the basis of their acidic and neutral behaviours.
Instructional Strategy:
The teacher while discussing the stereochemistry may use ball and stick model to focus the clarity in
concept formation. While adopting the lecture technique, the teacher may make the presentation of
subject matter interesting by adopting the structural approach (high lighting importance of reaction
mechanism in the teaching of organic chemistry). In the subject treatment of open chain and closed
chain compounds and alkyl and arlyl derivatives the teacher may take the help of comparative
organizers (a type of advance organizer).
Unit-I: Structure and Bonding
Hybridization, bond lengths and bond angles, bond energy, localized and delocalized chemical bond,
van der Walls interactions, inclusion compounds, clatherates, charge transfer complexes, resonance,
hyperconjugation, aromaticity, inductive and field effects, hydrogen bonding.
Mechanism of Organic Reactions
Curved arrow notation, drawing electron movements with arrows, half-headed and double-headed
arrows, Trystalli and heterolytic bond breaking.Types of organic reactions, Energy consideration.
Reactive intermediates (carbocations, carbanions, free radicals, carbenes, arynes and nitrene with
examples). Assigning formal charges on intermediates and other ionic species.
Methods of determination of reaction mechanism (product analysis, intermediates, isotope effects,
kinetic and stereochemical studies).
Stereochemistry of Organic Compounds
Concept of isomerism.Types of isomerism.
Optical isomerism-elements of symmetry, molecular chirality, enantiomers, sterogeniccentre, optical
activity, properties of enantiomers, chiral and achiral molecules with two stereogeniccentres,
diastereomers, threo and erythrodiastereomers, meso compounds, resolution of enantiomers,
inversion, retention and racemization.
Relative and absolute configuration, sequence rules, D & L and R & S systems of nomenclature.
Geometric isomerism-determination of
configuration of geometric isomers. E & Z system of nomenclature, geometric isomerism in oximes and
alicyclic compounds.
Conformational isomerism-conformational analysis of ethane and n-butane; conformations of
cyclohexane, axial and equatorial bonds, conformation of mono substituted cyclohexane, derivatives.
Newman projection and Sawhorse formulae, Fischer and flying wedge formulae.
Difference between configuration and conformation.
Unit-II: Alkanes and Cycloalkanes
IUPAC nomenclature of branched and unbranched alkanes, the alkyI group, classification of carbon
atoms in alkanes.Isomerism in alkanes, sources, methods of formation (with special reference to Wurtz
reaction, Kolbe reaction, Corey-House reaction and decarboxylation of carboxylic acids), physical
properties and chemical reactions of alkanes.
Mechanism of free radical Trystallizati of alkanes ; orientation, reactivity and selectivity. Cycloalkanes-
nomenclature, methods of formation, chemical reactions, Baeyer’s strain theory and its limitations.
Ring strain in small rings (cyclopropane and cyclobutane); theory of strainless rings. The case of
cyclopropanering : banana bonds.
Arenes and Aromaticity
Nomenclature of benzene derivatives.The aryI group.Aromatic nucleus and side chain.

33
 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 ( and complexes).Mechanism of nitration, Trystallizati,
sulphonationmercuration and Friedel-Crafts reaction. Energy profile diagrams. Activating and
deactivating substituents, orientation and ortho/para ratio.Side chain reactions of benzene derivative,
Birch reduction.Methods of formation and chemical reactions of alkylbenzenes, alkyny benzenes and
Trystall.
Unit-III Alkenes, Cycloalkenes, Dienes and Alkynes
Nomenclature of alkenes, methods of formation, mechanisms of dehydration of alcohols and
dehydrohalogenation of alky1 halides, regioselectivity in alcohol dehydration.The Saytzeff
rule.Hofmann elimination, physical properties and relative stabilities of alkenes.
Chemical reactions of alkenes-mechanisms involved in hydrogenation, electrophilic and free redical
additions, Markownikoff’s rule, hydroboration-oxidation with KmnO4, Polymerization of alkenes.
Substitution at the allylic and vinylic positions of alkenes.Industrial applications of ethylene and
propene. Methods of formation, conformation and chemical reactions of
cycloalkenes. 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.
Nomenclature, structure and bonding in alkynes. Methods of formation.Chemical reactions of alkynes,
acidity of alkynes.Mechanism of electrophilic and nucleophilic addition reactions, hydroboration-
oxidation, metal-ammonia reductions, oxidation and polymerization.
Unit-IV: AlkyI and AryI Halides
Nomenclature and classes of alky1 halides, methods of formation, chemical reactions. Mechanisms of
nucleophilic substitution reactions of alky1 halides, SN2 and SN1 reactions with energy profile diagrams.
Polyhalogencompounds : chloroform, carbon tetrachloride.
Methods of formation of ary1 halides, nuclear and side chain reactions.The addition-elimination and the
elimination-addition mechanisms of nucleophilic aromatic substitution reactions.Ralativereactivities of
alky1 halides vs ally1, viny1 and ary1 halides.Synthesis and uses of DDT and BHC.Freons.
Unit-V Alcohols
Classification and nomenclature.Monohydric alcohols – nomenclature, methods of formation of
reduction of aldehydes, ketones, carboxylic acids and esters.Hydrogen bonding.Acidic nature, Reactions
of alcohols.
Dihydric alcohols – nomenclature, methods of formation, chemical reactions of vicinal glycols, oxidative
cleavage [Pb (Oac)4 and HIO4] and pinacol-pinacol one rearrangement. Tihydric alcohols – nomenclature
and methods of formation, chemical reactions of glycerol.
Phenols
Nomenclature, structure and bonding, Preparation of phenols, physical properties and acidic
character.Comparative acidic strengths of alcohols and phenols, resonance stabilization of phenoxide
ion.Reactions of phenols-electrophillic aromatic substitution, acylation and carboxylation.Mechanisms
of Fries rearrangement, Claisen rearrangement, Gatterman synthesis, Hauben-Hoesch reaction, Lederer-
Manasse reaction and Reimer-Tiemann reaction.
Practical:
1. Qualitative analysis of single organic compound.
2. One stage preparation and Trystallization of three organic compound from the list given below –
(a) Benzoyl chloride to Benzamide.
(b) Aniline to Acetanilide.
I Preparation of p-bromo acetanilide from acetanilide.
(d) Benzoyalation of aniline.
(e) Preparation of iodoform.
(f) Benzamide to Banzoic acid.
3. Determination of molecular mass of organic compounds.

34
Scheme of Examination (Practical) Time allotted – 5 hrs
Experiments
(1) Qualitative org. analysis - 5
(2) One stage preparation - 5
(3) Molecular mass determination - 5
Internal assessment - 5
Viva - 5
Suggested Readings:
1. Paula YurkanicsBruice, Organic Chemistry, Pearson Education, Ltd.
2. Morison and Boyd, Organic Chemistry, Prentice Hall
3. Solomons and Fryhle, Organic Chemistry, WILEY International
4. Carey, Francis A., Organic Chemistry, Tata McGraw Hill
5. Eliel, Earnest, L., / Wilen, Samuel H., Stereo chemistry of organic compounds, John Willey &
Sons, 2004.
6. Tiwari K.S., Vishnoi, N.K., A Test book of Organic Chemistry, VIKAS Publishing House.
7. Agarwal, O.P.,Organic Chemistry, Reactions and Reagents, Goel Publishing House, Meerut.
8. Bhal ,Arun&Bhal, B.S., Organic Chemistry, S. Chand & Company

Elective III – Zoology

Paper II: VERTEBRATES
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one
question from each unit.
Objective:
To gain knowledge of classification of Vertebrates, their structure, organization, representative animals
and comparative anatomy.
Unit-1
1. Classification of Vertebrata upto orders with examples.
2. Affinities and special characters of cyclostomes (comparison between Petromyzon and Myxine).
3. Elasmobranches – Type study of Scoliodon.
4. Teleosts – Type study of Labeo.
5. Air bladder and gills in fishes.
Unit-2
1. Amphibia- Type study of frog
2. Parental care, neoteny and metamorphosis in amphibians.
3. Reptilia – Type study of Uromastix.
4. Anatomical peculiarities in snake.
5. Biting mechanism and poison apparatus in snakes.
Unit-3
1. Aves-Type study of pigeon.
2. Flight and perching mechanism in birds.
3. Mammalia – Type study of rabbits.
4. Affinities of Prototheria and Metatheria.
Unit- 4
Comparative anatomy from Pisces to Mammalia
1. Comparative study of integumentary system and study of integumentary derivatives (scales,
feathers, horns and hooves).
2. Comparative study of digestive system.
3. Comparative study of respiratory system.

35
 4. Comparative study of heart and aortic arches.
5. Comparative study of urinogenital system.
6. Comparative study of brain.
Unit-5
Comparative study of endoskeleton from Amphibia to Mammalia.
1. Skull
2. Limb Bones and Girdles.
3. Vertebrae.
4. Special endoskeletal structures (urostyle, astragalas, calcanium, synsacrum, pygostyle)
PRACTICAL
Objective- To study and develop skill of identification of animals, their histology, comparison of
anatomy, physiology and their osteology.
1. Study of museum specimen, slides, relevant to the theory from Cyclostomes to Mammalia.
2. Permanent slide preparation- scales of fishes.
3. Comparative study of integument, digestive tract and blood cells of vertebrates through
permanent slides.
4. Comparative study of brain of different vertebrates through charts and models.
5. Comparative vertebrate osteology e.g frog, fowl, rabbit (skull, limb bones, girdles, special
bones, vertebrae)
6. Comparative study of heart and aortic arches, respiratory system and urinogenital system
through charts and models.
SCHEME OF PRACTICAL EXAMINATION
1. Spotting - 10
2. Mounting - 03
3. Exercise based on bones - 05
4. Practical Records - 03
5. Viva-voce - 04
Total - 25 Marks
Referred books -:
1. Textbook Of Zoology Vol II (Vertebrate)-Parker & Haswell
2. Animal Biology (Vol II) –Adhikari, Ganguly & Sinha
3. Textbook of Vertebrates- R.L Kotpal
4. Chordates –Jordan and Verma.
5. Zoology of Chordates –Nigam H.C
6. Comparative anatomy of Vertebrates – Kent
7. Outline of comparative anatomy of vertebrates – Kingsley.
8. Element of chordates anatomy – Weichert.
9. Practical Zoology Vertebrates –S.S.Lal
10. Practical Zoology of Chordates –P.S. Verma

Elective III – Mathematics

Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
M -2.1 DIFFERENTIAL EQUATIONS AND VECTOR CALCULUS
NOTE : Two questions will be set from each unit with Internal choice
Objectives :
• To develop understanding of Differential Equations and their applications
• To develop understanding of basic concepts of Vector Integration
• To enable them to solve the problems based on Green,Gauss and Stokes

36
Unit – I Degree and order of differential equation. Equations of first order and first degree. Equations
in which the variables are separable. Homogeneous equations.
Unit – II Linear equations and equations reducible to the linear form. Exact differential equations.
First order higher degree equations solvable for x, y, p. Clairaut’s form and singular solutions.
Geometrical meaning of a differential equation. Orthogonal trajectories.
Unit – III Linear differential equations with constant coefficients. Homogeneous linear ordinary
differential equations. Linear differential equations of second order. Transormation of
the equation by changing the dependent variable/ the independent variable.
Unit – IV Method of variation of parameters. Ordinary simultaneous differential equations.
Unit –V Vector Integration, Gauss Theorem, Theorems of Green, Gauss, Stokes and problems based
on these.
Content as in :
• Danial Murray: Introductory Course in Differential Equations . Orient Long Man.
• Manglik and Seth Vector Calculus
• B.R. Thakur, Nigam, Sinha and Saren - Vector Analysis

M – 2.2: 3-D GEOMETRY

NOTE: Two questions will be set from each unit with internal choice
Objectives:
• To develop understanding of conicoids
• To develop the ability to reduce second degree equation in 3-Dimensions
• To develop ability to treat general equation of second degree including con-focal conics
• To make them familiar with the mechanism of deriving equations of surfaces in 3-dimensions.
• To enable them to treat conics in polar form
Unit-I General equation of second degree, Tracing of conics, system of conics, confocal conics
Unit-II Polar equation of a conic.
Unit – III Central Conicoids, Paraboloids
Unit – IV Plane sections of coincoids, Generating lines, Confocal Conicoids
Unit – V Reduction of second degree equations.
Content as in:
5. R.J.T. Bell : Elementary Treatise on Coordinate Geometry of 3-Dimension
Mc. Milan
M – 2.3 Mathematics Practicum
.List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester II Mathematics papers M-2.1
and M-2.2.
• Mathematics seminar.
Education Component:
Cognition and Learning
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives
• Explore the possibilities of an understanding of processes in human cognition and meaning–
making them as basis for designing learning environments and experiences at school
• To become aware of different contexts of learning and situate schools as a specialenvironment
for learning
• To develop awareness of the different contexts of learning.
• To reflect on their own implicit understanding of the nature and kinds of learning;

37
 • Gain an understanding of different theoretical perspectives on learning with afocus on cognitive
views of learning as well as social– constructivist theories;
• Appreciate the critical role of learner’s based on differences and contexts in making meanings,
and hence draw out implications for schools and teachers.

UNIT1: COGNITION
• Meaning of Cognitionand its Role in learning
• Structure and Process of Cognition:sensation, perception, attention, memory, concept
formation and problem-solving in learning.
• Socio-cultural factors that influence cognition

UNIT 2:THEORETICAL PERSPECTIVES ON LEARNING

• Implicit knowledge and beliefs about learning (demystifying misconceptions).
• Perspectives on human learning: Behaviourist (conditioning paradigm in brief),
cognitivist, information-processing view, humanist, social-constructivist (drawing
selectively on the ideas of Skinner, Piaget, Rogers, Vygotsky).
• Concepts and principles of each perspective and their applicability in different learning
situations.

UNIT 3: ROLE OF LEARNER IN LEARNING

• Role of learner in various learning situations, as seen in different theoretical
perspectives
• Role of teacher in teaching-learning situations: a) transmitter of knowledge, b) model, c)
facilitator, d) negotiator, e) co-learner. (The focus is on building understanding of
different psychological perspectives of learning and helping student teachers to learn
to apply them in different learning situations)
• Distinctions between learning as 'construction of knowledge' and learning as
'transmission and reception of knowledge'.

UNIT 4: INDIVIDUAL DIFFERENCES AMONG LEARNERAS

• Dimensions of differences in psychological attributes—cognitive abilities, interest,
aptitude, creativity, personality, values.
• Understanding learners from multiple intelligences perspective with a focus on
Gardner's theory of multiple intelligences including emotional intelligence.
• Differences in learners based on socio-cultural contexts
• Understanding differences based on a range of cognitive abilities— learning difficulties,
slow learners and dyslexics, intellectual deficiency, intellectual giftedness and
implications for classroom practices and teaching.

Suggested Sessional Work

• Reflective Written Assignments – comments and grade
• Field observation notes – comments and grade
• Participation in discussions – to be assessed qualitatively (along a set of rubrics)
• Analysis of a learning situation and case study, using theoretical perspectives – to assess for
conceptual grasp and clarity of analysis – comments, further questions, grade
• A written test can be given on ‘conceptual grasp’ of theories of teaching, learning and
cognition, as well as ‘working understanding’ of constructivist approach to construction of
knowledge – evaluated with marks

38
 • Assignment on the implications of Piaget/Vygotsky/Ausubel’s approach to teaching-learning
• Student panel discussion of selected themes.
• Class presentations
• Readings and class discussions
• Assignments

Suggested Reading
• Atkinson, Richard C. et.al. (1983). Introduction to Psychology. Harcourt Brace Johanovich Inc.
New York,
• Aggarwal, J.C. Essential of Educational Psychology, Vikas Publishing House, New Delhi, 1994.
• Aggarwal, J.C. Essential of Educational Psychology, Vikas Publishers, Delhi, 1998
• Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.
• Bereday, George, F., and Lanwery Joseph (1963). Educational and Training of Teacher, Trens.
Brother Ltd. London.
• Bhargava, Mahesh, Introduction of Exceptional Children, Sterling Publishers, New Delhi, 1994.
• Bhatia, H.R., A Text Book of Educational Psychology, Delhi: McMillan Co., New Delhi, 1977
• Bhatia, K.K. Educational Psychology and Techniques for Teaching, Kalyani Publishers, Ludhiana,
1994.
• Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning,
Educational Researcher; 32-42.
• Chauhan, S.S. Advanced Educational Psychology, Vikas Publishing New Delhi, 1996
• Gage, N.L. (1964). Theories of Teaching. In Theories of Learning and Instruction, NSSE University
Press Year Book, Chicago.
• Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New York:
Holt, Rinehart and Winston
• Gardner, H. (1999) The disciplined mind: What all students should understand. New York: Simon
& Schuster
• Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New
York.
• Gardner, Howard (1991). The Unschooled Mind, Basic Books, New York.
• Haas, KB and Packer, HQ: Preparation and use of Audio-Visual Aids, Prentice Hall, Inc. 1990
• Jeanne Ellis Ormrod Educational Psychology: Developing Learners. Fourth Edition
• Kundu, C.L. and Tutoo, D.N., Educational Psychology, Sterling Publishers, New Delhi, 1980.
• Kundu, V.L and Totoo, D.N., Educational Psychology, Sterling Publishers, New Delhi.
• Kolb, D.A. (1984) Experiential Learning. Engelwood Cliffs, NJ: Prentice-Hall
• Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press, New
York.
• Luria, A.R. (1976). Cognitive Development: Its Cultural and Social Foundations. Havward
University Press, Cambridge, Mass.
• Mangal, S.K. Advanced Educational Psychology, Prentice Hall of India. Pvt. Ltd., 1999
• Mathur, S.S., Educational Psychology, 9th Ed., VinodPustakMandir, Agra, 1981
• Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
• Rogers, C.R. (1983) Freedom to Learn (revised edition). Columbus, OH: Merrill
• Rosser, Rosemary A. (1993). Cognitive Development: Psychological and Biological Perspectives,
AllyndandBacon:USA
• Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning in an
Indian Village, Sage Publication

39
 • Sharma, R.A. (1983). Technology of Teaching; International Publishing House, Meerut.
• Sibia, A. (2006) : Life at Mirambika, NCERT, New Delhi
• Storm, Robert D. (1971). Teaching and Learning Process, Prentice Hall Inc. Englewood Ciffs, New
Jersey.
• Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
• Shivashankara H.V. and Basakumar P., ShaikshanikaManovijnana, HanjiPrakashanaDavangere,
1977
• Skinner, C.E. (Ed) Educational Psychology, 4th Ed., Prentice Hall of India Pvt., Ltd., New Delhi,
1996
• Thorndike Edward L. (2007) Educational Psychology, Published by READ Books.
• Vygotsky, L.S. (1978). Mind in Society. The Developemnt of Higher Psychological Process.Havward
University Press, Cambridge.
• Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
• Wertsch, J.V. (1985) Vygotsky and the Social Formation of Mind. Harvard University Press
• Wertsch, J.V. (1985). Culture, Communication and Cognition.Vygotskian Perspectives, Cambridge
University Press, Cambride.
• Walia, J.S. Foundation of Educational Psychology, Paul Publishers, Jalandhar, 2001
• White, William, L. (1969). Psychological Principles Applied to Classroom Teaching McGraw Hill,
New York.
• Wolfolk , Educational Psychology, Prentice Hall: Eaglewood Cliff,1987
• Woolfolk, A.E. (2009) Educational Psychology (11th Edition) (My Education Lab Series) Prentice
Hall

Psychology Practical
Contact Periods/week: 03 Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Any five from the following:
I. Intelligence (Verbal, Non-Verbal and Performance Tests)
II. Personality
III. Creativity
IV. Motivation
V. Learning
VI. Concept Formation
VII. Problem Solving

Health, Physical Education & Yoga –II

Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Unit I
Programme of Physical Fitness and Muscular Development (Free Hand and Callisthenic Exercise) : Circuit
Training and Weight Training.
Unit II
Athletics is Printing and Distance Running- Crouch Start, Striding, Curve Running and Finishing
Technique.
Jumps- Approach Run, Take off, Clearance and Landing.
Throws- Hold/Grip, Placement/Swing, Stance, Action, Releasing and Recovery.

40
Unit III
Layout and Marking of Track and Field and Different Play Grounds.
Unit IV
Teaching Skills of Major Games, Teaching Rules, Officiating and Organizing Tournaments of Major
Games.
-Cricket,Football,Kbaddi,Kho-Kho,Volleyball,Basketball,Table-Tennis,Lawn-Tennis,Badminton
-Instruction and demonstration of basic skills
-Equipments and dimensions of play fields
-Comman rules and interpretation
-Organization and conduct of tournament/competition.
Unit V
Teaching/lesson in physical education and sports (skills)
________________________________________
Art & Aesthetic
Contact Periods/week: 02 Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Introduction:
The need of integrate arts education in the formal schooling of our students is to retain our unique
cultural identity in all its diversity and richness and encourage little children and creative minds to do
the arts. An understanding of the arts and aesthetics will give our children to give ability to appreciate
the richness and variety of artistic traditions as well as make them liberal, creative thinker and after all a
good citizen of the nation.

In National Curriculum frame work (2000, 2005) and National Education Policy introduced arts education
as a mainstream curricular area, which must be taught in every elementary and primary schools as a
compulsory subject up to secondary level, keeping this in view, its all the more important that arts
education is integrated in the school curriculum to provide an aesthetically viable atmosphere in
elementary levels encouraging creativity. For this, not only the art teachers but every teacher should be
sensitive to appreciate this.
Aim:
Teaching Arts education in elementary and school may be perceived as a tool for development of
aesthetics sensitivity among learners to enable them to respond to the beauty in different form of arts.
For effectiveness and interest of teaching, curricular area of arts education are required. Some broader
objectives are follow-

• Objectives:
v/;;u&v/;kiu çfdz;k dks dyk ds ek/;e ls jkspd cukukA
f'k{k.k&vf/kxe ds nkSjku vklikl ds ekgksy] fo|ky;] ?kj&llqjky dks LoPN ,oa
lqUnj j[kus gsrw dykRed dk;Z dh çsj.kk nsukA
lh[kus&lh[kkus gsrw lkSan;Z] laoa snuk ,oa dYiuk'khyrk dk leUo; djukA
dykRed nzf"Vdks.k ,oa lkaLd`frd ?kVdkas dh le> gsrw volj miyC/k djokukA
v/;rk&v/;kid ds ek/;e ls dyk,a rFkk izo`fr y{eh okrkoj.k ds fuekZ.k ls fo"k;cks/k
izkIr djukA
izd`fr&ifjos'k] i;kZoj.k vkSj xf.kr tSls fo"k;kas dks fofHkUu dykvkas ds ek/;e ls lh[kus
dks volj iznku djukA
v/;;u çfØ;k eas dykvkas dks tksM+dj dk;kZuqHko izkIr djukA
l`tukRedrk ,oa lkSan;Zcks/k ds vfo"kdkj ls uSfrd ,oa jk"Vªh; Hkkoukvkas dk fodkl
djukA
fp=dk;¡] xk;u] f'kYi&LFkkiR; ,oa vU; n`’;&JkO; dkBkvkas dks VsDuksykWth ds ek/;e
ls le>uk ,oa uokpkj lh[kukA
41
 dykvkas ds lkFk vU; fo"k;kas ds leUo; ls jk"Vªh; /kjksgj ,oa laLd`fr ds izfr yxko
iSnk djukA
fofHkUu dykdkjkas vkSj muds thou dks tkuukA
COURSE – CONTENT
Unit-1: Art D;k gS] dykvkas ds izdkj] Concept of Art Education-
• Dykvkas dk egRo D;kas le>uk gSA dykvkas dk thou eas LFkkuA dykvkas ls thou;kiu vkfnA
• dyk vkSj f’k{kk &
- dyk f’k{k.k vkSj dykvkas ds lkFk lefUor f’k{k.kA
- dyk ds {ks= (work), foLrkjA
Unit-2: Visual Art: n`'; dyk,aa (Visual)
• js[kkfp=] jaxdk;sa] Ldsfpax] Nki dk;Z] Hkh=h fp= vkfn vkSj muds izdkjA fp=dk;Z gsrq mudh
xfrfof/k;k¡A
- fp=dkjh ,oa Øk¶V tSlh dyk;sa lh[kus eas dSls lgk;d gksrh gS\
- bls i;kZoj.k]] Hkk"kk,a] foKku] xf.kr tSls fo"k;kas ds lkFk tksM+ukA
- vusd xfrfof/k;kas ls dyk ,oa lkSan;Zcks/k vkRelkr djukA
Unit-3: ukVd u`R; fo/kk,a
- vfHku;] jaxeap] lkt lTtk] ukVd ds laokn] vfHkO;fDr] laxhr] yksd ukVd] dks le>uk
o iz;qDr djukA
- ukVd dh ,sfrgkfld iz"BHkwfe] Hkkjrh; o ik'okR; vo/kkj.kkA
- ukVd] vfHku; xhr] u`R; xhr] [ksy] O;k;ke] ;ksx] O;fDrŸo fodkl ,oa Dykl:e f'k{kk dks
tksM+ukA
Activities & Assignments-
1. fofHkUu dykvkas ds ckjs eas tkus rFkk mlds uewukas dk laxzg djasA
2. izkFkfed]mPp çkFkfed] ek/;fed d{kkvkas ds ikB;iqLrdkas eas ulZjh] ftl Dykl dh ckr
gqbZ mldh list cuk;saA lkFk gh muds fp=] ewfrZ;ka vkfn ds picture bdV~Bk djasA
3. vius {ks= eas izpfyr yksddyk,a tSls ekaMuk] Hkhf=fp=] xksanuk] esagnh] egkoj] xkSaMh]
okjyh] jaxksyh] vkfn ds fp= bdV~Bk djds Nk=kas ls izo`f= djok,aA
4. vius {ks= eas ikbZ tkusokyh lkaLd`frd /kjksgjkas (ewfrZdyk] dk"Bdyk] Nkikdyk] LVksu
Art f'kYi&LFkkiR;kas ds ckjs eas tkudkjh ysdj lwfp cuk,axs rFkk muds LFkkuh;
dykdkjkas ls HksaV djok;saxsA (Experience) list
5. vius {ks= ,oa Hkkjr ds izpfyr yksdu`R; vkSj yksdxhrkas dh tkudkjh vksfM;ks] fofM;kas
,oa ICT ds ek/;e ls izkIr djuk rFkk LFkkuh; dykdkj ls okrkZyko djukA
(Documentation of Arts, Dance/Folk lore etc.)
6. ukVd] jksyIys] ,dkadh] ,d ik=h; vfHku;] vfHku; xhr] vkfn dks oxZ[k.M ds
fo"k;oLrq ds lkFk Integrate djds eapu djsaA
7. lkewfgd vfHku;] vfHku; Xkku] lkewfgd xku] lkewfgd u`R; vkfn (practically)
djok;asA ukVd gsrw O;k;ke] ;ksxk] ekSf[kd vfHkO;fDr] laxhr ilUn djasA
8. jkxkas dk ifjp; ,oa çk;ksfxd dk;Z djok ldrs gSaA
9. Arts dks ICT ds lkFk Integrate djds Practical work dj ldrs gSaA
Projects:
i. fofo/k dykvkas ds ckjs eas lwfp cuk,a rFkk dykdkjkas ls okrkZyki djasA
ii. ifjlaokn] ppkZ] bUVjO;q dk vk;kstu djas ftleas {ks=h; dykdkjkas ls eqykdkr gks ldsA
iii. ukVdkas dks okpu] eapu djok;asA (Reading and Acting)
iv. laLd`frd laxzgky;] {ks=kas dh fQYM eqykdkr dk vk;kstu djas ,oa ,lkbUVesUV rFkk
izkstsDV dk;Z djasA (Field visit/Report)
42
 v. tutkrh;] yksddyk,a] Hkhf=fp=] Nkidyk,a] ewfrZdyk] oqMuvkVZ] Xykl (Glass Painting)
MhftVy vkVZ] izkphu ,oa eksMZu vkVZ] Qsfczd dyk,a] vkfn ds ckjas eas xzqi eas Project ns
ldrs gSaA (Research based Projects)
Reference:-
i. NCF- 2005
ii. Position papers of Arts and Craft and Drama, Music
iii. Basic Education
iv. f'k{kk dk ogu&dyk& nsohizlkn
v. dyk dkjhxjh dh f'k{kk&Hkkx-I/II fxtwHkkbZ c/kdsA
vi. Wikipedia- Art Education
vii. Learning Cerve, Art Education volume.
viii. Pkded if=dk] dyk le;] paid] NCERT dh if=dk vkfnA
ix. Drama and Theatre in Education, Dodd, Nigel and Winifred Hickson (1980).
x. Kabad se Jugad: Little Science- Arvind Gupta, Eklavya.
xi. Joy of making Indian Toys, Popular Science, S. Khanna (1992) New Delhi, NBT.
xii. Creative Drama in the primary Grade, Vol-I/II, McCaslin, Nellie 1997, London, Longwan.
xiii. Learning through Art, Sahi, Jain & Sahi, Eklavya, 2009.
xiv. Deevaswapna, Gujabhai Badheka, Indore.
Websites:-
i. www.Art integrated learning/Edu./primary
ii. www.Basic Education through Art
iii. www.Indian Arts and Culture
iv. www.Youtube/Art/Primary education
v. DD Bharti- Arts & Culture, www.dalbharti.dd.org.in.
______________________________________

Work Education II
Option I: Electricity and Electronics
Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Syllabus:
Unit 1: Electrical and Electronics measurement and measuring Instrument
Introduction, use, type (based on working and construction) and connections of Ammeter, voltmeter,
wattmeter, frequency meter, power factor meter, meager, ohmmeter, Energy meter and Multi-meter.
Measuring technique and precaution during their operation in electrical circuit. . Introduction of multi-
meter and method of its uses, testing of electrical appliances using multi-meter, Principle of fault
location and demonstration using multi-meter.
Unit 2: Basic Electronics
Conductor, Insulator and Semiconductor materials, extrinsic and intrinsic semiconductor materials, P-
Type and N-Type Semiconductor material, doping, formation of P-N junction diode, forward, and reverse
biasing of diode, characteristic and application. Formation of P-N-P and N-P-N junction transistor,
biasing of transistor, characteristic, and their application. Soldering – Principle, method, and materials.
Practice of soldering.
Unit 3: Electronics component and Materials
Study of electronic components-sign and symbols recognition, specification and testing of components
like resistors, capacitors, coil, diode, transistor, zener diode, photo diode, LED, solar cell, P.C. Board,
bread board, I.C. (Integrated circuits) using multimeter. Integrated circuits fabrication – Advantages and
limitations of I.Cs.
Unit 4: Construction of common Electronics Circuit
Construction of eight L.E.D. disco light, Testing of disco light checking individual components,
Construction of battery eliminator. (using half wave/full wave circuit), Testing of battery eliminator,

43
checking individual components, Simple construction of fire alarm (using photocell), Construction of
audio amplifier, Construction of oscillator, Construction of Musical bell, Construction of Simple
emergency light, Regulated power supply, Testing of musical bell, emergency light, amplifier and
oscillator by measuring voltages, Construction of light operated switch. PAS (Public Address System)-(a)
Components of PAS and their specification. (b) Demonstration – Installation (c) Connectors used with
microphones (d) Locating and repairing of minor faults in PAS.
Unit 5: Repairing of Home Appliances
House appliance repairing like Electrical Press, Heater, Immersion Rod, Electrical Kettle, Fan, Cooler, and
Mixer, Rewire the fuse, To find the fault in above electrical appliances and rectify them, Outline the
principles of working of Washing Machine and locating faults, Microwave – Outline the working principle
and maintenance of a microwave. To study the construction, working and maintenance of different
types of electrical motors.
Distribution of marks:
- Internal Exam – 10 marks
- Practical Exam - 10 marks
- Record and Viva Vice - 05
(Suggested Readings as given in I Semester)I
WORK EDUCATION- II
Option II: Agriculture – KITCHEN GARDENING & FRUIT PRESERVATION
Syllabus:
Unit–I Kitchen gardening – Importance, Establishment & Management.
Unit–II Identification and cultivation of vegetable crops suitable for kitchen gardening viz: Pea, Carrot,
Onion, Okra, Chilli and Radiishetc. Identification and cultivation of Fruit crops suitable for
kitchen gardening viz: Citrus, Papaya, Banana, Grapes and Mango etc.
Unit-III Applied knowledge of common manures, fertilizers their uses and methods of application,
Identification knowledge of common pesticides and their uses in kitchen garden.
Unit-IV Fruit Preservation – Principles of Fruit preservation, Different methods of fruit preservation,
Causes of Spoilage and their remedies
Unit-V Preparation of some fruit products; Jam, Jelly, Squashes, Ketchup & Pickles.
SCHEME OF EXAMINATION (25 marks)
1. Identification of seasonal vegetables and Fruit Crops with comments - 05 marks
2. Drawing layout Plan of a Kitchen Garden - 05 marks
3 Principles and different methods of fruit preservation - 05 marks
4. Preparation method of Jam, Jelly, Ketchup, Sauce and Pickles , - 05 marks
5. Viva and Practical Record - 05 marks
Suggested Readings:
1. Handbook of Horticulture; I.C.A.R., New Delhi
2. Preservation of fruits and vegetables, GirdharlalSidhapa; I.C.A.R., New Delhi
3 Fruit & vegetable preservation industries in india, Bhutani, R.C. ; C.F.T.R.I.; Mysore..
4. Vegetable production in india, Chauhan, D.V.S.; Ram Prasad and Sons, Agra.
5. Commercial fruits; Singh, S.P.; Kalyani Publishers, New Delhi.
6. Instant Horticulture; Gupta, S.N.; Naik, K.B; Jain Brothers, New Delhi.

44
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

THIRD SEMESTER
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part
Foundation Course
Comp. & ICT in Education 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 375 75 450
B.Ed. Part
Reading & Reflecting on text 50 50 2
Curriculum Development 40 10 50 3
Arts and Aesthetics 25 25 2
Community Living 25 25 1 week
Total 40 110 150
Grand Total 415 185 600

• Elective 1 – Physics/ Botany.

• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
III Paper Theory- V 30 M – 3.1 Advanced Calculus
Paper Theory- VI 30 M – 3.2 Differential Equation
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

45
B.Sc. Component:
Foundation Course: Computers & ICT in Education – I
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives: On completion of this course, the student teachers will be able to:
• Appreciate the historical development of various educational media,
• Explain ICT and its application in education,
• Plan multimedia based learning content using open source authoring software,
• Develop technology integrated learning materials using ICT tools,
• Explain different approaches of ICT integration in education,
• Use various ICTs for project based/problem based constructivist learning environment,
• Use ICT for designing innovative pedagogical approaches,
• Use various web 2.0 technologies for educational purpose,
• Create collaborative learning situation using various web 2.0 tools and technologies,
• Develop skills in using various e-learning tools and technologies.
UNIT-I: Introduction to Information and Communication Technology
• Use of Technology in Education: A look back
o Role of technology in enhancing learning, basic theories of communication, system
theory and learning theory
o Historical account of the development of various educational media (audio, print, video,
storage, display, projection)
o Review of the role of technology in traditional pedagogical practices- programmed
learning, Keller’s plan, Computer Based Instruction, Mastery Learning
o Role of technology in emerging pedagogical practices; importance of new media literacy
• Information and Communication Technology: Meaning, nature and advantages
UNIT II – Multimedia and E-learning
• Multimedia:
o Concept, meaning and procedure of creating multimedia
o Multimedia tools- Audio editing, video editing, screen casting, graphic editing, basics of
animation, and creating interactive multimedia contents
• E-learning:
o Concept, types, characteristics, advantages and limitations
o E-learning tools and technologies-Learning Management Systems (LMS)
o E-content authoring tools- Open source and proprietary alternatives
o Re-usable learning objects (RLO) – Meaning, types and characteristics, RLO repositories
UNIT III – Web 2.0 Technologies
• Web 2.0 technology and tools: Meaning characteristics and types
• Social networking and social book-marking – Educational applications
• Blog and micro blog – Reflective journaling and other educational applications
• Wiki – Collaborative authoring and projects
• Instant messaging and its educational applications
• Educational applications of online forums/discussion groups and chats
• Social media sharing – Video, presentations, audio (podcasts), graphics, and text
• Web 2.0 tools for creating, sharing, collaborating, and networking
UNIT-IV: ICT and Pedagogy
• Approaches to integrating ICT in teaching and learning: Technological Pedagogical Content
Knowledge (TPCK)
• Subject specific ICT tools for creating and facilitating learning
• Subject specific online resources and their use
• Designing technology integrated learning experiences

46
 • ICT integrated Unit plan – Use of Web 2.0 for creating constructivist learning environment
• Assistive technology for children with special needs: Tools and processes; Universal Design for
Learning (UDL)
• ICT for Pedagogical Innovations
o Project/problem based learning (PBL): Role of ICT in developing technology integrated
PBL unit
o Web Quest and virtual field trips: Concept, process, and use in the classroom
o Multiple intelligences in classroom: ICT tools and applications
o Mobile learning and related applications
o Open Educational Resources – Meaning and importance, various OER initiatives
o Massive Open Online Courses (MOOC)-Concept and use
o Flipped classrooms: Meaning and possibilities
Sessional Work
• Creating digital concept maps, flow charts, timelines for a particular content
• Creating screen cast video of a lesson
• Creating a podcast using audacity and sharing it on podcasting site
• Shooting, editing, and sharing of videos segment on any educational topic
• Creating a simple 2D animation using pencil or Tupi
• Creating and editing various graphics
• Creating account in teachertube/slideshare and sharing your video/presentation. View and
comment on others contributions
• Enrolling and completing some MOOC courses of interest
• Creating resources for flipped classroom and practicing flipped learning in school
• Evaluating OER resources, Creating and sharing OER materials
• Developing technology integrated unit/lesson plans and trying out this in schools
• Hands on experience on subject specific software tools like Geogebra, PhET, Stellarium,etc.
• Taking part in an ICT integrated online project based or problem based learning activity
• Developing a multimedia e-content for a topic using eXe Learning
Suggested readings
• Andrew, M. L. (2004). Understanding Open Source and Free Software
Licensing.Oreilly:Cambridge
• Bharihok,D. (2000). Fundamentals of Information Technology. Pentagon Press: New Delhi
• CEMCA (2010) Quality Assurance in Multimedia Learning Materials (QAMLM), Commonwealth
Educational Media Center for Asia, 13/14 SarvaPriyaVihar, New Delhi.
• CEMCA (2014).Professional Development Programme on OER-based eLearning, Commonwealth
Educational Media Center for Asia, 13/14 SarvaPriyaVihar, New Delhi.
• CEMCA (2014) Technology Tools for Teachers, Commonwealth Educational Media Center for
Asia, 13/14 SarvaPriyaVihar, NewDelhi.
• Curtis, J. B (2011).The World Is Open: How Web Technology Is Revolutionizing Education.Jossey-
Bass:SanFransisco
• David, M. (2009).Project Based Learning- Using Information Technology- Second Edition .Viva
Books: New Delhi.
• Evant, M: The International Encyclopedia of Educational Technology.
• Gwen, S. and Lynne Schrum.(2014). Web 2.0 How-to for Educators, Second Edition. ISTE
• Howard Pitler, Elizabeth R. Hubbell, and Matt Kuhn.(2012)Using Technology with Classroom
Instruction That Works, 2nd Edition.ASCD:Denver
• Jane Hunter (2015).Technology Integration and High Possibility Classrooms: Building from TPACK
• Katherine Cennamo, John Ross, Peggy Ertmer. (2013).Technology Integration for Meaningful
Classroom Use: A Standards-Based Approach. Wadsworth: AU
• Lee, William W., Dianna, L. Owens, (2001) Multimedia based Instructional design: Computer
Based Training. Jossey-Bass
• Liz Arney (2015.)Go Blended!: A Handbook for Blending Technology in Schools

47
 • Loveless Avril (2001).ICT-pedagogy and the curriculum-Subject to change.Routledge Falmer:
London.
• Mishra, S.(Ed.) (2009). STRIDE Hand Book 08: E-learning. IGNOU:New Delhi. Available at
http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/ STRIDE_Hb8_ index.html
• NCERT (2013) Information and Communication Technology for School System: Curricula for ICTs
in Education (students and Teachers), Version-1.2, CIET-NCERT, NCERT, New Delhi
(www.ictcurriculum.gov.in)
• NCERT (2013) National Repository of Open Educational resources (NROET), CIET-NCERT, NCERT,
New Delhi (nroer.gov.in)
• Noam Shemtov, Ian Walden.(2014)Free and Open Source Software: Policy, Law and Practice.
Oxford University Press
• RoblyerM.D., Aaron H. Doering (2012).Integrating Educational Technology into Teaching (6th
Edition)
• Shalin Hai-Jew. (2012). Open-Source Technologies for Maximizing the Creation, Deployment,
and Use of Digital Resources and Information. Information Science Reference:USA
Foundation Course: Language – Hindi
vk/kkj ikB;Øe
ikB; e % fgUnh Hkk”
Hkk”kk
iz’ui= & 3
Contact Periods/week: 03 dqy vad & 40
vkUrfjd ewY;kadu & 10
iz’u ,oa vad fu/kkZj.k
4 leh{kkRed@nh?kZmRRkjh; iz’u & 28 vad ¼7 X 4 iz-½
Yk?kqmRrjh; iz’u & 07 vad ¼35 X 2 iz-½
oLrqfu”B iz’u & 05 vad ¼1 X 5 iz’u½
O;k[;kRed ,oa leh{kkRed iz’uksa esa vkarfjd fodYi gkssaxsA

bdkbZ &1 1- fnekxh xqykeh ¼fuca/k½ & jkgqy lkad`R;k;u

2- Qkal ¼dgkuh½ & xksfoUn feJ
3- fojke fpUg ¼fuca/k½ & jkefoykl ‘kekZ
4- gekjk lkSje.My ¼ladfyr½
5- thou **mRifRRk vkSj lajpuk** ¼ladfyr½

bdkbZ &2 1- bUnz/kuq”k dk jgL; ¼oSKkfud ys[k½ & MkW- diwjej tSu
2- pyh QxqugV ckSjs vke ¼yfyr fuca/k½ & foosdh jk;
3- Hkkstu vkSj LokLFk; ¼ladfyr½

bdkbZ &3 1- d{kk vkSj v/;kid ¼ys[k½ & MkW- fot;cgknqj flag
2- i`Foh Øks/k esa gS ¼I;kZoj.kh; fuca/k½ & izHkkdj Jksf=;
2- esjs lg;k=h ¼;k=k o`Rrkkar½ & ve``ryky csxM+
4- nwjn’kZu% vrhr vkSj orZeku ¼ladfyr½
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Foundation Course: Language English
Paper III
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Distribution of Marks:
1. Four critical questions are to set be from unit I. Two questions are to be attempted. Each question will
carry 5 marks. 5 X 2 = 10.
48
2. Out of three topics, students are required to write a report on any one topic only. 1 X 5 = 5.
3. Students are required to attempt 10 questions on Unit III. Each question will carry 1 marks. 1 X 10 =
10.
4. Students are required to attempt 5 questions on Unit IV. Each question will carry one mark. 1 X 5= 5.
5. Students are required to attempt 2 questions on Unit V. Each question will carry 5 marks. 5 X 2= 10.

UNIT I: Tina Morris – Tree Nissim Ezekiel – Night of the Scorpion George Orwell – What is Science ? A.G.
Gardiner – On the Rule of the Road Robert Frost – Stopping by Woods on a Snowy Evening. K.
Aludiapillai – Communication & Information Technology.
UNIT II: Report Writing
UNIT III: Production of speech sounds, classification of sounds, Transcription.
UNIT IV: Common errors in English Words often confused.
UNIT V: Presentation Skills Drafting a CV
________________________________

Elective I – Physics
Paper III: Thermodynamics and Statistical Physics
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice
Objectives: After completion of this course, the students will be able to
1. Acquaint themselves with the concept of ideal and Real gas.
2. Describe historical development of laws of thermodynamics.
3. Appreciate the concept of probability.
4. Develop and understand the statistical basis of thermodynamics.
5. Explain the fundamental difference between classical and quantum statistics.
6. Appreciate the concept of indistinguish-ability of particles.
7. Understand Bose- Einstein and Fermi-Dirac Statistics.
Unit-1: Ideal and Real Gases
Brownian motion; estimation of the Avogadro number; specific heat of monoatomic gas; extension to di
and tri atomic gases; behavior of gases at low temperatures; adiabatic expansion of an ideal gas,
applications to atmospheric physics.
Transport phenomenon in gases; mean free path; collision cross sections; estimates of molecular
diameter, transport of mass momentum and energy, dependence of mean free path on temperature
and pressure.
Real and Van der waals gas; equation of state; reduced equation of state; nature of Van der waals
forces; comparision with experimental P-V curve; the critical constants gas and vapour; J-T cooling,
Boyle temperature and inversion temperature.
Unit -2: Thermodynamic relationships and Liquefication of gases
Thermodynamic relationships; Thermodynamic variables; extensive and intensive, Clausius-Clapeyron
heat equation; thermodynamic potentials and equilibrium of thermo dynamical systems.
Principle of regenerative cooling and of cascade cooling, liquification of hydrogen and helium,
refrigeration cycles, cooling due to adiabatic demagnetization, production and measurement of very low
temperatures.
Unit- 3: The Laws of Thermodynamics
The Zeroth law; various indicator diagrams; work done by and on the system; first law of
thermodynamics; internal energy as a state function and other applications; reversible and irreversible
changes; Carnot cycle and its efficiency; Carnot theorem and the second law of the thermodynamics;
49
different versions of the second law; practical cycles used in internal combustion engines; entropy;
principle of increase of entropy; The thermodynamic scale of temperature; its identity with the perfect
gas scale; impossibility of attaining the absolute zero; third law of thermodynamics.
Unit – 4: The Statistical Basis of Thermodynamics
Probability and thermodynamic probability; principle of equal a priory probability; probability
distribution and its narrowing with increase in number of particles; the expressions for average
properties; accessible and inaccessible states; distribution of particles with a given total energy into a
discrete set of energy states.
Equilibrium before and after two systems in thermal contact, bridge with macroscopic physics;
probability and entropy; Boltzmann canonical distribution law and its applications; law of equipartition
of energy.
Unit-5: Maxwellian Distribution of Speeds in an Ideal Gas
Distribution of speeds and of velocities, distinction between mean, rms and most probable speed values,
Doppler broadening of spectral lines.
Transition to quantum statistics, ‘h’ as a natural constant and its implications, cases of particles in a one
– dimensional box and one dimensional harmonic oscillator , Indistinguishability of particles and its
consequences; Bose- Einstein, and Fermi-Dirac statistics; Fermi level and Fermi energy, thermodynamic
behaviour of an ideal Fermi gas.
Physics Practical List
1. To study the characteristics of photovoltaic cell.
2. To simulate the decay probability curve.
3. To determine the mechanical equivalent of heat by Joule’s calorimeter.
4. To verify Newton’s law of cooling.
5. To determine the thermal conductivity of a non- conducting material by Lee’s Disc.
6. To find the temperature of Hot metal bob using calorimeter.
7. To verify the Stefan’s law of radiation by using an incandescent lamp.
8. To determine latent heat of ice.
9. To study thermo e.m.f of Fe-Cu junction.
10. To determine thermal conductivity of rubber tube.
11. To determine specific heat ratio of air by clement and dorsem apparatus.
12. To determine efficiency of an electric kettel.

Suggested readings
• Laud, Introduction to Statistical Mechanics, Macmillan publication.
• F. Reif, Statistical Physics, McGraw-Hill publications.
• Sears& Salingers, Thermodynamics, Kinetic theory and Statistical thermodynamics, Narosa
publishing house, New Delhi.
• Thermodynamics and Statistical Mechanics, Loknathan and Gambhir
____________________________

Elective I – Botany
Paper III: Diversity of Vascular Plants
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note:
Two questions will be set from each unit and students are required to attempt one question from each
unit.
Objectives : (i) To provide an understanding of structural and functional organisation of gymnosperms
and angiosperms and their evolutionary trends.
(ii)To enable the students to be familiar with diversity of plant habit and their basic body
plan.
50
Unit I - Gymnosperms: General characteristics of gymnosperms and their outline classification.
Evolution and diversity of gymnosperms. Origin of seed habit, geological time scale, fossilisation and
fossil gymnosperms.
Unit II - Gymnosperms: Morphology of vegetative and reproductive parts, anatomy of root, stem and
leaf, reproduction and life cycle of Pinus, Cycas and Ephedra.
Unit III - Angiosperms: Origin and evolution, fossil angiosperms, brief characteristics of angiosperms,
primitive angiosperms (Magnoliaceae and Winteraceae) The basic body plan of a flowering plant –
modular type of growth. Diversity in plant form in annuals, biennials and perennials. Convergence of
tree habit in gymnosperms, monocotyledons and dicotyledons, trees – largest and longest lived
organisms.
Unit IV - The shoot system:
The shoot apical meristem and its histological organisation. Vascularisation of primary shoot
monocotyledons and dicotyledons, formation of internodes, branching pattern; monopodial and
sympodial growth. Canopy architecture; cambium and its functions; formation of secondary tissue
xylem; a general account of wood structure in relation to conduction of water and minerals;
characteristics of growth rings, sapwood and heart wood, role of woody skeleton; secondary phloem-
structure-function relationships; periderm.
Unit V - Leaf:
Origin, development, arrangement and diversity in size and shape (leaf morphology) internal
structure in relation to photosynthesis and water loss; adaptations to water stress; senescence
and abscission.
The root system:
The root apical meristerm; differentiation of primary and secondary tissues and their roles;
structural modification for storage, respiration and interaction with microbes.
Practical
Objectives:
i) To develop the skills of section cutting and double staining of vascular plants.
ii) To provide field experiences to students for studying plant habits and basic body plan.
1. Cycas :
(i) Habit, armour of leaf bases on the stem, very young leaf (circinate vernation) and old foliage
leaves, bulbils, male cone, microsporophyll, Megasporophyll, mature seed.
ii) Study through slides – normal root (T.S.), stem (T.S.), Ovule (L.S.) microsporophyll.
(iii) Study through hand sections or dissections – coralloid root (T.S.), Rachis (T.S.), leaflet (T.S.).
2. Pinus :
(i) Habit, long and dwarf shoot showing cataphylls and scale leaves, T.S. of wood showing growth
rings, male cone, Ist year, 2nd year and 3rd year female cones, winged seeds.
(ii) Study through permanent slides – root (T.S.), female cone (L.S.), ovule (L.S.), embryo (W.M.)
showing polycotyledonous condition.
(iii) Study through hand sections or dissections – young stem (T.S.), old stem (wood) (T.L.S. and
R.L.S.), needle (T.S.), male cone (L.S.), male cone (T.S.), pollen grains (W.M.).
3. Ephedra :
(i) Habit and structure of whole male and female cones.
(ii) Permanent slides – female cone (L.S.).
(iii) Hand sections/dissections-node (L.S.), internode (T.S.) macerated stem to see vessel structure;
epidermal peel mount of vegetative parts to study stomata, male cone (T.S. and L.S.) pollen
grains.
4. Study of any commonly occurring dicotyledonous plant (for example Solanum nigrum or
Kalanchoe) to understand the body plan and modular type of growth.
5. Life forms exhibited by flowering plants (by a visit to a forest or a garden) Study of tree like habit
in cycads, bamboos, banana traveller’s tree (Ravenala madagascariensis) or Yucca and
comparison with true trees as exemplified by conifers and dicotyledons.
Scheme of Practical Examination:
1. Section cutting and double staining (Gymnosperms). 5

51
 2. Section cutting and double staining (Angiosperms). 5
3. Preparation of Report on field visit for studying plant habits. 5
4. Comment upon the spots (1-5). 5
5. Practical record. 5
6. Internal evaluation 5
Suggested Readings
- Bhatnagar, S.P. and Moitra, A.1996 Gymnosperms, New Age International Ltd.; New Delhi
- Gifford, E.M. and Foster, A.S., 1988, Morphology and evolution of Vascular plants, W.H.
Freeman & Company, New York
- Sundera Rajan, S.2003. Plant Morphology. Annual Publication Pvt. Ltd. New Delhi
- Vashishta, B.R. 2003. Pteridophyta, S. Chand & Co. New Delhi
- Vashishta, B.R. 2005. Gymnosperms. S. Chand & Co. New Delhi
- Sporne, K.R. The Morphology of Pteridophyta. Hutchinson, London
- Raizada & Sahani, Gymnosperms, FRI Publication
- Singh V., Pande, P.C. and Jain D.K. 2004 Diversity and Systematics of Seed Plants, Rastogi
Publication
- Singh V. Pande, P.C. and Jain D.K. 2004. Structure, Development and Reproduction in
Angiosperms, Rastogi Publications
- Naik V.N. 1984 Taxonomy of Angiosperms. Tata McGraw-Hill Publishing Company Limited,
New Delhi
__________________________
Elective II – Chemistry
Paper III
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question
from each unit.
Objectives:
After completing 3rd semester the students should be able to:
(i) make a comparative study of group 13-17 elements and rationalize the importance of
comparative study.
(ii) explain the structure and properties of the compounds of p-block elements including noble gas
family particularly keeping focus on the recent discoveries.
(iii) acquire the knowledge of characteristic properties of transition elements and explain the
properties in terms of oxidation states exhibited by the elements.
(iv) compare the chemistry of first, second and third transition series elements and explain the
stereo chemistry associated with complexes.
(v) appreciate to learn the theories involved in coordination chemistry and judge their comparative
contribution in the study of complexes.
(vi) explain the principles involved in the extraction of elements and correlate this with the
thermodynamical principles.
(vii) acquire the knowledge of characteristic properties shown by lanthanides and actinides and
utilize the knowledge in the isolation of lanthanides.
(viii) appreciate the similarities between later actinides and later lanthanides.
(ix) construct the knowledge of different theories of acids and bases and judge the wider
applicability of Lewis concept.
(x) appreciate to gain knowledge of some non-queans solvents line ammonia and liquid sulpher
dioxide and compare them with aqueous system.
Instructional Strategy:
To handle the study of descriptive chemistry, the teacher should highlight the role of structures as they
affect the trends in properties. To make the subject matter presentation interesting and lucid in
52
approach, the chemistry associated with the elements be discussed in terms of the trend in oxidation
states exhibited by the respective elements. The subject treatment of isolation of elements be
highlighted in the framework of thermodynamic principles. The different theories proposed to discuss
the coordination compounds be dealt with in terms of their need and limitations. To discuss the acid
base system and the chemistry of non aqueous solvents the possibility of the use of Ausubel’s Advanced
Organizer model should be explored by the teacher.
Unit-I s-Block Elements
Comparative study, diagonal relationships, salient features of hydrides, solvation and complexation
tendencies including their function in biosystems, an introduction to alkyls and aryls
p-Block Elements Part-I
Comparative study (including diagonal relationship) of group 13-17 elements, compounds like
hydrides, oxides, oxyacids and halides of group 13-24, hydrides of boron-diborane and higher
boranes, borazine, borohydrides.
p-Block Elements Part-II & Chemistry of Noble Gases
Fullerenes, carbides, fluorocarbons, silicates (Structural principle), tetrasulphurtetranitride, basis
properties of halogens, interhalogens. Chemical properties of the noble gases, chemistry of xenon,
structure and bonding in xenon compounds.
Unit-II Chemistry of Elements of First Transition Series :
Characteristic properties of d-block elements.
properties of the elements of the first transition series, their binary compounds sush a Carbides,
Oxides and Sulphides.
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.
Unit-III A. Coordination Compounds
Werner’s coodination theory and its experimental verification, effective atomic number
concept, chelates, nomenclature of coordination compounds, isomerism in coordination
compounds, valence bond theory of transition metal complexes.
B. Oxidation and Reduction
Use of redox potential data-analysis of redox cycle, redox stability in water-Frost.Latimer and
Poubaix diagrams. Principles involved in the extraction of the elements.
Unit-IV A. Chemistry of Lanthanide Elements :-
Electronic structure, oxidation states and ionic radii and lanthanide contraction, complex
formation, occurrence and isolation, lanthanide compounds.
B. Chemistry of Actinides :
General features and chemistry of actinides, chemistry of separation of Np, Pu and Am form
U, similarities between the later actinides and the later lanthanides.
Unit-V A. Acids and Bases :
Arrhenius, Bronsted- Lowry, the Lux-Flood, solvent system and Lewis concepts of acids and
bases.
B. 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.
Suggested Readings:
1. Cotton, F.A. , G. Wilkerson, G. andGaus, P.L. , Basic Inorganic Chemistry; John Wiley and Sons,
New York.
2. Lee, J.D. , Concise Inorganic Chemistry ELBS
3. Sharpe, A.G., Inorganic Chemistry ,ELBS
4. Malik, Madan and Tuli; Modern Inorganic chemistry; S. Chand and Company Ltd.
5. Donglas, Bodie, E., Concepts and Models of Inorganic chemistry
6. Malik, Madan and Tuli; Advanced Inorganic Chemistry S. Chand and Company Ltd.
7. Huheey, James E; Inorganic Chemistry 4th Ed - New Delhi: Peareon Education.

53
 8. Manku, G.S., ,Theoretical principles of Inorganic Chemistry, Tata McGraw – Hill Publishing
Company, New Delhi
9. Soni P.L., Textbook in Inorganic chemistry ( a modern approach) Sultan Chand and Sons, New
Delhi:
Practical:
List
1. Semi micro analysis of inorganic mixture containing fine ions including typical combinations,
insolubles and interfering ions.
anions: CO32-, CH3COO -, NO2-, SO32-, S2-, F-, Cl-, Br-, I-, NO3-, SO42-, PO43-, C2O42-, BO33-
cations: NH4+, Ag+, Na+, K+, Pb2+, Hg22+, Hg2+, Cu2+, Cd2+, Bi3+, As3+, Sb3+, Sn4+, Fe3+, Cr3+, Al3+, CO2+, Ni2+,
Zn2+, Mn2+, Ba2+, Sr2+, Ca2+, Mg2+.
2. Estimation of hardness water by EDTA method.
3. Estimation of chloride using vohlard method.
4. Estimation of glucose ,aniline or phenol.
Scheme
Experiments: Time allotted – 5 hrs
(1) Mixture analysis - 10
(2) Volumetric Estimation - 5
Internal assessment - 5
Viva - 5
______________________
Elective III – Zoology
Paper III
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question
from each unit.
Objectives:
To study structure and function of cell, various aspects of genetics, inheritance and evolution.
Unit-1
1. The cell – history of cell biology, cell theory, prokaryotes and eukaryotic cell.
2. Nuclear organization of cell.
3. Extra nuclear organization of cell.
4. Plasma membrane- theories structure and function.
5. Cell reproduction – amitosis, mitosis and meiosis.
Unit-2
1. Chromosome – structure, types (lamp brush, salivary and beta chromosomes) , structural
and numerical changes.
2. Mendelian principles of heredity
3. Post Mendelian genetics
4. Sex chromosome system: chromosome theory of sex determination, sex linked
inheritance ( haemoplilia & colour blindness)
Unit-3
1. Linkage & crossing over (theories of linkages, significance of linkage and mechanism of
crossing over)
2. Linkage maps
3. Human chromosomes and maps, eugenics (common genetic diseases in man-sickle cell
anemia, alkaptoneuria and albinism)
4. Euphenics and euthenics.

54
Unit-4
1. Multiple factors (blood groups)
2. Twins- physical and mental traits
3. Cytoplasmic inheritance- maternal effects in Limnea shell coiling
4. Carbon di-oxide sensitivity in Drosophila and kappa particles in Paramoecium
Unit-5
1. Brief account of origin of life on earth
2. Origin of eukaryotic and prokaryotic cells
3. Concept of evolution (micro and macro evolution)
4. Lamarckism, neo-Lamarckism, Darwinism and neo-Darwinism
5. Evidences and mechanism of evolution, species and speciation
PRACTICAL
Objective- to develop skills of identification of cell and its organelles and to gain the ability to
recognize aspects of genetic and cytogenetic techniques for understanding the processes of
inheritance.
1. Study of prokaryotic and eukaryotic cell through charts and models
2. Demonstration of mitochondria in cheek epithelial cells by Janus green staining
3. Demonstration of mitosis in onion root tip cells
4. Study of meiosis in grass hopper testes
5. Demonstration of Polytene chromosomes in Chironomus/Drosophila larvae
6. Demostration of Barr bodies in hair root bulb cells and cheek epithelial cells
7. Pedigree analyses through charts and handouts
8. Karyotype analysis through charts and handouts
9. Problem solving of linkage analysis and human blood types
SCHEME OF PRACTICAL EXAMINATION
1. Spotting - 04
2. Temporary Preparation (Exercise-I) - 04
3. Temporary Preparation (Exercise-II) - 06
4. Problem Solving/Karyotype/Pedigree - 04
5. Practical Records - 03
6. Viva-voce - 04

Total - 25 Marks
Internal assessment - 05 Marks
Referred books -:
1. Textbook of cell biology-de Robertis
2. Textbook of cell biology-Karp
3. Textbook of cell biology- Alberts et. Al.
4. Textbook of cell biology- Cooper
5. Cell and Molecular Biology- P.K. Gupta
6. Principles of Genetics- Gardner et. Al.
7. Principles of Genetics- Klug and Cummings
8. Principles of Genetics- P.K. Gupta
9. Genetics and Principles of heredity- Winchester
10. Evolution- Dodson
11. Evolution-Douglas J Futuyma
12. Evolution- V. B. Rastogi
13. Ecology and Evolution- Dalela
14. Meaning of Evolution- G. G. Simpson
_____________________________________

55
 Elective III – Mathematics
Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
M - 3.1: ADVANCED CALCULUS
NOTE : Two questions will be set from each unit with Internal choice
Objective: To develop understanding of advanced calculus
Unit -I Definition of a sequence. Theorems on limits of sequences. Bounded and monotonic
sequences. Cauchy’s convergence criterion. Series of non-negative terms. Comparison tests.
Cauchy’s integral test. Ratio tests. Raabe’s logarithmic, de Morgan and Bertrand’s tests.
Alternating series. Leibnitz’s theorem. Absolute and conditional convergence.
Unit - II Continuity, sequential continuity. Properties of continuous functions Uniform continuity.
Chain rule of differentiability. Mean value theorems and their geometrical interpretations.
Darboux’s intermediate value theorem for derivatives. Taylor’s theorem with various forms
of remainders..
Unit - III Limit and continuity of functions of two variables. Partial differentiation. Change of variables.
Euler’s theorem on homogenous functions. Taylor’s theorem for functions of two variables.
Jacobians. Indeterminate forms.
Unit -IV Maxima, minima and saddle points of functions of two variables. Lagrange’s multiplier method.
Unit - V Beta and Gamma functions. Dirichlet’s integrals.
Double and triple integrals. Change of order of integration in double integrals.
Content as in
S.C. Mallick - Mathematical Analysis ;Wiley Eastern Limited
____________________________________

M - 3.2 DIFFERENTIAL EQUATION

NOTE : Two questions will be set from each unit with Internal choice
Objectives : To develop understanding of advanced differential equations with Application.
Unit - I Series solutions of differential equations – power series method, Bessel, Legendre and
Hypergeometric equations. Bessel, Legendre and Hypergeometric functions and their
properties - convergence, recurrence and generating relations.
Unit - II Orthogonality of functions. Sturm Liouville problem. Orthogonality fo eigen functions. Reality
of eigenvalues. Orthogonality of Bessel functions and Legendre polynomials.
Unit - III Laplace Transormation - Linearity of the Laplace Transformation. Existence theorem for
Laplace transforms. Laplace transforms of derivatives and integrals. Shifting theorems.
Differentiation and integration of transforms. Convolution theorem. Solution of integral
equations and systems of differential equations using the Laplace transformation.
Unit - IV Partial differential equations of the first order. Lagrange’s solution. Some special type of
equations which can be solved easily by methods other than the general method. Charpit’s
general method of solution.
Unit - V Partial differential equations of second and higher orders. Classification of linear partial
differential equations of second order. Homogenous and non-homogenous equations with
constant coefficients. Partial differential equations reducible to equations with constant
coefficients. Monge’s methods.
Content as in:
1. D.A.Murray;Introductory Course in Differential Equation Orient Long Man
2. Murray and R.spigel: Theory and Problems Of Laplace transformations.Schaum series.
3. Sneddon:Elements of Partial Differential Equation, McGraw-Hill

56
 M - 3.3 Mathematics Practicum
List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester III Mathematics papers M-3.1
and M-3.2.
• Mathematics seminar.
___________________________________
Education Component:
Curriculum Development
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives
• To understand the concept and principles of curriculum.
• To make the distinction between curriculum and syllabus
• To understand the bases and determinants of curriculum studies.
• To gain insight into the development of curriculum.
• To appreciate the need for continuous and comprehensive curriculum reconstruction.
• To enable students to understand implementation and evaluation of curriculum.
UNIT-I: Concept of curriculum
• Meaning and nature of curriculum; Need for curriculum in schools.
• Differentiating curriculum framework, curriculum, syllabus and unit; their significance in school
education.
• Facets of curriculum: core curriculum, Co-curriculum, Hidden curriculum, Activity based
curriculum.
• Curriculum visualized at different levels: National level; State level , school level, class level and
related issues.
UNIT-III: Determinants and considerations of curriculum
• Determinants of Curriculum; Socio-political, Cultural, Technical and Economical
• Curriculum considerations:
a. Educational objectives,
b. Learners characteristic: Nature of learner ,their Socio cultural Context and learning
process
c. Relevance of stage of schooling
d. Teachers experiences and concerns,
e. Environmental concerns,
f. Gender, Inclusiveness, social sensitivity.
UNIT-III: Curriculum development
• Concept, Need and Scope of curriculum development.
• Strategies of curriculum development.
• Guiding principles of curriculum development.
• Approaches of curriculum development: Administrative approach, Grass root approach,
Demonstration approach, System approach.
UNIT-IV: Implementation and Evaluation of Curriculum
• Role of school philosophy and Administration in creating context for curriculum development,
Available infrastructure, Curriculum sites, resources (library, laboratory , school playground,
neighbourhood etc.
• Teacher’s Role in Curriculum construction, Curriculum Transaction, researching in curriculum.
• Role of a teacher as a critical pedagogue.
• Role of external agencies in providing curriculum and pedagogical supports to teachers within
schools-local, regional, national.
• Models of curriculum evaluation: Tyler model, Hilda Taba .
57
Sessional Work
• Study of NCF 2005 as well as the earlier school curriculum frameworks
• Discussion on purpose of curriculum framework
• Critical Evaluation of the extend to which the curriculum framework is reflected in the syllabus
• Interaction with school teachers and principal, how they operationalise the prescribed
curriculum into an action plan
• How curriculum is evaluated and revised
Mode of Transaction
Lecture, Discussion, debate, Project, Activities etc.
Suggested readings:
• Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New
Delhi. Book Enclave.
• Arora, G.L. (1984): Reflections on Curriculum. NCERT.
• Bob Moon and Patricia Murphy (Ed) (1999). Curriculum in Context. Paul Chapman Publishing,
London.
• Butchvarov,P.(1970), The Concept of Knowledge, Evanston, Illinois: North Western University
Press.
• Chomsky, N (1986). Knowledge of Language, Prager, New York.
• Datta, D.M. (1972). Six ways of Knowing. Calcultta University Press, Calcultta.
• G.W. Ford and Lawrence Pungo,(1964). The structure of Knowledge and the curriculum. Rand
McNally & Company, Chicago.
• Joseph Schwab, (1969). The Practical: A language for curriculum. School Review, November.
• Kelley, A.B. (1996). The Curricular Theory and Practice. Harper and Row, US.
• Kumar Krishna (1997). What is Worth Teaching, Orient Longman, New Delhi.
• Margaret, K.T. The open Classroom, Orient Longman: New Delhi, 1999.
• NCERT (1984). Curriculum and Evaluation, NCERT, New Delhi.
• NCERT (2006): Systematic reforms for Curriculum change. New Delhi.
• Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
• NCTE (2009) National Curriculum Framework for Teacher Education.
• NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
• NCERT (2005). National Curriculum Framework, NCERT, Sri AurobindoMarg, New Delhi.
• NCERT (2014). Basics in Education, NCERT, Sri AurobindoMarg, New Delhi.
• Nirantar (1997). Developing a Curriculum for Rural Women, Nirantar, New Delhi.
• Padma M. Sarangapani (2003). Constructing School Knowledge, An Ethnography of learning in an
Indian Village, Sage Publication Inc., New Delhi.
• Prema Clarke (2001). Teaching & Learning: The Culture of pedagogy, Sage Publication, New Delhi.
• Steven H. Cahn (1970). The Philosophical Foundation of Education, Harper & Row Publishers, New
York.
• Taba, Hilda (1962).Curriculum Development. Theory and Practice, Har Court, Brace and Wald.
New York.
• Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson
Publication.
• Whecker D.K. (1967) Curriculum Process, University of London Press.
___________________________________________
Reading and Reflecting on Text
Contact Periods/week: 02 Maximum Marks – 50
Min. Pass Marks – 17
Internal – 50
Course objectives
• To engage students closely with text and develop taste for readings.
• To enable students to read, interpret and reflect on different types of text.

58
 • To enable students to appreciate knowledge present in either English medium
textbooks/journals/articles or other available material present in the regional language.
• To facilitate students to self-learning, self-reflection and ability to express their though in
writings or debates and discussion.
Unit: I- Understanding the Text
• Identifying the text as a tool: meaning of text and its form, expression and procedure
• Nature and role of available literature: textbook, journals, articles, abstracts, extended
abstracts, encyclopedia
• Surveying a text : making notes, understanding how facts, ideas are connected and giving
reflections, making inferences
• Role of conceptual and analytical framework in understanding the text
Unit II- Engaging with narrative and descriptive accounts
• Selection of children literature, adult literature and inclusive literature: nature of text and its
form, selection of movies, stories, chapters from fiction, autobiographical narratives, historical
narratives etc.
• Reading for comprehending and visualizing the accounts ( individual and group reading)
• Discussion and debate on characters, context and scenarios and sharing interpretations
• Writing summary, scene, abstract, dialogue, report with key idea in the text
Unit III- Engaging with subject related reference books
• Selection of a problem or issue and articulating guided questions
• Selection of text from various types of resources
• Preparing notes, writing summary and connect it with issues or problems initiated
• Group and individual assignment and presentation on any educational idea/text
Suggested Readings
1. Ashton-Warner, S. (1963). Teacher. New York: Simon and Schuster. Hindi translation- Poorva
Yangnik Kushwaha. Granth Shilp Publisher.
2. Asimov, Isaac. (1982). How did we find out about Beginning of life? Hindi translation- Arvind
Gupta.
3. Badheka, Gijubhai. (1931). Divaswapna
4. Darwin, Francis. (2009). Charles Darwin ki Aatmakatha, Sasta Shitya Mandal Publication. New
Delhi.
5. Gorky, Maxim. (2005). Ek chote ladke aur ek choti ladki ki kahani jo barfili thand mein thithur
kar mare nahi. Anurag Trust, Niralanagar, Lucknow.
6. Graff, G. & Birkenstein, C. (2014). They say, I say: The Moves That Matter in Academic Writing.
Third Edition. W.W.Norton & Company.
7. Holt, J. C. (1964). How children fail. New York: Pitman. Hindi- Bachche Asafal Kaise Hote Hain.
Eklavya Publication.
8. Holt, J. C. (1974). Escape from childhood. New York: E.P. Dutton. Hindi- Bachpan se Palayan.
Eklavya Publication.
9. Kumar, Krishna. (2014). What is worth Teaching. Orient Blackswan Private Limited, New Delhi.
1-22.
10. Kuroyangi, Tetsuko. (1981). Totto-Chan: The Little Girl at the Window. English translation :
Britton, D. Hindi translation: Poorva Yagnik Kushwaha
11. Ramachandran, Vimla. (2005). Why School Teachers are demotivated and disheartened,
Economic and Political Weekly. 2141-2144
12. India Untouched: Stories of a People Apart, Feature Documentary by Stalin K.
___________________________
Community Living
Contact Periods/week: 2 Practical Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
Objectives:
1. To provide real-life community experience to the student-teachers.
59
 2. To provide knowledge and skills to conduct various surveys, case studies and interviews.
3. To create awareness on various socio-cultural and environmental issues and problems.
4. To inculcate the value of work in student-teachers.
5. To develop leadership skills among student-teachers.
6. To develop an understanding of sharing of responsibility.
7. To encourage participation in various social activities.
8. To acquaint student-teachers with the real working culture of the village schools.
9. To provide exposure to student-teachers of remote village living.
Activities
‘Working with Community’ is a programme to provide the real-life community experience to the
student-teachers. It will be organized in camp-mode. The student-teachers have to stay in a village for
five days and to work with the community. They will undertake the activities like educational survey,
case study, ‘shramdaan’, interviews, visiting schools and other govt. and non-governmental
organisations of the village. They will launch door-to-door campaign on various themes, like, girl-child
education, literacy, ‘Swachh Bharat Abhiyaan’, female foeticide, health and hygiene, cleanliness, save
water, organic farming, environmental awareness, etc. Awareness campaign will be launched by
organizing cultural activities in the evening. After completion of the camp, the student-teachers have to
submit a report of the five days.
Modes of Assessment
The student-teachers will be assessed on the basis of their active participation in various activities.
Individual and group presentations and report submission.
__________________________________-
Art & Aesthetic
Contact Periods/week: 02 Maximum Marks – 25
Min. Pass Marks – 08
Internal – 25
COURSE - CONTENT
Unit-1: Øk¶V& f'kYi LFkkiR;kas dh le>%
- Øk¶V ds fHkUu fHkUu izdkjkas ds ckjas eas tkuukA le>uk (ltkoV] crZu] ewfrZdyk] f'kYi]
ehVhdyk] dk"Vdyk vkfnA)
- Historical perspectives/importance/ integration of life, culture of India.
- Lkh[kus eas Art & craft dh skills, observation, analysis, synthesis, problem solving and
evaluation.
- xfrfof/k;k¡] dk;Z;kstuk@isij

Unit-2: u`R; ,oa laxhr dyk,a

- LFkkuh; u`R;] {ksf=; u`R;] jk"Vªh; u`R;A
- u`R;kas dk vH;kl] çdkj] lkekftd fodkl dh /kjksgj] lkaLd`frd fojklrA (yko.kh] xjck]
xkSM+h] NRrhlx<+h vkfn)
Unit-5: dyk,a ,oa VsDuksykWth dk leUo;%&
- fofo/k dykvkas dks websites ij viyksM@MkmuyksM djuk]
- Dezitelaization of Arts
- dyk;kas dh izo`f=] Activity dks ICT ls tksM+ukA
- dykvkas dk O;kolk;hdj.k (ICT ds ek/;e ls)
(Introduction, objectives, activities, assignments, projects, references and web-sites as per II Semester in
the context of the above course content)

60
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

FOURTH SEMESTER
Subject/ Paper Paper Inter. Total Pds.
/week
B.Sc. Part
Foundation Course
Comp. & ICT in Education 40 10 50 3
Language – Hindi 40 10 50 3
- English 40 10 50 3
Environmental Education 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
Total 415 85 500
B.Ed. Part
Inclusive Education 40 10 50 3
Assessment for learning I 40 10 50 3
Total 80 20 100
Grand Total 495 105 600

• Elective 1 – Physics/ Botany.

• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
IV Paper Theory- VII 30 M – 4.1 Elements Of Groups And Rings
Paper Theory- VIII 30 M – 4.2 Mechanics
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

61
B.Sc. Component:
Foundation Course: Computers & ICT in Education – II
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives: On completion of this course, the student teachers will be able to:
• Explain the role of ICT in authentic and alternative assessment,
• Develop e-portfolio and assessment e-rubrics,
• 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,
• Demonstrate the use of web conferencing/teleconferencing tools and technologies,
• Appreciate the use of ICT in improving educational administration,
• Explain the emerging trends in information and communication technology,
• Use ICT for self-directed professional development.
Unit I: ICT for Assessment
• ICT and Assessment
o Electronic assessment portfolio – Concept and types; e-portfolio tools
o Creation and use of electronic rubrics for assessment
o Online and offline assessment tools – Rubrics, survey tools, puzzle makers, test generators,
reflective journal, question bank
o ICT applications for Continuous and Comprehensive Evaluation (CCE)
o Learning analytics and feedback
UNIT II – ICT and Management
• National ICT policies, curriculum and schemes, ICT@Schools, NME-ICT
• Educational technology standards – UNESCO,ISTE, CEMCA and AECT
• ICT for personal management: e-mail, task, events, diary, networking
• ICT for educational administration: Scheduling, record-keeping, student information, electronic
grade book, connecting with parents and community
• Managing the ICT infrastructure: Software installation, troubleshooting of hardware, seeking
and providing help, storage and backup, updating and upgrading software
Unit III: ICT for Professional Development
• ICT for professional development: Tools and opportunities
• Electronic teaching portfolio- Concept, types, tools; portfolio as a reflective tool for professional
development
• Role of ICTin Self-directed professional development
• Professional development: Role of teleconferencing, EDUSAT- the Indian experiment; web
conferencing tools and techniques
• Technology and design based research: Pedagogical implications for professional development
Unit IV: Emerging Trends in ICT Applications
• Pedagogy for e-books and rhizomatic learning
• Innovative pedagogy: Learning design informed by analytics
• Seamless learning – Role of mobile technology
• Ubiquitous computing and its educational promises
• Game based learning and one-to-one computing
• 3-D printing and its educational promises
• Social media for pedagogical innovations
• Threshold concepts and pedagogical applications
• Dynamic Assessment based Pedagogical Practices

62
Sessional Work
• Creating account in wikispace/Tikipedia/mediawiki and adding/editing content
• Developing an educational blog in www.blogger.com, www.wordpress.com, or
www.edublog.com
• LMS experience- hands on various features of LMS – the ICT course may be provided through
LMS
• Evaluation of RLO repositories and creating RLO and uploading to repositories
• A critical study of some e-learning courses and enrolling and completing some free e-learning
courses
• Field visit to the EDUSAT center and take part in teleconferencing
• Planning and creating digital rubrics for any topic
• Organize web conferencing using Skype/Yahoo Messenger/Google+
• Review of ICT labs (plans and equipments/resources) in school from internet
• Interview of computer hardware engineer/ICT specialist regarding Hardware planning,
evaluation, maintenance and up gradation
• Developing an electronic assessment portfolio
• Developing an electronic teaching portfolio
• Readings on emerging ICT trends in education
• Review of national ICT policy and curriculum
• Using FOSS tools for timetabling, grade sheet
• Creating social bookmarking account and creating social bookmarking of internet resources
using any social bookmarking tools (diigo,delicious,stumbleupon, Shelfari)
Suggested readings:
• Andrew A Kling(2010).Web 2.0 (Technology 360). Lucent Books: New Delhi.
• AthanassiosJimoyiannis (Editor) (2011). Research on e-Learning and ICT in
Education. Springer: USA
• Barbara B. Levin, Lynne Schrum.(2012). Leading Technology-Rich Schools
(Technology & Education, Connections (Tec). Teachers College
press:New York
• 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
• Cabmbridge, D.(2010).E-Portfolios for Lifelong Learning and Assessment.John Wiley and Sons
• Costantino,P.M., DeLorenzo,M.N., Kobrinski,E.J.(2006).Developing a professional teaching
portfolio: a guide for success. Pearson
• EdD L. Robert Furman (2012).Instructional Technology Tools: A Professional
Development Plan
• Foster,B.R., Walker,M.L., Song,K.H.(2006)A beginning teaching portfolio handbook:documenting
and reflecting on your professional growth and abilities.Prentice Hall
• Imison,T., Taylor,P.H.(2001). Managing ICT in the Secondary Schools.
Heinemann:Oxford
• 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.
• LaxmanMohanty, NeeharikaVora (2008). ICT strategies for schools- a guide for school
administrators. Sage Publications: New Delhi.
63
• Lynne Schrum, Barbara B. Levin. 21st-Century Schools:
(2010).Leading
Harnessing Technology for Engagement and Achievement. Corwin:
New Delhi
• ManojKunar Dash (2010). ICT in teacher development, Neel Kamal Publications: New Delhi.
• MHRD-GOI (2004 and revised 2010) National ICT @ Schools Scheme, Department of School
Education and literacy, MHRD, Govt. of India, New Delhi
• MHRD-GOI (2012) National Mission on Education through ICTs NME-ICT), Department of Higher
Education, MHRD, Govt. of India, New Delhi
• MHRD-GOI (2012) National ICT Policy for School Education, Department of School Education and
literacy, MHRD, Govt. of India, New Delhi
• Mary Webband Margaret Cox (2014).Information and Communication
Technology- Assessment for Learning in the ICT Classroom (Inside
the Black Box).Learning Sciences:US.
• Michael Thomas (2009). Handbook of Research on Web 2.0 and Second Language Learning.
Information Science Reference: US.
• Mishra, S.(Ed.) (2009). STRIDE Hand Book 08: E-learning. IGNOU:New Delhi. Available
at http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_index.html
• Mohit K (2003). Design and implementation of Web-enabled Teaching Tools: IRM Press,UK.
• Montgomery, K., Wiley, D.A.(2004).Creating E-portfolio using powerpoint- A Guide for
Educators. Sage:New Delhi.
• Pradeep Kumar (2011). Web Resources in Pedagogy. Apple Academics: Oakville.
• Renata Phelps, Anne Graham, (2013).Technology Together: Whole-School Professional
Development for Capability and Confidence. ISTE:USA
• Rena M. Palloff, Keith Pratt (2011).The
Excellent Online Instructor: Strategies
for Professional Development. Wiley: San Francisco
• Ronghuai Huang, Kinshuk, Jon K. Price (Editor) (2014) ICT in Education in Global Context:
Emerging Trends Report 2013-2014 (Lecture Notes in Educational Technology). Springer: USA
• Rosemary Papa.(2010).Technology Leadership for School Improvement.
Sage:New Delhi.
• Semenov, Alexy (2005). Information and Communication Technologies in Schools.A
handbook for Teachers. UNESCO
• Sonny Magana, Robert J. Marzano (2013).Enhancingthe Art & Science of
Teaching With Technology (Classroom Strategies)
• Steven W. Anderson, Deborah Siegel. (2014).The Tech-Savvy Administrator:
How do I use technology to be a better school leader? ASCD
• Theodore Lee(2008). Professional Development of ICT Integration for
Teachers.VDM Verlag: Germany.
• UNESCO. (2001). UNESCO Report: Teacher Education Through Distance Learning: Technology-
Curriculum – Cost – Evaluation. UNESCO.
• UNESCO. (2002). UNESCO Report: Information and Communication Technologies in Teacher
Education, A Planning Guide, Division of Higher Education, UNESCO.
• UNESCO. (2002). UNESCO Report: Information and Communication Technology in Teacher
Education, A Curriculum for Schools and Programme of Teacher Development. Division of Higher
Education, UNESCO.

64
 • UNESCO, Bangkok. (2003). Final Report, Building Capacity of Teachers/Facilitators in
Technology-Pedagogy Integration for Improved Teaching and Learning, Bangkok, Thailand.June
18-20.
• UNESCO, Bangkok. (2003). Final Report, The Workshop on the Development of Guideline
onTeachers Training on ICT Integration and Standards for Competencies, Beijing, China.
September 27-29.
• UNESCO, (2005). UNESCO Report: How ICT Can Create New, Open Learning Environments Information
And Communication Technologies In Schools A Handbook For Teachers, Division of Higher Education,
UNESCO.
• Viva Lachs (2000). Making Multimedia in the Classroom-A Teacher’s Guide.RoutlegdeFarmer :London.
• W.J. Pelgrum and N.Law(2003). ICT in Education around the world-Trends, Problems and Prospects
.UNESCO: Paris.
___________________________________________
Foundation Course: Language – Hindi
vk/kkj ikB;Øe
ikB; e % fgUnh Hkk"kk
iz’ui= & 4
Contact Periods/week: 03 dqy vad & 40
vkUrfjd ewY;kadu & 10
iz’u ,oa vad fu/kkZj.k
4 leh{kkRed@nh?kZmRRkjh; iz’u & 28 vad ¼7 X 4 iz-½
Yk?kqmRrjh; iz’u & 07 vad ¼35 X 2 iz-½
oLrqfu"B iz’u & 05 vad ¼1 X 5 iz’u½
O;k[;kRed ,oa leh{kkRed iz’uksa esa vkarfjd fodYi gkssaxsA
bdkbZ 1-
1- 1- vkRe fuHkZjrk ¼oSpkfjd fuca/k½ & iafMr ckyd`".k HkVV
2-- xwyj dk Qwy ¼,d vj.; dFkk½ & dqcsjukFk jk;
3-- e/;izns’k dh yksd dyk,a ¼ladfyr½
4- e/;izns’k dk yksd lkfgR; ¼ladfyr½
bdkbZ &3 1- iwNks u izkr dh ckr vkt ¼fparuijd½ & jes’kpUnz 'kkg
2-- xsgwa vkSj xqykc ¼oSpkfjd fuca/k½ & jkeo`{k cSuhiqjh
3-- 'kCn 'kfDr;ka ¼vfo/kk] y{k.kk] O;atuk ½ ¼ladfyr½
4- e/;izns’k dh fp=dyk] ewfrZdyk ,oa LFkkiR; dyk & ¼ladfyr½
bdkbZ 3- 1- tulapkj ds ek/;e ¼fizaV] bysDVªkWfud ,oa lks’ky ehfM;k½ ¼ladfyr½
2- i=dkfjrk ds fofo/k vk;ke ¼ladfyr½
3- jktHkk"kk fgUnh ¼ladfyr½
&&&&&&&&&&&&&&&&&&&&&&&&&
Foundation Course: Language English
Paper IV
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Distribution of Marks:
1. Four critical questions are to set be from unit I. Two questions are to be attempted. Each question will
carry 5 marks. 5X 2 = 10. Marks
2. Students are required to write a précis of an unseen passage. 5 X 1 = 5. Marks
3. Students are required to translate a passage from English to Hindi and a passage from Hindi to
English. Each passage which is to be translated will carry 5 marks. 5 X 2 = 10. Marks
4. Students are required to attempt 7 questions on Unit IV. Each question will carry one mark. 1 X 7 = 7.
5. Students are required to attempt 2 questions from Unit V. Each question will carry 4 marks. 4 X 2 = 8.

65
UNIT I: C. Rajagopalachari – Three questions; C.P. Soron – Ramanujan; Roger Rosenblatt – The power of
W.E.; Desmond Morris - A short extract from the Naked Ape; O Henry – The Gift of Magic Ruskin
Bond – The Cherry Tree
UNIT II: Précis Writing
UNIT III: Translation – English to Hindi, Hindi to English
UNIT IV: Proverbs in English ,Punctuation
UNIT V: Communication - Communication through Media
Conversations :–
I. Introducing yourself & others
II. Expensing opinions, likes & dislikes
III. Making requests & offers
IV. Beginning a conversation
V. Asking the way
VI. Expressing doubts &uncertainties
VII. Talking about future events.
______________________________
Foundation Course: Environmental Education
Paper I
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Distribution of Marks
All five units are compulsory. Two questions to be set from each unit, one to be attempted.
Objectives:
(i) To provide an understanding to the students about basic aspects of the
environment and its concerns.
(ii) To generate awareness about the social issues of the environment.
(iii) To enable the students to analyse, evaluate and draw inferences about problems
and concerns related to environment.
(iv) To create awareness about the legal framework for protection of environment and
wild life.
Unit I: The multidisciplinary nature of Environmental Studies: Definition, Scope and importance: Need
for Public awareness. Natural resources: Renewable and Non-renewable resources and
associated problems. Forest resources: Use and over exploitation, deforestation, case studies,
Timber extraction, mining, dams and their effects on forests and tribal people.
Unit II: Water resources: Use and over utilization of surface and ground water, floods, Drought, conflicts
over water resources; dams – benefits and problems. Minerals resources: Use and over
exploitation, Environmental effects of extracting and using mineral resources, case studies.
Unit III: Food resources: World food problems, changes caused by agriculture and overgrazing, effects of
modern agricultural techniques fertilizer and pesticide problems, water logging and salinity;
case studies. Energy resources: growing energy needs renewable and non-renewable energy
resources and use of alternative energy sources – case studies. Land resources: Land as resource,
land degradation, man induced landslides. Soil erosion and desertification. Role of an individual
in conservation of natural resources. Equitable use of resources for sustainable life-styles
Unit IV: Social issues and environment: From unsustainable to sustainable development, Rural ,
industrial ,agricultural fields; Urban problems related to energy, water conservation, rain water
harvesting, Watershed management. Resettlement and Rehabilitation of people: Its problems
and concerns, case studies. Environmental ethics: Issues and possible solutions, case studies.
Wasteland reclamation, consumerism and waste products
Unit V: Environmental Acts: Environmental Protection Act; Air (prevention and control of Pollution Act)
Water (prevention and control of pollution Act.); Wild life protection Act; Forest conservation
66
 Act; Issues involved in enforcement of environmental legislation; Public awareness; Human
rights. Value education, HIV/AIDS. Women and Child welfare; Role of Information Technology in
environment and human health – case studies.
________________________
Elective I – Physics
Paper IV: Oscillations, Waves and Optics
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice
Objectives: After completion of this course, the students will be able to
1. Explain the phenomena pertaining to the concept of waves, their relationship with various
forms and wave propagation.
2. Explain formation of images and various defects of images.
3. Discuss the phenomena of interference, diffraction and polarization.
4. Design experiments to observe different optical phenomena and relate them with daily life.
Unit-1: Oscillations
Free Oscillations of simple system; small oscillation approximation solutions; damped oscillation, forced
oscillation and resonance; linear and transverse oscillations of a mass between two springs; Diatomic
molecule; reduced mass concept.
Free oscillations of system with two degree of freedom; normal modes, longitudinal and transverse
oscillation of coupled masses and energy transfer between modes;
Waves in media: propagation of longitudinal waves in an elastic solid and in a fluid.
Unit-2: Geometrical Optics
Fermat's Principle; principle of extremum path, general theory of image formation; cardinal points of an
optical system, general relationships, thick lens and lens combinations; Lagrange equation of
magnification, telephoto lenses, matrix method in paraxial optic-thin lens formula, comparison between
Huygens and Ramsden eyepiece.
Aberration in images: Chromatic aberration, achromatic combination of lenses in contact and separated
lenses, Monochromatic aberrations and their reductions, the aplantic points of a sphere and other
applications, aspherical mirrors , oil immersion objectives, meniscus lens.
Unit-3: Wave Optics & Interference
Interference of Light: the principle of superposition, n slit interference, spatial and temporal coherence,
optical path retardations, lateral shift of fringes, localized fringes; thin films, Newton's rings and its
application. Michelson interferometer, its application for precision determination of wavelength,
wavelength difference and width of spectral lines
Unit-4: Fresnel Diffraction and Fraunhoffer diffraction
Fresnel diffraction: Fresnel half-period zones, plates, straight edge and rectilinear propagation.
Fraunhoffer diffraction: Diffraction at single slit, double slit and N slit (diffraction grating), blazed grating,
diffraction at a circular aperture and a circular disc.
Unit 5: Resolving Power and Polarization
Resolution of images, Rayleigh criterion, resolving power of telescope, grating and prism.
Double refraction and optical rotation: Refraction in uni-axial crystals, its theory, Phase retardation
plates; Nicol Prism; rotation of plane of polarization, origin of optical rotation in liquid and in crystals;
optical activity; production and detection of linearly and circularly polarised light; Fresnel theory;
Faraday rotation; Lorentz half shade polarimeter.
Physics Practical List
1. To determine the wavelength of laser light by grating.
2. To determine radius of curvature of given plano convex lens by Newton’s ring apparatus.
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 3. To determine wavelength of different colours by using transmission grating.
4. To verify Newton’s law of combination of lenses by Nodal light assembly.
5. To study the optical rotation by cello tape.
6. To determine the specific rotation of sugar using Laurent’s half shade polarimeter.
7. To determine Brewster’s angle for a glass surface.
8. To determine resolving power of a telescope.
9. To determine the refractive index of water by Boy's method.
10. Find the frequency of ac mains by meldes apparatus.
11. To determine the wavelength of sodium light by Michelson Interferometer
12. To detect linearly, circularly and elliptically polarizes light using Babinet compensator.
13. To find the Cauchy’s constant for the material of given prism.
Suggested Reading:
1. Ghatak, Physical Optics
2. Sears and Zemanski, Optics and Atomic Physics
3. Goyal, R.P., Unified Physics, Shivlal Agrawal and Co.,
4. Waves and Vibration, J. Pain
_________________________
Elective I – Botany
Paper IV: Genetics and Biotechnology & Economic Botany
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question from
each unit.
Objectives : To enable the students to analyse patterns of inheritance, structural and functional aspects
of genes and their application in the study of biotechnology to enable student to know use
of plant for human welfare
Unit I
Mendelian genetics: Mendel’s is law of inheritance, linkage and crossing over, allelic and non allelic
interactions.
Gene expression: Structure of gene, transfer of genetic information, genetic code, ribosomes
transcription, translation, protein synthesis, regulation of gene expression in
prokaryotes and eukaryotes, proteins, 1D, 2D and 3D structure.
Unit II
Genetic variation: Mutations – spontaneous and induced, transposable genetic elements, DNA damage
and repair
Extranuclear genome : Presence and function of mitochondrial and plastid DNA; plasmids.
Unit III
Genetic engineering :
Tools and techniques of DNA recombinant technology, cloning vectors, genomic and e-DNA library,
techniques of gene mapping and chromosome walking.
Unit IV
Biotechnology: Functional definition, cellular tot potency, basic aspect of plant tissue culture,
differentiation and morphogenesis.
Biology of Agro bacterium, Vectors for gene delivery and marker genes. Salient
Achievements in crop biotechnology.
Unit V
Food Plants : Rice, Wheat, Maize, Potato, Sugarcane
Fibers : Cotton and Jute
Vegetable Oils : Groundnut, Mustard and Coconut

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 General account of sources of firewood, timber and bamboos
Spices : General account
Beverages : Tea and Coffee
Medicinal Plants : General account

Practical
Objectives:
i) To develop the skills for the preparation of inheritance pattern.
ii) To impart the skills of isolation of DNA
iii) To familiarize the students with the technique of micro propagation and isolation of
protoplast.
iv) To study identify plant for human welfare
Genetics
1. Working out the laws of inheritance using seed mixtures/flowers.
2. Working out the mode of inheritance of linked genes from test cross and/or F2 data.
3. Isolation of DNA from plant material.
4. Isolation of protoplasts from different plant tissues.
5. Demonstration of the technique of micro propagation.
6. Identification of plant and their used in human welfare
Scheme of Practical Examination
Time : 3 hrs. Max. Marks : 25+5=30
1. Demonstration of techniques of micro propagation. 5
2. Isolation of protoplast from different tissues. 5
3. Demonstration of Mendel’s laws of inheritance.
4. Comment upon the spots. (1-5) 5
5. Practical Record/Sessional
6. Internal evaluation 5
4. Viva-voce 5
5. Sessional and practical record. 5
Suggested Readings
1. Gardner, E.J. Principles of Genetics, John Wiley and Sons Inc. New York
2. Snustad, D.P. and Simmons, M.J., 2000, Principles of Genetics. John Wiley & Sons Inc. USA
3. Atherly, A.G. Girton J.R., and Mc Donald, J.F. 1999, The Science of Genetics, Saundero College
Publishing, Fort Worth USA
4. Stent, G.S., 1986, Molecular genetics, CBS Publications
5. Wolfe S.L., 1993, Molecular and Cell Biology, Wadsworth Publishing Co., California, USA
6. Russel P.J., 1998, Genetics, The Benjamin/Cummings Publishing Co. Inc., USA
7. Ablerts, B. Bray, D., Lewis, J. Raff M., Roberts, K and Watson I.D., 1999, Molecular Biology of Cell,
Garland Publishing Co. Inc. New York. USA
8. Dixon, R.A., 1987, Plant Cell Culture, A Practical approach IRL, Press Oxford
9. Smith, R.H., 2000, Plant Tissue Culture, Techniques and Experiments, Academic Press New York
10. Kumar, U. 2003, Methods in Plant Tissue Culture. 2nd edition, Agrobios, India
11. Dwivedi, Padmanabh. 2004. Plant Tissue Culture, Scientific Publishers (India)
12. Watson, James D., T.A. Baker, S.P. Bell, A.Gann, M.Levine, R.Losick 2004. Molecular Biology of
the Gene. 5th edition, Pearson Education
13. Gupta, P.K. 2006-07, Cell and Molecular Biology. 3rd edition, Rastogi Publication .
16. Pandey B.P 2000 Economic Botany S.Chand & Co. New Delhi.
17. Bhattacharya S.K. 2001 Hand Book Of Medicinal Plants.
___________________

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 Elective II – Chemistry
Paper IV
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each Unit and the candidates will be required to attempt one:
Objectives:
After completing this semester the students should be able to:
(i) acquire the knowledge of basic terms involved in thermo-dynamics and assess their significance in
study of the thermodynamics.
(ii) develop the mathematical form of first law of thermodynamics from law of conservation of energy
and appreciate the application of this law in Joule-Thompson effect and various thermo chemical
laws.
(iii) develop the concept of entropy by Carnot cycle and examine it as a criteria of spontaneity and
equilibrium.
(iv) Comprehend the concept of free energy change and chemical potential and correlate the free
energy change with feasibility of any physical and chemical process.
(v) Judge the importance of ClausiusClapeyron equation in the study of various processes.
(vi) Understand Gibb’s phase rule equation and apply this equation to one component and two
component systems.
(vii) Get acquaintance with the importance of critical solution temperature for some partially miscible
liquids.
(viii) Correlate electrical conductance with various parameters that affect this and learn the
application of conductivity measurement in determining certain important physical parameters.
(ix) Visualize the difference between reaction velocity and mechanical velocity and appreciate to
learnthe techniques to determine the reaction velocity.
(x) Correlate reaction rate and temperature and carefully examine the development of some theories
based on this correlation.
Instructional Strategy:
In teaching thermodynamics the teacher should make a conscious effort to convey the
importance of mathematical modelling of concepts in physical sciences. Intentional cognitive conflict at
times may also be used as a teaching strategy particularly in the transaction of Joule-Thomson effect.
The use of concept attainment model may be practiced while discussing various enthalpies. The use of
Inductive and deductive approach may be practiced in dealing with the Le-Chatelier Principle. Use of
ICT may be made in the transaction of phase equilibrium. The practice of experimental approach may be
highlighted while discussing: Distribution Law, conductance and its applications and ascertaining the
kinetic parameters of some reactions cooperative learning may be practiced in dealing with chemical
equilibrium.
Unit I Thermodynamics – I
Definition of thermodynamic terms: system, surroundings etc. Types of systems, 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’s law-
Joule-Thomson coefficient and inversion temperature. Calculation of w, q, dU&dH 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.

70
Unit II Thermodynamics –II
(A) Second law of thermodynamics: need for the law, different statements of the law. Carnot cycle
and its efficiency, Carnot theorem. Thermodynamic scale of temperature.
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 change, Clausius inequality, entropy as a criteria of
spontaneity and equilibrium. Entropy change in ideal gases and mixing of gases.
Third law of thermodynamics: Nernst heat theorem, statement and concept of residual
entropy, evaluation of absolute entropy from heat capacity data. Gibbs and Helmholtz
functions; Gibbs function (G) and Helmholtz function (A) as thermodynamic quantities, A &G as
criteria for thermodynamic equilibrium and spontaneity, their advantage over entropy change.
Variation of G and A with P, V and T.
(B) Chemical Equilibrium
Equilibrium constant and free energy.Thermodynamic derivation of law of mass action.Le
Chatelier’s principle.
Reaction isotherm and reaction isochore-Clapeyron equation and Clausis – Clayron equation,
applications.
UNIT III: Phase Equilibrium
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 S systems.
Phase equilibria of two component system – solid-liquid equilibria, simple eutectic – Bi-Cd, Pb-
Ag systems, desilverisation of lead.
Solid solutions – compound formation with congruent melting point (Mg-Zn) and incongruent
melting point, (NaCl-H2O), (FeCl3-H2O) and CuSO4H2O) system.Freezing mixtures, acetone-dry
ice.
Liquid – liquid mixtures – Ideal liquid mixtures, Raoult’s and Henry’s law. Non-ideal system-
azeotropes-HCl-H2O and ethanol – water systems.
Partially miscible liquids – Phenol-water, trimethylamine-water, nicotine-water systems. Lower
and upper consolute temperature. Effect of impurity onconsolute temperature.
Immiscible liquids, steam distillation.
Nernst distribution law – thermodynamic derivation, applications.
UNIT IV: Electrochemistry
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 and 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.
Types of reversible electrodes – gas-metal ion, metal-metal ion, metal-insoluble salt- anion 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.
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), polarization, over potential and hydrogen
overvoltage.
Concentration cell with and without transport, liquid junction potential, application of
concentration cells, valency of ions, solubility product and activity coefficient, potentiomentric
titrations.

71
 Definition of pH and PKa determination of pH using hydrogen, quinhydrone and glass electrodes,
by potentiometric methods.
Buffers – mechanism of buffer action, Henderson-Hazel equation. Hydrolysis of salts. Corrosion
– types, theories and methods of combating it
UNIT V: Chemical Kinetics
Definition of rate of reaction, factors influencing the rate of a reaction-concentration,
temperature, pressure, solvent, light and catalyst. Reaction order, mathematical expression for
zero order, first and second orders. Determination of order of reactions-half-life, differential,
intergration and isolation methods.Radioactive decay as an example of first order reaction. Ex-
perimental methods of kinetics: conductometric, potentiometric and spectrophotometric
(elementary ideas).
Simple collision theory, expression for the rate constant (without derivation).Transition state
theory based on thermodynamic equilibrium. Expression for rate constant involving equilibrium
Suggested Readings for Semester IV
1. Glastone, S., Chemical Thermodynamics East - West Publication
2. Glastone ,S., Physical Chemistry – East – West Publication
3. Atkins,P.W., &Paula,J.D., Physical Chemistry , Oxford Press
4. Silby,R.J., and Alberty,R.A., Physical Chemistry John Wiley & Sons. Inc.
5. Gurudeep Raj, Advanced Physical Chemistry Goel Publication

6. Puri, Sharma &Pathania, Physical Chemistry SobanLalNagin Chand & Company

7. Rakshit,P.C., Physical Chemistry New Age International
8. Laidler, K.J., Chemical Kinetics T.M.H Publication
Elective III – Zoology
Paper IV : LABORATORY TECHNIQUES AND MOLECULAR BIOLOGY
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Objective – To understand the molecular basis of inheritance & development of phenotype to utilize it
as bacteriological tool and study the usage & application of lab techniques.
Unit-1.
1. Cell fractionation, different types of centrifuges.
2. Microscopy (light, TEM, SEM).
3. Principles and types of Chromatography & Electrophoresis.
4. Microtomy (Concepts, principles, types of microtome & their uses).
5. General idea of some common fixatives, stains and reagents.
6. pH – Definition, study of pH-meter, determination of pH.
Unit-2.
1. Structure and types of Nucleic acid (DNA & RNA).
2. Concept of genes, genome & proteome.
3. Nucleosome concept (solenoid model), split genes overlapping genes, pseudo genes.
4. Concept of DNA replication and repair (Eukaryotic & Prokaryotic)
5. Types, causes & effects of Mutation.
Unit-3.
1. Transcription (in Prokaryotes & Eukaryotes).
2. Translation in Prokaryotes & Eukaryotes.
3. Genetic Code.
4. Gene regulation in Prokaryotes (lac operon & trp operon).
Unit-4
1. Techniques used in recombinant DNA technology
2. Uses of vectors, linkers, adaptors, & genetic library

72
 3. Gene cloning & its significance.
4. Application of genetic engineering.
Unit-5.
1. Polymerase chain reaction.
2. Gene therapy.
3. DNA fingerprinting.
4. Animal cell and tissue culture and their applications.
PRACTICAL
Objective – To develop skills to use common laboratory instruments to analyse cellular & biochemical
processes & products and identification of molecular events of inheritance along with vehicles of
heredity.
Identification of spots related to theory.
1. Study of DNA and RNA through charts and models.
2. DNA isolation.
3. DNA staining.
4. Quantification of DNA by DPA.
5. Quantification of RNA by Orcinol.
6. Culture of bacteria.
7. Restricting growth of bacteria in culture.
8. Paper chromatography.
9. Histological slide preparation.
10. Visit to nearest pathology/UTD for exposure to instruments like RT-PCR, ELISA
SCHEME OF PRACTICAL EXAMINATION
1. Spotting - 08
2. Molecular Biology/Bacteriology Experiments - 05
3. Chromatography/Histological Staining - 04
4. Practical Records and Tour report - 04
5. Viva-voce - 04
Referred books -:
1. Experimental Biochemistry- Wilson & Walker
2. Bioinstrumentation-Boyer
3. Molecular Biology –Dravid Frifelder
4. Genes – Benjamin Lewin.
5. Biotechnology –V. Satyanarayan.
6. Biotechnology – B.D.Singh
7. Biotechnology – R.C.Dubey

Elective III – Mathematics

Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
M – 4.1 ELEMENTS OF GROUPS AND RINGS
Time : 3 Hrs. Max. Marks : 30
Pass Marks : 12
NOTE : Two questions will be set from each unit with Internal choice
Objectives : To develop understanding of Groups ,Sub –Groups and Rings
Unit – I Definition of a group with examples and simple properties, subgroups, Generator of groups,
cyclic groups
Unit - II Coset decomposition, Lagrange’s theorem and its consequences, Fermat’s and Euler’s
theorems.

73
Unit – III Homomorphism and Isomorphism, Normal-subgroups, Quotient groups, the fundamental
theorem of Homomorphism.
Unit – IV Permutation groups, Even and Odd permutations, the alternating group, Cayley’s theorem.
Unit – V Introduction to rings, subrings, Integral Domains and Fields, characteristic of a ring.
Content as in
1. I.N. Heirstein - Topics in Algebra wiley Eastern limited
2. John B Fraleigh, A First Course in Abstract Algebra,Pearson
3. Joseph A Gallian, Contemporary Algebra, Narosa Publication

M – 4.2 MECHANICS
Time : 3 Hrs. Max. Marks : 30
Pass Marks : 12
NOTE : Two questions will be set from each unit with Internal choice
Objectives :
• To develop understanding of dynamics of a particle
• To develop the skill of solving two problems dealing with forces in space.
• To develop understanding of motion in resisting medium
• To develop the understanding of the dynamics of rigid bodies.
• To develop the understanding of the dynamics of a particle involving varying mass.
Unit – I Analytical conditions of equilibrium of coplanar forces. Virtual work.,
Unit – II Velocities and accelerations along radial and transverse directions, and along tangential and
normal directions.
Unit – III Catenary, Simple harmonic motion. Elastic strings.
Unit – IV Stable and unstable equilibrium, Poinsot’s central axis.
Unit – V Forces in three dimensions, Motion in a resisting medium. Motion of particles of varying
mass.
Content as In :
1. S.L. Loney Statics Mc Millan & Co
2. S.L. Loney Dynamics “

M – 4.3 Mathematics Practicum

. Max.Marks : 25
Pass Marks : 10
List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester IV Mathematics papers M-4.1
and M-4.2.
• Mathematics seminar.
___________________________________
Education Component:
Inclusive Education
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives
On completion of this course the students will be able to:
• develop sensitivity towards Inclusive Education,
• understand the concept, need and scope of Inclusive Education,
• understand the philosophical and historical perspectives of Inclusive Education,
• understand the implication of inclusive education on Education for All movement,
• understand the global and national commitments towards Inclusive Education,

74
 • develop a critical understanding of the recommendations of various
committees/commissions/policies/schemes towards teacher preparation for inclusive school,
• identify, analyze and utilize various instructional strategies for Inclusive Schools,
• identify and utilize existing resources for promoting inclusive practices,
• to develop positive attitude and sense of commitment towards actualizing the Right to
Education of all learners,
• examine the issues of identity and diversity in society in general and education in particular,
• understand as how to seek parental commitment and NGOs support for utilizing available
resources for education in Inclusive Schools, and
• understand the nature, needs and functional assessment of learners with reference to diverse
needs and how to create conducive teaching-learning environment in Inclusive Schools.
UNIT1: Introduction and Initiatives Taken for Inclusive Education
• Concept, need and scope of Inclusive Education.
• Philosophy of Inclusive Education.
• Education of All Movement and Inclusive Education(A journey from segregation to inclusion)
• The Universal Declaration of Human Rights (1948) and the UN Convention on the Rights of
the Child (CRC),
• Salamanca Statement and Framework for action on Special Needs Education (UNESCO, 1994)
• The National Policy of Education (1986),
• The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation)
Act 1995, and RCI Act,
• Sarva Shiksha Abhiyan, RMSA and Inclusive Education.
• Scheme of IEDSS 2009, Right to Education Act 2009, and Right to Persons with Disability Bill,
2014.
UNIT II: Creating an Inclusive School
• Index of Inclusion- culture, policy and practice
• Removal of Barriers for effective learning in inclusive school
• Factors for successful inclusion, features of an inclusive school, role and functions of regular
classroom teachers and resource teachers in an inclusive school.
• How an inclusive environment is created by the teachers in school? Support services
required in an inclusive school.
• Role of parents, community, school functionaries and NGOs in Inclusive Education.
UNIT III: Diversity in the Classroom
• Diversity and inclusion, whole school scenario with reference to diversity, diversity in the
classroom.
• Nature and needs of learners with diverse needs in inclusive setting with reference to
learners with
• visual, hearing, locomotors and neuromuscular impairments,
• cerebral palsy, intellectual impairment and learning disabilities,
• Multiple and other disabilities (Autism spectrums disorder, behavioral, emotional and
speech disorder, ADD and ADHD, Learners with special health problems.
• Environmental/ ecological difficulties and learners belonging to other marginalized
groups.
UNIT IV: Teaching in Inclusive School
• Adaptation in instructional objectives and curricular activities for meeting diverse needs of
learners in inclusive school
• Need for flexible evaluation system and alternate assessment. Instructional strategies
(challenges in teaching all children, assessing instructional needs)
• Multi- methodology, multicultural approaches, differential instruction, collaborative
learning and system approach, competencies required for the teachers in inclusive schools.
• Assistive Devices and Strategies for meeting learning needs of diverse learners

75
Modes of Transaction:
Lecture-cum-discussion, group work, field visits of schools/NGOs and the Instititutions working in the
education of learners with diverse needs to get first hand exercise on Inclusive practices, library studies
and project works.
Sessional Work
The students may take any two of the following activities
• Field visits to schools/ Institutions/ NGO promoting education of learners with diverse needs
in inclusive settings and have discussions with the teachers/ functionaries and make
observation and analysis of teaching learning practices there.
• Analysis of policy documents related to inclusive education
• Make a list of existing resources in the local area and discuss the use and limitations based
on survey of schools with reference to Inclusive practices.
• Study of TLM and equipments used in the education of learners with diverse needs
• Conduct suitable action research in an inclusive setting
• Conduct a survey on the type of supportive services needed for inclusion of learners with
special needs
• Preperation and implementation of IEP or case studies.
Suggested Books:
• Ainscow,M. and Booth, T (2002) Index for Inclusion: Developing Learning and Participation
in Schools. Bristol: CSIE.
• Ainscow, M., Dyson, A. and Booth, T. (2006) Improving Schools, Developing Inclusion,
London: Routledge.
• Ainscow, M. (1999) Understanding the Development of Inclusive Schools, London:
FalmerPress.
• Booth, T., Nes,K., Stromstab, M. (2003) Developing Inclusive Teacher Education, London:
Routledge Falmer.
• Clough, P. and Corbet, J. (2002) Theories of Inclusive Education – A Students’ Guide, Paul
Chapman Publishing Ltd.
• Deiner, L. Penny, (2010), Inclusive Early Childhood Education 5th Ed. Wadsworth Cengag
learningBelmont, CA USA
• Hegarty, S. and Mithu Alur (2002) Education and Children with Special Educational
Needs- Segregation to Inclusion, New Delhi: Sage Publication India Pvt. LtdIEDSS 2009
MHRD, New Delhi
• Index of Inclusion (2014) NCERT, New Delhi.
• Jangira, N.K. and Ahuja, A. (2002): Effective Teacher Training; Cooperative Learning Based
Approach: National Publishing house 23 Daryaganj, New Delhi
• Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped,
Gurgaon, Old Subjimandi, Academic Press.
• Jha.M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
Publishers, Multivista Global Ltd, Chennai
• Julka, A (2006) Inclusive children and youth with disabilities in Education- a guide for
practitioners NCERT, New Delhi
• Karantha, P. and Rozario, J. (2003 ) Learning Disabilities in India, New Delhi: Sage
Publication India Pvt. Ltd.
• Loreman, Tim, Deppeler, J. and Harvey,D. (2005) Inclusive Education- a Practical Guide to
Supporting Diversity in the Class, London: Routledge Falmer.
• Lowenfeld, B (1973) (Ed) The Visually Handicapped Child in School New York: Jhon Day
• National Policy of Education 1986 (revised 1992)
• Nind, M., Rix, J., Sheehy, K. & Simmons, K. (2005) Curriculum and Pedagogy in Inclusive
Education. Values into Practice. London: RoutledgeFalmer
• Nielsen, L.B. (1998) The Exceptional Child in a regular Classroom- an Educator’ Guide.,
Corwin Press Inc. A Sage Publication Company, California.

76
 • Nind, M., Rix, J., Sheehy, K.,and Simmons, K. (2005) Curriculum and Pedagogy in Inclusive
Education Values and Practice. London: Routledge Falmer.
• O’Hanlon, C. (2003) Educational Inclusion as Action Research. Glasgow: Open University
PressPersons with Disabilities Act, 1995
• Rao, Indumati et al (2011) Moving away from Label, Bangalore CBR NETWORK (south asia)
• Rehabilitation Council of India Act 1992
• Rehabilitation Council of India Act 2005 Annual Report
• Right to Education Act 2009
• RMSA (2009) for detail www.rmsa.nic.in
• SSA (2002) for detail www.ssa.nic.in
• World Bank (2003 )Inclusive Education: Achieving Education for All including those with
Disabilities and Special Educational Needs.
• York-Brar, J., Sommers, W.A. et al. (2001) Reflecting Practice to Improve School,Corwin
Press Inc. A Sage Publication Company, California.
• Ysseldyke, J.E. and Algozzine,B. (1998) Special Education A Practical approach for
Teachers, New Delhi: Kanishka Publishers Distributors.
___________________________________
Assessment for Learning I
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives: On completion of this course the students will be able to:
• Understand the nature of assessment and evaluation and their role in teaching learning process.
• Understand the perspectives of different schools of learning on learning assessment
• Realise the need for school based and authentic assessment
• Examine the contextual roles of different forms of assessments in schools
• Understand the different dimensions of learning and the related assessment procedures, tools
and techniques
• Develop assessment tasks and tools to assess learners’ performance
• Analyse, manage and interpret assessment data
• Analyse the reporting procedures of learners’ performance in schools
• Develop indicators to assess learners’ performance on different types of tasks
• Examine the issues and concerns of assessment and evaluation practices in schools
• Understand the policy perspectives on examinations and evaluation and their implementation
practices
• Traces the technology bases assessment practices and other trends at the international level
UNIT-I: Perspectives on Assessment and Evaluation
• Meaning of Assessment, Measurement, Tests, Examination, and Evaluation and their
interrelationships
• Concept of different types of Assessment: Assessment - of Learning; for learning; as Learning
and in Learning
• Principles of Assessment and Evaluation
o Behaviourist, Cognitivist and Constructivist
• Purposes of Assessment: Monitoring of Learning, Providing Feedback, Promotion, Placement,
Certification, Grading and Diagnostic.
UNIT-II: Assessment in school
• Need for continuous, formative and diagnostic assessment
Classification of assessment based on-
o Purpose: prognostic, formative, diagnostic and summative
o Scope: teacher made, standardized
o Attribute measured: achievement, aptitude, attitude, etc.
o Nature of interpretation: norm referenced, criterion referenced
77
 o Context: internal, external
• Need for Continuous and Comprehensive Assessment
• Grading: Concept, Types and Application
UNIT-III: New Trends in Evaluation (Need and Use)
• Question bank, Grading system, Online Examination, Open Book Examination, Credit System,
Exam on Demand (meaning & uses only)
• Performance based assessment
• Assessment through Rubrics
• Portfolio Assessment
UNIT-IV: Elementary Statistics
• Nature of Data: grouped and Ungrouped
• Organization and presentation of Data: Bar diagram, histogram, polygon, ogive, and Pie Chart
• Measure of central tendency: Mean, Median and Mode
• Measure of dispersion: Range, Quartile Deviation, Mean Deviation, and standard deviation
• Concept of Correlation: Rank order correlation
Sessional Work
• Develop a Power Point Presentation on the current practices of Assessment and
• Evaluation at the Upper Primary Stage
• Analyse the question papers of the subject of your choice (Previous-3 Years)
• Classes X and XII (any board) in the light of new approach of assessment
• Develop a question paper for upper primary and secondary stage to assess all the aspectsof
language learning using ICT as a tool.
• Planning of an achievement test
• Planning of other assessment tools
• School visits followed by presentation on evaluation practices in schools
• Data processing and interpretation of any achievement test of school students
Suggested readings
• Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). how people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.
• Burke, K. (2005). How to assess authentic learning (4thEd.). Thousand Oaks, CA: Corwin.
• Burke, K., Fogarty, R., &Belgrad, S (2002). The portfolio connection: Student work linked
tostandards (2ndEd.) Thousand Oaks, CA: Corwin.
• Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum, assessment, and
action planning. Alexandria, VA: Association for Supervision and Curriculum Development.
• Danielson, C. (2002). Enhancing student achievement: A framework for school improvement.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Gentile, J.R. &Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching and
assessment so all children can learn. Thousand Oaks, CA: Corwin.
• Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA. Corwin.
• NatrajanV.andKulshreshtaSP(1983). Assessing non-Scholastic Aspects-Learners Behaviour, New
Dlehi: Association of Indian Universities.
• NCERT(1985). Curriculum and Evaluation, New Delhi:NCERT
• Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectualquality. San
Francisco, CA: Jossey-Bass.
• Nitko, A.J. (2001). Educational assessment of students (3rded.). Upper Saddle River, NJ:Prentice
Hall.
• Norris N.(1990) Understanding Educational Evaluation, Kogan Page Ltd.
• Singh H.S.(1974) Modern Educational Testing. New Delhi: Sterling Publication
• Ward &Ward (2007) Assessment in classrooms.
__________________

78
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

FIFTH SEMESTER
Subject/ Paper Paper Internal Total Pds.
/week
B.Sc. Part
Foundation Course
Entrepreneurship Dev. 40 10 50 3
Elective I + Practical/m 60+25 15 100 9
Elective II+ Practical/m 60+25 15 100 9
Elective III+ Practical/m 60+25 15 100 9
295 55 350
B.Ed. Part
P.C. – I: Phy. Sc. 60 15 75 5
P.C. – II: Bio. Sc./ Maths. 60 15 75 5
Assessment. for Learning II 40 10 50 3
Basics in Education 40 10 50 3
Total 200 50 250
Grand Total 495 105 600

• Elective 1 – Physics/ Botany.

• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
V Paper Theory- IX 30 M - 5.1 Real And Complex Analysis
Paper Theory- XI 30 M - 5.2 Abstract Algebra
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

79
B.Sc. Component:
Foundation Course: Entrepreneurship Development - 1
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Unit I : Entrepreneurship
Definition, Characteristics and importance, Types and functions of an entrepreneur.
Unit II : Motivational factors of entrepreneurship.
(a) Motivation to achieve targets and establishment of ideas. Setting targets and facing
challenges. Resolving problems and creativity. Sequenced planning and guiding capacity,
Development of self confidence.
(b) Communication skills, Verbal & Non Verbal Communication, Capacity to influence,
Modern Techniques of Communication.
Unit III : (a) Project Report- Evaluation of selected process. Detailed project report – Preparation of main
part of project report pointing out necessary and viability.
(b) Selecting the form of Organisation – Meaning and characteristics of sole Proprietorship,
Partnership and cooperative committees, elements affecting selection of a form of an
organisation.
(c) Economic management – Role of banks and financial institutions banking, financial plans,
working capital-evaluation and management, keeping of accounts.
Unit IV: (a) Production management . Methods of purchase of Raw Materials. Management of movable
assets/goods. Quality management. Employee management. Packing.
(c) Marketing Management. Sales and the art of selling. Understanding the market and
market policy. Consumer management. Time management.
Unit V: (a) Role of Regulatory institutions – District Industry Centre, Pollution Control Board, Food and
Drug Administration, special study of Electricity Development and Municipal Corporation.
(b) Role of development organizations, Khadi & village Commission/ Board, MP Finance
Corporation, scheduled banks, MP Women’s Economics Development Corporation.
(c) Self-employment-oriented schemes, Prime Minister’s Employment schemes, Golden Jubilee
Urban environment scheme, Rani Durgavati Self- Employment scheme, Pt. Deendayal Self-
employment scheme
(d) Various grant schemes - Cost of Capital grant, interest grant, exemption from entry tax,
project report, reimbursement grant, etc.
(e) Special incentives for Women Entrepreneurs, prospects & possibilities. (f) Schemes of M.P.
Tribal Finance Development Corporation, schemes of M.P. Antyavasai Corporation,
schemes of M.P. Backward Class and Minorities Finance Development Corporation.
______________________________
Elective I – Physics
Paper V: Solid state Physics and Quantum Mechanics
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice
Objectives
After the completion of this course, the students will be able to:
1. Understand amorphous and crystalline solids and various types of crystal structures.

80
 2. Derive expressions for packing fractions of simple cubic, body centered cubic and face centered
cubic lattices as well as their coordination numbers.
3. Understand the use of X-rays in studying the crystal structures.
4. Understanding various types of bonding in solids as well as calculate the binding energy of ionic
crystals.
5. Understand the concept of lattice vibrations, phonons and specific heat of solids.
6. Understand Einstein and Debye’s theory of specific heat of solids.
7. Understand electrical phenomena in solids and the role of quantum mechanics to study the
electronic transport in metals, semiconductors and superconductors.
8. Explain the concept of photoelectric effect and the Heisenberg Uncertainty Principle
9. Apply Schrodinger’s equation for solving problems of harmonic oscillator and hydrogen atom
10. Explain electrical and magnetic properties of crystals.
Unit-1: Crystal Structure and bonding in solids
Amorphous and crystalline solids, concept of crystal lattice, elements of symmetry, unit cells and Bravias
lattices, seven crystal systems, cubic lattices, coordination number, packing fraction of sc, bcc and fcc
structures, miller indices, simple crystal structures like sodium chloride, calcium chloride and diamond,
laue;s equation for X-Ray diffraction, Braggs law, X-ray diffraction methods, Inter atomic forces and
types of bonding, cohesive energy of a solid, binding energy of ionic crystals, Madelung constant,
vibrational modes of one dimensional mono atomic lattice, dispersion relations, Brillouin zones.
Unit-2: Quantum Theory
Origin of the quantum theory; failure of classical physics to explain the phenomena such as blackbody
spectrum; Wein displacement law and Rayleigh-Jeans law; Ritz combination principle in spectra; stability
of an atom; Plancks radiation law; photoelectric effect; Einstein's explanation of photoelectric effect,
Compton effect, Einstein’s Theory of Specific Heats, Debye’s modification, Bohr’s Theory of Hydrogen
Atom, Experimental verification.
Unit-3: Quantum Mechanics
Wave particle duality, de-Broglie's hypothesis for matter waves (relativistic and non relativistic particle);
wave packets, group velocity, phase velocity and particle velocity; experimental demonstration of
matter waves;
Heisenberg's uncertainty principle, its extension to energy and time and its application.
Consequence of de-Broglie's concepts; quantization in hydrogen atom; ground state energies of a
particle in one dimensional box,.
Unit-4: Schrödinger's Equation
Wave function of quantum particle, its properties and significance; operators; Schrödinger's equation;
postulatory basis of quantum mechanics; expectation values, applications to particle in one and three
dimensional boxes; harmonic oscillator; rigid rotator; reflection at a step potential; transmission across a
potential barrier; hydrogen atom.
Unit-5: Electrical and Magnetic Properties of Crystals
Schrodinger’s equation in a constant potential, Fermi energy, Energy band in solids (Kronig-Penney
Model-qualitative analysis), distinction between metals, insulators and semiconductors;
Dia, Para and Ferromagnetism, Langevin's theory of dia and paramagnetism, Curie-Weiss law,
ferromagnetism and magnetic domains, ferromagnetic materials, hysteresis.
Physics Practical List
1. To find the value of e/m for electron by Thomson method.
2. To determine the Planck’s constant (h) by measuring radiation in a fixed spectral range.
3. To calibrate constant deviation spectrometer.
4. To find dielectric constant of a glass plate with the help of parallel plate capacitor.
5. To study the effect of temperature on the reverse current in junction diode and hence to
determine the forbidden energy gap.
6. To determine power factor by joule’s calorimeter.
7. To determine the height of a distant object using sextant.
8. To determine Rydberg’s constant with the help of diffraction grating and hydrogen discharge
tube.

81
 9. To find the wavelength of sodium D1 and D2 line by spectrometer.
10. To determine the charge of an electron by Millikans oil drop method.
11. To study the absorption spectra of KMnO4 using diffraction grating.
12. Study of Hysteresis loss using B-H curve.
Suggested Readings:
1. Basic Quantum Mechanics, Ajoy Ghatak
2. Quantum Mechanics, Peebles
3. Quantum Mechanics, Agarwal / Hari Prakash
4. Introduction to Quantum Mechanics, Pauling / Wilson
5. Quantum Mechanics, Schiff
6. Quantum Mechanics, Powell and Crasemann
7. Quantum Mechanics, Eisberg / Resnick
8. Advanced Quantum Mechanics, J. J. Sakurai,
9. Kittel, C., Introduction to Solid State Physics, John Wiley and Sons, Newyork
10. Pillai, S.O., Solid State Physics, New Age International, New delhi.
11. Gupta, S.L. and Kumar, V., Solid State Physics, K. Nath and Co., Meerut.
___________________________
Elective I – Botany
Paper V: Taxonomy of Angiosperms and Economic Botany
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question from
each unit.
Objectives :
1. To provide an understanding of origin, evolution and taxonomy of Angiosperms.
2. To familiarize the student, teachers with different types of locally available plants of some
families.
Unit I - Flower :
A modified shoot, its structure, development and function, structure of anther and pistil; the
male and female gametophytes, types of pollination, attractions and rewards for pollinators;
pollen-pistil interaction, self incompatibility, double fertilization; formation of seed, endosperm
and embryo; fruit development and maturation. Ecological adaptations of seeds and fruits,
dispersal strategies, significance of seed – genetic recombination and its significance.
Angiosperms : Terminology for the description of vegetative parts and their modifications –
root, stem, leaf and floral parts, types of fruits, ovules and seeds in semi-technical language.
Unit II - Angiosperm taxonomy : Brief history, aims and fundamental components (£, β & γ) taxonomy
keys for identification, Botanical nomenclature-principles and rules; taxonomic hierarchy; type concept;
principle of priority.
Unit III - Classification of angiosperms: Salient features of the systems proposed by Bentham and
Hooker and Engler and Prantl. Major contributions of cytology, phytochemistry and taximetrics to
taxonomy.
Unit IV - Diversity of flowering plants: Study of the following families with representative examples.
Ranunculaceae, Brassicaceae, Malvaceeae, Rutaceae, Fabaceae, Apiaceae, Acanthaceae.
Unit V- Diversity of flowering plants: Study of the following families with representative examples.
Apocynaceae, Asclepiadaceae, Solanaceae, Lamiaceae, Chenopodiaceae, Euphorbiaceae, Liliaceae and
poaceae.
Note to teachers
To save plant diversity, students should be instructed not to pluck plants and flowers while submitting a
project for practical examination; instead, a well prepared and illustrated field report should be
submitted.
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Practicals
Objectives:
i) To familiarize the students with technical terms and methods of describing the plant.
ii) To impart the skills for identification of plant and assigning to its family.
iii) To provide the field experiences for familiarization of different plants of the families given in the
syllabus.
Angiosperms
Classification and description in semi-technical language of at least one plant from each family.
1. Ranunculaceae : Ranunculus, Delphinium
2. Brassicaceae : Brassica, Alyssum, Iberis, Coronopus
3. Malvaceae : Hibiscus, Abutilon
4. Rutaceae : Murraya, Citrus
5. Fabaceae : Faboideae : Lathyrus, Cajanus, Melilotus, Trigonella
Casesalpinoideae : Cassia, Caesalpinia Mimosoideae : Prosopis, Mimosa, Acacia
6. Apiaceae : Coriandrum, Foeniculum, Anethum
7. Acanthaceae : Adhatoda, Peristrophe
8. Apocynaceae : Vinca, Thevetia, Nerium
9. Ascleppiadaceae : Calotropis
10. Solanaceae : Solanum, Withania, Datura
11. Euphorbiaceae : Euphorbia, Phyllanthus
12. Lamiaceae : Ocium, Salvia
13. Chenopodiaceae : Chenopodium, Beta
14. Liliaceae : Asphodelus, Asparagus
15. Poaceae : Avena, Triticum, Hordeum, Poa, Sorghum
Scheme of Practical Examination
Time : 3 hrs. Max. Marks : 25+5=30
1.Description of the given flowering plant in technical language giving floral formula and floral diagram.
5
2. Assign the given flowers to their families giving reasons. 5
3. Spots (1-5 Nos.) 5
4. Field report 5.
5. Practical record and Sessional 5
6. Internal evaluation 5
Suggested Readings
• Gifford, E.M. and Foster, A.S., 1988. Morphology and Evolution of Vascular plants, W.H.
Freeman & Co., New York
• Heyood, V.H. and Moore D.M. (eds), 1984. Current concepts in Plant Taxonomy, Academic
Press, London
• Jeffrey C.,1982 An Introduction to Plant Taxonomy, Cambridge University Press Cambridge,
London
• Singh, G., 1999, Plant Systematic, Theory and Practice, Oxford and IBH Pvt. Ltd., New Delhi
• Jones, S.B. Jr. and Luchsinger, A.E., (1986), Plant systematic McGraw Hill Book Co., New York
• Shukla, P and Misra, S., An Introduction to Taxonomy of Angiosperm, Vikas Publishing House,
New Delhi
• Bhattacharya, B. 2005, Systematic Botany. Narosa Publishing House, New Delhi
_____________________________
Elective II – Chemistry
Paper V
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
83
Note: Two questions will be set from each unit and students are required to attempt one question from
each unit.
Objectives : fter completing V semester the students should be able to:
(I) appreciate the role of carbonyl group in determining the chemistry of aldehydes and ketones.
(II) acquire the knowledge of methods of preparation and chemical reactions shown by carboxylic acids.
(III) appreciate to learn the technique of conversion of carboxylic acids into its useful derivatives.
(IV) differentiate open chain ethers and cyclic ethers with respect to their chemical reactions.
(V) Get comprehensive knowledge about the chemistry of nitrogen containing organic compounds and
their industrial and domestic applications particularly keeping in focus the preparations of dyes and
drugs.
(vi) gain knowledge about various classes of carbohydrates and appreciate the role of structures in the
explanation of various phenomena like mutarotation and determination of ring size.
(vii) visualize the importance of sugars as bio molecules.
(viii) learn in detail the chemistry associated with nitrogen based compounds such as amino acids,
proteins, peptides, nuclic acids and the biological issues associated with their study.
(ix) judge and describe the importance of oil, fats, detergents and dyes in daily life.
(x) prepare some of the dye materials in the laboratory.
Instructional Strategy:
In dealing with the topic of interaction of radiations (uv, visible, IR) with matters (the carbon
compounds here) the teachers should encourage the use of constructivist approach by promoting open-
ended and problem solving techniques in order to enhance the thinking capacity amongst the students.
Visits to some advanced laboratories in the near-by areas should be encouraged to give acquaintance to
the students of the use of instrumental techniques in the elucidation of the structures of the organic
compounds. The entire descriptive organic chemistry be dealt with in the light of structural parameters
associated with compounds. In transaction of the reaction mechanisms the use of logistic approach and
advance organizer model may be made. Seminars and posters sessions may be encouraged to discuss
industrial application of organic compounds such as alcohols, phenols, esters, dyes and drugs.
Unit – I: Aldehydes and Ketones
Nomenclature and structure of the carbonyl group. Synthesis of aldehydes and ketones with particular
reference to the synthesis of aldehydes from acid chlorides, synthesis of aldehydes and ketone using 1,
3-dithianes, synthesis of ketones from nitriles and from carboxylic acids. Physical properties.Mechanism
of nucleophilc additions to carbonyl group with particular emphasis on benzoin, aldol, Perkin and
Knoevenagel condensations.Condensation with ammonia and its derivatives.Witting reaction.Mannich
reaction.
Use of acetals as protecting group.Oxidation of aldehydes, Baeyer-Villiger oxidation of
ketones.Cannizzaro reaction.MPV, Clemmensen, Wolff Kishner, LiAlH4 and NaBH4
reductions.Halogenation of enolizable ketones.An introduction to ,  unsaturated aldehydes and
ketones.
Unit – II: Carboxylic Acid &its Derivatives
Nomenclature, structure and bonding, physical properties, acidity of carboxylic acids, effects of
substituents on acid strength.Preparation of carboxylic acids.Reactions of carboxylic acids. Hell-Volhard-
Zelinsky reaction. Synthesis of acid chlorides, esters and amides.Reduction of carboxylic
acids.Mechanism of decarboxylation.Methods of formation and chemical reactions of halo acids,
hydroxyl acids malic, tartaric and citric acids.Methods of formation and chemical reactions of
unsaturated monocarboxylic acids.Dicarboxylic acids; methods of formation and effect of heat and
dehydrating agents.
Structure and nomenclature of acid chlorides, Esters, amides (urea) and acid anhydrides.Relative
stability of acyl derivatives.Physical Properties, interconversion of acid derivatives by nucleophilic acyl
substitution.
Preparation of carboxylic acid derivatives, chemical reactions, mechanisms of esterification and
hydrolysis (acidic and basic)
Ethers and Epoxides

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Nomenclature of ethers and methods of their formation, physical properties.Chemical reactions-
cleavage and autoxidation, Ziesel’s method.Synthesis of epoxides. Acid and base-catalyzed ring opening
of epoxides, orientation of epoxide ring opening, reactions of Girgnard and organolithium reagents with
epoxides.
Unit – III: Organic Compounds of Nitrogen
Preparation of nitroalkanes and nitroarenes.Chemical reactions of nitroalkanes.Mechanisms of
nucleophilic substitution in nitroarenes and their reductions in acidic, neutral and alkaline media.Picric
acid.
Halonitroatrenes: reactivity, structure and nomenclature of amines, physical properties.
Stereochemistry of amines.Separation of mixture of primary, secondary and tertiary amines.Structural
features effecting basicity of amines. Amine salts as phase-transfer catalysts. Preparation of alkyl and
aryl amines (reduction of nitro compounds, nitriles) , reductive amination of aldehydic and ketonic
compounds. Gabriel-Phthalamide reaction, Hoffmann bromamide reaction.Reactions of amines,
electrophilic aromatic substitution in aryl amines, reactions of amines with nitrous acid. Synthetic
transformations of aryl diazonium salts, azo coupling.
Unit – IV
Carbohydrates: Classification and nomenclature. Monosaccharides, mechanism of osazone formation,
interconversion of glucose and fructose, chain lengthening and chain shortening of aldoses.
Configuration of monosaccharides.Erythro and threodiasteromers.Conversion of glucose into
mannose.Formation of glycosides, ethers and esters.Determination of ring size of monosaccharides.
Cyclic structure of D(+) glucose. Mechanism of Mutarotation.
Structures of ribose and deoxyribose.
An introduction to disaccharides (maltose, sucrose and lactose) and polysaccharides (starch and
cellulose) without involving structure determination.
Fats, Oils and Detergents: Natural facts, edible and industrial oils of vegetable origin, common fatty
acids, glycerides, hydrogenation of unsaturated oils. Saponification value, iodine value, acid value,
Soaps, synthetic detergents.Alkyl and aryl sulphonates.
Unit V: 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.Structure and nomenclature of peptides and proteins.Classification of proteins. Peptide
structure determination, end group analysis, selective hydrolysis of peotides. Classical peptide synthesis,
solid-phase peptide synthesis.Structure of peptide and proteins, levels of protein structure.Protein
denaturation/renaturation.
Nucleic acids: Introduction, Constituents of nucleic acids. Ribonucleosides and ribonucleotides.Thdouble
helical structure of DNA.
Synthetic Dyes:Colour and constitution (electronic concept). Classification of dyes, Chemistry and
synthesis of Methyl orange, Congo red, Malachite green, Crystal violet, Phenolphthalein, Fluorescein,
Alizarin and Indigo.
Suggested Readings
1. Bahl,Arun and Bahl B.S.,A Textbook of organic chemistry, S. Chand & Co. Ltd., New Delhi
2. Finar,I.L., Organic Chemistry, Vol. I., ELBS Ltd.
3. Hart Craine Hart, Organic Chemistry, S. Chand Co Ltd.
4. Morrison, R.T., &Boyd,R.N., Organic Chemistry, PHI Ltd.
5. Chatwal, G.R., &. Anand, S.K., Spectroscopy, HPH Ltd.
6. Sharma,Y.R., Elementary Organic Spectroscopy, S. Chand Co. Ltd.
7. Marry,J.Mc., Organic Chemistry, Brooks/Cole
PRACTICAL:
1. Double stage preparation of two organic compounds from the list given below.
(a) Aniline to acetanilide and then to p-bromo acetanilide.
(b) Aniline to acetanilide and then to p-nitro acetanilide.
(c) Benzoic acid to Benzoyl chloride p then to Benzamide.
(d) Benzoyl choloride to Benzamide and then to benzoic acid.

85
2. Chromatography
(A) Thin Layer Chromatography
Determination of Rf values and identification of organic compounds.
a. Separation of green leaf pigments (spinach leaves may by used)
b. Preparation and separation of 2, 4-dinitrophenyl hydrazones of acetone, butanone, hexan-2 and
3-one using toluene and light petroleum (60:60).
c. Separation of a mixture of dyes using cyclohexane and ethyl acetate (8.5:1.5).
(B) Paper chromatography: Ascending and circular Determination of Rf values and identification
of organic compounds.
a. Separation of mixture of phenylalanine and glycine. Alanine and aspartic acid.Leucine
and glutamic acid. Spray reagent ninhydrin.
b. Separation of a mixture of D, L-alamine glycine, and L – Leucine using n-butanol: acetic
acid: water (4:5:1). Spray reagent-aniline hydrogen phthalate.
3. Qualitative analysis of mixture of organic compounds (Separation technique & analysis by preparing
suitable derivatives)
________________________________
Elective III – Zoology
Paper V: ANIMAL PHYSIOLOGY, BIOCHEMISTRY & IMMUNOLOGY
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each unit and students are required to attempt one question from
each unit.
Objectives : To study the biomolecules and their functions with reference to different physiological
processes in vertebrates and to understand the defence mechanism in humans.
Unit-1.
1. Classification, structure and function of biomolecules. (Carbohydrates, Proteins and Lipids)
2. Carbohydrate metabolism (Glycolysis, Kreb’s cycle, ETC).
3. Gycogenesis, glycogenolysis and neoglucogenesis.
4. Lipid metabolism (biosynthesis and breakdown)
5. Enzymes – classification and mechanism of action.
Unit-2.
1. Physiology of digestion and absorption in vertebrates with special emphasis to mammals.
2. Hormonal regulation of digestion.
3. Physiology of respiration in vertebrates, factors affecting oxygen dissociation, neural control of
respiration.
Unit-3.
1. Blood and circulation – components, Blood groups, Rh factor, Blood pressure, ECG, Cardiac
cycle and Cardiac output.
2. Osmoregulation.
3. Physiology of excretion in vertebrates with special emphasis to mammals.
Unit-4.
1. Structure and properties of nervous tissue.
2. Conduction of nerve impulse.
3. Types of muscles and their properties.
4. Various theories & physiology of muscle contraction
Unit-5.
1. Immune system in self defence.
2. Innate & adaptive Immunity.
3. Humoral & cell mediated Immunity.
4. Antibody structure & interactions with antigens.
86
 5. Auto Immunity, Vaccination, Allergies, Cancer, Immunodeficiencies.

PRACTICAL
Objective – To develop skills of performing physiological, biochemical and immunological tests to know
the actual process of life.
1. Identification of blood groups of human.
2. Preparation of blood film & study of human blood corpuscles.
3. Study of haemin crystal from human blood.
4. Estimation of haemoglobin.
5. Total count of RBC and WBC in human blood.
6. Study of blood pressure by auscultatory method.
7. Study of coagulation time and bleeding time.
8. Qualitative test for identification of carbohydrates, proteins and lipids.
9. Estimation of glucose and glycogen in given sample.
10. Quantitative estimation of protein by Lowry method.
11. Testing activity of salivary amylase (effect of temperature and pH)
12. Study of reflexes (knee jerk, pupil constriction etc)
SCHEME OF PRACTICAL EXAMINATION
1. Qualitative Estimation of Biomolecules - 05
2. Quantitative Estimation of Protein/
Enzyme activity - 08
3. Hematology Experiment - 03
4. Demonstration of reflexes/
Blood Pressure - 02
5. Practical Records - 03
6. Viva-voce - 04
Referred books -:
1. Biochemistry -Campbell.
2. Biochemistry - Harper
3. Biochemistry – Nelson and Cox
4. Animal Physiology –Eckert and Fremann.
5. General and Comparative Physiology - William S. Hoar.
6. Comparative Anatomy - Prosser.
7. Animal Physiology -Chaterjee.
8. Immunology - Kuby.
9. Immunology -Roitt & Roitt.
10. Laboratory techniques - Swaroop, Arora & Pathak.
______________________________________
Elective III – Mathematics
Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
M - 5.1: REAL AND COMPLEX ANALYSIS
Time : 3 Hrs. Max. Marks : 30
Pass Marks : 10
NOTE : Two questions will be set from each unit with Internal choice
Objectives : To acquaint students with rigorous treatment of elementary Real and Complex variables.
Unit - I Riemann integral. Integrability of continuous and monotonic functions. The fundamental
theorem of integral calculus. Mean value theorems of integral calculus.

87
Unit - II Improper integrals and their convergence, comparison tests, Abel’s and Dirichlet’s tests.
Frullani’s integral. Integral as a function of a parameter. Continuity, derivability and
integrability of an integral of a function of a parameter.
Series of arbitrary terms. Convergence, divergence and Oscillation.
Unit - III Partial derivation and differentiability of real-valued functions of two variables. Schwartz and
Young’s theorem. Implicit function theorem.
Fourier series. Fourier expansion of piecewise monotonic functions.
Unit - IV Complex numbers as ordered pairs. Geometric representation of complex numbers.
Stereographic projection.
Continuity and differentiability of complex functions. Analytic functions. Cauchy-Riemann
equations. Harmonic functions.
Unit - V Elementary functions. Mapping by elementary functions.
Mobius transformations. Fixed points. Cross ratio. Inverse points and critical mappings.
Content as in:
1. R.R. Goldberg,Methods of Real Analysis
2 . S.C. Mallic,Mathematical Analysis
3 .T.M Apostal,Calculus(vol 1), Introduction to Real Analysis,John Wiley and sons
4. James Ward Brown and Ruel V Churchill, Complex Variable And Applications, McGraw Hills
M - 5-2 ABSTRACT ALGEBRA
Time : 3 Hrs. Max. Marks : 30
Pass Marks : 10
NOTE : Two questions will be set from each unit with Internal choice
Objectives : To acquaint with rigorous treatment of Abstract algebra
Unit - I Group-Automorphisms, inner automorphism. Automorphism groups and their computations.
Conjugacy relation. Nomaliser. Counting principle and the class equation of a finite group.
Center for Group of prime-order.
Unit - II Abelianizing of a group and its universal property. Sylow’s theorems. P-Sylow subgroup.
Structure theorem for finite Abelian groups.
Unit - III Ring theory – Ring homomorphism. Ideals and Quotient Rings. Field of Quotients of an
integral Domain.
Unit - IV Euclidean Rings: Polynomial Rings. Polynomials over the Rational Field.
Unit - V Einestein Criterion. Polynomial Rings over commutative Rings. Unique factorization domain.
Principal Ideal domain and Euclidean Domain.
Content as in:
I..N. Herstein - Topics in Algebra Wiley Eastern
M - 5.3 Mathematics Practicum
. Max.Marks : 25
Pass Marks : 10
List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester V Mathematics papers M-5.1
and M-5.2.
• Mathematics seminar.
_____________________________________
Education Component:
PC – 1. Physical Sciences - 1
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15

88
Course objectives:
The student teacher will be able to develop the following competencies through the course.
1. Gains an understanding of the nature of knowledge and its validity in physical sciences.
2. Reviews the contributions of physical scientists to the knowledge domain of physical science.
3. Integrates the knowledge in physical science with the other school subjects.
4. Traces the changing trends in learning of physical science with respect to its goals, and
approaches to learning.
5. Analyses the physical content with respect to its categories, process skills, knowledge
organization and other critical issues.
6. Develop concept maps representing units, themes interrelatedness among concepts.
7. Develop task- oriented objectives based on the content themes/units.
8. Views learner as a constructor of knowledge.
9. Identifies the physical concepts that are alternatively conceptualized by teachers and students
in general.
10. Examine the content to seek an understanding that different themes require differential
treatment.
11. Explores the different ways of creating learning situations in learning of physical concepts.
12. Formulates meaningful inquiry episodes, problem solving situations, investigatory projects
based on secondary school content in physical sciences.
13. Examines the different pedagogical issues in the content of learning physical sciences.
14. Develop the aptitude of apt-decision making ability.
Course Content
Unit: 1: The nature and scope of science
• Nature of science and place of physical sciences in it.
• Facts, concepts, theories and generalization into laws.
• Mutual interdependence between theories and experimental work.
• Historical evolution of major physical concepts and theories.
• Contribution of some Indian and international physical scientists to the knowledge domain of
science with special reference to the methods of discovery / investigation adopted.
• The place of physical sciences in the school science curriculum.
• Integration of knowledge in physical sciences with the other school subjects.
• Professions/prospects in the area of physical sciences in contemporary world.
Unit: 2 Facilitating-learning situations in physical sciences.
• Objectives of learning physical science in the light of NCF 2005 specially laying emphasis on
behaviourism versus constructivism.
• Training in process skills (observation, classification, interpretation, control of variables,
measuring, hypothesizing, experimenting, inferring, predicting and communicating).
• Meta-cognitive thinking in learning of physical science
• Implication of development processes in science learning based on Piaget, Bruner, Ausubel,
Driver, Novak and some other constructivists in facilitating learning situation in physical science
Unit: 3 Knowledge conceptions in physical sciences
• Process of concept formation
• Identification of alternative conceptualization (misconceptions) of students and teachers in few
related topics of physical science and remedial intervention in teaching.
• Content analysis of selected units and suitable pedagogy for their teaching.
• Concept mapping in teaching units at secondary stage science curriculum.
• Writing task-oriented objectives.
Unit: 4 Approaches to constructing knowledge in physical science
• Approaches to concept learning, reflection on conceptual framework about certain physical
concept.

89
 • Lecture and demonstration methods making them interesting using different techniques
including inquiry, problem solving strategies, investigatory approach; guided discovery
approach; inductive and deductive approach, learning through project work.
• Self learning strategies.
• Cooperative and collaborative learning; group investigation and group discussion.
• Role of un and semi structured experimental work in learning physical science.
• Use of analogies in evolving the meaning of a physical science concept.
Unit: 5 Use of ICT in classroom processes in physical sciences
As learning through
• Project making / power point presentation / innovative techniques and interactive media
• Online learning and internet
Books recommended:
• Mohapatra, J.K. & Mohapatra, M., New Dimensions of science Curriculum, Ajay Verma
Commonwealth Publishers (1999).
• Thomas, R.M. & Kobayashi, V.; Educational Technology-its creation, development & cross
cultural transfer, Pergamon Books Ltd. (1987).
• Nedalsky, L., Science Teaching & Testing, Harcourt, Brace & World Inc. (1965).
• Dass, G.L., The Teaching Of Science, Oxford University Press (1963).
• Vaidya, N., Science Teaching For The 21st Century, Deep & Deep Publication New-Delhi.
• Gupta, S.K., Teaching Physical Sciences in Secondary Schools, Sterling Publishers Pvt. Ltd. (1989).
• Singh, U.K. & Nayak, A.K., Science Education, Commonwealth Publishers (1997).
• Joyce, B., Weil M, Models of Teaching, Allynn and Bacan Needham Heights Mass (1996).
• Anderson, H.O., Readings in Science Education for the Secondary School, The Macmillan
Company (1969).
• Sharma, R.C., Modern Science Teaching, Dhampat Rai & Sons (2000).
• Saxena, A.B., Understanding Learning Physics.
• Saxena, A.B. & Jadho, V.G., M.P. Hindi Granth Academy.
• Madhukar, I., Internet based Distance learning, Author Press, India (20
PC – 2. Biological Sciences – 1
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15
Objectives: The pupil teachers will be able to:-
1. Gain the knowledge and understanding of nature and scope of Biological Science.
2. Review the contributions of Biologists
3. Integrate the knowledge in Bio Science with other school subjects
4. Analyse the biological content with respect to the categories, process skills, knowledge
organization and other critical issues with the changing trends in learning of Biology
5. Develop concept maps and process-oriented objectives based on the content themes/units
6. Identify the biological concepts that are alternatively conceptualized by teachers and
learners in general.
7. Design lesson in Biology based on learning experience of various methods
Models of teaching.
8. View learner as constructor of knowledge
9. Explore the different ways of creating learning situations in Biology
10. Formulate meaningful inquiry episode, problem solving solutions, investigatory project
based on secondary school Biology
11. Examine the different pedagogical issues in the learning biology
12. Know the importance and functions of computer programming and internet services in
spreading of Biological information.

90
Unit I: Nature and Scope of Biological Science
- Nature of Science with particular reference to Biological Science.
- Relation of Biological Science with other disciplines
- History of development of Biological concepts and theories based on secondary syllabus
- Biological Science as a structure of organization and experiences.
- Thrust areas in Bio Science and their impact on modern community
- Landmark discoveries in Biological Science.
- Contributions of Indian and International Biologists
- Professional avenues in Biological Science
Unit II: Curricular reforms and Changing trends in learning Biological Science
- Objectives of learning Biological Science
- Development of process skills-observation, classification, experimenting, hypothesizing
inferring, predicting and communicating.
- Construction of concepts of Biology
- Learning as constructing of knowledge (with concrete examples from biology)
Unit III Concept analysis in Biology text books
- Analysis of text book (at major concepts level) suggestion of suitable strategies for classroom
transactions with reference to CBSE and State Boards syllabi of IX and X class
- Concept mapping in teaching learning process
- Skills related to diagram drawing
Unit IV: Approaches to constructing knowledge in biological science
- Approaches to concept learning, conceptual change model (reconstructing ideas about certain
biological concepts)
- Different types of methods; Lecture, demonstration problem solving strategies inquiry,
investigatory approach, guided discovery approach, inductive & deductive approaches, learning
through projects.
- Cooperative and collaborative learning; group investigation
- Self learning strategies
- Multi Media with interactive learning approach
- Use of analogies in evolving the meaning of a biological concept
Unit V: ICT in classroom processes in Biological Science
- ICT Material and its use in teaching and learning of Biological Science
- Learning through power point presentation and interactive media
- Use of internet and on line learning

Books suggested:
16. Das, R. C (1985): Science Teaching in Schools, Sterling Publication Innovations in Teacher
Education Science Teacher Education Project (STEP) McGraw Hills, New York.
2 Kulshrestha: Teaching Biology (Hindi version) International Publishing House,
Meerut , 1978.
3 Mangal S.K.: Teaching of Physical and Life Sciences, Arya Book Dep., New Delhi
4 Mason M and Ruth P Peters: Teacher Guide for Life Sciences, published by Dr. Van
Nostrand Company, Inc., New York.
5 National Curriculum Frame Work, 2005, NCERT, New Delhi.
6. NCERT (2006): Science text book for Classes IX, New Delhi.
7. NCERT (2007): Science text book for Classes X, New Delhi.
8. NCERT: Environmental Education: Process for pre-service Teacher Training
Curriculum Development, UNESSCO-UNDP International Series 26 prepared by NCERT, New
Delhi.
17. NCERT: Procedures for Developing on Environmental Education Curriculum,
UNESCO-UNDP International Environmental Education Programme, Environmental
Education Series 22, New Delhi.

91
10. Nair, PKG (1985) : Principle of Environmental Biology, UNESCO training of science teachers and
educators, UNESCO, Bangkok
11. Sood J.K: Teaching Life Sciences, published by Kohli Publication, Chandigarh.
12. Sharma, R.C.: Modern Science Teaching, Dhanapat Rai and Sons, Delhi
13. Sytnik, K.M.: Living in the Environment – A source book for Environmental Education, UNESCO.
14 New UNESCO Source Book for Teaching Science; Unesco, Paris, Richardson, J.S. science
Teaching in Secondary schools: Prentice Hall , New York
15.. Smith, M.D. (1975): Learning and its Classification: Boston: Allyn and Bacon, Inc.
16. Sood, J.K. (1989) : New Directions in science Teaching: Kohli Publishers ; Chandigarh
18. Edwin, A, Harper Jr. A and Erika S Harper (1992): Preparing objective Examination, A handbook
of Teachers, Students and Examination; Prentice Hall of India Pvt. Ltd., New Delhi.
__________________________________
PC – 2. Mathematics - 1
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15
Objectives: To enable the pupil teacher to:
- Understand and appreciate the uses and significance of mathematics in life.
- Learn successfully, various approaches of teaching mathematics and to use them judiciously.
- Know the methods of planning instruction for the classroom
- Construct test items in mathematics.
- Appreciate and organize activities to develop aesthetic sense of mathematics.
- Obtain feed back both about teaching as well as students learning
- Use the tools of ICT for affective transaction of Mathematics Teaching.
Unit – I Nature of Mathematics
• The growth and development of mathematics.
• The abstract nature of mathematics
• The significance of mathematics
• The two kinds of mathematicians viz., Pure and Applied.
• The views and thoughts of mathematicians about the nature, scope and significance of
mathematics.
• The inevitable role of mathematics in school curriculum
• Historical evolution of certain mathematical concepts.
Unit – 2 The Structure of Mathematics.
• Axiomatic systems and their classical examples from geometry and algebra
• Undefined terms in mathematics
• Definitions in mathematics and defining properties (conditions) in a definition.
• Types of proofs in mathematics: Direct proof and Proof by contradictions. Disproof in
mathematics by counter examples.
• Mathematical generalization, Mathematical conjectures and proof by mathematical induction.
• Distinction between proof and verification
• Paradoxes and Fallacies
Unit 3: Approaches to constructing knowledge in Mathematics.
• Intuitive learning
• Learning by guided discovery strategies
• Learning by expository strategies
• Learning by searching patterns
• Conjuncture making
• Learning mathematics collaboratively in groups
• Self learning strategies
Unit 4: Pertinent Pedagogical Issues
• Analysis of Mathematical content of school textbooks

92
 • Learning of Mathematics by gifted children
• Learning of Mathematics by slow learners
• Mathematical modeling as a unifying theme
• Venn diagrams as a tool for teaching-learning of mathematics
Unit 5:ICT in Mathematics Teaching
• Windows Fundamentals: Creating, editing and managing files and folders, Windows explorer,
My Computer, Opening and exploring external disc/floppy, CD writing and editing.
• Use of the Mathematical softwares such as M.S. Equation editor, Math type, Matlab.
Suggested readings Mosley L.E. and Boody D.M.: Mastering M.S. Office
1. Tawney, D.A.: Learning through Computer
2. O’Shea T and John S: Learning and Teaching with Computer
3. Roy, G: Computer Applications
4. What is Mathematics? An elementary approach to ideas and methods.
- Richard Courant & Herbert Robbins Oxford University Press
5. The Art of Mathematics – Jerry P. King – Plenum Press
6. Techniques of Problem Solving – Steven G. Krant, Universities Press
7. Culture, Excitement and Relevance of Mathematics –V. Krishnamurthy, Wiley
Eastern Limited.
8. Instructional manual for Math type,
9. Instructional manual for Matlab.
___________________________________
Assessment for Learning - II
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives
• Develop assessment tasks and tools to assess learners’ performance
• Analyse, manage and interpret assessment data
• Analyse the reporting procedures of learners’ performance in schools
• Develop indicators to assess learners’ performance on different types of tasks
• Examine the issues and concerns of assessment and evaluation practices in schools
• Understand the policy perspectives on examinations and evaluation and their implementation
practices
• Traces the technology bases assessment practices and other trends at the international level
UNIT I: Tools and Techniques of Assessment
• Meaning and Deference between tools and techniques
• Project work,
• Field Trips and Field Trips
• Laboratory work
• Journal Writing
• Concept Mapping
• Written and Interview /Oral Test
UNIT II: Planning & Construction of assessment tool
• Consideration of what and why to assess (content and objectives)
• Differentiation between instructional, learning and assessment objectives
• Stating of Assessment Objectives
• Preparation of a blueprint
o Weightage to content, objectives, difficulty level, types of questions, allocation of time
o Assembling the test items
• Guidelines for administration
• Scoring procedure – manual and electronic
• Development of Rubrics
93
UNIT III: Implementation and Reporting of assessment
• Reporting Students Performance – content and formats; Progress reports, Cumulative records,
Profiles, and Open house
• Analysis and Interpretation of Students’ Performance
o Processing test performance
o Calculation of percentile and percentile rank
o Interpreting performance
• Feedback
o Role of Feedback in Improving Learning and Learners’ Development
o Ascertaining student needs, identifying student interests and feeding forward for
improvinglearning
o Using feedback for reporting to different stakeholders – students, parents, and
administrators
o Use of Feedback for teachers’ self-improvement
UNIT IV: Issues and Concerns in Assessment and Evaluation
• Examination Stress, Anxiety and unwanted Consequences
• Malpractices
• Need for Examination Reforms:
• Recommendation of different commission: University Education Commission, Secondary
Education Commission, Education Commissions; Recommendation of NCF 2005
Sessional Work
• Analyse answers given by the learners for one particular question
• Select any ten questions from the Class VI-XII textbook of the subject of your choice which
• Lend scope to the creativity of the learners
• Study the key points of the Ist Term assessment of any student of Class VI-XII
• Devise a strategy to incorporate the suggestions given in the Ist CCE report for the
• Presentation of papers on issues and concerns / trends in assessment and evaluation
• Presentation of papers on examination and evaluation policies
• One sessional test
Suggested readings:
• Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.
• Burke, K. (2005). How to assess authentic learning (4thEd.). Thousand Oaks, CA: Corwin.
• Burke, K., Fogarty, R., &Belgrad, S (2002). The portfolio connection: Student work linked
tostandards (2ndEd.) Thousand Oaks, CA: Corwin.
• Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum, assessment, and
action planning. Alexandria, VA: Association for Supervision and Curriculum Development.
• Danielson, C. (2002). Enhancing student achievement: A framework for school improvement.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Gentile, J.R. &Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching and
assessment so all children can learn. Thousand Oaks, CA: Corwin.
• Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA. Corwin.
• NatrajanV.andKulshreshtaSP(1983). Assessing non-Scholastic Aspects-Learners Behaviour, New
Dlehi: Association of Indian Universities.
• NCERT(1985). Curriculum and Evaluation, New Delhi:NCERT
• Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectualquality. San
Francisco, CA: Jossey-Bass.
• Nitko, A.J. (2001). Educational assessment of students (3rded.). Upper Saddle River, NJ:Prentice Hall.
• Norris N.(1990) Understanding Educational Evaluation, Kogan Page Ltd.
• Singh H.S.(1974) Modern Educational Testing. New Delhi: Sterling Publication
• Ward &Ward (2007) Assessment in classrooms.

94
 Basics in Education
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives: The course intends to make the learners:
• To understand nature and meaning of education
• To understand determinants of education
• To understand and identify different ways of knowing and forms of knowledge
• To appreciate and establish relationship between different facets of knowledge
• To develop a critical understanding about the nature of school knowledge
• To distinguish and there by establish linkages between school knowledge and local knowledge
• To appreciate normative character of education and teaching
• To establish connections between textural knowledge with contextual knowledge
• To understand and appreciate how different educational thinkers at different historical
junctures conceived and conceptualized education
Unit I: Education: Conceptual Framework
- Education: Concept, Meaning, Nature, and Modes/Agencies of Education
- Modes of Education: Formal, Non-formal and informal modes
- Education a Normative Act: Aims of Education-Socio-cultural, politico-economic and
historical analysis
- Determinants of Purpose and Process of Education: Community, Religion, State and
Market
Unit II: Understanding Knowledge
- Knowledge: Meaning, Nature, and Sources
- Knowing: Meaning, Nature, and Ways
- Different facets of Knowledge and their Relationship:
Particular/Local-Universal; Concrete-Abstract; Practical- Theoretical
- Manifestation of Knowledge: Local, Contextual, Textual, and Institutional
- Information, content, Knowledge and Wisdom
School Knowledge
- School: Meaning and Nature
- Functions of School: Cognitive, Socio-cultural, Politico-economic and Normative.
A critical understanding of:
* Institutionalization of knowledge
* Disciplinary knowledge
* Authoritative knowledge
- Knowledge in text-book: Nature and Limitations
Unit III: Trends in Education Theory and Practice: Indian
• Basic Education (M.K. Gandhi)
• Integral Education (Sri Aurobindo Ghosh)
• Liberationist Pedagogy (Rabindranath Tagore)
• Man Making Education (Sri Vivekananda)
Unit IV: Trends in Education Theory and Practice: Western
• Idealist Notion of Education (Plato)
• Naturalistic Concept Education (Rousseau)
• Humanization of Education (Pestalozzi)
• Instrumental and Pragmatic Education (John Dewey)
Transactional Modes:
• Lecture-cum discussion
• Observational studies
• Analysis of textual knowledge
• Critical/Reflective study of contemporary aims of education, and their determinants.

95
 • Local knowledge and school knowledge: A critical understanding of relationship. (Practicum)
• Observational and critical study on how text-book determines every activity of teacher and
learner and teaching and evaluation in school. (A critique on text-book culture in school)
Suggested Readings:
1. Agrawal, A (1995). ‘Dismantling the Divide Between Indigenous and Scientific Knowledge’,
Development and Change, 26:413-39
2. Ant Weiler, C. (1998). ‘Low Knowledge and Local Knowing: An Anthropological Analysis of
Contested “Cultural Products” in the Context of Development. Anthropos, 93:46-94.
3. Berger, P. and T. Luckmann (1966). The Social Construction of Reality. A Treatise in Sociology of
Knowledge. Penguine Books, London.
4. Bernstein(1971), ‘On Classification and Framing of Educational Knowledge’, in class, codes and
control, volume:3: Towards a Theory of Educational Transmission, Second edition (1977) edited
by M.F.D. Young.
5. Butchvarov,P.(1970), The Concept of Knowledge: Evanston, Illinois: North Western University
Press.
6. Chomsky, N(1986). Knowledge of Language, Prager, New York.
7. Datta, D.M. (1972). Six ways of Knowing. Calcultta University Press, Calcultta.
8. Dewey, John ( ) Experience and Education.
9. Keddie, N.(1971) : Classroom Knowledge, in. M.F.D Young.
10. Krishna Murthy, J. (1947) On Education, Orient Longman, New Delhi.
11. Kumar Krishna (1991) Political Agenda of Education Sage Publication, India Pvt. Ltd., New Delhi.
12. Kumar Krishna (1988), Origin of India’s Textbook Culture’, Comparative Education, 32(4): 452-
65.
13. Kumar Krishna (1996), ‘Agriculture, Modernization and Education: The contours of a point of
Departure’. Economic and political weekly,31 (35-37) 2367-373
14. Kumar Krishna (1996). Learning From Conflict, Orient Longman, New Delhi.
15. Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Book Society, New
Delhi.
16. Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher Education, New
Delhi.
17. Margaret (1999). The Open Classroom: A Journey Through Education, Orient Longman, New
Delhi.
18. Philips, D.C. (Ed)(2000). On Behalf of The National Society for the Study of education (NSSE).
Constructivism in Education. Opinions and Second Opinion on Controversial Issues. Part – I, The
University of Chicago Press, Chicago.
19. Peters,R.S.(1967). The Concept of Education, Routledge, U.K.
20. Prema Clarke (2001). Teaching & Learning: The Culture of pedagogy, Sage Publication, New
Delhi.
21. Steven H. Cahn (1970). The Philosophical Foundation of Education, Harper & Row Publishers,
New York.
22. Sykes, Marjorie (1988) : The Story of Nai Talim, Naitalim Samiti: Wardha.
_______________________

96
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

SIXTH SEMESTER
Subject/ Paper Paper Internal Total Pds./
week
B.Sc. Part
Foundation Course
Entrepre. Dev. 40 10 50 3
Elective I + Practical 60+25 15 100 9
Elective II+ Practical 60+25 15 100 9
Elective III+ Practical 60+25 15 100 9
295 55 350
B.Ed. Part
P.C. – I: Phy. Sc. 60 15 75 5
P.C. – II:Bio. Sc./ Maths. 60 15 75 5
Gender Issues & Peace Education 40 10 50 3
Schooling, Socialization & Identity 40 10 50 3
Total 200 50 250
Grand Total 495 105 600

• Elective 1 – Physics/ Botany.

• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
VI Paper Theory- XI 30 M -6.1 Metric Spaces
Paper Theory- XII 30 M - 6.2 Linear Algebra
Internal Test 15 Related To Above Papers
Practicum 25 Related To Above Papers

97
B.Sc. Component:
Foundation Course: Entrepreneurship Development – II
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Unit I : Entrepreneurship: Meaning, Concept, Characteristics of entrepreneur, Qualities of Successful
Entrepreneurs

Unit II: Types of entrepreneurship, importance and views of various thinkers (Scholars).
- Formation of goals, How to achieve goals.
- Problems in achieving targets and solution.
- Self motivation, elements of self motivation and development.
- Views of various scholars, evaluation, solutions.
Leadership capacity: Its development and results.

Unit III: Projects and various organisations (Govt., non-Govt.), Govt. Projects, Non- Govt. projects.
Contribution of Banks, their limitations, scope.

Unit IV: Functions, qualities, management of a good entrepreneur. Qualities of the entrepreneur
(Modern and traditional). Management skills of the entrepreneur. Motive factors of the
entrepreneur.

Unit V: Problems and Scope of the Entrepreneur : -Problem of Capital -Problem of Power -Problem of
Registration -Administrative problems -Problems of Ownership.
___________________________
Elective I – Physics
Paper VI: Solid State Devices and Electronics

Contact Periods/week: 05 + 4 Practical Maximum Marks – 60

Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- At least one question will be set from each unit. 20% of the maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to provide
reasoning. All Questions will have 100% internal Choice
Objectives: After completion of this course the students will be able to
1) Understand the theory of semiconductor devices and its applications
2) Analyse graphically the characteristic of transistors in different modes
3) Understand the working of field effect transistor, MOSFET and its applications
4) Understanding the usefulness of amplifiers, their working and use in electronic circuits
5) Understanding the concepts of Digital electronics and construction of simple digital circuits
Unit -1: Solid State Devices
Semiconductors ; intrinsic semiconductors, Fermi level, temperature dependence of electron and hole
concentrations; extrinsic semiconductors: doping, impurity states, electronic transport in
semiconductor, PN Junction, Diode equation and diode equivalent circuit, Junction Breakdown- Zener
breakdown, Zener diodes, Tunnel diode, Diode Rectifiers and rectification, light emitting diode,
Schottky diode, photovoltaic cell, Hall effect and its uses.
Introduction to Nanotechnology and properties of selected Nano materials, Nano electronics.

98
Unit 2: Network Analysis and basic digital electronics
Kirchoff’s laws, constant current and voltage sources, Superposition, Norton, Thevenin, maximum
transfer theorem, Network elements, Bode Plots.
Boolean algebra: Binary number systems; conversion from one system to another system; binary
addition and subtraction. Logic Gates AND, OR, NOT, NAND, NOR exclusive OR; Truth tables;
combination of gates; de Morgan’s theorem, Logic families.
Unit- 3: Transistors
Characteristics of transistors in CB, CE and CC mode, low frequency equivalent circuits, h – parameters,
bias stability (emitter follower biasing and voltage divider biasing), loadline, thermal runaway, field
effect transistor, JFET, MOSFET.
Unit-4: Amplifiers and Oscillators
Single stage amplifiers, Multistage amplifiers, RC coupled amplifier, gain frequency response, input and
output impedance, transformer coupled amplifiers, Feedback in amplifiers, types of feedback, voltage
gain of feedback amplifier, advantages of negative feedback, oscillators, Barkhausen criteria for
oscillations, classification of oscillators, Introduction to OPAMP and applications: adder, subtractor,
differentiator & integrator.
Unit 5: Modulation and Laser & Fiber Optics
Modulation and its need, Basic theory of amplitude modulation, Power in amplitude modulated wave,
Drawbacks of amplitude modulation, Frequency modulation, Comparison between amplitude
modulation and frequency modulation
Lasers: Properties of lasers, types of lasers, derivation of Einstein A & B Coefficients, components of
lasers, Working of He-Ne and Ruby lasers.
Fibre Optics: Light guidance through optical fibre, types of fibre, acceptance angle and acceptance cone,
numerical aperture, V-Number, Fibre dispersion, block diagram of fibre optic communication system,
Applications of laser and optical fibers.
Practical List
1. To draw the characteristic of semiconductor diode and calculate its forward resistance.
2. To draw the characteristic of Zener diode in reverse bias voltage.
3. Zener diode as voltage regulator
4. To draw the input and output characteristic of NPN/PNP transistor in the Common emitter
configuration
5. To verify Thevenin’s theorem.
6. To verify Norton’s theorem
7. To verify Maximum Power transfer theorem.
8. To verify the superposition theorem.
9. To verify De-Morgans law.
10. To study the OR, AND, NOR, NAND & NOT, logic gates & verify the truth table.
11. Study of OPAM as adder, differentiator, integrator.
12. Study of RC Coupled amplifier.
13. Study of h parameters of a transistor.
14. To determine hall voltage, hall coefficient and free charge carrier density of a given sample.
Suggested Readings
• Digital Principles and applications by A.P. Malvino and Donald P. Leach
• Electronics: Analog and Digital by I. J. Nagrath
• Modern Digital Electronics 4E by R.P. JAIN
• Handbook of Electronics by S.L. Gupta and V Kumar
__________________________________

99
 Elective I – BOTANY
Paper VI: Plant Physiology and Biochemistry

Contact Periods/week: 05 + 4 Practical Maximum Marks – 60

Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note- Two questions will be set from each unit and students are required to attempt one question from
each unit
Objectives: To provide an understanding of Biochemical and physiological phenomena at functional and
molecular level.
Unit I: Basics of enzymology : Discovery and nomenclature; Nature and characteristics of
enzymes; concept of holoenzyme, apoenzyme, coenzyme and cofactors; regulation of enzyme activity;
mechanism of action.
Unit II: Plant – Water relations : Importance of water to plant life; physical properties of water;
diffusion and osmosis; absorption, transport of water and transpiration; physiology of stomatal
movement.
Mineral nutrition : Essential macro and micro-elements and their role; deficiency symptoms,
mechanism of mineral uptake.
Transport of organic substances: Mechanism of phloem transport; source-sink relationship; factors
affecting translocation.
Unit III: Photosynthesis : Historical aspects; photosynthetic pigments; action spectra and
enhancement effects; concept of two photosystems; Z-scheme; photophosphorylation; Calvin cycle; C-4
pathway; CAM plants; photorespiration. Significance of photosynthesis.
Respiration : Aerobic and anaerobic respiration, kreb’s cycle; electron transport mechanism (chemi-
osmotic theory); Redox potential; oxidative phosphorylation; ATP the biological currency? Pentose
phosphate pathway.
Unit IV: Nitrogen and lipid metabolism :
Biology of nitrogen fixation; importance of nitrate reductase and its regulation; ammonium
assimilation; structure and function of lipids; fatty acid biosynthesis; β-oxidation; saturated and
unsaturated fatty acids; storage and mobilization of fatty acids.
Unit V: Growth and development :
Definitions; phases of growth and development; Kinetics of growth ; seed dormancy, seed germination
and factors of their regulation; plant movements; the concept of photoperiodism; physiology of
flowering; Florigen concept; biological clocks; physiology of senescence, fruit ripening; plant hormones-
auxins, gibberellins, cytokinins, abscisic acid and ethylene, history of their discovery, biosynthesis and
mechanism of action; photomorphogenesis; phytochrome and cryptochrome, their discovery,
physiological role and mechanism of action
Practical
Objectives:
i) To impart the skills of handling and setting up of apparatus to conduct plant physiological
experiment, collection of data and interpretation of results.
Plant Physiology
1. To study the permeability of plasma membrane using different concentrations of organic
solvents inorganic salts.
2. To study the effect of temperature on permeability of plasma membrane.
3. To prepare the standard curve of protein and determine the protein content in unknown
samples.
4. To study the enzyme activity of catalase and analyse as influenced by pH and temperature.

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 5. Comparison of the rate of respiration of various plant parts.
6. Separation of chloroplast pigments by solvent method and chromatography.
7. Determining the osmotic potential of vacuolar sap by plasmolytic method.
8. Determining the water potential of any tuber (potato).
9. Separation of amino acids in a mixture by paper chromatography and their identification by
comparison with standards.
10. Bioassay of auxin, cytokinin, GA, ABA and ethylene using appropriate plant material.
11. Demonstration of root and shoot formation from the apical and basal portion of stem segments
in liquid/solid medium containing different hormones.
Scheme of Practical Examination
1. Performing a plant physiology experiment, collection and interpretation of data 5.
2. To perform the given biochemical test. 5
3. Comment upon the experiment set before you. 5
4. Viva-voce 5
5. Sessional and practical record. 5
6. Internal evaluation 5
Suggested Readings
• Salisbury, F.B. and Ross, C.W., 2005, Plant Physiology (4th Edition)
• CBS Publishers & Distributors
• Taiz L. and Zeiger E., 2003, Plant Physiology (2nd Edition)
• Panima Publishing Lorpin, New Delhi
• Mohr. H and Schofer, P.1995, Plant Physiology, Springer Veriag, Berlin Germany
• Noggle G.R. and Fritz. G.J. 2003 Introductory Plant Physiology, Narosa Publishing House, New
Delhi
• Mukherji, S. and Ghosh A.K. 2006 Plant Physiology, New Central Book Agency, New Delhi
• Sinha R.K. 2004, Modern Plant Physiology Narosa Publishing House, New Delhi
_________________________
Elective II – CHEMISTRY
Paper VI
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each Unit and the candidates will be required to attempt one:
Objectives: After completion of this course the students will be able to
(i) gain detailed knowledge about hard and soft acid and bases and appreciate the use of this
concept in the learning of inorganic chemistry.
(ii) learn silicones and phosphozenes as inorganic polymers and assess the significance of the
loading parameters in them.
(iii) get a comparative view of the valence bond theory and crystal field theory in explaining the
behaviour of the complex species.
(iv) enumerate the factors affecting the thermodynamic stability of the complex species.
(v) give explanation about the magnetic and spectral behaviour exhibited by various complex
species.
(vi) appreciate the role of organometallic chemistry in the industry.
(vii) assess the role of metals ions with special reference to alkali and alkaline earth metals in various
biological processes.
Instructional Strategy:
In dealing with the Hard and Soft Acids and bases, the teacher may make use of Ausubel’s advance
organiser model. Use of ICT may be ensured in dealing with silicones and phosphozenes. Bonding in
complexes, thermodynamic stability of complexes, magnetic and spectral properties associated with the

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complexes be dealt with keeping in focus the cognition needs of the learner through problems solving
and intentionally arousing cognitive conflict. Organometallic chemistry may be transacted keeping in
focus the structured parameters. Bio-inorganic chemistry may be learnt through posters sessions
wheresoever posters can be prepared to highlight metabolic paths.
UNIT – I(A)Hard and Soft Acids and Bases (HSAB) : Classification of acids and bases as hardand soft.
Pearson’s HSAB concept, acid-base strength and hardness and softness.Symbiosis, theoretical basis &
hardness and softness, electronegativity and hardness and softness.
(B) Silicones and Phosphazenes: Silicones and phosphazenes as examples of inorganic polymers,
nature of bonding in triphosphazenes.
UNIT – II
(A) Metal-ligand Bonding inn Transition Metal Complexes: Limitations of Valence bond theory, an
elementary idea of crystal-field, crystal field splitting in octahedral, tetrahedral and square
planar complexes, factors affecting the crystal-field parameters.
(B) Thermodynamic and Kinetic Aspects of Metal Complexes: A brief outline of thermodynamic
stability of metal complexes and factors affecting the stability, substitution reactions of square
planar complexes.
UNIT – III
(A) Magnetic Properties of Transition Metal Complexes: Types of magnetic behaviour, methods of
determining magnetic susceptibility, spin-only formula. L-S coupling, correlation of s (spin only)
and eff values, orbital contribution to magnetic moments, application of magnetic moment data
for 3d-metal complexes.
(B) Electron Spectra of Transition Metal Complexes: Types of electronic transitions, selection rules
for d-d transitions, spectroscopic ground states, spectrochemical series. Orgel-energy Level
diagram for d’ and d’’ states, discussion of the electronic spectrum of [Ti(H2O)6]3+ complexion.
UNIT – IV
Organometallic Chemistry : Definition, nomenclature and classification of organometallic compounds.
Preparation, Properties, bonding and applications of alkyls and aryls of Li, Al, Hg, Sn and Ti, a brief
account of metal-ethylenic complexes and homogeneous hydrogenation, mononuclear carbonyls and
the nature of bonding in metal carbonyls.
Organometallic Compounds: Organomagnesium Compounds: The Grignard reagents-formation,
structure and chemical reactions.
Organozinc compounds: Formation and chemical reactions.
Organolithium compounds: Formation and chemical reactions.
Organosulphur Compounds: Nomenclature, structural feature, methods of formation and chemical
reactions of thiols, thioethers, sulphonic acids, sulphonamides and sulphaguanidine.
Synthetic Polymers: Addition or chain-growth polymerization. Free radical vinyl polymerization, ionic
vinyl polymerization, Ziegler-Natta polymerization and vinyl polymers.
Condensation or step growth polymerization. Polyesters, polyamides, phenol formaldehyde resins, urea
formaldehyde resins, epoxy resins and polyurethanes.Natural and synthetic rubbers.
UNIT – V
Bio-inorganic Chemistry: Essential and trace elements in biological processes, metalloporphyrins with
special reference to haemoglobin and myoglobin. Biological role of alkali and alkaline earth metal ions
with special reference to Ca2+, Nitrogen fixation.
Practical:
1. Gravimetric Analysis
a. Analysis of Cu as CuCNS.
b. Analysis of Ni as Nickel dimethylalyoxime.
c. Analysis of Ba as BaSO4
2. Separation Techniques
a. Separation of Mg(‫ )וו‬and Fe(‫ )וו‬by solvent extraction.
b. Separation of Mg(‫ )וו‬and Zn(‫ )וו‬by ion exchange.
3. Synthesis and Analysis

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 a. Preparation of sodium trioxalatoferrate(‫ )וו‬and determination of its composition by
permangnatometry.
b. Preparation of Copper(‫ )וו‬tetramine complex.
c. Preparation of cis and trans bisoxalatodiaqueochromate(‫ )ווו‬complex.
4. Colorimetery
a. Job’s Method
b. Mole-ratio Method
c. Determination of KMnO4 in given solution
d. Determination of K2Cr2O7 in given solution.
Suggested Readings
1. Cotton, F.A. , G. Wilkenson, G. andGaus, P.L. , Basic Inorganic Chemistry; John Wiley and Sons,
New York.
2. Lee, J.D. , Concise Inorganic Chemistry ELBS
3. Sharpe, A.G., Inorganic Chemistry ,ELBS
4. Malik, Madan and Tuli; Modern Inorganic chemistry; S. Chand and Company Ltd.
5. Donglas, Bodie E., Concepts and Models of Inorganic chemistry
6. Malik, Madan and Tuli; Advanced Inorganic Chemistry S. Chand and Company Ltd.
7. Huheey, James E., Inorganic Chemistry 4th Ed - New Delhi: Peareon Education.
8. Manku, G.S., Theoretical principles of Inorganic Chemistry, Tata McGraw – Hill Publishing
Company, New Delhi
9. Soni, P.L., Textbook in Inorganic chemistry ( a modern approach) Sultan Chand and Sons, New
Delhi:
_________________________________
Elective III – ZOOLOGY
Paper VI: REPRODUCTIVE BIOLOGY, DEVELOPMENTAL BIOLOGY AND
ENDOCRINOLOGY.
Contact Periods/week: 05 + 4 Practical Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practical 5)
Practical – 25 (External)
Note: Two questions will be set from each Unit and the candidates will be required to attempt one
Objective – To study reproductive biology, developmental biology, various endocrine glands their
structure and function.
Unit-1.
1. Reproductive system in mammals.
2. Gametogenesis, structure of sperm and ova.
3. Physiology of reproduction and fertilization in mammals.(with special reference to human)
4. Estrous cycle and menstrual cycle.
5. Pregnancy, parturition and lactation.
Unit-2.
1. Types of animal eggs.
2. Clevage pattern.
3. Development of chick embryo up to formation of primitive streak.
4. Extra embryonic membranes and fate map of frog and chick.
5. Placentation in mammals.
Unit-3.
1. Concept of competence.
2. Cell determination.
3. Cell differentiation and regeneration.
4. Parthenogenesis.
Unit-4
1. Hormones their classification and mechanism of action.

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 2. Receptors, primary and secondary messengers and signal transduction.
3. Study of hypothalamus and pituitary gland.
4. Hypothalamo-hypophysial portal system, pituitary hormones and their functions.
Unit-5.
1. Structure and function of Thyroid and Parathyroid gland.
2. Structure and function of Thymus.
3. Structure and function of Islet of Langerhans.
4. Structure and function of Adrenal gland.
5. Hormones released by gonads and their function.
PRACTICAL
Objective – To develop the skills to study embryonic developmental stages of animals, reproductive
physiology and endocrinology.
1. To study developmental stages of chick through whole mount, section and models.
2. Study of developmental stages of frog -whole mount section and models.
3. Window preparation of avian egg.
4. Identification of endocrine gland.
5. Identification and study of extra-embryonic membranes, fate map through charts and
models.
6. Identification and study of Placentation in mammal through charts and models.
7. Study and identification of gonads. (permanent slides)
8. Study of estrous cycle and menstrual cycle through charts and handouts.
SCHEME OF PRACTICAL EXAMINATION
1. Spotting - 10
2. Window Preparation - 05
3. Exercise based upon reproductive cycle /
Placentation - 03
4. Practical Records - 03
5. Viva-voce - 04
Referred books -:
1. Animal Physiology –Eckert and Fremann
2. Animal Physiology -Chaterjee
3. General and Comparative Physiology - William S. Hoar.
4. Principles of Animal Physiology -Wood.
5. Endocrinology - Hadley.
6. Mammalian Physiology -Guyton & Hall.
7. Developmental Biology – V.B. Rastogi.
8. Chordate Embryology -Arora.
9. Embryology -Ballinsky.
10. Molecular Development -Wolpert.
11. Comparative Anatomy - Prosser.
________________________________

Elective III – Mathematics

Contact Periods/week: 05 + 4 Practicum Maximum Marks – 30+30=60
Min. Pass Marks – 20
Internal – 15 (Theory 10 & Practicum 5)
Practicum – 25 (Internal)
M - 6.1: METRIC SPACES
NOTE: Two questions will be set from each unit with Internal choice
Objectives: To develop the understanding of the basics of Topology and modern analysis
Unit - I Definition and examples of metric spaces. Neighbourhoods. Limit points. Interior points,
Open and closed sets. Closure and interior. Boundary points. Sub-space of a metric space.

104
Unit - II Cauchy sequences. Completeness. Cantor’s intersection theorem. Contraction principle.
Construction of real numbers as the completion of the incomplete metric space of rationals.
Real numbers as a complete ordered field. Dense subsets.
Unit - III Baire Category theorem. Seperable, second countable and first countable spaces. Continuous
functions. Extension theorem.
Unit - IV Compactness for metric spaces,,continuous Function and Compact set, Sequential
compactness, Heine Borel theorem.

Unit - V Totally bounded spaces. Finite intersection property. Continuous functions and
Connectedness, Continuous functions and connected sets.
Content as in
G.F. Simons -Introduction to Toplogy and Modern Analysis Mc Graw Hill

M - 6.2: LINEAR ALGEBRA

NOTE : Two questions will be set from each unit with Internal choice
Objectives : To develop the understanding of further Abstract Algebra
Unit - I Definition and examples of vector spaces. Subspaces. Sum and direct sum of subspaces.
Linear span. Linear dependence, independence and their basic properties. Basis. Finite
dimensional vector spaces. Existence theorem for bases.
Unit - II Invariance of the number of elements of a basis set. Dimension. Existence of complementary
subspace of a subspace of a finite dimensional vector space. Dimension of sums of
subspaces. Quotient space and its dimension.
Unit - III Linear transformations and their representation as matrices. The Algebra of linear
transformations. The rank nullity theorem. Change of basis. Dual space. Bidual space and
natural isomorphism. Adjoint of a linear transformation.
Unit - IV Eigenvalues and eigenvectors of a linear transformation. Diagonalisation. Annihilator of a
subspace. Bilinear, Quadratic and Hermitian forms. Inner Product spaces – Cauchy – Schwarz
inequality. Orthogonal vectors. Orthogonal complements. Orthonormal sets and bases.
Unit - V Bessel’s inequality for finite dimensional spaces. Gram-Schmidt Orthogonalization – process.
Modules, submodules. Quotient modules. Homomorphism and Isomorphism theorems.
Content as in :
I.N. Heirstein Topics in Algebra Wiley Eastern
M - 6.3 Mathematics Practicum
List of Activities:
• Activity oriented problem solving / Experiments using Mathematical software or computer
programming language based on the content studied in semester VI Mathematics papers M-6.1
and M-6.2.
• Mathematics seminar.
_________________________________
EDUCATION COMPONENT
PC – 1. Physical Sciences - 2
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15
Course objectives: The student teacher will be able to-
1. Plan learning design based on problem-situations, inquiry episodes and projects to facilitate
learning of physics.
2. Realise his/her role as a facilitator in transacting physical content in the real classroom
situations.
3. Explore the use and relevance of different learning resources and material in learning different
in physics.
4. Develop learning materials or selected themes that facilitate learning of physical science.

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 5. Identify the physical themes for which community can be used as learning sites.
6. Correlate physical science related activities through science club during school attachment
programme.
7. Use the science laboratory in schools, facilities and materials available in class that facilitate
learning of physical sciences.
8. Get familiarised with the different types of curricular projects in physical sciences and their
purposes and themes.
9. Become aware of various professional development programmes in physical sciences
10. Reflect upon his/her own experimental knowledge in the different processes of becoming a
physical science teacher.
11. Develop teaching/learning projects using ICT.
Unit :1 Pedagogic planning in learning physical sciences
Visualising learning situations in
• Grouping of learners for collaborative and cooperative learning, creative learning situations.
• Teacher and students reflections in the process f learning.
• Transaction modes in inaccessible, deprived areas of the society and for group of differently
abled children (inclusive education)
• Providing multiple learning context and opportunities, encouraging student ownership of
knowledge and engagement in the learning process, effective ways of questioning, engaging in
learning episodes, developing the attitudes of being the rational problem solver, taking
account of student’s prior knowledge-encouraging student’s inquiry abilities, valuing student’s
ideas and small group work, different ways of scaffolding and negotiating, holding brain-
storming sessions.
Unit: 2 Learning resources and preparation of materials
• Role of language in science
• Preparation and use of learning aids contextually.
• Audio-visual materials – chart, models, films, and filmstrips, radio, TV, supplementary
books, handbooks, laboratory guide, science kits etc.
• Field trips, national parks, study tours, community as a resource site for learning,
physics.
• Self-learning materials- worksheets.
• ICT in learning physical science, websites on physical science, interactive websites, on
line learning, and preparation of projects using ICT.
• Use of science labs- facilities, equipments, materials, and manuals, science records.
• Unit planning and lesson planning.
• Science exhibitions, contextual activities (Environmental day, Earth day, science day,
etc.).
• STS connections
• Enhancing professional competency of physical science teachers through action
research, participation in seminars, developing write-ups for research communication.
• Learning beyond textbook
Unit: 3 Assessment of learning in physical sciences
• Construction of test items to access simple factual knowledge, higher thinking and
application abilities; reliability and validity of test items, preparation of the blue print of a
question paper, use of observation techniques for assessment, recording and evaluation
procedures to assess the performance of students activities, projects, laboratory skills,
group assessment; self and peer assessment; assessment of worksheets; student’s
writings; use of rubrics in assessment.
• Evaluation of text books in physical sciences at secondary stage
Unit: 4 Curriculum reforms in Physical Sciences
• Salient features, merits and demerits of different science curricula such as
PSSC, HPP, CHEMStudy and CBA
• Basic criteria of validity of a science curriculum.
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 • Role of NCERT in preparation and uses of textbooks, handbook and lab manual at
secondary stage.
Unit :5 Strengthening the use of ICT for classroom interactions.
• ICT in learning physical sciences
• Use of websites in accessing useful data for classroom processes
• Online learning
• Preparation of projects
• Preparation of student support material (CAI)
___________________________
PC – 2. Biological Sciences - 2
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15
Course objectives: The student teacher will be able to-
1. Realize his/her role as a facilitator in transacting biology content in the real class room situation.
2. Develop learning materials that facilitate learning of biology
3. Identify the biological themes for which community can be used as learning site
4. To know the biology related activities through eco or science club during school attachment.
5. Develops the skill of experimental method and investigatory approaches.
6. Become aware of various professional development programmes in Biology
7. Examine the content to seek and understanding that different themes require differential
treatment.
8. Develop biology projects using ICT
9. Use the computer in teaching & learning of new inventions about Biological Science.
10. Understand the functions of computer programming in teaching-learning strategies.

Unit I Pedagogical Issues

- Biology and gender issues
- Environmental concerns in biology learning
- Learning beyond textbooks
- Biology related social and ethical issues
- Application of biological knowledge in daily life.
- Role of Peace Education in Biology Education
- Inclusiveness in Biology Education

Unit II Pedagogic Planning in Biological Sciences

- Unit Planning
- Lesson Planning in biology
- Planning for exploration trips
- Learning in peer group
- Planning for teaching training through theatre and films
- Planning for teaching & drawing the diagram
- Planning to use the plant/animal specimen in teaching
- Planning to handle live plants/specimen in classroom/out of classroom teaching.

Unit III Assessment of Learning in Biology-

- Construction of test items (unit test) to assess simple factual knowledge, higher thinking and
application abilities. Preparation of blue print of question paper.
- Use of observation techniques, recording and evaluation procedures to assess the performance
of students activities, projects, laboratory skills, drawing skills in biology.
- Group assessment, self and peer assessment, assessment of worksheets; students’ journals; use
of rubrics in assessment.
- Portfolio assessment.
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Unit IV Learning Resources and Preparation of Material
- Preparation and use of learning aids contextually
- Audio-visual materials, charts, models, aquaria, terraria, school garden, science kits, improvised
learning aids, supplementary books
- Self learning materials- worksheets
- Field trips, Natural Parks, Sanctuaries, study tours, biodiversity, economic biology, community as
a resource site for learning biology
- Use of biological material in Science labs-facilities, equipments, materials, manuals, records.
- Design of laboratory, nature clubs, eco club, biology club, bird watching, organization of
exhibitions, contextual activities (Environmentory, National Science Education, wild life week
etc.
Unit V: Strengthening use of ICT in learning Biology
- Websites on Biological Sciences
- Preparation of projects in ICT
- Use of ICT for learning laboratory techniques in Biology
(Suggested books as given in fifth semester)
______________________________
PC – 2. Mathematics - 2
Contact Periods/week: 05 Maximum Marks – 60
Min. Pass Marks – 20
Internal – 15
Course objectives: To enable the pupil teacher to:
i. Understand and appreciate the uses and significance of mathematics in life.
ii. Learn successfully, various approaches of teaching mathematics and to use them judiciously.
iii. Know the methods of planning instruction for the classroom
iv. Construct test items in mathematics.
v. Appreciate and organize activities to develop aesthetic sense of mathematics.
vi. Obtain feedback both about teaching as well as students learning
vii. Use the tools of ICT for affective transaction of Mathematics Teaching.

Unit – 1: Planning in Mathematics Teaching

• Practice of writing specific objectives
• Unit and Lesson planning
• Inductive method of teaching mathematics
• Deductive method of teaching mathematics
• Analytic method of teaching mathematics
• Synthetic method of teaching mathematics
Unit – 2: Learning Resources and materials in Mathematics Textbook
• Self learning materials
• Teaching aids: their - meaning
- need
- planning
- making and
- appropriately using
Unit –3: Mathematics laboratory and Mathematics club activities
• Meaning of experiments in Mathematics
• Maths lab its meaning, need & designing
• Distinction between Maths lab and Science lab.
• Mathematical games and amusements
• Recreational Mathematics
• Mathematical puzzles
• Mathematics Club

108
 - Its organization
- Special activities
- Tournaments
Unit – 4: Evaluation in Mathematics
• Test items in Mathematics
- long answer type
- short answer type
- very short answer type
- objective type
- Construction of various types of test items in Mathematics
- The precautions to be taken
- Reasons for the precautions
Unit 5: ICT in Mathematics Teaching
• MS PowerPoint: Creating, editing and enhancing PowerPoint presentation, Inserting charts
(especially making mathematical documents).
• Use of ‘MATHEMATICA’software.
• Use of ‘MAPLLE’ software
• Internet Exploration: Communicating using e-mail and Internet, locating especially the ones
dealing with maths. Visiting, sloane sequence and creating more sequences and registering
them. Internet resources, use of internet for acquiring information.
Suggested Readings:
1. Nagpal, D.P. : Computer Course
2. Tawney, D.A.: Learning through Computer
3. O’Shea T. and John S: Learning and Teaching with Computer
3. User manual for ‘MATHEMATICA’ software
4. User manual for ‘MAPLLE’ software
5. What is Mathematics? An elementary approach to ideas and methods.
6. Richard Courant & Herbert Robbins Oxford University Press
7. The Art of Mathematics – Jerry P. King – Plenum Press
8. Techniques of Problem Solving – Steven G. Krant, Universities Press
9. 9. Culture, Excitement and Relevance of Mathematics –V. Krishnamurthy, Wiley Eastern
Limited
Gender Issues and Peace Education
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives
To enable teacher trainees to acquire knowledge, attitudes, values, skills and competencies to:
Become aware of role of education in building peace as dynamic social reality.
Understand and resolve conflicts within, and mediate others’.
Empower themselves and transcend barriers of identity.
Use pedagogical skills and strategies in and out of classroom for promoting peace at school
level.
Act as agency to promote peace in the local community influencing school.

Course Outline
Unit I: Concepts and concerns in Education for peace
• Foundation of peace and its components
• Peace Education, Education for peace: Meaning, Nature and Importance: Education for peace
• Initiative: International, National, and local
• Highlights of various philosophies of Peace: M.K. Gandhi, Krishnamurthy, Arobindo, Gijubhai,
Badheka, Dalai Lama
UNIT II: Peace Context
109
 • Approaches to Education for peace
• Pedagogical skills, Strategies
• Personality formation- Knowledge, Values, Skills and Attitude
• Respect for differences: Socio-economic, Gender, Caste, Religion, Culture, Languages and
Regions etc.
• Activities for education for peace
UNIT III: Understanding conflicts and Empowerment of self
• Nature of conflict: causes for conflict
• Skills and strategies for conflict resolution
• Self-management: Anger, stress management, yoga, Meditation, nurturing ethical behavior,
Critical self-reflection, discipline
• Effective parenting
• Teacher as peace builder- listening skills, questioning, Providing feedback
• Critical pedagogy of education for peace, promoting dialoguing, decision making
• Integration of peace in different subjects
Activities to be taken-
Visits to organizations connected with peace and intercultural harmony, and aesthetic
appreciation to experience peace as reality submission of reports on experiences.
Assignments on topics which require deep understanding, and generating creative/alternative
ideas to deal with issues and challenges to peace few suggested topics and sharing in groups.
Few suggested topics for assignments:
Conflicts experienced at home/in family/ in society/ in school etc.
Experiences of handling conflicts in a creative manner.
Exploring possible strategies of resolving commonly experienced conflicts.
Healthy discipline among school children.
Identifying challenges of peace in school and dealing with one such challenge.
Strategies of promoting healthy relationships on the job.
Approaches to peace education-case studies of local and international.
Role plays to enact situations involving conflict, corporal punishment, discrimination, and
domestic violence in day-to-day life.
Films clips displaying, concerns of peace, good intercultural relationships, environmental
presentation and other key ideas and discussions thereon, like- Doha Debates, Sadako etc.
Preparation of collages from newspapers etc. to highlight issues and challenges to peace or
positive response to them.
Developing an action plan for peace in school and local community.
Visiting websites on peace education to become familiar with national and international
initiatives, approaches and strategies of peace, case studies of conflict in the region.
Suggested readings:
• Gangrade K.D. (2001) Religion and peace, A Gandhian Perspective, Gandhi Smriti and Darashan
samiti, New Delhi.
• Harris. I.M. 1998. Peace Education, McFarland, North Carolina, NCERT, New Delhi
• Kaur, B. 2006. Peace Lines. Penguin Publications, New Delhi, (in Press)
• Kumar, K. (2007), Santi Shiksha Aur Gandhi. (in Hindi) Maharishi Valmiki College of Education,
Delhi University
• Krishnamurti.J. 1997. The Flame of Attention. Krishnamurti Foundation Trust Ltd., London.
• Ministry of Human Resource Development. 1993. Learning without Burden: A Report of the
Advisory Committee, (MHRD), Department of Education, New Delhi.
• NCERT 2005. National Curriculum Framework. NCERT, New Delhi
• NCERT 2005 position paper on Educational for Peace NCERT, New Delhi
• Prasad, D (2005), Education for living Creatively and Peacefully. Spark India Hyderabad, A.P.
• Hant, T.N. (2004). Being Peace. Nice Printing Press, Delhi
• UNESCO (2001). Learning the way the Peace- A Teacher’s Guide to Peace Education. A.S.
Balasooriya, UNESCO, New Delhi
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 • UNESCO (2002). Learning to Be. A Holistic and Integrated Approach to value Education for Human
Development Bangkok.
• Well Pierre 2002- The art of living in peace, UNESCO publication, UNIPALK
_________________________
Schooling, Socialization & Identity
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives:
• To become aware of the processes of socialization at home which contribute in shaping identity
formation of the school going child (in Indian contexts)
• To reflect critically on factors that shape identity formation.
• To acquaint with the processes that shape one’s own sense of identity.
• To become critically aware of ‘identity’
• To reflect on one’s aspirations and possibilities in order to develop a growing sense of agency as
a ‘teacher’, a ‘professional’, as well as a ‘human being’
• To recognize the clash of identity as an offshoot of narrow identity assertion
• To appreciate and work in developing national, secular and humanistic identity
• To work for the construction of universalistic and humanistic identity
Course Content:
Unit-I : Socialization and its conditioning influences
• Meaning and Nature of Socialization, and Socialization Process
• Social Institutions and Socialization: Role of Family; School; community
• Impact of socialization processes on the development of the ‘self’
• Self and related concepts: self esteem; self efficacy and self actualization
• Aspects of self: physical self, social self, competent self and inner self
• Factors influencing self development: Life Skills; Professional Ethics
Unit-II: Identity formation
• Meaning of ‘identity formation’
• Culture and Identity formation
• Social categories such as caste, class, gender and religion as determinants of identity
formation among individuals and groups
• The influence of peer group, of media messages on identity formation in contemporary
society
Unit-III: Schooling and identity
• Schooling for identity formation
• The impact of schooling on identity formation: school culture and ethos, teaching-learning
practices and teacher discourse in the classroom, (practices; value framework and ‘hidden
curriculum’ in schools)
• Schooling and national identity; schooling and secular identity; schooling and humanistic
identity
Unit-IV: Identity, conflict and violence
• Emergence of multiple identities
• Assertion of identities, conflict and violence
• Learning to live together with multiple identities: role of education
• Growing Competition- Increase Conflict
• Conflict Resolution
• Concept of emotional intelligence and its role in practicing peace
Transactional Modes:
- Introductory lectures-cum-discussion, to introduce key themes of the course- socialization,
identity formation, sociological notions and experiential sense of ‘self’ etc.
- Group discussion and exploration, around selected readings and key questions
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 - Reflective, autobiographical writing, towards self-understanding, on given topics
- Journal writing, on course experiences, to be initiated… to be continued through the year,
with occasional sharing with a ‘mentor’
- Critical study of identity formation in schools
Suggested Readings:
• Amalendu Misra, (2004). Identity and Religion Foundations of Anti-Islamism in India. Sage
Publications, New Delhi.
• Dipankar Gupta (Ed.) (2004). Caste in question : Identity or Hierarchy . Sage Publications, New
Delhi.
• Kamala Ganesh & Usha Thakkar (Ed.) (2005). Culture and Making of identity in India, Sage
Publications, New Delhi.
• Saraswati, T.S. (Ed.) (1999). Culture, Socialization and Human Development. Theory: Research
and Applications in India, Sage Publications, New Delhi.
• Sen Amartya (2006). Identity and Violence. The Illusion of Destiny. Allen and Lane: Penguine
Books India Pvt. Ltd. New Delhi.
• Srinivas M.N. (1986). Social Changes in Modern India, Allied Publishers, Bombay.
• Vidyanathan, T.G. (1989), ‘Authority and Identity in India’, in ‘Another India’ Dae dalus, Fall,
118(H): 147-69.
________________________________

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 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For

Four Year Integrated

B.Sc.B.Ed. (Eight Semesters) Course

SEVENTH SEMESTER
Subject/ Paper Internal Total
B.Ed. Part
Pre-internship 50 50
Internship (200+200) 400 400
Post-internship 50 50
Action Research (25+25) 50 50
Concerns of Education coming from the field: 50 50
A Report
Grand Total 600 600

Two school subjects will be Physical Science and Biological Science/ Mathematics

PRE-INTERNSHIP
Weeks: 03
Maximum Marks – 50
Min. Pass Marks – 17
Internal – 50
Activities
A) Training into Micro-teaching Skills One Week 15 Marks

i. Skill of Introduction/Induction
ii. Skill of Explanation
iii. Skill of Illustration with examples
iv. Skill of Reinforcement
v. Skill of Stimulus variation
vi. Skill of Black Board Writing

B) Orientation into process skills and Content Analysis One Week 15 Marks
i. Content Analysis of respective school subjects to identity concepts and processes
ii. Process of Observation
iii. Process of Classification
iv. Process of Inference
v. Process of Interpretation
vi. Process of Measurement

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 C) Practice of making Unit and Lesson plans Three days 10 Marks
i. Preparing Unit-plans (Two in each Pedagogy course)
ii. Preparing Lesson Plans/learning situations ( Two in each pedagogy course)

D) Evaluation Formats Three days 10 Marks

i. Preparation of Blue Print (One in each pedagogy course)
ii. Question Paper ( One in each pedagogy course)
iii. Orientation into Portfolios
iv. Orientation into Rubrics
_______________________________________________
INTERNSHIP
Weeks - 16 Maximum Marks – 400 (200+200)
Min. Pass Marks – 133 (67+67)
Internal – 400
Activities:
Lesson Delivery in the classrooms (40 in each pedagogy subject) 100+100 200
Critical observation lesson (One in each pedagogy subject) 25+25 50
Final Lessons (One in each pedagogy subject) 25+25 50
Peer Observation and Reporting (Ten in each pedagogy subject) 10+10 20
Preparation of Pedagogical Resources (In two pedagogy Subjects) 10+10 20
Scholastic Achievement Test Record (One in each pedagogy subject) 20+20 40
Case Study Record 20
____________________________________________________
Post Internship
Week: 02 Maximum Marks –5 0
Min. Pass Marks – 17
Internal – 50

Post-Internship Viva-voce and Records of Internship 50

____________________________________________________

Action Research
Internship/ Maximum
Marks – 50
Min. Pass Marks – 17
Internal – 50
Action Research during Internship and submitting Report in Post-Internship
_______________________________
Concerns of Education coming from the field: A Report
Internship/ Maximum Marks – 50
Min. Pass Marks – 17
Internal – 50
Concerns of Education Coming from the field- A Reflective Report 50

(Writing future concerns during Internship and submitting Report in Post-Internship: Credit on
originality)
__________________________________________

114
 Bachelor of Science and Bachelor of Education (R.I.E.)
Barkatullah University
COURSES OF STUDIES
For
Four Year Integrated
B.Sc.B.Ed. (Eight Semesters) Course

EIGHTH SEMESTER
Subject/ Paper Paper Internal Total Pds.
/week
B.A./B.Sc. Part
Foundation Course
Environmental Edu. 40 10 50 3
Elective I + Practical +Pro. 70+50 30 150 9
Elective II+ Practical +Pro. 70+50 30 150 9
Elective III+ Practical +Pro. 70+50 30 150 9
400 100 500
B.Ed. Part
Vision of Indian Education
: Issues and Concerns 40 10 50 3
School Management & Leadership 40 10 50 3
Total 80 20 100
Grand Total 480 120 600
• Elective 1 – Physics/ Botany.
• Elective 2 – Chemistry.
• Elective 3 – Zoology/Mathematics
(All electives will have one theory paper and external practical examination except Mathematics where
there will be two theory papers and practicum which will be valued internally)
Semester Paper Marks Paper Name of Papers
Name Code
Paper Theory- XIII 35 M-8.1(a) Elementary Number Theory
VIII (Select any one M-8.1(b) Dynamics Of Rigid Bodies
Paper) M-8.1(c) Mathematical Statistics
M-8.1(d) Topology, Tensor And Riemannian Geometry
M-8.1(e) Numerical Analysis And 'C' Language
Paper Theory- XIV 35 M-8.2 (a) Hydrostatics
(Select any one M-8.2 (b) Operation Research
Paper) M-8.2 (c) Discrete Mathematics
M-8.2 (d) Differential Geometry
M-8.2 (e) Probability Theory
Internal Test 30 Related to above Papers
Project, Practical / 50 Project, Practical / Dissertation in
Dissertation Mathematics

115
B.Sc. Component:
Foundation Course: Environmental Education
Paper II
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Distribution of Marks
All five units are compulsory. Two questions to be set from each unit, one to be attempted.
Objectives:
(i) To provide an understanding to the students about basic aspects of the
environment and its concerns.
(ii) To generate awareness about the social issues of the environment.
(iii) To enable the students to analyse, evaluate and draw inferences about problems
and concerns related to environment.
(iv) To create awareness about the legal framework for protection of environment and
wild life.
Unit I
Ecosystems: Concept, structure and function of an ecosystem. Producers, consumers and decomposers,
Ecological succession; Energy flow in the ecosystem: Food chains, food web and Ecological pyramids.
Biogeochemical cycles: Oxygen, Carbon, Nitrogen and Phosphorus.
Unit II
Introduction, types, characteristic features, structure and function of the following Ecosystem: Forest,
Grassland, Desert ecosystem. Aquatic ecosystems (Ponds, streams, lakes, rivers, ocean, estuaries)
Unit III
Biodiversity and its conservation: Introduction, definition, genetic, species, and Ecosystem diversity.
Biogeographical classification of India; Value of biodiversity, consumption and productive use; Social,
ethical and aesthetic values.
Unit IV
Biodiversity at global. national and local levels; India as a mega-diversity nation; Hot spots of
biodiversity; Threats to biodiversity: habitat loss, poaching of wildlife, man wildlife conflicts.
Endangered and endemic species of India; Conservation of biodiversity: In situ and ex situ conservation
of biodiversity
Unit V
Environmental Pollution: Definition, cause, effects and control measures of - Air pollution, water
pollution, marine pollution, noise pollution, thermal pollution and radioactive pollution
Nuclear hazards. Solid waste management: cause, effects and control measures of urban and industrial
wastes; Role of an individual in prevention of pollution; Pollution case studies;Disaster management :
Floods, earthquakes, cyclone and land slide. Human population and the environment – Population
growth, population explosion, family welfare progrramme , variation among nations. Effects
environment on human health.
FIELD WORK
1. Visit to local area to document environmental assets-rivers, forests, grasslands, hills, and
mountains.
2. Visit to local polluted site – Urban, rural, industrial and agricultural
3. Study of common plants, insects, birds.
4. Study of simple ecosystem-pond, river hill slopes, etc. (Field work equal to 5 lecture hours)
Suggested Readings
1. Asthana D.K. and Asthana Meera. 2006
A Textbook of Environmental Studies. S.Chand & Co. New Delhi.
2. Purohit, S.S. and Ranjan, R. 2005 Ecology, Environment and Pollution, Agrobios, Jodhpur.
116
3. Alma Peter 1993 Environmental Concern, Cambridge University Press.
4. Chadha S.K. 1992 Environmental Crisis in India. International Book Distributors Dehradun.
5. Saveland R.N. 1976. Handbook of Environmental Education. John Wiley & Sons, London.
6. Wright, Richard T and Nebel, Bernard J. 2002 Environmental Science: Towards Sustainable
future, Prentice Hall, New Delhi.
7. Abbasi, S.A. 1998: Environmental Everyone Discovery Publishing House, New Delhi.
8. Saxena,A.B. and Anand, V.V. 008 : Essentials of Environmental Education, H.P. Bhargava Book
House, Agra.
9. Saxena A.B. 1969: Education for Environmental Concerns. Radha Publications New Delhi.
10. Bharucha, E. 2005: Textbook of Environmental Studies. Universities Press. New Delhi
11. Sodhi G.S. 2005: Fundamental Concepts of Environmental Chemistry Narona Publishing House,
New Delhi.
12. Chapman, J.L. & Reiss, M.J. 2004. Ecology Principles and Applications, Cambridge University
Press.
_________________________________
Elective I – PHYSICS
Paper VII: Atomic, Molecular and Nuclear Physics
Contact Periods/week: 05 + 4 Practical Maximum Marks – 70
Min. Pass Marks – 23
Internal – 30 (Theory 20 & Practical 10)
Practical/ Project – 50 (External)
Note – At least one question will be set from each unit. 20% of maximum marks will form simple
numerical problems and another 20% would be for objective questions with a provision to
provide reasoning. All questions will have 100 % internal choice
Objectives: After completion of this course the students will be able to
1. Understand the spectra of hydrogen and the fine structure of spectral lines.
2. Understand Raman Effect and its applications.
3. Understand various spectroscopic techniques.
4. Understand various efforts made by physicists to know about the constituents of the nucleus.
5. Understand nuclear forces and binding of nucleus.
6. Understand the use of nuclear accelerators and detectors.
7. Understand various types of elementary particles, forces of nature
Unit-1: Atomic Physics
Spectra of Hydrogen and alkali atoms, spectral terms, doublet fine structure, screening constants for
alkali spectra for s, p, d and f states, selection rules.
Singlet and triplet fine structure in alkaline earth spectra, LS and JJ coupling, Fermi Golden rule.
Unit-2: Molecular Spectra
Discrete set of electronic energies of molecules, quantization of vibrational and rotational energies,
determination of inter nuclear distance, pure rotational and rotational - vibrational spectra, dissociation
limit for ground and other electronic states, transition rules for pure vibration and electronic vibration
spectra.
Raman effect, stokes and anti-stokes lines, complementary character of Raman and infrared spectra,
experimental arrangements for Raman spectroscopy, ideas about spectroscopic techniques.
Unit-3: Structure of Nucleus
Basic nuclear properties - size, binding energy, angular momentum parity, magnetic moment, semi
empirical mass formula and application, magnetic moment and non central forces. Meson theory of
nuclear forces, salient features of nuclear forces, liquid drop model & shell model of the nucleus -
success and limitations.
Alpha decay, Geiger-Nuttal law, Fermi's theory of beta decay, violation of parity in beta decay and
continuous and discrete spectra, gamma decay and internal conversion.
Unit-4: Nuclear Detectors and Accelerators

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Interaction of charged particles and neutrons with matter, working of nuclear detectors, GM counter,
proportional counter and scintillation counter, cloud chamber, spark chamber, emulsion detector.
Survey of particle accelerators, cyclotron, synchrocyclotron, betatron, bevatron.
Unit-5: Particle Physics and Nuclear Phenomena
Classification of elementary particles, anti particles and muons and their interactions, conversion laws,
quark structure of hadrons, field quanta of electro weak and strong interactions, the W-Z particles,
conservation laws.
Q-value of nuclear reactions, nuclear fission and fusion, energy production in stars, nuclear reactors.
Suggested Readings
• Goyal, R.P, Unified Physics, Shivlal Agrawal and Co., Indore.
• Freedman and Young, University Physics, Addison-Wesley
• Sharma, R.C., Nuclear Physics, K. Nath and Co., Meerut.
Physics Practical List
1. To study the nuclear disintegration using GM counter
2. To determine the resistivity of given sample Ge/Si using four probe method
Projects: Innovative approach to experiments
Instructions for students
1. Choose an experiment you want to conduct in a project mode-get allotted.
2. Write its objectives to make it open ended.
3. Collect literature relevant to it.
4. Collect and sequence all materials for conducting it.
5. Formulate hypothesis.
6. Envisage process to attack problems and verify hypothesis.
7. Conduct experiments.
8. Tabulate observation for each objective separately.
9. Plot graphs for finding any relationships.
10. Infer from graphs.
11. Discuss reliability of result.
12. Make error analysis.
13. Write questions that need to be answered on the project.
14. Whether the stated objectives have been realized or not. If not what were the constraints.
(sources of error).
15. Number of consultation done with the teacher, experts and peer group about the project.
16. Write utility and scope of your investigation.
17. Provide references and acknowledgement.
18. Submit project by 15 march of each session.
Topics for suggestive projects (interdisciplinary projects are welcome)
1. communication electronics.
2. nano technology
3. superconductivity
4. projects based innovative experiments like half life simulations, galileo experiment, cart
experiment, projectile motions, head on collision, ruthorford scattering.
5. atmospheric physics
6. plasma physics
7. biophysics
8. design of power supply.
____________________________
Elective I – BOTANY
Paper VII: Ecology and Improvement of Plant Resources

Contact Periods/week: 05 + 4 Practical Maximum Marks – 70

118
 Min. Pass Marks – 23
Internal – 30 (Theory 20 & Practical 10)
Practical/ Project – 50 (External)
NOTE: Two questions will be set from each unit and students are required to attempt one question
from each unit.
Objectives :
To enable the student teacher to understand the plants in relation to their environment.
To provide an understanding for the improvement of plants by different methods.
Unit I: Plants and environment :
Atmosphere (gaseous composition), water (properties of water cycle), light (global radiation,
photo synthetically active radiation), temperature, soil (development, soil profiles,
physicochemical properties) and biotic factors. Morphological anatomical and physiological
responses of plants to water (hydrophytes and xerophytes), temperature (thermo periodicity)
and vernalization), light (photoperiodism, heliophytes and sciophytes) and salinity.
Unit II:
Population ecology : Growth curves, ecotypes and ecads.
Community ecology : Community characteristics, frequency, density, cover, Raunkiar’s life
forms, biological spectrum; ecological succession.
Unit III: Ecosystems :
Structure, abiotic and biotic components; food chain, food web. Ecological pyramids, energy
flow; biogeochemical cycles of carbon, nitrogen and phosphorus.
Unit IV
Biogeographically regions of India, vegetation types of India with special reference to Madhya
Pradesh and Chhattisgarh, National Parks in M.P. and Chhattisgarh, endangered plant species
and their conservation.
Unit V : Improvement of Plants :
Plant breeding, nature scope and methods of plant breeding.
Breeding for disease resistance.
Vegetative propagation methods, micro propagation, grafting and their economic aspects.
PRACTICAL
Objective – To develop the skill of performing practical of ecology, collection of data, analysis of data
and its interpretation.
Practical:
1. Frequency, density and abundance of plant their in grassland ecosystem.
2. Frequency, density and abundance of plant in pond ecosystem.
3. Photo sociological study of vegetation of Shyamala Hills.
4. Determine pH of water from various sources.
5. Determine the pH of Soil.
6. Estimation of biomass (Dry weight/fresh weight) of plant species.
7. BOD/DOD of plant system.
8. Emasculations of flower and Hybridization.
9. Grafting and Layering.
SCHEME OF EXAMINATION (Suggestive -Max. Marks: 25 )
1. To conduct an Experiment 10
2. To analyse and interpret the given data 05
3. viva-voce 05
4. Practical Records 05
PROJECT (Internal)
Objective: To develop the skills of designing an experiment, collection of data, and its interpretation for
making generalization/testing of hypothesis.
List of Suggestive Projects
1. Acquaintance with the local herbaceous flora and an ecological note about these.
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 2. Preparation of inventory of tree species of RIE Campus.
3. Listing of soil types in relation to altitude from Shyamla Hills.
4. Enumeration of physical and chemical attributes of soil samples from Shyamla Hills and their
relevance to the vegetation.
5. Listing of ephemerals from Van Vihar.
6. Phytosociological study of vegetation of Shyamla Hills in terms of density, frequency, abundance
of important species.
7. Preparation of Raunkiar’s frequency classes of an area.
SCHEME OF EXAMINATION (Suggestive -Max. Marks: 30 )
1. Project proposal and presentation 5
2. Project work in lab/field 5
3. Project report 10
4. Viva-voce on the project 10
Suggested Readings
• Kumar, H.D. Modern concepts of Ecology 1992. Vikas Publishing House, New Delhi
• Koromondy, E.J. 1996. Concepts of Ecology Prentice Hall of India Ltd., New Delhi
• Odum, E.P., 1983, Basic Ecology Saunders, Philadelphia
• Ganguly, A.K. and Kumar, N.C. Cytology, Genetics Plant Breeding and Organic Evolution Emkay
Publications Delhi – 110051
• Singh B.D. 1997 Plant Breeding
• Gupta, S.K. 2000, Plant Breeding Agrobios Jodhpur
• Ambasht, R.S. 2001, A Text Book of Ecology Student’s Friends & Co.
New Delhi
• Shukla, S. and Chandel P.S. 2005, A Text Book of Plant Ecology.
S. Chand & Co. New Delhi
_________________________________
Elective II – CHEMISTRY
Paper VII
Contact Periods/week: 05 + 4 Practical Maximum Marks – 70
Min. Pass Marks – 23
Internal – 30 (Theory 20 & Practical 10)
Practical/ Project – 50 (External)
NOTE: Two questions will be set from each unit and students are required to attempt one question
from each unit.
Objectives:
After completing this semester the students should be able to:
(i) get a comparative idea of the concepts involved in classical mechanics and quantum mechanics.
(ii) learn the origin of Schrödinger wave equation and its application in calculating the energy and
wave functions of various atomic and molecular systems.
(iii) appreciate to learn the quantum mechanical explanation of the concept of hybridization.
(iv) assess the various interplay regions of electromagnetic radiations and their interaction with
molecular rotational, vibrational and electronic energies.
(v) get knowledge about NMR spectroscopy technique in elucidation of the structure of organic
compounds and solve problems pertaining to elucidation of structures.
(vi) utilize spectroscopic techniques in the elucidation of molecular structure.
(vi) get acquaintance with the subject of photochemistry and make a comparative study about
thermal and photochemical reactions.
(viii) appreciate to learn different photo-physical processes responsible for some interesting
phenomenon like fluorescence and phosphorescence.
Instructional Strategy:
In dealing with quantum mechanics, the teachers should impress upon the students the role of
mathematical modeling in transaction of concepts in physical sciences. The MO theory may be
120
transacted with the help of computer technology. Alongwith theoretical classroom discussions, to
effectively teach the spectroscopy ideas a visit to a nearby instrumental laboratory may be fruitful. The
technique of open-ended learning may be encouraged in giving treatment to the subject of
photochemistry. Students may be encouraged to take some project work on the study of properties
associated with the substances as they effect molecular mass calculation and elucidation of structures.
The idea of individual learning may be encouraged for some concepts of electrochemistry.
UNIT – I
Elementary Quantum Mechanics: Black-body radiation, Planck’s radiation law, photoelectric effect, heat
capacity of solids, Bohr’s model of hydrogen atom (no derivation) and its defects. Compton effect.
De Broglie Hypothesis, the Heisenberg’s uncertainty principle, Sinusoidal wave equation, Hamiltonian
operator, Schrodinger wave equation and its importance, physical interpretation of the wave function,
postulates of quantum mechanics, particle in a one dimensional box.
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 functions, physical picture of bonding and
antibonding wave functions, concept of , *, , * 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.
UNIT – II
Spectroscopy: Introduction: electromagnetic radiation, regions of the spectrum, basic features of
different spectrometers, statement of the Born-Oppenheimer approximation, degrees of freedom.
Rotational Spectrum: Diatomic molecules, Energy levels of a rigid rotor (semi-classical principles),
selection rules, spectral intensity, distribution using population distribution (Maxwell-Boltzmann
distribution) determination of bond length, qualitative description of non-rigid rotor, isotope effect.
Vibrational Spectrum: Infrared spectrum: Energy levels of simple harmonic oscillator, selection rules,
pure vibrational spectrum, intensity, determination of force constant and qualitative relation of force
constant and bond energies, effect of anharmonic motion and isotope on the spectrum, Idea of
vibrational frequencies of different functions groups.Finger print region, IR spectra of simple organic
compounds.
Raman spectrum: Concept of polarizability, pure rotational and pure vibrational Raman spectra of
diatomic molecules, selection rules.
Electronic Spectrum: Concept of potential energy curves for bonding and antibonding molecular
orbitals, qualitative description of selection rules and Franck-Condon principle.
Qualitative description of , and M.O., their energy levels and the respective transitions. Application
of UV- Visible absorption spectroscopy in structural determination-absorption law(Beer –Lambert
law),molar absorptivity,types of electronic transition,effect of
conjugation,chronophores&auxochromes,bathochromic,hypsochromic,hyperchromic&hypochromic
shifts.UV –spectra of ene and enones.woodwordfischerx rule.
UNIT – III
Spectroscopy: Nuclear magnetic resonance (NMR) spectroscopy.
Proton magnetic resonance (1H NMR) Spectroscopy, nuclear shielding and deshielding, chemical shift
and molecular structure, spin-spin splitting and coupling constants, areas of signals, interpretation of
PMR spectra of simple organic molecules such as ethyl bromide, ethanol, acetaldehyde, 1, 1, 2-
tribromoethane, ethyl acetate, toluene and acetophenone.
Problems pertaining to the structure elucidation of simple organic compounds using UV, IR and PMR
spectroscopic techniques.
UNIT – IV
Photo Chemistry: Interaction of radiation with matter, difference between thermal and photochemical
processes. Laws of photochemistry: Grothus-Draper law, Stark-Einstein law, Jablonski diagram depicting
various processes occurring in the excited state, qualitative description of fluorescence,
phosphorescence, non-radiative processes (internal conversion, intersystem crossing), quantum yield,
photosensitized reactions energy transfer processes (simple examples).

121
UNIT – V
Heterocyclic Compounds: Introduction: Molecular orbital picture and aromatic characteristics of pyrrole,
furan, thiophene and pyridine. Methods of synthesis and chemical reactions with particular emphasis on
the mechanism of electrophillic substitution.Mechnaism of nucleophilic substitution reaction 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, Skraupsynthesis and
Bishchler-Napieralski synthesis.Mechanism of electrophilic substitution substitution reactions of indole,
quinoline and isoquinoline.
Organic Synthesis via Enolates: acidity of -hydrogens, alkylation of diethyl malonate and ethyl
acetoacetate. Synthesis of ethyl acetoacetate, the Claisen Alkylation of 1, 3-dithianes. Alkylation and
acylation of enamines
Suggested Readings:
1. Chandra ,A.K., Quantum Chemistry TMH Publication
2. . Levine, I.N., Quantum Chemistry, Prentice Hall of India Pvt. Ltd.
3. Banwell, C.N., Spectroscopy , TMH Publication
4. Sharma ,Y.R., Elementary Organic Spectroscopy , S. Chand & Company
5. Glastone, S. Theoretical Chemistry, East-West Publication
6. Puri, Sharma &Pathania, Physical Chemistry, SobanLalNagin Chand & Company
7. Atkins, P.W., & Paula, J.D., Physical Chemistry , Oxford Press
8. Vemulapalli , G.K., Physical Chemistry , Prentice Hall of India Pvt. Ltd.
9. RohtagiMukherjee ,K.K., Photochemistry , Wiley Eastern Ltd.
10. Barrow .G.M., Physical Chemistry ,McGraw Hill Kogakusha Ltd. Tokyo 4th Edition 1979.
SEMESTER VIII
Investigatory Projects
_____________________________
Elective III – ZOOLOGY
Paper VII: - ECOLOGY, ETHOLOGY AND APPLIED ZOOLOGY
Contact Periods/week: 05 + 4 Practical Maximum Marks – 70
Min. Pass Marks – 23
Internal – 30 (Theory 20 & Practical 10)
Practical/ Project – 50 (External)
NOTE: Two questions will be set from each unit and students are required to attempt one question
from each unit.
Objectives: To develop skill of analysis of behavioural patterns of animals and their place in the
ecosystem and to utilize the various biotic components in a practical manner for economic purposes.
Unit-1
1. Concept and ideas of ecology; scope ecology, autecology, synecology, habitat and ecological
niche, habitat ecology – aquatic and terrestrial.
2. Concept of ecosystem, different types of ecosystem, structure and function of ecosystem, some
major ecosystems, energy flow in an ecosystem
3. Food chains, food webs and ecological pyramids
4. Population Ecology – Definition and characters of population, population density, natality,
mortality, age distribution, biotic potential of population, population dispersal
5. Biogeochemical cycles: patterns and basic types of biogeochemical cycles, cycling of pattern in
ecosystem like carbon, phosphorus, nitrogen cycle.
Unit-2
1. Community Ecology- Concept of biotic community, community structure, analytical and
synthetic characters of community
2. Ecological Succession: Causes, basic types, general process
3. Biodiversity Conservation: Definition, types, value and importance
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 4. Hotspots of biodiversity, Megabiodiversity nations, conservation of biodiversity (Ex situ and in
situ conservation strategies)
5. Forest Resource: types and importance of forest: Forest resources of India, Deforestation effects
of Deforestation, Management and conservation of forest
Unit-3
1. Environmental pollution- concept of pollutant and contaminant: Primary and secondary
pollutants, Air pollution- Definition, sources and effects, Soil pollution- Definition, sources and
effects.
2. Water Pollution- Definition, sources and effects, Noice Pollution- sources and effects, Pesticides-
Definition, Categories, general effects, Heavy metals- Definition, examples, general effects.
3. Basic idea about acid rain, green house gases and their effects; ozone hole, eutrophication,
bioaccumulation, biomagnifications.
4. Toxicology- Basic concepts, Types of Toxicants, Toxicity testing, LC 50, LD 50, acute and chronic
toxicity.
5. Pesticide and their toxicological effects, dose-response relationship categories of toxic effects.
Unit-4
1. Animal behavior: Introduction to Ethology.
2. Patterns of behavior (taxes, reflexes, instinct and motivation)
3. Biorhythms; learning and memory
4. Migration of fishes and birds, social behaviour in animals.
5. Courtship and reproductive Behaviour.
Unit-5
1. Aquaculture and pisciculture
2. Sericulture.
3. Apiculture.
4. Lac-culture.
5. Control of insect pests (Biological and Chemical)

PRACTICAL
Objective – To make students develop skills of maintenance of components of ecosystem in an artificial
condition and to take initiatives to analyse the environment and organism to understanding the practical
aspects of life.
Mandatory Class Work Experiments:
1. Study of museum specimen of fresh water edible fishes, honey bee and prawn.
2. Study of pH of water and soil.
3. Maintenance of aquarium.
4. Study of plankton-Euglena, Paramecium, Cyclops, Mysis, Daphnia and other Planktons in
water.
5. Analysis of DO, COD, BOD in water samples.
6. Analyses of chloride, lead, carbonate, zinc ions etc. in water samples.
7. Study of biodiversity through quadrate method.
8. Calculation of Shannon-Weiner index.
9. Toxicity testing through LD50 and LC50 method.
10. Experimentation on learned behaviors of animals.
(eg: light sensitivity in earthworms, olfactory senses in Drosophila sp. )

Individual Project Submission:

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 Aim: to develop the skill of data collection, hypothesis and generalization and analysis,
interpretation of data (related to syllabus of all semesters).
SCHEME OF EXAMINATION (Suggestive)
1. Experiment 1 (Ecology) 09
2. Experiment 2 (animal behaviour/Toxicity testing) 06
3. Spotting 05
4. Study of planktons 02
5. Practical Records 03
6. Project submission and viva-voce 25
Total = 50 Marks
Suggestive books -:
1. Fundamental of Ecology-E.P.Odum,W.B.Saunders Com., 3rd Edition
2. Environmental Biology, Biswarup Mukherjee. Tata McGrew-Hill Publishing Com. Ltd.
3. A Taxtbook of Environment, K.M Agarwal, P.K Sikdar & S.C.Deb. MacMillan India Ltd.
4. Concepts of Ecology, Edward J Kormondy Prentice- Hall of India Pvt.Ltd., New Delhi
5. Introduction to Environmental science, Y Anjaneyulu. B.S Publishing Com. Ltd.
6. Principles of Animal Taxonomy, G.G simpson, Columbia University press
7. Environmental Science- A Global concern, William P Cunningham, Barbara
Woodworth saigo. WCB McGrew-Hill
8. Principles of Systematic Zoology, Mayur.McGrew-Hill Publishing Com. Ltd.
9. Environmental Science, Richard T Wright. Pearson, Prentice Hall
10. Environmental Science; Earth as a Living Planet, Daniel B Botkin & Edward A Keller.
John Wiley & sons,Inc.
11. Elements of Ecology, Clerke. John, Wiley & sons
12. Environmental Studies, A.K. De. Age International Pvt.,Ltd
13. Environmental Chemistry, New A.K De. New Age International Pvt.,Ltd
14. Aquaculture
15. A Manual of fresh water aquaculture
16. Aquaculture
17. Tropical Fish Farming
18. Fishes of India
19. Introduction of Fishes
20. Applied Entomology
21. Pest Control and its ecology
22. Laboratory Techniques in Modern Biology
Elective III – Mathematics
Contact Periods/week: 05 + 4 Practicum Maximum Marks – 35+35=70
Min. Pass Marks – 23
Internal – 30
Practicum – 50 (Internal)
(One each to opt. out of M-8.1 and M-8.2)

M — 8.1 (a) ELEMENTARY NUMBER THEORY

NOTE : Two questions will be set from each unit with Internal choice.
Objectives : To develop the understanding of Elementary Number Theory
Unit — I Division algorithm. Congruences and modular arithmetic.G.C.D.
Unit — II The Diophantine equation ax+by = c Chinese remainder theorem. Euler phi function. Primes
and factorization, Fermat’s and Wilson’s theorem
Unit — III The order of integer modulo n, Primitive-roots for primes Composite number having
primitive roots Quadratic law of reciprocity, and its application.
Unit — IV Arithmetical functions. Mobius inversion formula, Numbers of special form-perfect numbers,
Mersenne primes, Fermat numbers.
Unit — V The Diphantine equations x2 + y2 = z2, x4 + y4 = z2.
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 Farey sequences.
Content as in
David M. Burton : Elementary Number theory Wm C.Brown Publishers

M — 8.1(b) DYNAMICS OF RIGID BODIES

NOTE : Two questions will be set from each unit with Internal choice.
Unit — I Moments and products of inertia. The momental Ellipsoid. Equimomental Systems. Principal
axes.
Unit — II D’ Alembert’s principle. The general equations of motion of a rigid body. Motion of the
center of inertia and motion relative to the center of inertia.
Unit — III Motion about a fixed axis. The compound pendulum. Center of percussion.
Unit — IV Motion of a rigid body in two dimensions under finite and impulsive forces.
Unit — V Conservation of Momentum and Energy. Lagrange’s equations. Initial Motions.
Content as in : S.L. Loney: An Elementary Treatise on the Dynamics of a particle and rigid Bodies
Cambridge Univ. Press

M — 8.1I MATHEMATICAL STATISTICS

NOTE : Two questions will be set from each unit with Internal choice
Unit — I Probability: Independent and dependent events, conditional probability.
Addition and multiplication theorems, Bayes theorem, Random variables –
Discrete and continuous variates and their distributions.
Unit — II Binomial, Poison, rectangular, exponential and normal distributions, their derivations,
properties and uses.
Unit — III Methods of least squares, curve fitting, co-relation and regression (two variates only)
Unit — IV Partial and multiple co-relation, regression (upto three variates only).
Unit — V Sampling, Null and Alternate hypotheses, errors of first and second kind, level of significance,
critical region, one-tailed and two – tailed tests. Test of significance based on
Chi-square (goodness of fit and test of independence)
‘t’ and ‘F’ ( to test equality of several means) statistics
Content as in
S.C. Gupta, V.K. Kapoor “Fundamentals of Mathematical statistics’

M — 8.1(d) TOPOLOGY, TENSOR AND RIEMANNIAN GEOMETRY

NOTE : Two questions will be set from each unit with Internal choice
Unit -1 Topology: Topological spaces, Comparison of topologies, close set, Neighborhood, Basis for a
topology, limit points, Adherent points and derived set, interior, exterior and frontier of a set.
Unit- 2 Continuity in topological space, compact space, Heine-Borel theorem, connected space.
Unit- 3 TENSOR ALGEBRA- Space of N-dimension, Subspace, Curve, Summation convention, Kronecker
delta, Transformation of coordinates, Summation of convention, Indicial (or range) convention, Dummy
suffix, Contravariant and covariant vectors (Tensor of first order), Tensor of second order (or rank two),
Tensor of higher rank (or higher orders), Invariant of Scalar.
Addition ad subtraction of tensors, Multiplication of Tensor, Contraction, Inner Product, Symmetric
Tensor,, Skew-symmetric Tensor, Quotient law, Conjugate (or Reciprocal) symmetric tensor, Relative
tensor, Tensor field, Christeffel’s Index

Unit- 4 Riemannian Geometry: Riemannian metric, Magnitude of a Vectors, Length of a Curve, Unit
Tangent Vector, Associated Vectors, Angle between two vectors, Conjugate of Reciprocal Symmetric
Tensor, Law of Covariant differentiation of Tensor, Divergence of a Tensor, Curl of a Tensor, Recci’s
Theorem, Curvature Tensor or Riemannian Christoffel Tensor, Ricci Identity, Bianch’s Identity, Ricci’s
Tensor, Riemannian christoffel’s Tensor of first kind or Associative Curvature tensor or Covariant
Curvature tensor,

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Unit- 5 Riemannian manifold or Riemannian space, Curvature of a curve, Derived vector, Geodesics and
related theorems, Geodesic mapping, Gradient, Weyl’s Curvature tensor or Projective Curvature Tensor,
Geodesic Coordinate, Riemannian Coordinates, Riemannian curvature, Einsteen space, Flate space,
Schur’s theorem, Weyl’s Tensor, Fundamental theorem of Riemannian geometry.
Content as in :
G.F. Simons - Topology and Modern analysis
J.N.Sharma - Topology
James R. Munkres - Topology —A First Course

M — 8.1(e) NUMERICAL ANALYSIS AND ‘C’ LANGUAGE

NOTE : Two questions will be set from each unit with Internal choice
Unit — I Programme’s model of a computer, Algorithms, Flow Chart, Data Types, , Arithmetic and
input/output instruction, overview of C++ programming style, Constant, variables, and data
type, operations and expressions, Managing Input and Output operations. Decision making
and Branching, Decision making and Looping, Arrays, Handling of Character and strings, File
formatting.
Unit — II Interpolation: Lagrange and Hermite. Interpolation, Divided Differences, Difference
Schemes, Interpolation Formulae using Differences. Solution of Non-linear Equations-
Bisection, Secant, Regula Falsi, Newton’s Method, Roots of Polynomials.
Unit — III Numerical Quadrature: Newton – Cote’s Formula, Gauss Quadrature Formula ,Chebyshev’s
Polynomials.
Unit — IV System of Linear Equations: Direct Methods for solving system of Linear Equations – Gauss
Elimination, LU Decomposition, cholesky Decomposition; Iterative Methods Jacobi, Gauss-
seidel, Relaxation Methods.
Unit — V Ordinary Differential Equations - Euler Method, Single step Methods, Runge Kutta’s Method,
Multistep Methods, Milne simpson’s Method, Methods based on Numerical Integration,
Methods Based on Numerical Differentiation, Eigenvalue Problems.
Content as in :
S.S. Sastry: Introductory Methods of Numerical Analysis

M — 8.2 (a) HYDROSTATICS

NOTE : Two questions will be set from each unit with Internal choice
Unit — I Pressure equation. Condition of equilibrium. Lines of Force. Homogeneous and
heterogeneous fluids. Elastic fluids.
Unit — II Surface of Equal pressure. Fluid at rest under action of gravity. Rotating fluids.
Unit — III Fluid pressure on plane surfaces. Centre of pressure. Resultant pressure on curved surfaces.
Unit — IV Equilibrium of floating bodies. Curves of buoyancy. Surface of buoyancy. Stability of
equilibrium of floating bodies. Meta center. Workdone in producing a displacement. Vessel
containing liquid.
Unit — V Gas laws. Mixtures of gases. Internal energy. Adiabatic expansion. Workdone in compressing
a gas. Isothermal Atmosphere. Connective equilibrium.
Content as in : W.H.Besant and A.S. Ramsey : A treatise on Hydromechanics Part I ELBS.

M — 8.2 (b) OPERATION RESEARCH

NOTE: Two questions will be set from each unit with Internal choice
Unit — I Introduction to Operations Research. The linear programming problem. Problem
formulation. Linear programming in matrix notation. Graphical solution of linear
programming problems.
Unit — II Some basic properties of convex sets, convex functions and concave functions. Theory and
application of Simplex method of solution of a linear programming problem.
Unit — III The transportation and Assignment problems.

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Unit — IV Charne’s M-Technique. The two phase method .Principle of duality in linear programming
problem. Fundamental duality theorem. Simple problems.
Unit — V Game theory – 2 persons zero sum games
Content as in : Operations Research — Man Mohan Singh
Operations Research — S.D. Sharma

M — 8.2 I DISCRETE MATHEMATICS

NOTE: Two questions will be set from each unit with Internal choice
Unit — I Sets and Propositions – Cardinality. Mathematical Induction. Principle of inclusion and
exclusion. Computability and Formal Languages – Ordered sets. Languages, Phrase Structure
Grammars. Types of Grammars and Languages.
Unit — II Relations and Functions – Binary Relations. Equivalence Relations and Partitions. Partial
Order Relations and Lattices. Chains and Antichains. Pigeon Hole Principle.
Unit — III Graphs – Basic Terminology. Multigraphs. Weighted Graphs. Paths and Circuits. Shortest
Travelling Salesman Problem.
Unit — IV Planar Graphs. Trees.
Unit — V Analysis of Algorithms – Time complexity of Problems. Discrete Numeric Functions and
Generating Functions. Recurrence Relations and Recursive Algorithms – Linear recurrence
Relations with constant coefficients. Homogenous solutions, Particular solutions Total
solution. Solution by the method of Generating Functions.
Content as in :
1. C.L. Liu - Elements of Discrete Mathematics
- Discrete Mathematics and its applications.

M — 8.2 (d) DIFFERENTIAL GEOMETRY

NOTE : Two questions will be set from each unit with Internal choice
Unit — I Local theory of curves. Space curves. Examples. Planar curves, helices, Serret – Frenet
apparatus, Existence of space curves. Involutes and evolutes of curves
Unit - II Global curve theory – Rotation index, convex curves, Isoperimetric, inequality, Four vertex
theorem.
Unit — III Local theory of surfaces – Parametric patches on surface, First fundamental form and arc
length, Normal curvature, Geodesic curvature and Gauss formulae, shape operator LP of a
surface at a point, Vector field along a curve, second and third fundamental forms of a
surface, Weiengarten map.
Unit — IV Principal curvatures, Gaussian Curvature, Mean and normal curvatures, Gauss theorem,
Isometry groups and the fundamental existence theorems for surfaces.
Unit — V Global theory of surfaces –Geodesic coordinate patches, Gauss-Bonnet formulae, Euler
characteristic of a surface, Index of a vector field, spaces of constant curvature.
Content as in

T.J. Willmore : An introduction to Differential and Riemann Geometry.

M — 8.2 (e) PROBABILITY THEORY

NOTE : Two questions will be set from each unit with Internal choice
Unit — I Notation of probability, Random experiment, Sample space, axiom of probability,
elementary properties of probability, equally likely outcomes, conditional probability, Bayes
theorem, Independence, Geometric Probability.
Unit — II Random variables. Concept, Cumulative distribution function, discrete and continuous
random variables, expectations, mean, variance, moment generating function.
Unit — III Discrete random variable, Bernoulli random variable, binomial random variable, geometric
random variable, Poisson random variable,
Unit — IV Continuous random variable. Uniform random variable. Exponential random variable,
Gamma random variable, normal random variable.
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Unit — V Bivariate random variable. Joint distribution, joint and conditional distribution, the
correlation coefficient.
Content as in
1. R.V. Hogg and A.T. Craig : Introduction to Mathematical Statistics
2. S.C. Gupta and V.K. Kapoor : Fundamentals of Mathematical Statistics.

M — 8.3 Project, Practical / Dissertation in Mathematics

List of Activities:
• Project, Practical / Dissertation related to Mathematics
• Mathematics seminar.
____________________________

Education Component:
Vision of Indian Education: Issues & Concerns
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives:
After the completion of the course Pupil-teachers will:
* Appreciate Constitutional ideals and values and reflect critically on the role of education in
realizing those ideals
* Identify and Internalize Values of New Social order envisioned and enshrined in Indian
Constitution
* Understand the diverse and complex nature of Indian Society
* Appreciate that the Indian nation is in the process of making
* Reflect on inherent contradictions present in India
* Develop critical faculty in realizing and interpreting the nature of Indian Schooling
* Develop perspective on issues and concerns of Indian schooling
* Become sensitive towards child rights and classroom practices
Unit-I: Understanding India : Indian Constitution: Concern for New Social Order
- Constitution and Preamble: National Ideals
• Democracy,
• Equality,
• Liberty,
• Secularism, and
• Social Justice.
- Constitutional provisions on education that reflect these ideals: Implicit concerns and
Issues
- India as a Society: Socio-economic, cultural, linguistic and regional framework
- India as an evolving Nation state: Vision, Nature and Salient Features
• Democratic polity,
• Federal structure.
- Implications to Educational arrangements and responsibility
- India as Developing Economy: Salient features and contradictions
• Development and Displacement,
• Development and environmental degradation,
• Growing incomes and widening inequalities.
- Facets/sectors of Indian economy: Agriculture, Industrial and Service
- India as Knowledge economy
- Implications to education
Unit-II: Education as Fundamental Right: Practices of Indian Schooling
- Child Rights: International Covenants and Indian Constitutional Provisions

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- Rights of Girl Child
- Education as a Fundamental Right of Children
- Universalisation of School Education
- Equalization of Educational Opportunities
- Problematization of Indian schooling in understanding the apparent contradictions/
- Paradoxes of universality and equality:
• Private-public schools
• Urban –rural schools
• Centre-state schools
• Many other forms of in-equalities in Indian Schooling
- Schooling and Access: Physical, Epistemological, and Cultural Access
- Issue of enrollment, retention and success: Sociological analysis
Unit III Secondary Education: Status, Issues and Concerns
- Concept of Secondary Education
- Secondary School: its linkages with primary and higher secondary stages of education
- Aims of Secondary Education with special reference to Secondary Education Commission 1954
- Universalization of Secondary Education: status and issues
• Quantitative Expansion
• Qualitative Consolidation
• Equity Perspective—A Sociological Understanding
• Skill development and Vocationalization
• Privatization
Unit IV: Guidance and Counseling
• Guidance –concept, need and principles
• Counseling concept, need and principles
• Guidance-Types- Educational, Vocational, and personal
• Educational guidance-nature, scope and approaches
• Vocational guidance-nature, scope and approaches
• personal guidance-nature, scope and approaches
• role of teacher in Guidance and Counseling
Transactional Modes:
The transactional/construction modes of the course work may consist of:
• Lecture-cum discussions.
• Extended reading of certain required portions from Indian constitution and UNO
conventions on Human Right and Child Rights.
• Observational studies.
• Analysis of education data.
(Practicum on Forms of inequalities and their reflection in Education- A critical study)
(To situate and understand contradictions/paradoxes of economy a Case study/project work on Big
Dams or SEZ and any other pressing economic issues may be undertaken.)
(Critical study of alternative schooling in the light of education as a fundamental right of every child)
Suggested Readings:
1. Avjit Pathak (2004). Social Implications of Schooling: Knowledge, Pedagogy and Consciousness,
Rainbow Publishers, New Delhi.
2. Baxi, Upendra (1995). The Human Rights Education: The promise of the Third Millennium, New
Delhi.
3. Dube, S.C. (2005). Indian Society. National Book Trust of India, New Delhi.
4. Kumar, Krishna, (1991). The Political Agenda of Education; A Study of Colonialist and Nationalist
Ideas. Sage Publication, New Delhi.
5. Levin, Leah, (1998). Human Rights-Questions and Answers, New Delhi.
6. Naik, J.P. (1975). Equality, Quality and Quantity: The Elusive Triangle in Indian Education, Allied
Publishers, Bombay.
7. Nehru, Jawaharlal (1989). The Discovery of India, Oxford University Press, New Delhi.
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 8. PROBE Team. (1999). Public Report on Basic Education in India, New Delhi, Oxford
University Press.
9. Sharma, S.K. (1998). Children and The Human Rights, New Delhi.
10. Tawney, R.H. (1964). Equality, Unwin Books, London.
__________________________________________
School Management & Leadership
Contact Periods/week: 03 Maximum Marks – 40
Min. Pass Marks – 13
Internal – 10
Objectives:
After completing this paper, student- teachers will be able:
• To develop understanding about the basic concepts and process of school management.
• To understand different components of school management.
• To realize the multifaceted role of a teacher/head teacher.
• To develop the understanding about different school managements in India.
• To develop understanding about the role of different agencies in school management
• To understand and appreciate the process of becoming an effective teacher.
• To understand the role of individuals as followers and leaders within organizations.
• To critically examine the core and contemporary leadership theories relevant to school practice
and settings.
• To sensitize the students about new changes and challenges in leadership of institutions.
• To develop capacities for being efficient and effective educational leaders.
• To enable them to recognize the importance of management of resources and effective use of
ICT in the context of school management.
Course Content:
Unit I: School management and its Components
1.1 Meaning, scope and process of school management.
1.2 Characteristics of Successful School Management.
1.3 Role of the Head master, Teacher and students
1.4 Managing internal organization: Curricular and co- curricular activities
Unit II: School as an Organization
2.1 School Organization: Meaning, Aims and Objectives
2.2 Resource Requirements of School. i.e., Physical, Human and Financial Resources.
2.3 Schools under Different Managements –
i) Government - Central, State and Local Bodies.
ii) Private – Aided and Unaided.
2.4 Study of Specific Managements -
i) Residential Schools Run by Social Welfare Corporations
ii) Navodaya Vidyalayas/ KendriyaVidyalayas / Sainik Schools /Railway School and Public
Undertaking
iii) National / State Open Schools
UNIT III: School Leadership
3.1 Meaning and Nature of leadership
3.2 Theories of Leadership
3.3 Leadership traits: Responsible, self- disciplined, innovative, imaginative, visionary
3.4 Leadership skills: Decision making, Planning, Coordinating, Communicating, Evaluating and
Feed Back
3.5 Styles of Leadership: Autocratic, Democratic and Laissez-faire
UNIT IV: Dimensions of leaderships: Challenges and Perspectives
4.1 Responsibilities of leaders: Supervision as leadership, Leadership for the learning
community, Leading and managing educational change and improvement

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4.2 Obstacles to leadership: Resources and priorities, political pressure, social pressures and
personal antagonism
4.3 Issues of diversity in educational organizations, including issues related to gender and
multiculturalism
4.4 ICT-A Tool for Resource Management
Sessional work ( Any One)
• Study of leadership quality of school administrator / Head of the institution.
• Each student will frame an ideal school timetable.
• Students in group of 4 to 5 will prepare outline of curricular and co-currricular activities in
school.
• Write an essay on application of ICT in school management,obstacles to leadership and
managing teaching- learning
Suggested Readings:
Aggarwal, J.C. (2007). School management.Shipra publication, Daryagunj,
New Delhi.
Bhatnagar, R. P. and Agarwal, V. (2006). Educational Administration Supervision, Planning and
Financing.R.Lall Book Depot, Meerut.
Carlson, R. V. (1996). Reframing and reform: Perspectives on organization, leadership, and
school change. White Plains, NY: Longman Publishers.
Davies, B. and Ellison, L. (2001). School leadership for the 21st century. RoutledgeFalmer,London.
Famulavo Joseph, (1986): Hand book of Human resource Administration. M CGraw Hills, New
York.
Freire, P. (1998). Teachers as cultural workers. Boulder, CO: Westview Press.
Taj, H .( 2008). Current challenges in education. Neelkamal publications,Hyderabad.
Mohanthy, J. (2007). Educational management supervision schoolorganization. Neelkamal
Publications Private Limited, Hyderabad.
Tilak, J.B.G. (1992). Educational planning at Grass roots.Ashishpublishing house, New Delhi.
Kochhar, S.K. (2011). School Administration and Management.Sterling Publisher Pvt.Ltd.,New
Delhi
Krishnamacharyulu V. (2011). School management and systems of education. Neelkamal
Publications Private limited, Hyderabad.
Marshall, P.L. (2002). Cultural diversity in our schools. Belmont, CA: Wadsworth Publishing.
National curriculum Frame work for teachers, (2009), NCTE.
National curriculum frame work, (2005), NCERT, New Delhi.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities.
ColumbiaUniversity:Teachers College Press.
Walia, J.S. (2004), Education in emerging Indian Society. Paul Publishers.
Walker James W. (1980),.Human resource planning.McGraw Hill, N Y.

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