UNIVERSITY OF MYSORE

REGIONAL INSTITUTE OF EDUCATION

[National Council of Educational Research and Training, New Delhi]

Regulations governing the Programme

1.0 Programme and Duration :

Integrated Programme of Teacher Education titled ‘Master of Science Education’

(Physics) leading to the post-graduate degree, M.Sc.Ed. (Physics). The programme
will be of six year duration organized on the semester pattern with 2 semesters in a
year. Each semester will consist of 16 weeks of instruction excluding examination.

1.1 Equivalence:
The course contents related to Physics, Chemistry and Mathematics are equivalent
respectively to course content in Physics, Chemistry and Mathematics included in the
syllabi for the same subjects in B.Sc.(PCM) and M.Sc.(Mathematics) of University of
Mysore, taken together.

The course content related to educational components in M.Sc.Ed. (Mathematics) are

equivalent to that of B.Ed. of University of Mysore and in addition, contains
Professional Education components required for teaching of Mathematics at senior
secondary level. This degree is equivalent to M.Sc. and B.Ed. degrees of University
of Mysore.

The students who pass this course are considered eligible to pursue Ph.D. degree in
Physics in compliance with Ph.D. regulations of University of Mysore.

2.0 Eligibility for admission to M.Sc.Ed.

2.1 Candidates seeking admission to the M.Sc.Ed. Physics course should have passed
CBSE Senior Secondary examination/ Pre-University examination of Karnataka or an
equivalent examination recognized by the University of Mysore with 45% marks in
aggregate. Relaxation upto 5% of marks shall be given to the SC/ST candidates.
2.2 Candidates should have passed the qualifying examination with the following
combinations of subjects. Physics, Chemistry, Mathematics/ Physics, Chemistry,
Mathematics and any other subject.
2.3 Admission shall be regulated through selection on the basis of marks in the qualifying
examination or performance in a specially designed selection test or both. The
selection test shall consist of Multiple Choice Questions with equal weightage to the
three content areas of the combination of subjects at PUC/CBSE level. Admission
shall be as per the prevalent admission policies of NCERT. It will also be governed
by the reservation policies of Govt. of India as prevalent at the time of admission.
2.4 The Institutions other than RIE of Mysore, offering the course, shall follow the
admission rules of Post-Graduate Courses of the University of Mysore.

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3.0 Admission to M.Sc.Ed. (Lateral Entry)
Duration of the course under Lateral Entry Scheme is of four semesters. The
candidate will be admitted directly to IX Semester of M.Sc.Ed. with the following
eligibility criteria.
Candidates seeking admission into M.Sc.Ed. under Lateral Entry Scheme
should have passed B.Sc. Degree with subjects Mathematics, Physics and
Chemistry and B.Ed. degree with Pedagogy of Mathematics and Physical
Sciences of any recognized University and that are equivalent to that of
B.Sc.and B.Ed. of University of Mysore with 50% marks in aggregate in each
of B.Sc. and B.Ed. Relaxation upto 5% of marks shall be given to the SC/ST
candidates.

4.0 Scheme of Instruction :

Details of courses and scheme of study, duration, etc. are provided in Table 1.
Courses of Study are organized under the following three categories :
a) Common Courses
b) Core Courses
c) Electives
d) Open Electives

4.1 Common Courses :

Comprises of courses that are mandatory for all students.
I to VIII Semesters:
a) Regional Language : Any one of the following languages – Kannada/
Hindi / Tamil / Telugu / Malayalam.
b) English
c) Environmental Education, Information and Communication
Technology (ICT) in Education, Indian Constitution, Health and
Physical Education and Theatre, Art and Heritage Craft Traditions.
IX to XII Semesters:
d) Foundations of Physics Education – I & II, Foundations of Higher
Secondary Education, Teaching of Physics, Research in Physics
Education.

4.2 Core Courses

Comprises of seven courses in Education, two courses one in Pedagogy of
Physical Sciences and another in Pedagogy of Mathematics, Physics,
Chemistry and Mathematics from I to VIII Semesters and 16 courses in theory
and 4 courses in practicals of Physics from IX to XII Semesters.

The programme also includes a comprehensive school attachment programme,

the internship in teaching at VII and XI Semesters.

4.3 Electives
Comprises three courses in Education and two in mathematics so tha student
can opt one in each course.
Open Electives: Comprises of two courses viz. Communication Skills and
Inclusive Education – II.

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 5.0 Attendance
Every student has to attend a minimum of 75% of the classes conducted of
each course. If a candidate has failed to put in a minimum of 75% attendance
in a course, he is deemed to have dropped the course and is not allowed to
write the semester end examination of that course. He has to attend the classes
of that course in the subsequent years whenever it is offered.

6.0 Medium of Instruction:

The medium of instruction and examination shall be English

7.0 Course Structure of M.Sc.Ed. Physics RIE Scheme

Table 1
PANORAMA
a) I to VIII Semesters

NO. OF CREDITS PER WEEK Total Credits Total Total

IN EACH SEMESTER L+T+P No. of Contact
Sl.No. COURSE (Split) Credits Hours

I II III IV V VI VII VIII

L+T+P L+T+P L+T+P L+T+P L+T+P L+T+P L+T+P L+T+P
COMMON COURSES:

1 English 2+1+0 2+1+0 2+1+0 2+1+0 - - - - 8+4+0 12 16

2 Regional Language 2+1+0 2+1+0 2+1+0 2+1+0 - - - - 8+4+0 12 16

3 Holistic Education 0+0+1 - - - - - - - 0+0+1 1 2

4 Environmental Studies - 0+0+1 - - - - - - 0+0+1 1 2

5 Theatre, Art and - 0+0+1 - - - - - - 0+0+1 1 2

Heritage, Craft
Traditions
6 ICT 0+0+1 - - - 0+0+1 - 0+0+2 2 4

7 Indian Constitution & - - - - - - - 0+1+0 0+1+0 1 2

Human Rights
CORE COURSES

8 Maths (2+1+0)2 2+1+0 2+1+0 2+1+0 2+1+0 2+1+0 (1+1+0)2 2+1+0 18+10+0 28 38

9. Physics 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 2+0+1 1+1+1 21+1+8 30 47

10. Chemistry 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 3+0+1 2+0+1 1+1+1 21+1+8 30 47

11. Pedagogy of Maths - - - - 2+2+0 2+2+0 - - 4+4+0 08 12

12. Pedagogy of Physical - - - - 2+2+0 2+2+0 - - 4+4+0 08 12

Sci.
13. Internship Methodology - - - - - - 0+0+4 - 0+0+4 4 8
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14 Intrnship Methodology II - - - - - - 0+0+4 - 0+0+4 4 8

15. Understanding - 1+1+0 - - - - - - 1+1+0 02 03

Education and its
Perspectives
16. Psychology of Learner - - 2+1+0 - - - - - 2+1+0 03 04
& Learning
17. Assessment of Learning - - - 1+1+0 - - - - 1+1+0 02 03

18. Teaching Approaches - - - - 2+1+0 - - - 2+1+0 03 04

and Strategies
19. Secondary Education in - - - - - - - 2+1+0 2+1+0 03 04
India: Status,
Challenges and
Strategies
Electives

20 Guidance and - - - - - - - 2+1+0 2+1+0 03 04

Counselling /
Inclusive
Education/Curriculum
and School

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21. Mathematics: - - - - - - - 1+1+0 1+1+0 02 03
Numerical Analysis/
Graph Theory
Total Credits 21 21 21 19 22 19 19 18 160 160 241

Total Contact Hours 30 32 30 28 32 28 34 29 241

b) IX to XII Semesters
No. of Credits in each semester Total Total No.
No. of of Contact
Sl.No. COURSE Credits Hours
IX X XI XII
L+T+P L+T+P L+T+P L+T+P

Common Papers
Foundations of Physics 1+1+0 2 3
Education I
Foundations of Higher Sec.Edu 2+1+0 3 4
Foundations of Physics 1+1+0 2 3
Education II
Teaching of Physics 2+1+0 3 4
Internship 0+0+3 3 6
Research in Physics Education 2+1+0 3 4
Core Papers
Mathematics Physics 2+1+0 3 4
Classical Mechanics 2+1+0 3 4
Classical Electrodynamics - I 2+1+0 3 4
Electronics 2+1+0 3 4
Core Lab – I 0+0+4 4 8
Mathematical Physics - II 2+1+0 3 4
Quantum Mechanics – I 2+1+0 3 4
Classical Electrodynamics – II 2+1+0 3 4
Digital and Communication 2+1+0 3 4
Electronics
Core Lab – II 0+0+4 4 8
Quantum Mechanics – II 2+1+0 3 4
Spectroscopy 2+1+0 3 4
Statistical Physics 2+1+0 3 4
Solid State Physics – I 2+1+0 3 4
Core Lab – III 0+0+4 4 8
Laser Physics 2+1+0 3 4
Material Physics 2+1+0 3 4
Nuclear Physics 2+1+0 3 4
Solid State Physics - II 2+1+0 3 4
Core Lab – IV 0+0+4 4 8
Add on courses:
Communication Skills / 2+1+0 3 4
Inclusive Education – II
11+6-4 11+6+4 8+4+7 10+5+4 80 120
L : (Number of hours engaging a student in lectures in a semester) / 16
T : (Number of hours engaging a student in tutorials in a semester) / 32
P (Number of hours engaging a student in practicals in a semester) / 48 for science subjects from I to
VIII semesters
P: (Number of hours engaging a student in practicals in a semester) / 32 for other subjects in all
semesters and for Science from IX to XII Semesters.
L + T + P = V The credit Value of a course
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 Note : VII Semester consists of 6 weeks of internship exclusively and the available time for
classroom instruction is 10 weeks only. So, in science, the number of credits shown for
L = 2, but the contact hours is 3 per week and for mathematics the number of credits shown
for L = 1, but the contact hours is 2 hours per week.

8.0 Change of Stream

Change of stream is permissible after successfully completing first eight
semesters and this will be decided by the academic body set up by the
Principal and Dean of Instruction.

9.0 Scheme of Examination

9.1 There shall be a University Examination at the end of each semester.
9.2 Detailed Scheme of Examination along with paper titles and breakup of marks
paper- wise is as given below.

M.Sc.Ed. Physics RIE Scheme

SCHEME OF EXAMINATION

Sem Course No. Subject Sessional C3 C3 M P = C1 +

Theory= Practical= C2 + M
C1 C2 X Y
I I # PG E.1 English 25 25 50 - 50 100
I # PG RL.1.1 Reg.Lang.-Hindi 25 25 50 - 50 100
I # PG RL.2.1 Reg.Lang.-Kannada 25 25 50 - 50 100
I # PG RL.3.1 Reg.Lang.-Malayalam 25 25 50 - 50 100
I # PG RL.4.1 Reg.Lang.-Tamil 25 25 50 - 50 100
I # PG RL.5.1 Reg.Lang.-Telugu 25 25 50 - 50 100
I # PG HE.1 Holistic Education 25 25 - 50 50 100
I # PG M.1 Mathematics: 25 25 50 - 50 100
Differential Calculus
And Analytical
Geometry (Paper I)
I # PG M.2 Mathematics: Number 25 25 50 - 50 100
theory, Theory of
Equations and Matrices
(Paper II)
I # PG P.1 Physics: Mechanics – I 25 25 50 50 50 100

I # PG C.1 Chemistry: Atomic 25 25 50 50 50 100

Structure and Bonding

Total 700

II II # PG E.2 English 25 25 50 - 50 100

II # PG RL.1.2 Reg.Lang.-Hindi 25 25 50 - 50 100
II # PG RL.2.2 Reg.Lang.-Kannada 25 25 50 - 50 100
II # PG RL.3.2 Reg.Lang.-Malayalam 25 25 50 - 50 100
II #RL.4.2 Reg.Lang.-Tamil 25 25 50 - 50 100
II # PG RL.5.2 Reg.Lang.-Telugu 25 25 50 - 50 100
II # PG EE.1 Environmental Studies 25 25 - 50 50 100

II # PG Theatre, Art and 25 25 - 50 50 100

TAHCT.2 Heritage, Craft
Traditions
II # PG Edu.1 Understanding 25 25 50 - 50 100
Education and its
Perspectives
II # PG M.3 Mathematics: Partial 25 25 50 - 50 100
Differentiations and
Integral Calculus

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 II # PG P.2 Physics: Elasticity, 25 25 50 50 50 100
Waves, Heat and
Thermodynamics
II # PG C.2 Chemistry: States of 25 25 50 50 50 100
Matter and Nuclear
Chemistry
Total 800

III III # PG E.3 English 25 25 50 - 50 100

III # PG RL.1.3 Reg.Lang.-Hindi 25 25 50 - 50 100
III # PG RL.2.3 Reg.Lang.-Kannada 25 25 50 - 50 100
III # PG RL.3.3 Reg.Lang.-Malayalam 25 25 50 - 50 100
III # PG RL.4.3 Reg.Lang.-Tamil 25 25 50 - 50 100
III # PG RL.5.3 Reg.Lang.-Telugu 25 25 50 - 50 100
III # PG Edu.2 Psychology of 25 25 50 - 50 100
Learner & Learning
III# PG ICT.1 ICT in Education 25 25 - 50 50 100
III # PG M.4 Mathematics: Real 25 25 50 - 50 100
Analysis
III # PG P.3 Physics: Electricity and 25 25 50 50 50 100
Electromagnetism
III # PG C.3 Chemistry: Organic 25 25 50 50 50 100
Chemistry – I
Total 700

IV IV # PG E.4 English 25 25 50 - 50 100

IV # PG RL.1.4 Reg.Lang.-Hindi 25 25 50 - 50 100
IV # PG RL.2.4 Reg.Lang.-Kannada 25 25 50 - 50 100
IV # PG RL.3.4 Reg.Lang.-Malayalam 25 25 50 - 50 100
IV # PG RL.4.4 Reg.Lang.-Tamil 25 25 50 - 50 100
IV # PG RL.5.4 Reg.Lang.-Telugu 25 25 50 - 50 100

IV # PG Edu.3 Assessment of 25 25 50 - 50 100

Learning
IV # PG M.5 Mathematics: 25 25 50 - 50 100
Differential Equations
IV # PG P.4 Physics: Optics 25 25 50 50 50 100
IV # PG C.4 Chemistry: 25 25 50 50 50 100
Thermodynamics,
Equilibrium and
Solutions
Total 600
V V # PG Edu.4 Teaching Approaches 25 25 50 - 50 100
and Strategies
V # PG POPS.1 Pedagogy of Physical 25 25 50 - 50 100
Science
V # PG POM.1 Pedagogy of 25 25 50 - 50 100
Mathematics
V # PG M.6 Mathematics: 25 25 50 - 50 100
Multivariate Calculus
and Vector Calculus
V # PG P.5 Physics: Basic 25 25 50 50 50 100
Electronics
V # PG C.5 Chemistry: Transition 25 25 50 50 50 100
Elements, Coordination
Compounds and
Chemical Kinetics
Total 600

VI
VI# PG POPS.2 Pedagogy of Physical 25 25 50 - 50 100
Science
VI # PG POM.2 Pedagogy of 25 25 50 - 50 100
Mathematics
VI # PG M.7 Mathematics: Group 25 25 50 - 50 100
Theory
VI # PG P.6 Physics: Relativity and 25 25 50 50 50 100
Quantum Mechanics
VI # PG C.6 Chemistry: Organic 25 25 50 50 50 100
Chemistry - II
Total 500

VII VII # ICT.2 ICT in Education 25 25 - 50 50 100

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 VII # PG M.8 Mathematics: Rings 25 25 50 - 50 100
and Fields
VII # PG M.9 Mathematics: Linear 25 25 50 - 50 100
and Algebra
VII # PG P.7 Physics: Atomic and 25 25 50 50 50 100
Molecular Physics
VII # PG C.7 Chemistry: 25 25 50 50 50 100
Electrochemistry and
photochemistry
VII # PG IP.1 Internship
Methodology I 25 25 -- 50 50 100

VII # PG IP.1I Internship 25 25 - 50 50 100

Methodology II
Total 700
VIII
VIII # PG IC.1 Indian Constitution 25 25 50 - 50 100
And Human Rights
VIII # PG Secondary Education: 25 25 50 - 50 100
Edu.5 Status, Issues and
Concerns
VIII # PG Inclusive Education/ 25 25 50 - 50 100
Edu.6 Guidance and
Counselling/curriculu
m & school
VIII # PG M.10 Mathematics: Complex 25 25 50 - 50 100
Analysis (Paper I)
VIII # PG M.11 Mathematics: Paper II 25 25 50 - 50 100
Numerical Analysis /
Graph theory
(Optional)

VIII # PG P.8 Physics: Nuclear and 25 25 50 50 50 100

Solid State Physics
VIII # PG C.8 Chemistry: 25 25 50 50 50 100
Spectroscopy, Natural
Products and
Heterocyclics
Total 700

IX IX /PG- Foundations of 25 25 50 - 50 100

EDU8 Higher Secondary
Education
IX/PG- Foundations of 25 25 50 - 50 100
P.9.1 Physics
Education – I
IX/PG- Mathematical 25 25 50 - 50 100
P.9.2 Physics – I
IX/PG- Classical 25 25 50 - 50 100
P.9.3 Mechanics
IX/PG- Classical 25 25 50 - 50 100
P.9.4 Electrodynamics –
I
IX/PG- Electronics 25 25 50 - 50 100
P.9.5
IX/PG- Core Lab – 1 25 25 - 50 50 100
P.Pr.9.6
Total 700
X X/PG- Foundations of 25 25 50 - 50 100
P.10.1 Physics Education-
II
X/PG- Teaching of 25 25 50 - 50 100
P.10.2 Physics
X/PG- Mathematical 25 25 50 - 50 100
P.10.3 Physics- II
X/PG- Quantum 25 25 50 - 50 100
P.10.4 Mechanics – I

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 X/PG- Classical 25 25 50 - 50 100
P.10.5 Electrodynamics –
II
X/PG- Digital and 25 25 50 - 50 100
P.10.6 Communication
Electronics
X/PG- Core Lab – II 25 25 - 50 50 100
P.Pr.10.7
Total 700
XI XI/PG- Quantum 25 25 50 - 50 100
P.11.1 Mechanics- II
XI/PG- Spectroscopy 25 25 50 - 50 100
P.11.2
XI/PG- Statistical Physics 25 25 50 - 50 100
P.11.3
XI/PG- Solid State Physics 25 25 50 - 50 100
P.11.4 –I
XI/PG- Core Lab III 25 25 - 50 50 100
P.Pr.11.5
XI/PG- Internship 25 25 - 50 50 100
P.11.6
XI/PG- Communication 25 25 50 - 50 100
P.11.7 Skills/ Inclusive
Education – II
Total 700

XII XII/PG- Research in 25 25 50 - 50 100

P.12.1 Physics Education
XII/PG- Laser Physics 25 25 50 - 50 100
P.12.2
XII/PG- Material Physics 25 25 50 - 50 100
P.12.3
XII/PG- Nuclear Physics 25 25 50 - 50 100
P.12.4
XII/PG- Solid State Physics 25 25 50 - 50 100
P.12.5 – II
XII/PG- Core Lab – IV 25 25 - 50 50 100
P.Pr.
12.6
Total 600
Grand Total 8400

*Among these only two electives will be offered.

9.3 Duration of semester end examination for all theory courses will be of 2
hours and for practical examination, it is of 3 hours from I Semester to VIII
Semester and 4 hours from IX Semester to XII Semester

Each theory paper comprises of 5 questions of 10 marks each with internal

choice covering the entire syllabus.

10 Question paper setting, valuation etc.,

10.1 Question paper setting for C3.
(i) There shall be a separate Board of Examiners for each subject for
preparing, scrutinising and approving the question papers and scheme of
valuation for the use at the next examination/s.
(ii) The question papers shall be drawn from the question bank, through a
computer.

10.2 Coding of Answer Scripts:

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 Before valuation, the answer scripts shall be coded using false numbers. For
each paper code separate false number shall be given.

10.3 Valuation and Classification of Successful Candidates

All papers will be valued by an internal examiner and there will be single
valuation.
The performance of a student in a course will be assessed for a maximum of
100 marks as explained below.
A semester is divided into three discrete components namely C1, C2 and C3.
The evaluation of the first component C1 will be done during the first half
of the semester while the first 50% of the syllabus is being covered. This will
have a weightage of 25%. This will be consolidated during the 8th week of
the semester. The evaluation of the second component C2 will be done
during the second half of the semester while the next 50% of the syllabus is
being covered. This will have a weightage of 25%. This will be consolidated
during the 16th week of the semester in general C1and C2 should be
evaluated through test / seminar/ dissertation / presentations / assignment.

Between the 18th and 20th week of the semester, the semester end
examination will be conducted by the University and this forms the third
component of evaluation C3 with weightage of 50%.

If a candidate has not scored atleast 30% in C1 and C2 put together, he/she is
not allowed to appear for C3.

It should be noted that evaluated papers/assignments of C1 and C2 of

assessment are immediately returned to the candidates after obtaining
acknowledgement in the register maintained by the concerned teacher for
this purpose.

For the courses that has both Theory and Practical components, then as
part of C3, both theory and practical examinations shall be conducted for 50
marks each.
The final marks of a course M of C3 will be computed as per the following
table :

Distribution Formula
1. L:T:P M = ((L+T)*X+ (P*Y)) / (L+T+P))
2. L:T:P=0 M=X
3. L:T =0:P M = (L*X + P*Y) / (L+P)
4. L=0:T:P M=Y
5. L:T=0:P=0 M=X
6. L=0:T=0:P M=Y
7. L=0:T:P=0 M=Z
where
X is the marks scored out of 50 in C3 in Theory
Y is the marks scored out of 50 in C3 in Practical
Z is the marks scored out of 50 in C3 in Tutorial

The total marks in a course is P = C1 + C2 + M (after rounding

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 to nearest integer. The grade (G) and grade point (G.P) will be calculated
as follows where V is the credit value of the course.

P G GP = V  G
90 – 100 10 V  10
80 – 89 9 V9
70 – 79 8 V8
60 – 69 7 V 7
50 – 59 6 V6
40 – 49 5 V5
30 – 39 4 V 4
0 -29 0 V0

If a candidate scores in C1 +C2  30%,

M  30%
and G  5 in a course, then he is considered to be successful in that course.
After successful completion of the required number of credits, then the
overall cumulative grade point average (CGPA) of a candidate is calculated using
the formula CGPA = GP / Total number of credits and the class is declared as
follows :

FGP
CGPA Numerical Qualitative
Index Index
4  CGPA < 5 5 Second Class
5  CGPA < 6 6
6  CGPA < 7 7 First Class
7  CGPA < 8 8
8  CGPA < 9 9 Distinction
9  CGPA 10 10

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

However, if C1 + C2  30%, M  30% and with grade G = 4, then a candidate

has three options namely conditional success or make up of a course or dropping a
course.

Conditional Success: A candidate is said to be successful conditionally in a course

if his score in C1 + C2  30%, M  30% and grade G = 4. But this benefit will be
available upto a maximum of 24 credits for the entire programme of M.Sc.Ed. of 6
years.The candidate has to exercise this option within 10 days from the date of
notification of results.

Make Up of a Course: Under the following circumstances, a candidate can have

option to choose MAKE-UP OPTION for C3:
1. scores  30% in C1 + C2 and M < 30%
2. scores  30% in C1 + C2; M  30% but with grade G = 4
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The candidate has to exercise this option within 10 days from the date of
notification of results. Once he has chosen the option he has to write the
examination which will be conducted within 25 days from the date of notification of
results. And there can be two or more examinations on the same day and they may
be held on Saturdays and Sundays also.

If the candidate is unsuccessful in make up also, then he/she is deemed to have

withdrawn / dropped the course.

Dropping a paper

Under the following circumstances a candidate is said to have DROPPED a course,

If the candidate :
1. fails to put in 75% attendance in the course,
2. decides to discontinue/ withdraw to study the course,
3. scores less than 30% in C1 + C2 together,
4. scores in
i) C1 + C2 is  30% and M < 30% or
ii) C1 + C2 is  30%, M  30% and Grade G = 4 and exercises option
to drop the paper within 10 days from the date of notification of
final results,
5. is unsuccessful in the MAKE-UP examination.

A candidate who has dropped a course has to re-register for the course when
the course is offered again by the Department or Section. But a student at
any point of time cannot register for more courses that exceeds 26 credits
including the regular courses.

10.4 If a candidate fulfils all the requirements to write C3 examination but due to
exigencies if he/she is unable to write C3 , then he/she can opt to appear for C3
of the course as and when the institute conducts the same.

10.5 Each student can go with a normal pace of 20 credits per semester. However
he/she has provision to go with a slow pace of 12 credits per semester and an
accelerated pace of 26 credits per semester. In any case it should not exceed
26 credits including reregistered courses.

10.6 The tuition fee and the examination fee of a semester will be in accordance
with the number of credits registered by each student in that semester.

10.7 The student may avail a maximum of two blank semesters in one stretch.
However, he has to pay a nominal fee for maintaining a semester blank to the
institution.

11.0 Provision for Appeal

A candidate, if dissatisfied with the grades that he/she has got with a feeling
that he/she is unnecessarily penalized can approach the grievance cell with the
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 written submission together with all facts, factual and all the assignments, test
papers etc. which were evaluated. He/She can do so before the semester-end
examination (based on 2 continuous assessment components already
completed) or after the semester-end examination. The grievance cell is
empowered to review the grades if the case is genuine and is also empowered
to penalize the candidate if his/her submission is found to be baseless and
unduly motivated. This Cell may recommend to take disciplinary/corrective
action on an evaluator if he/she is found guilty. The decision taken by the
Grievance Cell is final.

The Registrar (Evaluation) will be the Chairman and Convenor of the

Grievance Cell. For every subject there will be one grievance cell. The
composition of the Grievance Cell is as follows:
1. Three senior faculty members (other than those concerned with the
evaluation of the paper concerned) drawn from the Department/
discipline and /or from the sister departments/ sister disciplines.
2. Three senior faculty members/subject experts drawn from outside the
University Department.
3. The Registrar (Evaluation) ex-officio Chairman/Convenor.
4. The Dean of the respective faculty.
5. Additional lady faculty member (in case not covered by 1,2,3,4,6 and
7).
6. Additional faculty member from a minority community (in case not
covered by 1,2,3,4,5 and 7) and
7. The Chairman, BoS, Chairman, DoS and Chairman, BoE.

The appropriate fee as fixed by the University shall be collected from the
candidate who goes for an appeal to the Grievance Cell.

12.0 Marks Cards:

12.1 The marks card shall be laminated after affixing the hologram only when a
candidate passes (at the time of passing) all courses of a particular semester.

13.0 Barring of Simultaneous Study

13.1 No student admitted to a degree course in a college under the jurisdiction of

this university, shall be permitted to study simultaneously in any other course
leading to a degree (regular, evening, morning) offered by this university.

13.2 If a candidate gets admitted to more than one course, the university shall cancel
without giving prior notice his/her admission to all the courses to which
he/she has joined.

14.0 Miscellaneous:

14.1 These revised regulations will apply to the candidates admitted for the
academic year 2011-12 and onwards for the courses mentioned in Regulation
No.1.0 above.
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14.2 Other regulations not specifically mentioned above are as per the Regulations
of the University as applicable from time to time.

14.3 Any other issue not envisaged above, shall be resolved by the Vice-Chancellor in
consultation with the appropriate Bodies of the University, which shall be final and binding.

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 I SEMESTER
I#PG-E.1 ENGLISH

Credits : 3 (2L + 1T+0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives :
Students develop proficiency in English which equips them to:

 Understand the demands of audience, subject, situation and purpose and the
 Use of language for effective communication.
 Analyse language in context to gain an understanding of grammar, vocabulary,
spelling, punctuation and speech.
 Examine authentic literary and non literary texts and develop insight and
appreciation.
 Gain an understanding of study and reference skills.
 Plan, draft, edit and present a piece of writing.

Transaction Mode:
Lecture –cum-discussion, using language in context, interactive session, materials to
be chosen from newspapers, magazines and journals. Use of dictionaries and
encyclopaedia, library work.

COURSE CONTENT:

Unit I : Descriptive Grammar

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

Unit II : Skills in Communication

Negotiating a point of view – learning to talk persuasively so as to get across one’s
perspective.
Debating on an issue – agreeing / disagreeing.

Unit III : Study and Reference Skills

Note making; Note- taking; Summary writing.

14
Unit IV : Literature – Prose & Skills of Communication
Extract from Abdul Kalam’s Wings of Fire.; Somerset Maugham – The Ant and the
Grasshopper
Listening effectively; Talking about one self (likes, dislikes, interests, beliefs,
personality traits, ambitions); Expressing an opinion about personal belief on a current
issue.(Ability to speak fluently for 3-4 minutes. Focus would be on organized,
logical, sequential presentation of thought through spontaneous speech).

Sessional Work :
Politeness competitions- students with partners take turns in using a given number of
utterances for negotiation / requests/complaints/small talk.
Students introduce themselves though using symbols/ metaphors.
Students collect newspaper/magazine cuttings on topical and/ or cultural issues of
interest-write and share their opinion with peers.

Suggested Readings:
Block, C.C.(1997). Teaching the Language Arts, 2nd Ed. Allyn and Bacon
Mckay. et al. (1995). The Communication Skills Book, 2nd Ed. New Harbinger
Publications.
Hornby,A.S.(2001).Oxford Advanced Learner’s Dictionary,OUP
Thomsan,A.J. & Martinet.(2002).A Practical English Grammar.OUP

REGIONAL LANGUAGES
I # PG-RL.1.1 HINDI

Credits : 3 (2L + 1T +0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary works.
 To internalise grammar rules so as to facilitate fluency in speech and writing .
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

Transaction mode :

Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :

Unit I : Descriptive Grammar

15
Sandhi ( Agama, Adesa, Dwitwa etc) A suitable book on Sandhi will
be followed in the classroom
Reference: Hindi Vyakaran by N Nagappa.

Unit II: Functional Language

(a) Group Discussion: Introduction-Definition-characteristics-types of discussions-
round-table –symposium-panel-lecture forum etc.-relevance of group Discussions
–Exercises.
(b) Conversation: Definition-styles of conversation-formats of conversation-
telephonic conversa6ion, etc-Exercises
Reference: Effective Group Discussion – Theory and Practice by Gloria J.Galanes,
McGraw Hill Company (Publishers).

Unit III: Modern Poetry:

i) Kavya Kusumaakar - First eight Poets (Modern)
Prasaranga, University of Mysore, Mysore

Unit IV : Prose : Collection of Short Stories:

Katha Kousthubh (Ed). Dr Tippeswamy

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

I # PG-RL.2.1 KANNADA

Credits : 3 (2L + 1T +0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary
works.
 To internalize grammar rules so as to facilitate fluency in speech and writing.
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

COURSE CONTENT :

Unit I : Descriptive Grammar

Sandhi (Agama, Adesa, Dwitva, etc) A suitable grammar book on
Sandhi will be followed in the classroom.
16
Reference: Kannada Kaipidi, Prasaranga Publication, University of
Mysore.

Unit II : Functional Language

a) Group Discussion : Introduction – Definition – characteristics –
types of discussions – round-table symposium – panel – lecture
forum etc. – relevance of Group Discussion – exercises.

b) Conversation : Definition – styles of conversation – formats of

conversation – telephonic conversation, etc. – Exercises
Reference: Effective Group Discussion – Theory and Practice by
Gloria J.Galanes, McGraw Hill Company (Publishers).

Unit III: Modern Poetry

i) Kalki – Kuvempu
ii) Sabhyata Devate – Kuvempu
iii) Thungabhadre – K S Narasimhaswamy
iv) Kaniveya muduka – Pu Thi Na
v) Nanna avathara – M Gopalakrishna Adike

Selected from Aunika Kannada Kavya Part I, University of Mysore,

Mysore

Unit IV: Prose : Collection of short stories

Collection of Short Stories

i) Mochi – Bhartaipriya
ii) Kallina Kolalu – Chaturanga
iii) Radheya Kshame – Ananda
iv) Cappaligalu – Sara Abubakkar
Selected from Sanna Kathegalu, Mysore University, Mysore

Sessional work :In the internal class during the different activities the performance of
the student will be assessed by the teacher. Test, assignments and small projects
works may be given .

I # PG-RL.3.1 MALAYALAM

Credits : 3 (2L + 1T +0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

17
Unit I : Descriptive Grammar - Sandhi
Ref : Kerala Panineeyam By A R Rajaraja Varma, NBS, Kottayam

Unit II: Functional Language

Group Discussion- Introduction – Definition – characteristics – types of discussions –
round-table symposium – panel – lecture forum etc. – relevance of Group Discussion
– exercises

1. Conversation - Definition – styles of conversation – formats of conversation –

telephonic conversation, etc. – Exercises

Reference: Effective Group Discussion – Theory and Practice by Gloria J.Galanes,

McGraw Hill Company (Publishers).

Unit III: Modern Poetry

Lessons from “ Kavya Mala, University of Kerala Publications, Kerala

1. Mazhuvinte Katha
2. Sabhalamee yaatra
3. Shanta
4. Kochiyile Vrikshangal
5. Bharatheeyam

Unit IV: Literature

Collection of Short Stories:
From Katha malika, University of Kerala publications

1. Kadal theerathu
2. Shavadaham
3. Ammayum makanum
4. Perumazhayude pittennu
5. Chaya

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

I # PG-RL.4.1 TAMIL
Credits : 3 (2L + 1T +0P) Marks: 100
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
18
 works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .
Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :

Unit I: Descriptive grammar – Sandhi

Ref: Tamil Ningalum Thavarillamal Ezuthalam- Dr. Porko

Unit II: Functional Language

Group Discussion: Introduction-Definition-Characteristics-types of discussions-
round table-symposium-panel-lecture forum etc.-relevance of group Discussions –
Exercises
Conversation: Definition-styles of conversation-formats of conversation-telephonic
conversation, etc-Exercises
Reference: Effective Group Discussion – Theory and Practice
Gloria J. Galanes, McGraw Hill Company (Publishers).

Unit III: Poetry:Modern Poetry

Ikkalak Kavithaikal
Kannan En Sevegan
Thiru Arutpa
An Anthology of Tamil Poetry
(For First Year Degree Classes)
University of Mysore, Mysore.

Unit IV: Prose: Collection of Short Stories

Naatru – ( Collection of Short Stories)
Vaanathi Pathippagam, 13 Deenadayalu Street
T. Nagar, Chennai 600 017

Sessional work :
In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

I # PG-RL.5.1 TELUGU

Credits : 3 (2L + 1T +0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50
19
Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :

Unit I : Descriptive Grammar—Sandhi

Ref : Balavyakaranam of Paravastu Chinnaya suri and “ Telugu vyakarana chandrika
“ by P V K Prasada Rao, Sri Mahalakshmee book enterprises, Museum road,
Governor pet, Vijayawada )

Unit II: Functional Language

Group Discussion-Introduction – Definition – characteristics – types of discussions –
round-table symposium – panel – lecture forum etc. – relevance of Group Discussion
– exercises
Conversation - Definition – styles of conversation – formats of conversation –
telephonic conversation, etc. – Exercises
Reference: Effective Group Discussion – Theory and Practice by Gloria J.Galanes,
McGraw Hill Company (Publishers).

Unit III: Modern Poetry

Lessons from “Telugu Sahitya Sravanthi “
Published by Prasaranga,
University of Mysore, Mysore
Madhava varma
Desha charitralu

Unit IV: Literature

Literature:
Collection of Short Stories:

From Tilak kathalu :

By Devarakonda Balagangadhara Tilak

Published by : Vishalandhra Publications, Abids, Hyderabad.

Sessional work :

In the internal class during the different activities the performance of the student
20
will be assessed by the teacher. Test, assignments and small projects works may be
given .

I # PG-HE.1 HOLISTIC EDUCATION

Credits : 1(0L + 0T +1P ) Marks : 100

Contact hrs per week: 2 C1 + C2 : 50
C3 : 50

Objectives:

The course is designed to help the student teachers to-

 understand the modern concept of physical education, its aims, objectives and
educational dimensions
 understand the importance of fitness and the components of physical fitness
and training methods of developing physical fitness
 develop interest in participating in games and athletics and improve
competencies to perform skills and play different games for using their
leisure time in a productive manner
 acquire knowledge to conduct intramural competitions, annual sports and
recreational activities in schools.
 understand the meaning of health, dimension of health and factors that
promote and affect health
 understand the concept of health education and implement school health
programmes
 understand the meaning of yoga, its importance in maintaining good physical ,
mental and emotional health.

Transaction mode:
Lecture cum demonstration and discussion, group practice , group work, performance,
simulated teaching, school visits.

COURSE CONTENT:
UNIT I: Health & Physical Education
(a) Meaning and definition of health- Dimensions of health- physical, mental,
social and emotional and their inter relatedness
(b) Factors that promote and affect health- Biological, environmental and socio-
cultural
(c) Concept of Health Education- School Health Programmes- Promoting Health
Instruction, Healthful School Living and Health Services Programmes.
(d) Modern concept of Physical education,- Definition, Aims, Objectives and
Educational Dimensions of Physical Education- develop and appreciate the
values of physical education programme and develop leadership qualities and
all-round personality
(e) Physical Fitness- Components of Physical Fitness, Training methods for
21
 developing Physical fitness.
(f) Physical education programme at high schools- selection of activities in
games and athletics based on physiological, psychological and sociological
characteristics of students
(g) Basics in Yoga- Meaning, importance , different stages of yoga, principles of
yoga- do’s and dont’s during practice of yogic exercises, yogasanas and
pranayamas and its effect on different systems of the body and benefits of
meditation to reduce stress.

UNIT II: Practicals In Health And Physical Education and Yoga

(a) Practice of Skills and rules of different games- Basketball, Football,
Volleyball, Handball, Kho-Kho, Shuttle Badminton, Cricket, Table Tennis,
Throwball, Tenni Koit-(Any two activities)
(b) Practice of Skills and rules of different Athletic Track and Field Events-
Sprints and middle distance runs: 100 mtrs,200 Mtrs. 400 Mtrs, 800 mtrs and
1500 mtrs.
Field Events: Shotput, Discus throw, Broad jump and High jump ( Any one
event from track events and one from Field Events)
(c) Marking of playfields/ track . Organising Intramural competitions, Officiating
matches, Drawing fixtures for different type of tournaments, and maintaining
of records
(d) Health Appraisal of School Students
(e) Practice of Yogic Exercises and Yogasanas- Mudras, Suryanamasakara and a
minimum of 25 simple asanas
(f) Practice of Pranayama- and techniques of doing Meditation and Relaxation.
(g) Simulated teaching of Yogasanas

Sessional Work:
(a) Preparation of Health Appraisal Report of School students
(b) Learning to teach any five yogasanas
(c) Officiating Games and Athletic events during practice of games and
intramural competitions
(d) Performing the skills taught in different games
(e) Organisation of competitions at class level and participating in Trekking
to learn organizing skills and leadership qualities.

References:
1. B.K S Iyengar (1976) Light on Yoga, New York, Schocken Books.
2. B.D.Bhatt and S.R.Sharma (1993) Teaching of Physical and Health Education,
Delhi, Kanishka Publishing House.
3. V.Krishnamerthy and N Parameshwara Ram (1992) Educational Dimensions
of Physical Education, New Delhi, Sterling Publishers Pvt. Ltd.
4. Edward F. Voltmer and Arthur A.Esslinger (1964) The Organisation and
Administration of Physical Education, Bombay, The Times of India Press.
5. Byrd W.B. (1981) Healtyh, Philadelphia, Saunders Co.
6. Bucher Charles, Foundation of Physical Education, St.Louis, The C.V.Mosby
and Co., Ltd.
7. Uni Kishan Lal (1997) Preksha Dhyan Yogic Kriyayen, Ladnun, Tulsio
Adhyatma Nigam.
8. Seetharam A.R. (1996) Yoga for Healthy Living. Mysore , Paramahamsa
22
 Yogashram.
9. Muni Mahendra Kumar (1994) Prekksha Meditation, Ladnun, Jain Vishva
Bharathi.
10. U.K.Singh, A K Nayak (2005) Health Education, New Delhi, Commonwealth
Publishers.
11. V.K.Rao, (2003) Physical Education, New Delhi, A,P H Publishing
Corporation.
12. B.N.Dash(2003) Health and Physical Education, New Delhi, Neelkamal
Publication Pvt. Ltd.
13. N.Govindarajulu (2005) Management of Physical Education and Sports
Programme. New Delhi Friends Publications.
14. Williams J.F. and Brownell C L: The Administration of Health Education and
Physical Education , Philadelphia, W.B.Saunders Company.
15. Knapp and Leonard, (1968) Teaching Physical Education in Secondary
Schools, New York, McGraw Hill Series.

23
 I# PG-M.1 MATHEMATICS
Paper – I
DIFFERENTIAL CALCULUS AND ANALYTICAL GEOMETRY

Credits : 3 (2L + 1T +0P) Marks: 100

Contact hrs per week: 4 C1+ C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Continuity and Differentiation - I

Limits, one-sided limits, Infinite limits and limits at infinity, Continuous functions,
Discontinuous functions, Continuity theorems, Uniform continuity.
Differentiation, Linear approximation theorem, Higher derivatives, Leibnitz’s
theorem.
Monotone functions, Maxima and Minima, Concavity, Convexity and Points of
inflection.

Unit II: Differentiation - II

Polar coordinates, angle between the radius vector and the tangent at a point on a
curve, angle of intersection between two curves.
Differentiability theorems, Rolle’s theorem, Lagrange’s Mean Value theorem,
Cauchy’s Mean Value Theorem, Taylor’s theorem, Maclaurin’s theorem, Generalised
Mean Value theorem, Taylor’s Infinite series and power series expansions,
Maclaurin’s infinite series, Indeterminate forms.

Unit III: Analytical Geometry – I

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

Unit IV: Analytical Geometry – II

Planes, Equations of Planes (Cartesian and Vector form), Normal form, Angle
between planes, Coaxial planes, Parallel and Perpendicular planes, Length of a
Perpendicular from a point to a plane, Bisectors of angles between two planes,
Mutual, Position of lines and planes, Shortest distance between two skew lines.
Translation and Rotation of Cartesian axes in plane, Curves of second degree,
Discriminant and Trace, Theorem on Discriminant and trace, Generalisation of second
degree in two variables represents either empty set or a point or a line or a pair of
lines or a parabola or an ellipse or a hyperbola.

24
References :

1. Calculus by Anton, Addison-Wiley.

2. Calculus with Analytical Geometry by S K Stein, McGraw Hill.
3. Calculus and Analytical Geometry, Thomas and Finney, S.Chand and Co. Ltd.
4. First Course in Calculus, Serge Lang, Addison-Wiley
5. Calculus by Lipman Bers, Vols. 1 and 2, IBH.
6. Advanced Calculus, Frank Ayres, Schaum Publishing Co.
7. Higher Algebra by Bamard and Child, MacMillan India Ltd.
8. Integral Calculus by Shanthinarayan, S.Chand and Co.Ltd.
9. Differential Calculus by Gorakhprasad, Pothishala Ltd.
10. Elements of Analytical Solid Geometry by Shanthinarayan
11. Calculus and Analytical Geometry by Thomas – Finney, Narosa Publishing
House.
12. Introduction to Calculus and Analytical Geometry by Courant and John.
13. The Calculus with Analytical Geometry (5th Edition) by Louis Leithold,
Harper International.
14. Analytical Geometry (Three Dimensions) by T K Manicavachagam Pillay and
T Natarajan, S.Vishwanath and Co.
15. Elements of Vector Algebra and Analytical Geometry by Kanthi Kumar
Varma.
16. Analytical Geometry by P K Mittal.
17. Analytical Geometry of two and Three Dimensions and Vector Analysis by R
M Khan.
18. Solid Geometry by M L Khanna, Jaico

I# PG-M.2 MATHEMATICS
Paper 2
NUMBER THEORY, THEORY OF EQUATIONS AND MATRICES

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:
Unit I: Theory of Numbers
Division Algorithm – Prime and Composite Numbers – proving the existence and
uniqueness of GCD and the Euclidean Algorithm – fundamental theorem of
Arithmetic - the least common multiple – congruences – linear congruences –
Wilson’s theorem – Simultaneous congruences – Theorem of Euler – Fermat and
Lagrange.

Unit II : Theory of Equations

Relation between roots and coefficients, Symmetric functions, Transformations,
Reciprocal equations, Descarte’s rule of signs, Multiple roots, Solving cubic
equations by Cardon’s method, Solving quartic equations by Descarte’s method and
Ferrari’s method.
25
Unit III: Matrices – I
Matrices of order mXn, Algebra of matrices, Symmetric and Skew Symmetric,
Hermitian and Skew Hermitian matrices and their standard properties, Determinants
Adjoint of a square matrix, Singular and non-singular matrices, Rank of a matrix,
Elementary row / column operations, Invariance of rank under elementary operations,
Inverse of a non-singular matrix by elementary operations.

Unit IV : Matrices - II
System of m-linear equations in n-unknowns, Matrices associated with linear
equations, Trivial and non-trivial solutions, Criterion for existence of non-trivial
solution of homogeneous and non-homogeneous systems, Criterion for uniqueness of
solutions.
Eigen values and Eigen vectors of a square matrix, Characteristic equation of a square
matrix, Eigen values and Eigen vectors of a real symmetric matrix properties,
Diagonalisation of a real symmetric matrix, Cayley – Hamilton theorem, Applications
to determine the powers of square matrices and Inverse of non-singular matrices.

References :
1. Elementary Number Theory by David M. Burton.
2. Algebra by Natarajan, Manicavachagon Pillay and Ganapathy, S. Vishwanath
Pvt. Ltd.
3. Theory of Equations by Uspensky, McGraw Hill Book Co. Ltd.
4. Matrices by Frank Ayres, Schaum Publishing Co.
5. Textbook of Matrix Algebra by Suddhendu Biswas.

26
 I# PG-P.1 PHYSICS
THEORY - MECHANICS - I

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to :

 understand Newtonian mechanics.
 apply Newton’s laws to explain natural physical phenomena.

COURSE CONTENT:

Unit I : Particle Dynamics and Work and Energy

Review of the following:
Vectors – the language of Physics, Vector addition, subtraction, resolution, vector and
scalar products. Particle kinematics, equations of motion under constant acceleration
λ under free fall,
Motion in a plane: Motion in a plane with constant acceleration , projectile
motion, tangential and radial acceleration in circular motion, relative velocity and
acceleration.

Particle dynamics (review), Newton’s First, Second and Third Law of Motion,
Newton’s I Law as a basic kinematical law defining a frame of reference, Newton’s II
Law as a basic dynamical law of mechanics and Newton’s III law as an interaction
law, Frames of reference, inertial and non inertial, pseudo forces, Force laws, weight
and mass, static procedure for measuring forces, Application of Newton’s law,
importance of free body diagrams representing forces on the body and frictional
forces. Discussion of importance of friction in daily life.

Work and Energy: Work done by a constant force and by a variable force – one and
two dimensional cases. Kinetic energy and work-energy theorem, Significance of the
work-energy theorem, power. The importance of language in Physics to be
highlighted by differentiating the meaning of ‘work’, ‘power’, ‘energy’ as defined in
Physics and in daily life.

Unit II : Conservation Laws and Collisions

Conservation Laws: Introduction, conservative forces, potential energy, complete
solution for one, two and three dimensional systems, non-conservative forces,
conservation of energy, conservation of energy to be seen as a spreading out and
appearing in different forms, mass and energy.
Conservation of Linear Momentum: Centre of mass, motion of the center of mass,
linear momentum of a particle, linear momentum of a system of particles,
conservation of linear momentum, some applications of momentum principle, systems
of variable mass – Rocket equation.
Collisions: Definition and types of collisions. Impulse and momentum, conservation
of momentum during collisions, collision in one and two dimensions.

27
Illustration with examples of collisions during accidents and collisions at atomic and
sub-atomic level.

Unit III : Gravitation and Central Force

Gravitation : Historical Introduction, Newton’s law of Universal Gravitation,
Universal Gravitation constant ‘G’, inertial and gravitational mass, variation in
acceleration due to gravity with altitude and depth, motion of planets and satellites,
gravitational field and potential, gravitational potential energy, potential energy for
many particle systems, calculations of field and potential for (a) a spherical shell, (b)
a sphere, energy consideration in the motion of planets and satellites.
Central Force: Kepler’s laws of planetary motion, the inverse square law,
Rutherford’s problem, derivation of Kepler’s Law from Universal law of Gravitation.

Unit IV : Rotational Kinematics

Rotational variables, angular velocity, angular acceleration. Rotation with constant
angular acceleration, Linear and angular variables, kinetic energy of rotation,
rotational inertia, calculation of rotational inertia – of a rod, sphere and cylinder,
torque, Newton’s laws of rotation, work, power and work – kinetic energy theorem.

References:
1. Fundamentals of Physics, 6th Edition, David Halliday, Robert Resnick and
Jearl Walker, John Wiley and Sons Inc.
2. University Physics, Revised Edition, Harris Benson, John Wiley and Sons,
Inc.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3: 50

Objectives : To provide training in the broad methodology of science through

investigatory type and open-ended laboratory exercises.

COURSE CONTENT:

(A minimum of TEN experiments out of the following)

1. Study of the motion of an air bubble.
2. Study of the rate of flow of water through a capillary tube under different
pressure heads.
3. To study the relation between force and extension produced in a stretched
spring.
4. To study the relation between length and time period of a simple
pendulum.
5. Study of the motion of a freely falling body.
6. Study of the dependence of the period of oscillation of a spring-mass
system on mass.
7. Study of the acceleration of a body subjected to different unbalanced
forces.
8. Study of accelerations of different masses under a constant unbalanced
force.
28
 9. Study of conservation of energy and momentum in head-on-collision
between two spheres of equal mass.
10. Study of conservation of momentum and energy of a collision in a plane.
11. Conservation of momentum in an explosion.
12. Study of the relation between pressure and volume of a gas at constant
temperature.

References:
1. PSSC Physics Laboratory Guide.
2. Physics Department Instruction Sheets, RIE, Mysore
3. Practical Physics, E Armitage, John Murray.

I # PG-C.1 CHEMISTRY
THEORY - ATOMIC STRUCTURE AND BONDING

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives :
To develop an understanding of principles of Atomic structure and Chemical
Bonding.

COURSE CONTENT

Unit I: Atomic Structure

Discuss the processes on an atomic scale and show how the familiar concepts of
classical mechanics have their basis in quantum theory. List the Characteristics of
Black-body radiation- Planck’s radiation law, photoelectric effect, heat capacity of
solids, Compton effect and explain how quantum theory accounts for them. Bohr’s
model of hydrogen atom and its limitations. Summarise the evidence for the wave
nature of matter and state de Broglie hypothesis and Heisenberg uncertainty principle
Schrodinger wave equation and its importance, physical interpretation of the wave
function, significance of  and 2, postulates of quantum mechanics, particle in one
dimensional box. Radial wave functions, angular wave functions. Quantum numbers
and their importance, atomic orbitals and shapes of s, p, d orbitals , Multi-electron
atoms , Aufbau and Pauli exclusion principles and Hund’s multiplicity rule-
Electronic configurations of the elements, effective nuclear charge.
Slaters’ rule , Energy level diagram for multi –electron atoms.
Unit II : Periodic Properties and s and p-Block Elements
Periodic table as an expression of regularity as a basis for organising information.
Atomic radius, Covalent, ionic and Vander waal radii-explanation with examples.
Atomic and ionic radii, ionization energy, electron affinity and electronegativity –
definition, methods of determination or evaluation, trends in periodic table and
29
applications in predicting and explaining the chemical behaviour. Factors
influencing ionization energy in a group and a period. Electronegativity – Variation in
a group and a period, Relationship between Electronegativity, Ionisation Energy and
Electron Affinity. Pauling Scale of Electronegativity.

Comparative study of s-Block Elements, diagonal relationships, an introduction to

alkyls and aryls –salient features of hydrides, Action of Liquid Ammonia , Properties
of solutions of alkali metals in Liquid Ammonia, Anomalous properties of Lithium
and Beryllium,.
To appreciate the wide variety in Physical and Chemical characteristics of p-Block
elements and their compounds. Comparative study (including diagonal relationships)
of groups 13-17 elements, compounds like hydrides, oxides, oxyacids and halides of
groups 13-16. tetrasulphur tetranitride, basic properties of halogens, interhalogens and
polyhalides.

Unit III: Chemical Bonding I

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

Unit IV: Molecular Orbital theory, boranes and Xenon compounds

Approaches to understand the properties and stabilities of molecules as viewed by
different theories of bonding. Molecular orbital theory, basic ideas – criteria for
forming M.O. from A.O., construction of M.O’s by LCAO – H 2 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.
Discussion about homonuclear (He2, N2, O2, F2, C2 ) and heteronuclear (CO and NO) diatomic
molecules, bond Order and bond energy, percentage ionic character from dipole moment and
electronegativity difference.
Hydrides of boron-diborane and higher boranes, borazine, borohydrides, fullerenes,
carbides, silicates (structural principle), - Chemistry of xenon: structure and bonding
in xenon compounds.

References :
1. University Chemistry : Bruce Mahan
2. Concise Inorganic Chemistry : J D Lee
3. An Introduction to Inorganic Chemistry : Mackay and Mackay

30
 CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3 : 50

COURSE CONTENT :
TITRATIONS

1. Stoichiometry of neutralization reactions of Sulphuric, Hydrochloric and

Nitric acids with Sodium Hydroxide.
2. Estimation of Sodium Carbonate and Sodium Bicarbonate in a mixture.
3. Estimation of Ammonia in Ammonium Salt by Back Titration.
4. Estimation of Ferrous ions using Potassium Permanganate
5. Estimation of Oxalic acid using Potassium Permanganate
6. Estimation of Ferrous ions Using Potassium Dichromate with Internal &
External Indicators.
7. Standardisation of Sodium Thiosulphate using Potassium Dichromate and
estimation of Iodine.
8. Estimation of Copper in a Copper salt by Iodimetry
9. Standardisation of EDTA solution using Zinc Sulphate and determination of
Mg or Ca
10. Standardization of EDTA and estimating the hardness of water.
11. Determination of Alkali content of antacids.

Reference :
1. A Text Book of Quantitative Inorganic Analysis, A I Vogel

31
 II SEMESTER
II# PG-E.2 ENGLISH

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives :

Students develop proficiency in English which equips them to:

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

Transaction Mode :
Interactive sessions with group dynamics, peer assessment, self-valuation,
participatory learning.

COURSE CONTENT:

Unit I : Descriptive Grammar

Function of Auxiliaries; Modals; Question form

Unit II : Development of Language Competence

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

Unit III : Writing for Functional Purposes

Letter-writing (Professional / Personal)

Unit IV : Literature – Short Poems

Walter de la Marc – The Listeners
Tennyson – Charge of the Light Brigade
Robert Frost – Stopping by Woods.
Nissim Ezekiel – Poet, Lover, Bird-watcher.
Sessional Work:
Students write letters to the editor of a newspaper about their opinion with respect to
an issue which is currently being debated.
32
Groups collect folklore, tales and legends of their region/ language. They relate them
in class focusing on fluency, logical arrangement of information and the use of body
language in story telling.

Suggested Readings:

1. Chan. et al. (1997) Professional Writing Skills, San Anselma, CA

2. Fiderer, A. (1994) Teaching Writing: A Workshop Approach. Scholastic.
3 Block, C.C.(1997). Teaching the Language Arts, 2nd Ed. Allyn and Bacon
4. Mckay. et al. (1995). The Communication Skills Book, 2nd Ed. New Harbinger
Publications.

REGIONAL LANGUAGES
II # PG-RL.1.2 HINDI

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary works.
 To internalise grammar rules so as to facilitate fluency in speech and writing .
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT:

Unit I : Descriptive Grammar

Samasa and Alankara ( Yamak, Shlesh, Upama, Rupak, Apahnuti, Utpreksha,
Drishtanta, Virodhabasa, Arthantharanyas, Ananvaya)
Reference Book : a) Hindi Vyakaran—N.Nagappa, b) Kavya ke Vibhinna Ang --
Dr. Krishna Narayan Prasad Magadh

Unit II: Functional Language:

News reporting: Characteristics-Definition-language of news reporting-model of

news report-patterns-role of media in news reporting-exercises.
33
Interview: Characteristics-definitions-preparation for interview-various types
of interviews ( business-employment-literary etc)-exercises.

References: a) Fundamentals of Journalism, Report Writing and Editing by

R.Thomas Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.

Unit III : Medieval Poetry

Text- Pracheen evam madhyakaleen Hindi Kavya
Prof Poornachand Tandan (Ed.) Published by Rajpal and sons, Kashmiri gate, Delhi
110006
Following poets’ work will be taught : Tulasidas, Surdas, Meerabai (one poem of
each poet)

Unit IV : Collection of Essays:

Shresht Nibandh- Dr. Aalok Gupta (Ed.) published by Shiksha Bharathi, Madarasa
Road, Kashmiri Gate, Delhi –06
Prescribed essays:
a) Sahitya ki mahatta
b) Pahla safed bal
c) Gehun banam gulab
d) Devdary
e) Sahitya aur Jeevan

II # PG-RL.2.2 KANNADA
Credits : 3 (2L + 1T + 0P) Marks: 100
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary
works.
 To internalize grammar rules so as to facilitate fluency in speech and writing.
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

COURSE CONTENT :

Unit I : Descriptive Grammar

Samasa and Alankara
Reference: Kannada Kaipidi, Prasaranga Publication, University of Mysore

Unit II : Functional Language

34
a) News reporting : Characteristics – definition – language of news reporting
– model of news report – patterns – role of media in news reporting –
exercises.
b) Interview : Characteristics – definitions – preparation for interview –
various types of interviews (business – employment – literary etc) –
exercises.
References: a) Fundamentals of Journalism, Report Writing and Editing
by R.Thomas Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.

Unit III: Medieval Poetry

i) Enna Devange Jagavella Hennu Noada - Akkamahadevi
ii) Thnna Bhaktana Belavigeya Madianu – Kumaravyasa.
iii) Parahimseyam Madi Manavam Baldapane - Laksheesha
( Kaavya Sanchaya – 3- Mysore University, Mysore).

Unit IV : Collection of Essays

i) Chatavannu kurithu – B G L Swamy
ii) Manushya – G R Lakshmana Rao
iii) Manasu – M Shivaram
iv) Janapatha Geethe – C P K
(Selected from Gadya Vihara Part III) Mysore University, Mysore

II # PG-RL.2.3 MALAYALAM

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Unit I. Descriptive Grammar

Samasa and Alamkara
(Ref : Bhashaa bhushanam and Kerala Paanineeyam , NBS , Kottayam )

Unit II : Functional Language

1. News reporting- Characteristics – definition – language of news reporting – model

of news report – patterns – role of media in news reporting – exercises

2. Interview- Characteristics – definitions – preparation for interview – various types

of interviews (business – employment – literary etc) – exercises.

References: a) Fundamentals of Journalism, Report Writing and Editing by

R.Thomas Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.

Unit III: Poetry - Medieval

35
VEENA POOVU By Kumaaran ashan, Published by Devi Book Stall, Kodungalloor

Unit IV: Collection of Essays

Lessons from “ Bharatha Paryatanam By Kutti Krishna Maraar, Published by Maraar
Sahitya Prakasha , Kozhikode

1. Yudhathinte parinaamam
2. Amba
3. Karnante arangettram
4. Markandeyante chiri

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

II# PG-RL.4.2 TAMIL

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :

Unit I: Aspects of Style

Styles of writing
Idioms, Phrases and Proverbs
Reference: Tamil Ningalum Thavarillamal Ezhuthalam, Dr. Porka

Unit II: Functional Language:

36
News Reporting: Characteristics-Definition-language of news reporting-model of
news reporting-patterns-role of media in news reporting –exercises.
Interview: Characteristics-definition-preparation for interview-various types of
interviews (business-employment-literary etc)-exercises
References:
i) Fundamentals of journalism, Report Writing and editing by
R. Thomas Berner, Maruette Books LLC, Washington.
ii) The perfect Interview by Max Eggert, Random House, UK.

Unit III: Medieval Poetry

Periya Puranam Selection of poems
Naladiyar – Selection of poems
An Anthology of Tamil Poetry
For First Degree Classes
University of Mysore, Mysore

Unit IV:Collection of Essays

Ariviyal Tamilzhakkam- S.V. Shanmugham
New Century Book House (P) Ltd,
41 – B SIDCO Industrial Estate
Chennai 600 017.

II# PG-RL.5.2 TELUGU

Credits : 3 (2L + 1T + 0P) Marks: 100
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :

Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :

Unit I:. Descriptive Grammar

Samasa and Alamkara
(Ref : Balavyakaranam by Paravastu chinnaya suri and “Telugu vyakarana
37
chandrika” by P V K Prasada Rao, Sri Mahakakshmee book enterprises, Museum
road, governor pet, Vijayawada

Unit II : Functional Language

News reporting- Characteristics – definition – language of news reporting – model of

news report – patterns – role of media in news reporting – exercises.
2..Interview-Characteristics – definitions – preparation for interview – various types of
interviews (business – employment – literary etc) – exercises.

References: a) Fundamentals of Journalism, Report Writing and Editing by R.Thomas

Berner, Marquette Books LLC, Washington.
b) The Perfect Interview by Max Eggert, Random House, UK.

Unit III: Poetry - Medieval

Lessons from “Telugu Patagalu“ Published by Prasaranga,
University of Mysore, Mysore
Pravaruni Katha by Allasani Peddana
Vyasa nishkasanamu by Srinatha

Unit IV: Collection of Essays

Lessons from “Telugu Sahitya Sravanthi “, Published by Prasaranga,
University of Mysore,
Mysore
Andhrula Sanghikaachaaralu
Tirupati Venkata kavula Avadhana vidya

II # PG-EE.1 ENVIRONMENTAL STUDIES

Credits : 1(0L + 0T + 1P) Total : 100

Contact hrs per week: 2 C1 + C2 : 50
C3 : 50

Objectives:

 To develop understanding of environmental problems, issues and concerns.

 To appreciate the need for protection and conservation of living and non-living
environmental resources and sustainable development.
 To understand the harmful effects of environmental pollution and preventive
measures.
 To understand the impact of population growth on environment and Human
Health.
38
 To understand the governmental and non-governmental initiatives to protect and
conserve the environment.
 To develop rational thinking abilities for participatory environmental
management.

Unit I : Environment : Natural Resources, Biodiversity and their Conservation

a. Multidisciplinary Nature of Environment: Studies, concept, Scope and

Importance.
b. Natural Resources - renewable and non-renewable (Forest, water, mineral, food,
energy and land resources); Associated problems and strategies for Conservation
and Sustainable Development.
c. Ecosystem – concept, components, energy flow, types of ecosystem
d. Biodiversity – Genetic, species and ecosystem diversity; status of Biodiversity –
global, national and local; Utilitarian values and ethics of biodiversity; Hotspots of
biodiversity and associated threats of habitat destruction; endangered and endemic
species of India; In-situ and ex-situ conservation of Biodiversity.
e. Disaster Management; Floods, earthquakes, cyclone and landslides.

Unit II : Environmental Concerns and Legislative Measures

a. From unsustainable to sustainable development, urban problems related to energy,

water conservation, rain water harvesting, watershed management, resettlement
and rehabilitation of people; its problems and concerns.
b. Environmental ethics : Issues and possible solutions,
c. Climate change, global warming, acid rain, ozone layer depletion, nuclear
accidents and holocaust; Wasteland reclamation. Consumerism and waste
products.
d. Population growth, variation among nations; Population explosion – Family
Welfare Programme; HIV / AIDS; Environment and human health
e. Environmental pollution- Air, water, soil, marine, noise and thermal pollution,
nuclear hazards; solid waste management and conservation, preventive measures
of pollution.
f. Air (Prevention and Control of Pollution) Act, Water (Prevention and Control of
Pollution) Act, Wildlife Protection Act, Forest Conservation Act, Issues involved
in enforcement of environmental legislation; Public awareness).

Sessional activities

a. Visit to document environmental assets - river / forest / grassland/ hill/national

parks.
b. Visit to a local polluted site : Urban / Rural / Industrial / Agricultural
c. Study of common plants, insects, birds
d. Study of simple ecosystems – pond, river, hill slopes, etc.
e. Project on environmental pollution in the nearby sites
f. Preparation of exhibits on environmental themes and organize an exhibition
g. Conduct a survey of environmental problems of the community

References:
39
1. Agarwal, K.C. 2001 Environmental Biology, Nidi Publ. Ltd. Bikaner.
2. Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt. Ltd.,
Ahmedabad –380 013, India, Email:[email protected] (R)
3. Brunner R.C., 1989, Hazardous Waste Incineration, McGraw Hill Inc. 480p
4. Clark R.S., Marine Pollution, Clanderson Press Oxford (TB)
5. Cunningham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. 2001,
Environmental Encyclopedia, Jaico Publ. House, Mumbai, 1196p
6. De A.K., Environmental Chemistry, Wiley Eastern Ltd.
7. Down to Earth, Centre for Science and Environment (R)
8. Gleick, H.P. 1993. Water in Crisis, Pacific Institute for Studies in Dev.,
Environment & Security. Stockholm Env. Institute Oxford Univ. Press. 473p
9. Hawkins R.E., Encyclopedia of Indian Natural History, Bombay Natural History
Society, Bombay (R)
10. Heywood, V.H & Waston, R.T. 1995. Global Biodiversity Assessment.
Cambridge Univ. Press 1140p.
11. Jadhav, H & Bhosale, V.M. 1995. Environmental Protection and Laws. Himalaya
Pub. House, Delhi 284 p.
12. Mckinney, M.L. & School, R.M. 1996. Environmental Science Systems &
Solutions, Web enhanced edition. 639p.
13. Mhaskar A.K., Matter Hazardous, Techno-Science Publication (TB)
14. Miller T.G. Jr. Environmental Science, Wadsworth Publishing Co. (TB)
15. Odum, E.P. 1971. Fundamentals of Ecology. W.B. Saunders Co. USA, 574p
16. Rao M N. & Datta, A.K. 1987. Waste Water treatment. Oxford & IBH Publ. Co.
Pvt. Ltd. 345p.
17. Sharma B.K., 2001. Environmental Chemistry. Geol Publ. House, Meerut
18. Survey of the Environment, The Hindu (M)
19. Townsend C., Harper J, and Michael Begon, Essentials of Ecology, Blackwell
Science
20. Trivedi R.K., Handbook of Environmental Laws, Rules Guidelines, Compliances
and Standards, Vol I and II, Enviro Media (R)
21. Trivedi R. K. and P.K. Goel, Introduction to air pollution, Techno-Science
Publication (TB)
22. Wanger K.D., 1998 Environmental Management. W.B. Saunders Co.
Philadelphia, USA 499p

II # PG-TAHCT.1 THEATRE, ART AND HERITAGE CRAFT TRADITIONS

Credits : 1(0L + 0T + 1P) Total : 100

Contact hrs per week: 2 C1 + C2 : 50
C3 : 50
Course Objectives:

The student teachers will be able perform the following through the course:
 Develop an awareness of various art forms and their cultural bases
 Develop aesthetic sensibilities with regard to stage craft puppetry, characterization
40
 and mask making and a sense of their applicability in creating learning situations
contextually in schools.
 Develop skill in use of various art tools and instruments
 Discover their own preferences through exposures to a variety of materials and
various means of art communication (verbal and non-verbal)
 Express their own imagination, originality and style of presentation through
performance or preparation of various art activities
 Appreciate the cultural diversity reflected in various heritage crafts and folk art
forms
 Participate in the different art and theatre activities organized
 Understand and execute the different strategies to teach theatre and other art forms
to school learners
 Develop the skills of organizing cultural and Art activities in schools.
 Use this skills of verbal and non-verbal communication in learning contexts

Transaction Mode:
Lecture cum discussion, Group practice, Group Work, performance.

COURSE CONTENT:

Unit: I: Concept of theatre: Eastern and Western, Natyashasthra, Doctrine of Rasa,

Tragedy, Catharsis, Folk and Classical art forms

Unit :II Forms of Theatre: Drama, Stage Plays. Skits, Mime, Street Plays
Introduction to the History of Word Art, Magical Art, Amusement Art.

Sessional Work:
a. Expression, Body Language, Modulation and Creativity
b. Act for any situation
c. Preparation of script
d. Organization of Competitions at class level and exhibition in the Institute

II# PG-EDU.1 UNDERSTANDING EDUCATION AND ITS PERSPECTIVES

Credits : 2(1L + 1T +0P) Marks: 100

Contact hrs per week: 3 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
This course is designed to help student teachers to
 Gain an understanding of the concept, meaning, aims and functions of education
 Reflect upon the educational thoughts of Indian and Western thinkers
41
 and explore their implications for school practices
 Critically examine the issues and concerns of education in the socio-economic
contexts of India

Transaction Mode:
Lecture cum discussion, group presentation, symposium and readings on educational
thinkers.

COURSE CONTENT:
Unit I : Basic Concepts of Education
Concept, meaning, aims and functions of education; Education and its related
concepts – Training, Instruction and Teaching; Education as a discipline and its
interdisciplinary nature; Education as value development;

Unit II : Educational Thoughts and Practices

Relevance of educational thoughts of Indian and Western Educationists to the present
education system.

a) Indian: Gandhiji, Rabindranath Tagore, Aurobindo, Jiddu Krishramurthy

b) Western: Plato, Rousseau, John Dewey, Montessori and Paulo Frieri

Unit III : Education and Socio-Cultural Context

Education as an instrument of social change; Influence of education on society, family
and their practices; Socio-cultural influences on the aims and organization of
education; Emerging trends in societies and their repercussions on education:
Globalization and internationalization of education

Unit IV: Issues and Concerns in Education

Equalization of education opportunities; Constitutional problems for ensuring and
equality Nature and forms of inequality including dominant and minor groups, gender
in equalities in schools; public – private; Rural urban – tribal; Democracy,
Secularism, National and Emotional Integration; Inclusive Education

Sessional Work:
 Readings on educational thinkers and presentation on the contribution of one of
the thinkers (group work followed by discussion)
 Reading on education in Ancient India – Vedic, Buddhism and Jainism

References:
1. Pathak, Avijit (2002) social Implications of Schooling, Delhi Rainbow
Publishers.
2. Kumar Krishna (2004) What is Worth teaching/ 3rd Edition Orient Longman
3. Saraswathi T S (1999) Culture, Socialization and Human Development, Sage
Publication.
4. Krishnamurthi J Education and the Significance of life, KFI Publications.
5. R.S. Peters: Concept of Education.
6. Anand, C L and et al (1993) Teacher and Education in the Emerging Indian
Society, NCERT, New Delhi.
7. Delors, Jacques (1996) Learning the Treasure Within, Report to UNESCO of
42
 the International Commission on Education for Twenty-first Century,
UNESCO.
8. Dewey J. (1952) Experience in Education Collier Macmillan.
9. Dewey J (1966) Democracy in Education, New York, Macmillan.
10. Gandhi M K (1956) Basic Education, Ahmedabad, Navajivan.
11. Govt. of India (1952) Report of the Secondary Education Commission, New
Delhi
12. Govt. of India, MHRD (1986, Revised 1992) National Policy of Education,
New Delhi.
13. Govt. of India, MHRD (1992) Programme of Action (Draft) New Delhi,
Aravali Printers and Publishers.
14. Mani R S (1964) Educational Ideas and Ideals of Gandhi and Tagore, New
Book Society New Delhi.

II # PG-M.3 MATHEMATICS
PARTIAL DIFFERENTIATIONS AND INTEGRAL CALCULUS

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Partial Derivatives – I

Functions of two or more variables, Limits, Continuity, Partial derivatives,
Differentiable functions, Linear approximation theorem.

Unit II: Partial Derivatives - II

Homogeneous functions, Euler’s Theorem, Chain Rule, Change of Variable,
Directional Derivative, Partial Derivatives of higher order, Taylor’s Theorem,
Derivate of Implicit functions, Jacobians.

Unit III: Curves and Surfaces

Quadratic Curves, surfaces, sphere, cylinder, cone, Ellipsoid, Hyperbloid, Parabloid,
Ruled surfaces.

Unit IV: Integration

The integral of a function, The area under a curve, The fundamental theorem of
Calculus, Techniques of integration, Integration of Rational Functions, Rationalizable
Integrals.
Definite Integral, Properties, Definite integral as the limit of a sum, Reduction
formulae, Area Volume and Length.

References :
1. Calculus by Anton,Wiley.
2. Calculus with Analytic Geometry by S K Stein, McGraw Hill.
3. Calculus and Analytical Geometry by Thomas and Finney, S.Chand and Co.
43
 Ltd.
4. First Course in Calculus by Serge Lang, Addison-Wiley.
5. Calculus, Vols. 1 and 2 by Lipman Bers, IBH.
6. Introduction to Calculus and Analytical Geometry by Courant and John,
Narosa Publishing House.
7. Advanced Calculus by Frank Ayres, Schaum Publishing Co.
8. Higher Algebra by Bamard and Child, Macmillan India Ltd.
9. Integral Calculus by Shanthinarayan, S.Chand and Co. Ltd.
10. Differential Calculus by Gorakhprasad, Pothishala Ltd.

II# PG-P.2 PHYSICS

THEORY - ELASTICITY, WAVES, HEAT AND THERMODYNAMICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to

 see relation between linear and rotational motion.
 understand the production and propagations of waves in elastic media.
 understand the laws of thermodynamics and its applications.

COURSE CONTENT:

Unit I : Elasticity and Waves

Hooke’s law, Modulii of elasticity, Relation between elastic constants. Poisson’s
ratio – limiting values. Elastic potential Energy, bending moment. Theory of the
cantilever. Torsion – calculation of couple per unit twist. The torsional pendulum.
Static torsions, Searle’s double bar experiment.

Oscillations : Simple Harmonic Motion (SHM), the restoring force along with its
kinematical model, force law, SHM equation and idea of phase and phase difference,
energy considerations in simple harmonic motion. Superposition of the SHMs,
Lissajous figures, Equation for damped vibrations, forced vibrations. Analysis of
complex waves. Fourier Series, Application to square wave, triangular wave.
Waves in elastic media: Review of Mechanical waves, types of waves, travelling
waves, the superposition principle, wave speed, power and intensity in wave motion,
expression for transverse waves in a stretched string, interference of waves, standing
waves, resonance, simulation and demonstrations using ripple tank.
Sound Waves: Audible, ultrasonic and infrasonic waves, propagation and speed of
longitudinal waves, travelling longitudinal waves, standing longitudinal waves,
vibrating systems and source of sound, beats and Doppler effect, wave equation for
sound pressure, sound power and measuring unit (decibel).
Model of sound being a pressure wave caused by longitudinally oscillating particles
must be developed.
44
Unit II : Kinetic Theory of Gases
Introduction, Kinetic Theory of Gases, kinetic theory as particle model and usefulness
of the model in explaining the regular structure of crystals (Review), an ideal gas – a
macroscopic description, an ideal gas – a microscopic description, kinetic calculation
of pressure, kinetic interpretation of temperature, ideal gas scale, intermolecular
forces, specific heat of an ideal gas, law of equipartition of energy.
Mean free path, Maxwell’ distribution law, distribution of molecular speeds, van der
Waal’s equations of State, critical constants, application to liquefaction of gases.

Unit III : Heat and First Law of Thermodynamics

Thermal equilibrium, Zeroth law of thermodynamics, ideal gas temperature scale,
heat as a form of energy, quantity of heat and specific heat, molar heat capacities of
solids, the mechanical equivalent of heat, heat and work; First law of
thermodynamics, Discussion on usefulness of First Law of Thermodynamics in
Meteorology, some special cases of the first law of thermodynamics – (i) adiabatic
process, (ii) isothermal process, (iii) isochoric process, (iv) cyclic process, (v) free
expansion.

Unit IV : Entropy and Second Law of Thermodynamics

Introduction, reversible and irreversible processes, the Carnot cycle, Carnot engine,
Carnot theorem, absolute scale of temperature, second law of thermodynamics,
efficiency of engines, the thermodynamic temperature scale, entropy in reversible and
irreversible processes, entropy and the II law, entropy and disorder, consequences of
II and III law of thermodynamics, Second law of thermodynamics as a probabilistic
statement.
Low temperature Physics – Porous Plug experiment, temperature of inversion,
principle of regenerative cooling, liquefaction of air by Linde’s method.

References :
1. Fundamentals of Physics, 6th Edition, David Halliday, Robert Resnick and Jay
Walker, John Wiley and Sons, Inc.
2. University Physics, Revised Edition, Harris Benson, John Wiley and Sons Inc.
3. Heat and Thermodynamics, Zeemansky, McGraw Hill.
4. Physics of Vibration and Waves, H J Pain.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objectives: To provide training in the broad methodology of science through

investigatory type and open-ended laboratory exercises.

COURSE CONTENT:
(A minimum of TEN experiments out of the following).
1. Study of velocity of waves on a slinky under tension.
2. Study of the oscillations of a column of water as a function of its length and
study of damped oscillation.
3. To determine the velocity of sound at Oo C and the end correction by setting
45
 up a resonance column (first resonance length).
4. Study of the variation of the time period of a bar pendulum with different
length and determination of ‘g’ at the given place.
5. Study of torsional oscillations of a loaded wire and determination of the
rigidity modulus of the material of the wire.
6. Study of the motion of a steel sphere in a viscous liquid and determination of
the coefficient of viscosity of the liquid.
7. Study of transverse vibrations on a sonometer. To determine the frequency by
(i) absolute method, (ii) Comparison method.
8. Study of Newton’s law of cooling.
9. Melde’s experiment – determination of frequency.
10. Determination of solar constant.
11. Study of variation of pressure and temperature of a gas at constant volume.
12. J by Joules Calorimeter.
13. Lees and Charlton disc – Thermal conductivity of a bad conductor.
14. Specific heat of a solid by the method of mixtures.

References :
1. PSSC Physics Laboratory Guide.
2. Physics Department Instruction Sheets, RIE, Mysore.
3. Practical Physics, E. Armitage, John Murray.

II# PG-C.2 CHEMISTRY

THEORY
STATES OF MATTER AND NUCLEAR CHEMISTRY

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives :
 Illustrate how a scientific model can be constructed based on the experimental
observations of the behaviour of gases and to explain the properties in terms of
microscopic organization.
 To develop an understanding of properties of Gases, Liquids and Solutions.
 To understand the shapes of molecules in terms of symmetries and to relate the
properties of the matter in solid state to the structure.
 To develop an Understanding of the Periodic Trends, Preparation, properties and
uses of s and p block elements and their Compounds in terms of structure and
bonding.

COURSE CONTENT

Unit I : Gaseous and Solid State

Explanation of the macroscopic properties of solids in terms of structure, bonding and
defects. Definition of space lattice, unit cell.
46
Laws of crystallography – (i) Law of constancy of interfacial angles, (ii) Law of
rationality of indices, (iii) Law of symmetry. Symmetry elements in crystals.
X-ray diffraction by crystals. Derivation of Bragg equation. Predicting crystal structure .
Defects in solids , Dielectric properties. Review a perfect gas connecting temperature
with kinetic theory. Postulates of kinetic theory of gases, deviation from ideal
behaviour, van der Waals equation of state. Critical Phenomena : P-V isotherms of
real gases, continuity of states, the isotherms of van der Waals equation, Derive a
relationship between critical constants and van der Waals constants, the law of
corresponding states, reduced equation of state.
Molecular Velocities: Root mean square, average and most probable velocities.
Qualitative discussion of the Maxwell’s distribution of molecular velocities, collision
number, mean free path and collision diameter. Liquefaction of gases (based on
Joule-Thomson effect).

Unit II : Liquids and Colloids

Accounting the Isotropic and intermediate behaviour of liquids as a link between
solids and gases. Also tracing the role of liquids as solvents and reaction regulators
Intermolecular forces, structure of liquids (a qualitative description).
Structural differences between solids, liquids and gases.
Liquid crystals: Difference between liquid crystal, solid and liquid. Classification,
structure of nematic and cholestric phases. Thermography and seven segment cell.
Definition of colloids, classification of colloids.
Solids in liquids (sols) : Properties – kinetic, optical and electrical; stability of
colloids, protective action, Hardy – Schulze law, gold number.
Liquids in liquids (emulsions) : Types of emulsions, preparation. Emulsifier.
Liquids in Solids (gels) : Classification, preparation and properties, inhibition, general
applications of colloids.

Unit III : Acids and bases

A discussion on changing concepts of acids and bases involving concentrations and

effects of solvent medium. Arrhenius, Bronstead-Lowry and Lewis concepts of acids
and bases.
Hard and Soft Acids and Bases (HSAB) -Classification of acids and bases as hard and
soft. Pearson’s HSAB concept, acid-base strength and hardness and softness.
Symbiosis, theoretical basis of hardness and softness, electronegativity and hardness
and softness.
Non-aqueous Solvents- Physical properties of a solvent, types of solvents and their
general characteristics, reactions in non-aqueous solvents with reference to liquid NH3
and liquid SO2.

Unit IV : Nuclear Chemistry

To familiarise with the nuclear properties and phenomenon in order to understand the
mechanism of some chemical reactions and synthesis of new elements. Fundamental
particles of Nucleus, Concept of Nuclides isotopes, isobars and isotones (with specific
examples), Qualitative idea of stability of the nucleus (n/p ratio), Natural and artificial
radioactivity, Radioactive Disintegration, half life, average life, artificial
transmutation, nuclear fusion and fission. Application of Radioactivity and Radio
isotopes as tracers in analysis, Reaction mechanism through tracer chemistry in
47
medicines, in biological field, in agriculture and industry.

References :
1. Sl.nos 1 to 6 of I Semester.
2. Principles of Physical Chemistry : Marron and Prutton
3. Elements of Physical Chemistry : Samuel Glasstone and Lewis
4. Physical Chemistry : P W Atkins

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3 : 50

COURSE CONTENT:
1. To evolve a scheme of analysis of anions and cations based on solubility products
and common ion effect.
a) classification of anions and cations.
b) Quantitative inorganic analysis of mixtures containing four radicals.
2. Determination of density by specific gravity bottle and viscosity of the given
liquid by Ostwald’s viscometer.
3. Determination of density by specific gravity bottle and surface tension of the
given liquid by stalagnometer.
4. Measurement of vapour pressure of pure liquids and solutions ,finding enthalpy of
vapourisation of water .
5. Determination of refractive index of pure liquids and mixtures .
6. Determination of concentration of a given substance by colorimetry.

References :
1. A Text Book of Quantitative Inorganic Analysis, A I Vogel
2. Practical Physical Chemistry, A Findlay

48
 III SEMESTER

III# PG-E.3 ENGLISH

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives :

Students develop proficiency in English which equips them to:

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

Transaction Mode:
Lecture-cum-discussion, interactive session, group dynamics, role-play, peer-
assessment, self-valuation.

COURSE CONTENT :

Unit I : Language Work

Clauses : Noun Clause; Reported Speech and Change of Voice.

Unit II : Comprehension Skills

Extracts from literary, scientific and educational journals.

Unit III : Advanced Writing Skills

Writing advertisement copy; Writing a project proposal and Writing Resume, sending
an application.

Unit IV : Skills of Communication (Tutorials)

Presenting oneself at an interview, participating in group discussion.

Sessional Work :
Students read sample advertisements from magazines. Discuss in groups and then
prepare their own advertisement.
49
Students discuss and prepare interview schedules. Mock interviews are conducted.
Editing literary pieces in groups and then re-editing what has been edited by other
groups after discussion

Suggested Readings:

1. Calkins, L (1994). The Arts of Teaching Writing. Heinemann

2 Chan. et al. (1997) Professional Writing Skills, San Anselma, CA
3 Fiderer, A. (1994) Teaching Writing: A Workshop Approach. Scholastic.
4. Block, C.C.(1997). Teaching the Language Arts, 2nd Ed. Allyn and Bacon
5. Mckay. et al. (1995). The Communication Skills Book, 2nd Ed. New Harbinger
Publications.

REGIONAL LANGUAGES
III # PG-RL.1.3 HINDI

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary works.
 To internalise grammar rules so as to facilitate fluency in speech and writing .
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

Transaction mode :
Lecture cum discussion , group discussion ; panel discussion, seminar group work ,
library work.

50
COURSE CONTENT:

Unit I : Functional Language:

a) Letter Drafting-Types of letters-E mails-language of letters-letters of famous
people-exercises.
b) Essay writing- Characteristics –Definition-Format-format of essay-types of
essays ( literary, scientific etc)-models, exercises

Reference: A Handbook of Writing Activities, Prasaranga, University

of Bangalore.

Unit II: Translation from English to Hindi

References : Anuvad Vignan-Bholanath Tiwari

a) About Translation by Peter Newmark, MultiLingual Motters, Clavedon, UK.
b) Aspect of Translation by K V V L Narasimha Rao, CIIL, Mysore

Unit III: Medieval Literature :

Text- Pracheen evam madhyakaleen Hindi Kavya
Prof Poornachand Tandan (Ed.) Published by Rajpal and sons, Kashmiri gate, Delhi
110006. Following poets’ work have been prescribed for study Bihari, Ghananand,
Dev (One poem of each poet)

Unit IV: Novel

Subhah, Dopahar, Sham by Kamaleshwar, Published by Rajpal and sons, Kashmiri
gate, Delhi

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

51
 III # PG-RL.2.3 KANNADA

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary
works.
 To internalize grammar rules so as to facilitate fluency in speech and writing.
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

COURSE CONTENT :

Unit I : Functional Language :

a) Letter drafting
Characteristics – types of letters – Emails - language of letters – letters of
famous people – exercises.

b) Essay writing – Characteristics – Definition – format of essay –

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

Unit II : Translation from English to Regional Language.

Reference: a) About Translation by Peter Newmark, MultiLingual
Motters, Clavedon, UK. b) Aspect of Translation by K V V L Narasimha
Rao, CIIL, Mysore.c0 Bhashanthara kale by Dr.Pradhana gurudatt, B M
Sri Memorial foundations , 54, 3rd cross, gavipuram extension ,
Bangalore

Unit III : Medieval and Folk Literature

i) Halatorege Bellada kearu - Basavanna
ii) Chintayemuppu santhoshave javvana – Rathnakaravarne
iii) Adavanama jola Ulidava Namahadu – Folk
(Selections from Kavya Sanchaya Part III), Mysore University, Mysore

Unit IV : Novel
Bettada Jeeva by Shivarama Karantha

III # PG-RL.3.3 MALAYALAM

Credits : 3 (2L + 1T + 0P) Marks: 100

52
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Unit I: Functional Language

1. Letter drafting- Characteristics – types of letters – language of letters – letters of

famous people – exercises

2. Essay writing- Characteristics – Definition – format of essay – types of essays

(literary, scientific etc) – models, exercises

Reference: A Handbook of Writing Activities, Prasaranga, University of

Bangalore.

Unit II: Translation (English to Malayalam)

( Ref: Tharjama-Siddhanthavum Prayogavum Malayathil , Current Books, Trichur.)

Unit III: Poetry and Folk literature

Text : 1. Sishyanum makanum By Vallathol Narayana Menon, NBS , Kottayam
Text 2: Othenanum ponniyam pada nilatha angavum, Shantha Book stall,
Kodungalloor

Unit IV: Novel

BALYA KALA SAKHI by Vaikkam Muhammed Basheer, DC Books, Kottayam

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

III# PG-RL.4.3 TAMIL

Credits : 3 (2L + 1T + 0P) Marks: 100
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

53
Transaction mode :
Lecture cum discussion , group discussion; panel discussion , seminar group work ,
library work.

COURSE CONTENT :
Unit I: Functional Language:
Letter Drafting – Types of letters- Emails -language of letters- letters of famous
people-exercises
Essay Writing- Characteristics –Definition-Format- format of essay-types of essays
(literary, scientific etc)-models, exercises
Reference: A Handbook of Writing Activities, Prasaranga, University of Bangalore.

Unit II :Translation from English to Tamil:

References: Mozhi Peyarppiyal
Siva Shanmugam, Annam Publications, Siva Gangai (T.N)
About Translation by Peter Newmark, Multilanguage Motters,
Clavedon, UK. B) Aspect of translation by K V V L Narasimha Rao,
CIIL, Mysore

Unit III : Medieval Literature

Thirukkural ii) Silappathikaram

An Anthology of Tamil Poetry
(for Second Year Degree Classes)
University of Mysore, Mysore.

Unit IV :Novel
Onpadhu Rypaai Nottu
Ekkattut Thangal, Chennai 600 017

54
 III# PG-RL.5.3 TELUGU

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT :
Unit I: Functional Language
Letter drafting- Characteristics – types of letters – language of letters – letters of
famous people – exercises
Essay writing- Characteristics – Definition – format of essay – types of essays
(literary, scientific etc) – models, exercises

Reference: A Handbook of Writing Activities, Prasaranga, University of

Bangalore.

Unit II: Translation (English to Telugu)

( Ref: Anuvada samsyalu by Rachamallu Ramachandra Reddy
Published by: Vishalandhra Publications, Abids, Hyderabad.)

Unit III: Poetry and Folk literature

Lessons from “Telugu Sahitya Sravanthi “, Published by Prasaranga,
University of Mysore,
Mysore
Vamana charitra
Subhadra parinayamu
Folk songs from Triveni and “Rayala seema Ragaalu “ ( Published by Telugu
Academy, Himayath Nagar, Hyderabad. )

Unit IV: Novel

ASAMARTHUNI JEEVA YATRA
55
By Tripuraneni Gopichand (Available at : Visalandhra Book House, Abids,
Hyderabad)

Sessional work :
In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

III # ICT.1 - Information and Communication Technology in

Education- I

Credits : 1(0L + 0T + 1P) Marks : 100

Contact hrs per week: 2 C1 + C2: 50
C3 : 50

Objectives

On completion of the course the students will be able to:

1. Explain ICT and its application in Education

2. Identify and demonstrate an understanding of the main components of the
computer hardware in use
3. Differentiate various operating system and explain main functions of the
system software environment
4. Use a word processor, spread sheet, drawing and presentation software
skillfully and intelligently to produce various teaching learning resources for
educational use
5. Use internet technologies efficiently to access remote information,
communicate and collaborate with others
6. Understand the social, economic, security and ethical issues associated with
the use of ICT
7. Plan, develop, and evaluate multimedia based learning content
8. Develop learning objects using open source authoring software

Course Content

Unit I: Basics in ICT and Computer Applications

 Information and Communication Technology: Meaning, nature and

advantages
 Emergence of new information technology- convergence of computing and
telecommunications
 Computer hardware fundamentals (anatomy, input devices, output devices,
storage devices, display devices), hardware troubleshooting and diagnosis
 Operating system-meaning and types, types of computers,
 Computer Network-LAN, WAN. Internet - concept and architecture ; Locating
internet resources - navigating, searching, selecting, evaluating, saving and
bookmarking
 Use of digital camera, camcorder, scanner, interactive white board, and
56
 multimedia projector for creating and using multimedia resources
 Computer security: hacking, virus, spy ware, misuse, abuse, antivirus, firewall,
and safe practices

Unit II: Basic Computer Software Applications

 Software –meaning and types (system software, application software,

proprietary software, open source software, shareware and freeware)
 Open source software: concept, philosophy, types, and advantages. Open
source educational software
 Introduction to MS-Windows- navigating the desktop, control panel, file
manager, explorer, and accessories
 Introduction to MS Office and Open Office
 Basic microcomputer applications (word processing, spreadsheets,
presentations, and drawing) and its educational applications
 Utility tools: pdf creator, file archiving, file converter, antivirus
 Multimedia: meaning, types, advantages and evaluation of multimedia
resources. Development and use of multimedia in education
 E-content: design, development, standards, learning objects and reusability,
and authoring tools
Sessional Work

1. Hands on experience in setting up a desktop PC and working with various

input devices, output devices, storage devices, and display devices
2. Practice in installing various system and application software
3. Using word processor, spread sheet, and presentation software to produce
various teaching learning resources.
4. Locating internet resources - navigating, searching, selecting, saving and
evaluating (use standard internet evaluation criteria)
5. Social bookmarking of internet resources using any social bookmarking tools
(diigo,delicious,stumbleupon)
6. Comparative study of ICT syllabus of school education and teacher education
of various organizations
7. Evaluating multimedia CD ROMs using standard criteria and study the
multimedia evaluation reports available at http://www.teem.org.uk/
8. Developing a multimedia e-content for a topic using eXe Learning

Suggested Reading

1. Bharihok Deepak. (2000). Fundamentals of Information Technology.

Pentagon Press: New Delhi
2. Conrad, Keri (2001). Instructional Design for Web based Training. HRD Press
3. Crumlish Christian (1999). The Internet No Experience Required. BPB
Publications: New Delhi
4. Evant, M: The International Encyclopedia of Educational Technology.
5. Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft Word for
Beginners. NISCOM, CSIR: New delhi
6. Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft Excel for
Beginners. NISCOM, CSIR: New delhi
57
 7. Jain Amit; Sharma Samart; & Banerji Saurab (2002). Microsoft PowerPoint.
NISCOM, CSIR: New delhi
8. James,K.L. (2003). The Internet: A User’s Guide. Prentice Hall of India
Pvt.Ltd: New Delhi
9. Lee, William W., Dianna, L. Owens, (2001) Multimedia based Instructional
design: Computer Based Training. Jossey-Bass
10. Sanders Donald, H. (1998). Computers Today. McGraw Hill Book Company:
New Delhi
11. Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand &
Company: New Delhi
12. Saxena Sanjay. (2000). A First Course in Computers. Vikas Publishing House
Pvt.Ltd: New Delhi
13. 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_in
dex.html
14. Tahenbaum Andrews (2003). Modern Operating Systems. Prentice Hall of
India Pvt.Ltd: New Delhi

Web Resources

Microsoft Office Online, Word 2003 Tutorials at

http://office.microsoft.com/en-us/training/CR061958171033.aspx

Microsoft Office Online, Excel 2003 Tutorials at

http://office.microsoft.com/en-us/training/CR061831141033.aspx

Microsoft Office Online, PowerPoint 2003 Tutorials at http://office.microsoft.com/en-

us/training/CR061832731033.aspx

III # PG- Edu.2 PSYCHOLOGY OF LEARNER & LEARNING

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration: 2 hrs C3 : 50

Objectives:
The course is designed to help student teachers to
 Understand nature of learner as a developing individual
 Be able to assess the individual differences among learners by employing
testing and non-testing methods.
 Understand and nurture the development of a learner as a member of
classroom
 group.
 Understand and appreciate different perspectives of learning – Behavioral,
Social, Cognitive and Humanistic.
 Know various types and strategies of learning
 Understand different conditions for learning and acquire the skills to facilitate
them.
58
  Understand the approaches and strategies for managing learning

Transaction Mode:
Lecture cum Discussion; Seminar/ Panel discussion; Observation of actual situations/
simulating situations); Conducting case studies.
A combination of the above approaches may be adopted depending upon the
appropriateness
and feasibility.

COURSE CONTENT:

Unit I: Nature of the Learner

- Concept of growth, development-principles, characteristics of the child &

adolesent, maturation and learning;
- Factors contributing to development such as heredity, nutrition, child-
rearing practices, siblings and peers; concept of normal development,
variations in development
- Classroom as a miniature society: understanding the group dynamics in a
classroom: sociometry as a technique for understanding inter-personal
relationships in a classroom
- Leadership, conforming behavior, and social adjustment in classroom:
concept and ways of developing them

Unit II: Individual differences & Assessment of Differences between Learners

- Differences between individual learners: learning styles, multiple

intelligence, self-concept, self esteem, attitude, aptitude, skills and

competencies, interest, values, study habits, locus of control and personality
- Understanding learners with a difference: gifted, creative and talented
learners, slow learners and dyslexic learners, socially disadvantaged learners,
at risk and traumatized learners
- Methods of assessing individual differences: tests for measuring intelligence,
aptitude and personality,
- observation schedules, rating scales ,self-reports

Unit III: Learning: Its Nature, Types and Strategies

- Concept & Nature of Learning, Concept learning, skill learning, verbal

learning, social learning, principle learning, problem solving
- Basic Assumptions and analysis of the relevance of Learning Theories –
Behavioral, Social, Cognitive & Humanistic learning theories;
- Learning as a process of construction of knowledge - Constructivist
Approach to learning
- Relationship of learning with school performance and ability of the
learner

59
Unit IV: Factors affecting Learning & Management of Learning

- Concept of Motivation; types, techniques of enhancing motivation,

- Health, sleep, difficulty of task, content and study habits as factors
Influencing learning
- Influence of method of learning: part and whole learning; superficial and
in-depth learning; Influence of prior learning on present learning; Strategies
for transfer of learning
- Forgetting classroom learning – meaning and its causes; strategies for
Improving retention of learning
- Meaning of learning to learn skills; Ways of developing self study

Sessional Work:

Each work/activity should carry equal weightage of marks.

- Observe some of the variations in development among a group of students

And prepare a report with emphasis on educational implications (individual
activity).
- Development of a profile of students of a class by using appropriate
Assessment procedures (Individual activity).
- Identify differences in socio-emotional characteristics among a group of
students by using rating scales &inventories available in the psychology
laboratory of the Institute & prepare a report by using scoring.
- Visit some special schools meant for children with disabilities and prepare a
report about the approaches followed in meeting their special needs (report
may be prepared by a small group of students)
- Analyze the type of strategies adopted by a classroom teacher in organizing
learning
- Identify students who have motivation problem and analyse the causes and
prepare a report (small group activity).
- Prepare a plan of action for any one type of learning (concept learning, skill
learning, attitudinal learning)

1. Kenneth T. Henson, 2000, Educational Psychology for Effective Teaching,

Wordsworth Publishing Company.
2. Patricia Murphy (Ed.), 1999, Learners, Learning & Assessment, Paul
Chapman Publishing Ltd.
3. Dennis Coon, Essentials of Psychology, 9th Ed. 2003, Wadsworth/Thomson
Learning.
4. Howard S. Friedman & Miram W. Schustack, 2004, Personality, Classic
Theories &
5. Modem Research, Second Ed. Reason Education & Pvt. Ltd.

60
 III# PG-M.4 MATHEMATICS
Real Analysis

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Real Numbers

The field axioms; Theorems about field properties, Order in R-Absolute value,
Completeness, some important subsets of Intervals, Countable and Uncountable sets.

Unit II: Neighborhoods and Limit Points

Introduction, Neighborhoods, Open Sets, Closed Sets, Limit points of a set, Closure
of a set, Interior of a set, Compactness, Connectedness.

Unit III: Sequences

Introduction, Convergent sequences, Divergent sequences, Oscillatory sequences,
Bounded sequences, Some important limit theorems, Cauchy sequences, Monotonic
sequences, Cluster points of a sequence, Limit superior and limit inferior of a
sequence, Subsequences.

Unit IV: Infinite Series

Introduction, Sequence of partial sums of a series, Convergent series, Cauchy’s
general principle of Convergence for Series, A necessary condition for convergence,
Series of positive terms, A fundamental result for series of positive terms, Geometric
series, Comparison test, Cauchy’s nth root test, D’Alembert’s Ratio test, Raabe’s test,
Maclaurin’s integral test.

References:
1. Real Analysis by J.M.Howie, Springer 2007.
2. Real Analysis by Malik, Wiley Eastern.
3. Mathematical Analysis by Shanthinarayan, S. Chand and Co. Ltd.
4. Mathematical Analysis by Malik and Savita Arora, New Age International
Pvt. Ltd.
5. Real Analysis by Royden, Prentice Hall of India Pvt. Ltd.
6. Mathematical Analysis by T M Apostal, Addison Wesley, Narosa, New Delhi,
2nd Edition.
7. Principles of Mathematical Analysis by Walter Rudin, 2nd Edition, McGraw
Hill Book Company, 1984.
8. Analysis I and II, Torence Tao, Hindustan Book Agency, India, 2006.
9. Elementary Analysis – The Theory of Calculus, Kenneth A Ros, Springer
International Edition, 2004.
10. Real Functions by G. Goffman.

III# PG-P.3 PHYSICS

61
 THEORY

ELECTRICITY AND ELECTROMAGNETISM

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to acquire a broad conceptual framework of

electromagnetic phenomena.

COURSE CONTENT:

Unit I : Electrostatics & Electric Currents

Vector Calculus : Scalar and Vector fields, Gradient of a Scalar, Divergence and
Curl of a vector, Line, surface and volume integrals.
Review of Coulomb’s law – Electric field and potential – Field due to a monopole,

dipole, torque on a dipole in uniform and non-uniform E fields, Flux of an electric
field. Gauss’s law, applications to deduce electric fields, P.E. of a system of two
charges, of many charges.

Basic circuit analysis – Kirchhoff’s laws. Voltage and Current divider Rules. Single
loop and two loop circuits, Mesh analysis, RC circuits, Maximum power transfer
theorem.

Unit II: Electric Fields in Matter

Electric Fields: Capacitance, parallel plate capacitor, calculation of capacity of
a spherical and cylindrical capacitor, energy stored in a capacitor, capacitor with
dielectric, atomic view of dielectrics, polarization, electric field due to a polarised
material, Gauss’s law in dielectrics, Dielectric constant, Energy density of an
electrostatic field (with and without dielectric).
Polarisability and susceptibility – Frequency dependence of polarisability, Clausius-
Mossotti equation.

Unit III : Magnetostatics


Review of Ampere’s law, B near a long wire, Magnetic lines of induction, force

between two parallel conductors, definition of ampere, B for a solenoid, Biot-savart’s
law, applications.
The magnetic field, Lorentz force and definition of magnetic field, magnetic
induction, magnetic force on a current element, circulating charges, Cyclotron
resonance frequency, Cyclotron. Magnetisation, magnetisation current density,
magnetic field intensity, magnetic susceptibility and permeability.

Unit IV : Electromagnetic Induction

Review of Faraday’s law, Faraday’s experiment, Lenz’s law, Time varying magnetic
fields, Application in betatron.
Inductance: Self inductance, LR circuit, energy in a magnetic field, magnetic
energy density.
62
AC circuits: Sinusoidal voltage, current voltage relation in resistance, capacitance
and inductance, Reactance and impedance, Power in AC circuits, RMS values, Power
factor, LR and CR circuits. Series and parallel LCR circuits. Resonance, mutual
inductance and transformers.

References
1. Electricity and Magnetism, Fewkes and Yarwood.
2. Electricity and Magnetism : A N Matveev, Mir Publishers, Moscow.
3. Fundamentals of Physics, 6th Edition, David Halliday, Robert Resnick and
Jearl Walker, John Wiley, Inc.
4. Electricity and Magnetism, F.W.Sears, Addison Wesley Co.
5. Fundamentals of Electricity and Magnetism : A F Kipp, McGraw Hill.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3: 50

Objectives :
To provide training in the broad methodology of science through investigatory type
and open-ended laboratory exercises.

COURSE CONTENT:
(A minimum of TEN experiments to be selected from the following.)
A. Resistance measurements.
B. Capacitance measurements.
C. EMF measurements.
D. RC circuits.
E. Magnetic Induction measurements
F. Ampere’s Law

References:
1. Advanced Practical Physics, Worsnop and Flint.
2. Physics Laboratory Instructions, RIE, Mysore.

63
 III# PG-C.3 CHEMISTRY
THEORY
ORGANIC CHEMISTRY – I

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
To develop an understanding of chemistry of hydrocarbons and their halogenated
derivatives.

COURSE CONTENT:
Unit I: Stereochemistry of Organic Compounds
Review of Concept of Isomerism and Types of isomerism with examples.
Optical Isomerism: Structural changes responsible for properties: elements of
symmetry, molecular chirality, enantiomers, stereogenic centre, optical activity,
properties of enantiomers, chiral and achiral molecules with two stereogenic centres,
diastereomers, threo and erythro diastereomers, meso compounds, resolution of
enantiomers, inversion, retention and racemization and asymmetric synthesis.
Relative and absolute configuration, sequence rules, D & L and R & S systems of
nomenclature.
Geometric isomerism: Determination of configuration of geometric isomers. Cis –
trans and E & Z system of nomenclature, geometric isomerism in oximes and alicyclic
compounds.
Conformational isomerism: Difference between configuration and conformation.
Conformational analysis of ethane and n-butane; conformations of cyclohexane, axial
and equatorial bonds, conformation of mono alkyl substituted cyclohexane
derivatives. Review of Newman projection and Sawhorse formulae, Fischer and
flying wedge formulae.

Unit II: Aliphatic Hydrocarbons

Alkanes: Review of IUPAC nomenclature of branched and unbranched alkanes.
Isomerism in alkanes and industrial source. Methods of formation (with special
reference to Wurtz reaction, Kolbe reaction, Corey-House reaction and
decarboxylation), physical properties and chemical reactions of alkanes (halogenation,
nitration, sulphonation, oxidation and isomerisation reactions) Mechanism of free
radical halogenation of alkanes : orientation, reactivity and selectivity.
Cycloalkanes: Nomenclature, methods of formation (from acetoacetic ester / malonic
ester and Dieckmann reaction), chemical reactions (halogenation), Baeyer’s strain
theory and its limitations. Ring strain in small rings (cyclopropane and cyclobutane),
theory of strainless rings. The case of cyclopropane ring: banana bonds.
Alkenes: Accounting for Reactions due to unsaturation in compounds. Nomenclature
of alkenes, methods of formation (by dehydration, dehydrohalogenation and
dehalogenation) with mechanism. Regioselectivity in alcohol dehydration. The
Saytzeff rule, Hofmann elimination, physical properties and relative stabilities of
alkenes. Chemical reactions of alkenes – mechanism of hydrogenation, electrophilic
and free radical additions, Markownikoff’s rule, hydroboration followed by oxidation,
64
oxymercuration – reduction. Epoxidation, ozonolysis, hydration, hydroxylation and
oxidation with KMnO4. Polymerization of Alkenes. Substitution at the allylic and
vinylic positions of alkenes.
Cycloalkenes: Methods of formation and chemical reactions of cycloalkenes.
Alkadienes: Nomenclature and classification of dienes : Isolated, conjugated and
cumulated dienes. Structure of allenes and butadiene, methods of formation,
polymerization. Chemical reactions – 1,2 and 1,4 additions. Diels-Alder reaction.
Alkynes: Nomenclature, structure and bonding in alkynes. Methods of formation
(alkylation of acetylene and by elimination reactions). Acidity of alkynes. Chemical
reactions of alkynes: Mechanism of electrophilic and nucleophilic addition reactions,
hydroboration – oxidation, metal-ammonia reductions, oxidation and polymerization.

Unit III: Aromatic Hydrocarbons

Factors responsible for the characteristic reactions of Aromatic compounds.
Nomenclature of benzene derivatives. Structure of benzene : molecular formula and
Kekule structure. Stability and carbon-carbon bond lengths of benzene, resonance
structure, MO picture. Aromaticity : The Huckel rule, aromatic ions.
Aromatic electrophilic substitution: General pattern of the mechanism, role of - and
- complexes. Mechanism of nitration, halogenation, sulphonation, mercuration and
Friedel-Crafts reaction. Energy profile diagrams. Activating and deactivating
substituents, orientation and ortho/ para ratio. Side chain reactions of benzene
derivatives. Birch reduction.
Methods of formation and chemical reactions of alkylbenzenes, alkynylbenzenes and
biphenyl.

Unit IV: Alkyl and Aryl Halides

Alkyl halides: A study of Alkyl halides highlighting its synthetic applications.

Nomenclature and classes of alkyl halides, methods of formation, chemical reactions.
Mechanisms of nucleophilic substitution reactions of alkyl halides SN2 and SN1
reactions with energy profile diagrams. Polyhalogen compounds : chloroform, carbon
tetrachloride.
Aryl halides: Methods of formation of aryl halides, nuclear and side chain reactions.
The addition- elimination and the elimination-addition mechanisms of nucleophilic
aromatic substitution reactions.
Relative reactivities of alkyl halides vs allyl, vinyl and aryl halides. Synthesis and
uses of DDT and BHC.

References :
1. Organic Chemistry : Seyhand N Ege
2. Organic Chemistry : Morrison and Boyd
3. Organic Chemistry : I L Finar
4. Organic Chemistry : Hendricson, Cram and Hammond
5. Organic Chemistry : Stanley H. Pine

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3: 50

65
Objective:
To develop basic skills in organic synthesis and purification of organic compounds

Laboratory Techniques:

1. Calibration of Thermometer using naphthalene / acetanilide / urea

2. Determination of melting point of Benzoic acid / cinnamic acid / m – dinitro
benzene / p- dichlorobenzene
3. Determination of boiling point of aniline / nitrobenzene / chlorobenzene
4. Distillation of water – alcohol mixture using water condenser; Distillation of
chlorobenzene – nitrobenzene mixture using air-condenser
5. Crystallization: Benzoic acid from hot water, naphthalene from ethanol
6. Sublimation of camphor / phthalic acid / succinic acid

Electrophilic Substitution Reactions

1. Preparation of Iodoform from ethanol / acetone

2. Preparation of m-dinitrobenzene from nitrobenzene by nitration
3. Preparation of p-bromoacetanilide from acetanilide by bromination
4. Preparation of 2,4,6-tribromo phenol from phenol / 2,4,6-tribromoaniline from
aniline
5. Preparation of Acetanilide from aniline by acetylation

References :
A Text Book of Qualitative organic Analysis, A I Vogel

66
 IV SEMESTER
IV# PG-E.4 ENGLISH

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives :
Students develop proficiency in English which equips them to:
 understand the demands of audience, subject, situation and purpose and the
 use of language for effective communication.
 analyse language in context to gain an understanding of grammar, vocabulary,
spelling, punctuation and speech.
 examine authentic literary and non literary texts and develop insight and
appreciation.
 gain an understanding of study and reference skills.
 plan, draft, edit and present a piece of writing.

Transaction Mode :
Lecture-cum-discussion, interactive session, group dynamics, role-play, peer-
assessment, self-valuation.

COURSE CONTENT :

Unit I : Creative Skills in Writing

Writing dialogues
Writing poems
Writing essays

Unit II : Basic Phonetics (Tutorials)

Articulatory, Acoustics, Stress, Intonation
(for B A Ed course)
Review of Books : Fiction, non-fiction, films

Unit III : Literature – Drama

Ibsen – A Doll’s House

Unit IV : Literature – Drama

Girish Karnad – Naga Mandala

Sessional Work :
Students participate in group discussion focusing on taking turns and speaking
persuasively.
67
Students stage a play choosing one of the plays prescribed. The end can be changed
to express their perspective about the theme of women and their evolution/ freedom.

Suggested Readings:

1. Merrriam, E. (1964). It Doesn’t Always Have to Rhyme. Atheneum.

2. Hyland, Ken (2004) Second Language Writing. University of Michigan Press.
3. Graves,D (1992). Explore Poetry: The reading /writing teacher’s companion.
Heinemann
4. Stone Douglas (1999). Difficult conversations : How to discuss what Matters
Most, New York.: Penguin Books.
5. Gabor Don (2001). How to start a Conversation and Make Friends, New York:
Fireside.

REGIONAL LANGUAGES

IV # PG- RL.1.4 HINDI

Credits : 3 (2L + 1T + 0P) Marks: 100
Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary works.
 To internalise grammar rules so as to facilitate fluency in speech and writing .
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

Transaction mode :

Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT:

Unit I : Functional Language:

Precis Writing: Characteristics-definition-steps to précis writing-
models-exercises
Book Reviewing-characteristics-definition-format-models-exercises
Reference: A Handbook of Writing Activities, Prasaranga, University
of Bangalore.

Unit II: Technical Writing

Definition-characteristics-format-models-Language used in the writing-Terminology-
68
Process of writing-planning of document- Styles of writing-Techniques of writing-
exercises
Reference: (a) Technical Writing by Richard W.Smith, Barnes and Noble Inc., New
York, (b) Technical Report Writing Today –Daniel G.Riordan, 19-A, Ansari Road,
New Delhi 110 002.

Unit III:Ancient Poetry:

Text- Pracheen evam madhyakaleen Hindi Kavya
Prof Poornachand Tandan (Ed.) Published by Rajpal and sons, Kashmiri gate, Delhi
110006.
Following poets’ work have been prescribed for study Kabir, and Vidyapathi.

Unit IV: Drama

Malava Kumar Bhoj by Dr.Ramkumar Varma, Published by Rajpal and sons,
Kashmiri gate, Delhi -06

Sessional work :
In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

IV # PG-RL.2.4 KANNADA

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language.
 To develop independent reading skills and reading for appreciating literary
works.
 To internalize grammar rules so as to facilitate fluency in speech and writing.
 To develop functional and creative skills in language.
 To develop values of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region.

69
COURSE CONTENT :

Unit I : Functional Language

a) Book Review : Characteristics – definition – format – models
– exercises.
b) Precis-writing: Characteristics – definitions – steps to précis
writing – models – exercises.
Reference: A Handbook of Writing Activities, Prasaranga,
University of Bangalore.

Unit II : Technical Writing

Definition – characteristics – format – models – Language used in the
writing – Terminology – Process of writing – Planning of document –
Styles of writing – Techniques of writing – exercises.
Reference: (a) Technical Writing by Richard W.Smith, Barnes and
Noble Inc., New York, (b) Technical Report Writing Today –Danel
G.Riordan, 19-A, Ansari Road, New Delhi 110 002.

Unit III : Ancient Poetry

1. Melpu belpanaligum- Pampa
2. Paligum paapakkam anjadhavar eegaiyyar- Nagachandra
( Kaavya Sanchaya-3 –Mysore University, Mysore)

Unit IV : Drama
Beralge koral- Kuvempu

IV # PG-RL.3.4 MALAYALAM

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Unit I: Functional Language

1.Book Review- Characteristics – definition – format – models – exercises.

2. Precis-writing: Characteristics – definitions – steps to précis writing – models –
exercises.

Unit II: Technical Writing

Definition-characteristics-format-models-Language used in the writing-Terminology-

Process of writing planning of document-Styles of writing-Technologies of writing-
exercises.

Unit III: Ancient Poetry

70
Text : Karna Parvam ( Krishna Darshanam ) By Ezhuthachan, NBS , Kottayam

Unit IV: Drama

SAKETHAM by C. N. Sreekantan Nair, Current Books , Trichur

Sessional work :

In the internal class during the different activities the performance of the student will
be assessed by the teacher. Test, assignments and small projects works may be given .

IV# PG-RL.4.4 TAMIL

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :
Lecture cum discussion , group discussion ;, panel discussion , seminar group work ,
library work.

COURSE CONTENT:
Unit I: Functional Language:
Precise Writing: Characteristics-definition-steps to précis
writing – models-exercise
Book Reviewing: characteristics-definition-format-models-exercises

Reference: A Handbook of writing Activities, Prasaranga,

University of Bangalore.

Unit II :Technical Writing

Definition-characteristics-format-models-Language used in the writing-Terminology-
Process of writing-planning of document-Styles of writing-Technologies of writing-
exercises.
Reference Book: a) Language in Science M S Thirumalai
Geetha Book House, Mysore
b) Technical Report Writing Today – Danel G.Riordan, 19-A,
71
 Ansari Road, New Delhi 110 002.
Unit III:Ancient Poetry:
Nedunal Vaadai 2) Kalithogai
An Anthology of Tamil Poetry
(for Second Year Degree Classes)
University of Mysore, Mysore.

Unit IV : Drama
Tanneer tanneer-Komal Swaminathan,
Vaanathi Pathippagan, 13, Deenadayalu Street.
T. Nagar, Chennai 600 017

IV# PG-RL.5.4 TELUGU

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 To enable the students to acquire basic skills in functional language .
 To develop independent reading skills and reading for appreciating the literary
works
 To internalize grammar rules so as to facilitate fluency in speech and writing
 To develop functional and creative skills in language.
 To develop value of liberalism and an insight into the cultural heritage of the
region which remains embodied in the literary output of the region .

Transaction mode :

Lecture cum discussion, group discussion ; panel discussion , seminar group work ,
library work.

COURSE CONTENT :
Unit I: Functional Language

1.Book Review- Characteristics – definition – format – models – exercises.

2. Precis-writing: Characteristics – definitions – steps to précis writing – models –
exercises.
Reference: A Handbook of Writing Activities, Prasaranga, University of Bangalore.

Unit II: Technical Writing

Definition-characteristics-format-models-Language used in the writing-Terminology-
Process of writing-planning of document-Styles of writing-Technologies of writing-
exercises.

(Ref: Science Vyasalu by Kodavati ganti kutumba rao, Published by Vishalandhra

Publications, Abids, Hyderabad )
72
Unit III: Ancient Poetry
Lessons from “Telugu Sahitya Sravanthi “ , Published by Prasaranga,
University of Mysore, Mysore
Damayanthee swayamvaram
Padmavyuha bhedanam

Unit IV: Drama

Kanyashulkam By Gurazada Apparao (Available at Vishalandhra Publications,
Abids, Hyderabad )

IV SEMESTER
IV # PG-Edu.3 ASSESSMENT OF LEARNING

Credits: 2 (1L + 1T + 0P) Marks: 100

Contact hrs per week: 3 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives:
This course is designed to help student teachers to
 Understand the nature of assessment and evaluation and their role in teaching-
learning process.
 Understand the importance of assessment in continuous and comprehensive
manner
 Develop assessment tasks and tools to assess learner’s competence and
performance
 Acquire skill of constructing an achievement test
 Devise marking, scoring and grading procedures,
 Devise ways of reporting on student performance
 Analyse, manage and interpret assessment data.
 Develop the habit of reflecting-on and self-critiquing to improve performance.

73
COURSE CONTENT:
Unit I : Introduction to Assessment & Evaluation
(a) Concept of test, measurement, examination, appraisal, evaluation and their
inter relationships.
(b) Purpose and objectives of assessment- for placement, providing feedbacks,
grading promotion, certification, diagnostic of learning difficulties.
(c) Forms of assessment : -
(i) (Formative, Summative, prognostic; diagnostic; Norm referenced;
Criterion referenced based on purpose)
(ii) (Teacher made; Standardized based on nature & scope)
(iii) (Oral, written, performance based on mode of response)
(iv) (Internal, External, self, peer, & teacher based on context)
(v) Based on nature of information gathered (Quantitative, Qualitative)
(d) Importance of assessment & evaluation for Quality Education – as a tool in
Pedagogic decision making on as writing instructional objectives, selection of
content, teaching learning resources, methodology, strategies & assessment
procedures followed.
(e) Authentic assessment; school based assessment

Unit II: Assessment of Learning

(a) Concept of Cognitive, Affective, Psychomotor domain of learning

(b) Revised taxonomy of objectives (2001) and its implications for assessment
and stating the objectives.
(c) Constructing table of specifications & writing different forms of questions –
(VSA, SA, ET & objective type, situation based)
(d) Construction of achievement tests- steps, procedure and uses
(e) Construction of diagnostic test – Steps, uses & limitation

Unit III: Assessment for Learning

(a) Need for CCE its importance and problems faced by teachers
(b) Meaning & Construction of process-oriented tools – observation schedule;
check-list; rating scale; anecdotal record;
(c) Assessment of group processes – Nature of group dynamics; Socio-metric
techniques; steps for formation of groups, criteria for assessing tasks;
Criteria’s for assessment of social skills in collaborative or cooperative
learning situations.
(d) Quality assurance in tools – Reliability (Test-retest; equivalent forms, split-
half) & Validity (Face, content, construct) – Procedure to establish them; Item
– analysis.
(e) Portfolio assessment – meaning, scope & uses; developing & assessing
portfolio; development of Rubrics.

74
Unit IV: Construction Interpretation and Reporting of student’s performance

(a) Interpreting student’s performance

(i) Descriptive statistics (measures of central tendency & measures of
variability, percentages)
(ii) Graphical representation (Histogram, Frequency Curves)
(iii) NPC – percentile.
(b) Grading – Meaning, types, and its uses
(c) Role of feedback to stake holders (Students, Parents, Teachers) and to improve
teaching – learning process; Identifying the strengths & weakness of learners.
(d) Reporting student’s performance – Progress reports, cumulative records,
profiles and their uses, Portfolios.

Sessional Works to be carried out in Tutorial Sessions

1. Discussion on existing assessment practices in schools and submitting the
report.
2. Constructing a table of specification on a specific topic (subject specific)
3. Constructing a unit test using table of specifications and administering it to
target group and interpreting the result.
4. Construction of any one of the process oriented tools and administering it to
group of students & interpreting it.
5. Analysis of question papers( teacher made)

References:
1. Linn, Robert and Norman E Gronland (2000); Measurement and Assessment
in teaching, 8th edition, by Prentice Hall, Inc, Pearson Education, Printed in
USA
2. Ved Prakash, et.al. (2000): Grading in schools, NCERT, Published at the
publication Division by the secretary, NCERT, Sri Aurobindo Marg, New
Delhi
3. Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio Assessment in
the Reading – Writing Classroom. Norwood, MA: Christopher-Gordon
Publishers
4. Glatthorn, A. A. (1998). Performance Assessment and Standards-based
Curricula: the Achievement Cycle. Larchmont, NY: Eye no Education
5. Gredler, M. E. (1999). Classroom Assessment and Learning. USA: Longman.
6. Likert, R. (1932). A technique for the Measurement of Attitudes. Archives
Psychology, 40.
7. Mehrens, W. A. & Lehmann, I. J. (1991). Measurement and Evaluation in
Education and Psychology (8th ed.): Chapter 10: Describing Educational Data.
8. Oosterhof, A. (1994). Classroom Applications of Educational Measurement
(Second Edition). New York: Macmillan College Publishing Company Inc.
9. Payne, D. A (2003). Applied Educational Assessment. Australia: Wadsworth:
Thomson Learning.
10. Popham, W.J. (1981). Modern Educational Measurement. New Jersey, Engle
wood Cliffs: Prentice-Hall Inc.
11. Popham, W. J. (2002). Classroom Assessment: What teachers need to know
(Third Edition). Boston: Allyn & Bacon.
12. T.V.Somashekar (2006) Educational Psychology & Evaluation, Bangalore,
75
 Nirmala Prakashana.

IV # PG-M.5 MATHEMATICS
DIFFERENTIAL EQUATIONS

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I:
Definition, Formation of a differential equation, Solution of a differential equation,
Equations of the first order and first degree, Variables separable, Integrating factors,
Homogeneous form – Reducible to homogeneous form, Linear equations, Bernoulli’s
equation, Exact equations, Equations reducible to exact equations.

Unit II:
Equations of the first order and higher degree, Clairaut’s equation solvable for x and y
and p, Orthogonal trajectories in polar and Cartesian form, Operator D, Rules for
finding the particular integral, Cauchy-Euler differential equation, Legendre’s
differential equations, Simultaneous differential equations.

Unit III:
Equations which do not contain x, Equation whose one solution is known, Equations
which can be solved by changing the independent variable and dependent variable,
Variation of parameters, Total differential equation :Pdx + Qdy + Rdz = 0,
Simultaneous equations of the form dx/P = dy / Q = dz / R.

Unit IV:
Formation by elimination of arbitrary constants, Formation by elimination of arbitrary
functions, Solution by direct integration, Lagrange’s linear equations Pp + Qq = R,
Standard types of first order non-linear partial differential equations, Charpit’s
method, Homogeneous linear equations with constant coefficients, Rules for finding
the complementary functions, Rules for finding the particular integral, Separation of
variables.

References :
1. Higher Engineering Mathematics by Grewal, Wiley Eastern Ltd.
2. An Introduction to Partial Differential Equations by Stephenson, ELBS.
3. A Short Course in Differential Equations by Rainville and Bedient, IBH.
4. Advanced Engineering Mathematics by Kreyszig, Wiley Eastern Ltd.
5. Introductory Course in Differential Equations by Murray, Orient Longman.
6. Differential Equations by Simmons, TMH.
7. Differential Equations by Ayres, Schaum Publishing Company.
8. Ordinary and Partial Differential Equations by Raisinghania, S. Chand and Co.
9. Differential Equations by Vasishta and Sharma, Krishna Prakashan Mandir.
76
10. A Textbook of Differential Equations by Mittal, Har Anand Publications.

IV# PG-P.4 PHYSICS

THEORY
OPTICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
To enable students to
 understand that light is a wave phenomenon;
 apply the understanding of wave phenomenon to light.

COURSE CONTENT:

Unit I : Wave Nature of Light and Interference

Light-electromagnetic spectrum, Rotating mirror method of determination of speed of
light, Huygen’s principle, explanation of reflection and refraction, Fermat’s Principle,
Phase change on reflection, total internal reflection.
Young’s experiment - coherence, intensity distribution and visibility of fringes,
Newton’s rings, Fresnel’s Biprism, interference in thin films, colours of thin films,
interference at an air wedge, Michelson’s interferometer.

Unit II : Diffraction
Fraunhoffer and Fresnel : Diffraction, Diffraction at a single slit, double slit,
Diffraction by multiple slits, Diffraction grating, Resolving power – Rayleigh’s
criterion, Resolving power of a grating and telescope.
Fresnel diffraction, half period zone, zone plate, diffraction at a circular aperture and
at a straight edge (qualitative treatment only).

Unit III : Polarisation

Polarization by reflection, Brewster’s law, Malus law, Double refraction, Production
and detection of linearly, circularly and elliptically polarized light, Quarter and half
wave plates, Polariods, Discussion on use of Polaroid sheets in preparing tinted
sunglasses, Optical activity.

Unit IV : Scattering of Light and Lasers

A brief discussion on Tyndall, Rayleigh and Raman scattering of light. Blue of the
sky and ocean. A qualitative account of fluorescence and phosphorescence, the
Raman Effect experiment and its explanation, intensity and polarisation of Raman
lines, some applications of Raman Effect.
Introduction to Lasers: Spontaneous and stimulated emission, density of states,
Einstein’s A and B coefficients. Ratio of stimulated to spontaneous transitions in a
system in thermal equilibrium, condition for amplification, population inversion,
77
methods of optical pumping, energy level schemes of He-Ne and Ruby Laser.
Properties and uses of Lasers.
Basic concepts of holography – construction of hologram – Discussion on the use of
holograms in daily life - Recording and reproduction of holograms.

References:
1. Textbook of Optics, Brijlal and Subramaniam
2. Optics, A K Ghatak.
3. Fundamentals of Optics, Jenkins and White.
4. Fundamentals of Optics, Khanna and Gulati.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objectives:
To provide training in the broad methodology of science through investigatory type
and open-ended laboratory exercises.

COURSE CONTENT:
A. Refraction at Spherical Surfaces
B. Spectrometer experiments using prism
C. Experiments on Interference
D. Experiments on Diffraction
E. Experiments on Polarisation
F. Experiments on resistance/capacitance using ballistic galvanometer
G. Network theorems
H. Phase relationships for a.c.

References:
1. Advanced Practical Physics, Worsnop and Flint.
2. Physics Laboratory Instructions, RIE, Mysore.

IV# PG-C.4 CHEMISTRY

THEORY

THERMODYNAMICS, EQUILIBRIUM AND SOLUTIONS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
78
1. To understand that conservation of energy is the central concept which
governs all the changes and to appreciate its role in various thermochemical
equations.
2. Explain the origin of the driving force of physical and chemical changes and
evolution of second law of thermodynamics and related concepts.
3. Apply the concept of equilibrium to construct and interpret the phase
diagrams.

COURSE CONTENT

Unit I: Thermodynamics – I

Concept of Energy, Historical perspectives, Generalisation of laws of

Thermodynamics based on human experience with Nature and natural Processes.
Language of thermodynamics : system, surroundings, etc. Types of system, intensive
and extensive properties. State and path functions and their differentials.
Thermodynamic process. Concept of heat and work.
First Law of Thermodynamics : Statement, definition of internal energy and
enthalpy. Heat capacity, heat capacities at constant volume and pressure and their
relationship. Joule, Joule–Thomson coefficient and inversion temperature.
Calculation of w.q. dU and dT for the expansion of ideal gases under isothermal and
adiabatic conditions for reversible process.
Thermochemistry : Standard state, standard enthalpy of formation. Hess’s Law of
heat summation and its applications. Heat of reaction at constant pressure and at
constant volume. Enthalpy of neutralization. Bond dissociation energy and its
calculation from thermo-chemical data, temperature dependence of enthalpy,
Kirchhoff’s equation.

Unit II : Thermodynamics – II
Discussion of experiential knowledge to account for the spontaneity in changes
around us.: need for the Second law of thermodynamics , different statements of the
law, Carnot cycle and its efficiency, Carnot theorem, Thermodynamic scale of
temperature.
Concept of Entropy : Entropy as a state function, entropy as a function of V & T,
entropy as a function of P & T, entropy change in physical changes, Clausius
inequality, entropy as a criteria of spontaneity and equilibrium. Entropy change in
ideal gases and mixing of gases. Gibbs and Helmholtz functions: Gibbs function (G)
and Helmholtz function (A) as thermodynamic quantities. A and G as criteria for
thermodynamic equilibrium and spontaneity, their advantage over entropy change.
Variation of G and A with P, V and T.
Third law of thermodynamics : Nernst heat theorem, statement and concept of
residual entropy, evaluation of absolute entropy from heat capacity data.

Unit III : Chemical Equilibrium and Phase Equilibria

Recognising a system at Chemical Equilibrium. Attributes of Chemical Equilibrium,
Thermodynamic derivation of law of mass action, Equilibrium constant and free
energy. Factors that affect the chemical equilibrium and Le Chatelier’s principle.
Calculations involving equilibrium constant Ionic equilibria in aqueous solutions,
sparingly soluble salts, solubility product common ion effect, selective precipitation,
applications in qualitative analysis
79
Ionisation of water, pH scale, weak acids and bases, hydrolysis, buffer solutions, acid Base
indicators, acid base titrations and multi stage equilibria. Reaction isotherm and reaction
isochore
To establish a systematic way of discussing the changes systems undergo when they are
heated and cooled and when their composition is changed. Clapeyron equation and Clausius
– Clapeyron equation, applications. Statement and meaning of the terms – phase, component
and degree of freedom, derivation of Gibbs phase rule, phase equilibria of one component
system – water, CO2 and S systems.
Phase equilibria of two component system – solid-liquid equilibria – simple eutectic – Bi –
Cd. Pb-Ag. Systems, desilverisation of lead. Simple eutectics, systems forming compounds
with congruent melting points.

Unit IV: Solutions

To unify the equilibrium properties of simple mixtures on the basis of chemical
potential. Solutions of Gases in liquids. Henry’s law and its applications, solutions of
solids in liquids. Distribution law, application of distribution law to association,
dissociation and extraction.
Dilute Solution : Colligative properties, Osmosis, Osmotic pressure, Vant Hoff
Theory, Lowering of Vapour Pressure, Depression in Freezing point and Elevation in
Boiling Point, Vant Hoff Factor.
Solid solutions – compound formation with congruent melting point (Mg – Zn) and
incongruent melting point (NaCl – H2O), (FeCl3 – H2O) and (CuSO4 – H2O) system.
Freezing mixtures, acetone dry ice.
Liquid – liquid mixtures: Ideal liquid mixtures, Raoult’s and Henry’s law. Non-ideal
system – Azeotropes – HC – H2O and ethanol – water systems.
Partially miscible liquids – Phenol-water, trimethylamine – water, nicotine – water
systems. Lower and upper consolute temperature. Effect of impurity on consolute
temperature.
Immiscible liquids, steam distillation. Nernst distribution law – thermodynamic
derivation, applications.

References :
1. Sl.nos 1 to 6 of I Semester
2. Sl.nos 2-6 of II semester

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3: 50

COURSE CONTENT:
1. Determination of heat of neutralization of acids and bases.
2. Verification of Hess’s law of constant heat summation.
3. Determination of solubility of sparingly soluble salt at various temperature,
calculation of enthalpy of solution.
4. pH titration of acid versus base (observation of change in pH).
5. Construction of phase diagram for a two component system. (solid-solid, liquid-
liquid).
6. Determination of equivalent constant of hydrolyses of an ester.
80
7. Determination of dissociation constant of a weak acid.
8. A comparative study on methods of finding pH using universal indicator, pH
paper strips (both wide and narrow range), pH meter.
9. Determination of solubility product constant (Ksp) of a sparingly soluble salt.
10. Determination of dissociation constant of phenol phthalin/methyl orange by
colorimeter.
11. Determination of molecular weight of a given liquid by steam distillation.
12. Determination of percentage composition of NaCl by critical solution temperature
method (phenol-water system).
13. Determination of distribution coefficient of benzoic acid between water and
toulene or acetic acid between water and 1-butanol.
14. Determination of transition temperature of a given salt hydrate.
15. Determination of molecular weight of the given substance by Rast’s method.

References :
Same as in II Semester

81
 V SEMESTER
V # PG-Edu. 4 TEACHING APPROACHES AND STRATEGIES

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives:
On completion of the coursed, the student teacher will be able to:
 Demonstrate his/her understanding of the role of a teacher in different phases of
teaching.
 Identify various kinds of subject matter content in a textbook.
 Write instructional objectives for teaching of a topic.
 Demonstrate his/her understanding of different skills and their role in effective
teaching.
 Use instructional skills effectively.
 Organise learning with active participation of learners – individually and in
groups.

Transaction Mode
Lecture cum discussion, demonstration through audio video mode, panel presentation,
team teaching, individual and group practice of skills.

COURSE CONTENT:
Unit I: Understanding Teacher and Teaching
Teaching as a planned activity – elements of planning.
Assumptions underlying teaching and their influence on the planning for teaching.
Proficiency in Teaching: Meaning and place of awareness, skills, competencies and
commitment.
Assumptions underlying effectiveness in teaching – Behaviouristic, Humanistic and
Constructivist perspectives.
An analysis of teacher functions, skills and competencies in the three phases : Pre-
active phase – visualizing, decision-making on outcomes, preparing and organization;
interactive phase – facilitating and managing learning; post-active phase – assessment
of learning outcomes, reflecting on pre-active, interactive and post-active processes
Characteristics associated with effective teachers.
Impact of one’s own socialization processes, awareness of one’s own shifting
identities as ‘student’, ‘adult’ and ‘student teacher’ and their influence on ‘becoming a
teacher’.
Teacher’s professional identity – what does it entail?

Unit II: Planning for Teaching

82
An analysis of teacher’s roles and functions in the pre-active phase – visualizing,
decision-making on outcomes, preparing and organisation.
Visualizing: The learner and learning readiness characteristics, the subject matter
content and their inter-linkages, the learning resources, approaches/ strategies.
Decision-making on outcomes: Establishing general instructional goals, specification
of objectives and standards for learning, allocation of instructional time for various
activities/ tasks – instructional time as a variable in learning.
Decision-making on instructional approaches and strategies: Expository or Inquiry,
Individualized or Small Group or Whole Class – skills required for learner
engagement in the context of the strategy decided.
Preparing for instruction: Identifying and selecting available learning resources or
developing required learning resource.
Preparation of a Plan: Unit Plan and Lesson Plan.

Unit III: Skills and Strategies of Teaching

An analysis of teacher’s roles and functions in the interactive phase – facilitating and
managing learning.
Introducing a lesson – need and various possibilities.
Motivating the learners and sustaining their attention – importance of stimulus
variation and reinforcement as skills.
Questioning, Illustration and explanation as teacher competencies influencing student-
learning in the classroom;
Strategy of Teaching – a) Expository Strategy as approach to teaching for
understanding: Presentation – discussion – demonstration, the Advance Organiser
Model; b) Inquiry Strategy as approach to teaching thinking skills and construction of
knowledge : Concept attainment / Concept formation, Inductive thinking, Problem
based learning/ Project Based Learning.

Unit IV: Approaches to Organizing Learning

Approaches to Individualised Instruction: Computer Managed Instruction,
Programmed Instruction and Learning Activity Packages, Approaches to Small Group
and Whole group Instruction: Cooperative and Collaborative approaches to learning,
Brain storming, Role Play and Dramatization, Group Discussion, Simulation and
Games, Debate, Quiz and seminar.

Sessional Work:
 Comparative study of syllabi of various subjects to identify content categories.
 Writing instructional objectives of a lesson under domains and levels.
 Practice on the skills of introducing, questioning, stimulus variation,
illustrating and organizing learning activity.
 Design learning episodes / activities and organize them in the classroom.

83
References:
1. Austin, F M (1961) Art of Questioning in the Classroom, University of
London Press Ltd., London.
2. Brown, J.S., Collins, A. and Duguid, S. (1989). Situated cognition and the
culture of learning, Educational Researcher, 18(1), 32-42.
3. Davis, Irork (1971), The Management of earning, McGraw Hill, London.
4. C. Fosnot (Ed.) (1996) Constructivism: Theory, Perspectives and Practice,
(pp.8-33), New York : Teachers College Press.
5. L.Steffe and J. Gale (Eds.) 1995). Constructivism in Education, New Jersey :
Lawrence Erlbaum Associates Inc.
6. B.Wilson, (1996) Constructivist Learning Environments, New Jersey :
Educational Technology Publications.
7. Resnick, L. and Collins, A. (1996). Cognition and Learning. In T.Plomp and
D.Ely, (Ed.) The International Encyclopaedia of Educational Technology, 2nd
Ed. Oxford : Pergamon Press.
8. Vygotsky, L. (1978). Mind in Society : The Development of Higher
Psychological Processes, MA : Harvard University Press.
9. G.Boomer, N. Lester, C. Onore and J.Cook (Eds.) (1992). Negotiating the
curriculum : Educating for the 21st century, London : The Falmer Press.
10. Dewey, J. (1916). Democracy and Education. New York : The MacMillan
Company.
11. Kelly, G.A. (1991). The psychology of personal constructs Volume one – A
Theory of Personality, London : Routledge.
12. Langer, J. and Applebee, A.N. (1987). How writing shapes thinking : A Study
of Teaching and Learning, National Council of Teachers of English.
13. Lindfors, J. (1984). How children learn or how teachers teach? A Profound
confusion: Language Arts, 61 (6), 600-606.
14. J. Mezirow and Associates (1990), Fostering critical reflection in adulthood: A
guide to transformative and emancipatory learning: San Francisco: Jossey –
Bass Publishers.
15. Smith, K. (1993). Becoming the “guide” on the side : Educational Leadership,
51(2), 35-37.
16. Darling – Hammond, Linda, et. Al. Excellence in Teacher Education : Helping
Teachers Develop Learner – Centered School. Washington, D.C. National
Education Association School Restructuring Series, 1992.
17. Savery, J. and Duffy, Thomas M. (1995). Problem based learning : An
instructional model and its constructivist framework. Educational Technology,
35, 31-38.
18. Fosnot, Catherine Twoomey, Constructivism : Theory, Perspective and
Practice. New York : Teachers College Press, 1989.
19. Vygotsky, L.S. Thought and Language, Cambridge, MA : MIT Press, 1962.

Resource Websites:
- http://www.thirteen.org/edonline/concept2class/constructivism/index.html.
- www.ipn.uni-kiel.de/projekte/esera/book/b001-cha.pdf
- http://www.ericdigests.org/1999-3/theory.htm
- http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk36.htm
- http://saskschoolboards.ca/research/instruction/97-07.htm
- http://www.ed.psu.edu/CI/Journals/1998AETS/t1_7_freeman.rtf
84
- http://en.wikipedia.org/wiki/Constructivist_teaching_methods
- http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm
- http://vathena.arc.nasa.gov/project/teacher/construc.html
- http://www.grout.demon.co.uk/Barbara/chreods.htm
- http://vathena.arc.nasa.gov/project/document/teacher.html
- http://www.disciplineassociates.com/ClassroomDiscipline_101.aspx
- http://online.sfsu.edu/~foreman/itec800/finalprojects/eitankaplan/pages/classroom.
htm

V# PG-POPS.1 PEDAGOGY OF PHYSICAL SCIENCE

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives :
On completion of the course, the student teacher will be able to :
 gain an understanding of the nature of knowledge in Physical Science and its
validity.
 gain an understanding of the structure of physical science.
 review the contributions of Physicists and Chemists to the knowledge domain of
Physical Science.
 integrate knowledge in Physical Science with other school subjects.
 trace the changing trends in learning of Physical Science with respect to its goals
and approaches to learning.
 analyse the content in Physical Science with respect to its categories, process
skills, knowledge organization and other critical issues.
 develop concept maps representing units, themes and inter relatedness among
concepts.
 develop process oriented objectives based on content themes/ units.
 identify alternative conceptions held by students and teachers in general.
 Examine the content to understand that different themes require differential
treatment.
 Examine the different ways in which learning situations can be created to learn
concepts in Physical Science.
 Formulate meaningful inquiry episodes, problem solving situations,
investigatory projects based on secondary school science.
 Examine different pedagogical issues in the content of learning Physical
Science.

Transaction Mode:
Short lectures, organizing inquiry activities/ open-ended activities for learning
Physical Science, Group work on analysis of content in selected topics in Physical
Science at the secondary level from both State and CBSE textbooks. Reading
biographies of Physicists and Chemists, articles on gender issues, social and ethical
85
issues, inclusiveness and their presentation in the classroom. Use of CDs related to
Physical Science at the secondary level.

COURSE CONTENT :

Unit I: The nature and scope of knowledge in Physical Science

What is Science? Nature of Science. Development of scientific knowledge –

observation, experimentation, classification.
Concepts, facts, theories and generalizations.
Historical status of Physical science concepts and theories.
Contributions of Indian and International Physicists and chemists to the knowledge
domain of Physical Science with special reference to the methods of discovery/
investigation adopted.
The place of physical science in the school science curriculum.
Integration of knowledge in Physical Sciences with the other school subjects.
Application of Physical science knowledge in daily life.

Unit II : The Changing emphasis in learning of Physical Science

The changing trends in the goals and objectives of learning of Physical science in 21 st
century.
Development of process skills (Observation, classification, interpretation, control of
variables, measuring, experimenting, hypothesizing, inferring, predicting and
communicating).
Stating objectives in terms of learning process.
Metacognitive thinking and learning of physical science.
Learner as a constructor of knowledge
Alternative conceptualizations (misconceptions) of students and teachers in Physical
Science (some examples).

Unit III : Approaches to constructing knowledge in Physical Science

Approaches to concept learning, conceptual change model (reconstructing ideas about
certain Physical science concepts).
Different types of inquiry methods; problem solving strategies; investigatory
approach; guided discovery approach; inductive method; learning through projects.
Concept mapping as a tool of learning.
Cooperative and collaborative learning; group investigation;
Use of analogies in evolving the meaning of a Physical science concept.

Unit IV : Focus pedagogical issues

Role of Language in Science
Science, society and technology their influence on school curriculum.
Science related social and ethical issues-Inclusiveness in learning.
Learning beyond Textbooks- Self learning strategies. Multi Media; interactive
learning approach

Units for Pedagogic Analysis

Light : Rectilinear propagation of light, Reflection and refraction of light, image

formation in lenses and mirrors, optical instruments, dispersion of light, rainbow
formation (primary and secondary), nature of light, electromagnetic spectrum.
86
Gravitation : Universal law of gravitation, acceleration due to gravity ‘g’ as
intensity of the gravitational field, escape velocity, weightlessness in space, Kepler’s
Laws of planetary motion and its applications.

Electronic Configuration : Electronic configuration of atoms, atomic properties and

periodic classification of elements.
Any other unit chosen by the teacher.

Sessional Activities:

 Content analysis of units and statement of objectives in terms of process skills.

 Presentation of contributions of Physicists and Chemists to Physical Science.
 Planning learning experiences to develop different skills and their
presentation.
 Identification of students and teachers, alternate conceptions in Physical
Science and methods to re-conceptualise them.
 Concept mapping in selected units in Physical Science Planning learning
situations for constructing knowledge in Physical Science.
 Group Discussion on pedagogical issues.
 Development of PowerPoint presentations in selected units in Physical
Science.

References:

1. National Curriculum Framework 2005, NCERT, New Delhi.

2. Steve Alsop, Keith Hicks (2007). Teaching Science : A Handbook for
Primary and Secondary School Teachers, Kogan Page, New Delhi.
3. Judith Bennett (2003) Teaching and Learning Science : A guide to recent
research and its applications, Continuum, London.
4. Robin Millar (1984) Doing Science : Images of Science in Science Education,
The Falmer Press, London.
5. NCERT Textbook in Physics for XI and XII Students.
6. State Textbook in Physics for XI and XII students.
7. Nathan S Washton (1967). Teaching Science Creatively, Saunders Company,
London.
8. History of Physics in the 20th Century, Internet Browsing.
9. Novak D J and D Bob Gowin (1984) Learning how to learn, Press Syndicate
of the University of Cambridge, Ohio.
10. Carin A and B R Sund (1964), Teaching Science through Discovery, Charles
E. Merrill Books Inc., Columbus Ohio.
11. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000) Science
for All Children : Methods for Constructing Understanding, Allyn and Bacon,
London.
12. School Science Review, The Association for School Education, College Lane,
Hatfield, Hertfordshire, AL 109 AA, UK.
13. Physics Education, Institute of Physics Publishing, Dirac House, Temple
Block, Bristol BS1 6BE, UK.
14. Physics Teacher, American Association of Physics Teachers, Department of
87
 Physics and Astronomy, University of Maryland, College Park, MO 20742.

V# PG-POM.1 PEDAGOGY OF MATHEMATICS

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
On completion of the course the students will have
 Understanding of the characteristics of Mathematical language and its role in
Science
 Understanding of the nature of axiomatic method and mathematical proof.
 Knowledge about aims and general objectives of teaching secondary school
mathematics.
 Ability to state specific objectives in behavioural terms with reference to concepts
and generalizations.
 Ability to teach different kinds of mathematical knowledge consistent with the
logic of the subject
 Ability to evaluate learning of concepts and generalization
 Ability to identify difficulties in learning concepts and generalization and provide
suitable remedial instruction.
(All transactions to be made based on the appropriate contents listed in Unit 5).

COURSE CONTENT:
Unit I: Nature and Scope of Mathematics
Meaning and dimensions of mathematics, the nature of mathematical propositions;
truth values, compound propositions; truth tables; open sentences; truth sets; Venn
diagram; logically valid conclusions; use of quantifiers. Implications - one way and
two way - necessary and sufficient conditions; A mathematical theorem and its
variants - converse, inverse and contra positive, undefined terms in mathematics;
quasi definitions and definitions in mathematics; the defining properties of a
definition; Difference between proof and verification; Difference between pure and
applied mathematics; History of mathematics with special emphasis on Indian
mathematics.

Unit II : Aims and Objectives of Teaching Secondary School Mathematics and

Planning for Instruction
Need for establishing general objectives for teaching mathematics, Study of the aims
and general objectives of teaching mathematics vis-à-vis the objectives of secondary
education. Writing specific objectives of different content categories in mathematics.
Selecting the content for instruction, identifying teaching points for a mathematics
lesson; organization of content.
Stating instructional objectives for a mathematics lesson and identifying learning
outcomes in behavioural terms.
88
Designing – learning experiences; appropriate strategies; teaching aids; evaluation
tools, etc.
Writing lesson plans for mathematics lessons.
Planning a unit of instruction in mathematics.

Unit III : Strategies for Learning Mathematical Concepts

Nature of concepts, concept formation and concept assimilation, Moves in teaching a
concept - defining, stating necessary and/or sufficient condition, giving examples
accompanied by a reason. Comparing and contrasting; giving counter examples; non
examples; Use of Concept Attainment and Advance Organizer Models, planning and
implementation of strategies in teaching a concept.

Unit IV : Teaching of Generalisation

By exposition: Teaching by exposition, Moves in teaching a generalization;
introduction, Introduction moves - focus move, objective move, motivation move -
Assertion move, application move, interpretation moves, justification moves -
planning of expository strategies of teaching generalizations.
By guided discovery: Nature and purpose of learning by discovery, Inductive,
deductive - guided discovery strategies, Maxims for planning and conducting
discovery strategies; planning of strategies involving either induction or deduction or
both.

Sessional Work:
1. Analysis of a unit/chapter in a mathematics textbook to identify the concepts,
principles and processes and to understand the underlying mathematical
structures.
2. Stating specific objectives for a mathematics lesson.
3. Identification and evaluation of moves and teaching skills used in a
lesson/lesson plan.
4. Planning and implementation of appropriate strategies for teaching
mathematical concepts and generalizations in simulated and real classroom
situations.
5. Construction of appropriate test items to measure different outcomes of
learning concepts and generalization.
6. Identification of students' learning difficulties and their remediation.

References:
1. Butler and Wren (1965). , The Teaching of Secondary Mathematics, London:
McGraw Hill Book Company.
2. Cooney, T.J. and Others (1975), Dynamics of Teaching Secondary School
Mathematics, Boston: Houghton Mifflin.
3. Kapfer, Miriam B (1972). Behavioural objectives in Curriculum
Development: Selected Readings and Bibliography. Englewood Cliffs, NJ:
Educational Technology.
4. Mager, Robert (1962). Preparing instructional objectives, Palo Alto, C A:
Fearon.
5. NCERT, A textbook of Content-cum-Methodology of Teaching Mathematics,
New Delhi: NCERT.
6. Polya, George (1957) How to solve it, Garden City, New York: Doubleday.
7. Servas, w and T. Varga. Teaching School Mathematics - UNESCO Source
89
 Book.
8. State text books in Mathematics of Southern Region from Class VI to X.

Periodicals
Journal of Research in Mathematics
Mathematics Teaching
School Science and Mathematics
The Mathematics Teacher

V # PG-POBS.1 PEDAGOGY OF BIOLOGICAL SCIENCE

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Course Objectives:
The student teachers will be able to
 understanding of the nature of knowledge and its validity in Biological
Science.
 review the contributions of Biologists to the knowledge domain of Biological
Science.
 trace the changing trends in learning of Biology with respect to its goals, and
approaches to learning.
 analyze the biological content with respect to its content categories, process
skills, knowledge organization and other critical issues.
 develop concept maps representing units, themes and interrelatedness among
concepts.
 develop process-oriented objectives based on the content themes/ units.
 identify the biological concepts that are alternatively conceptualized by
teachers and students in general.
 examine the content to seek an understanding that different themes require
differential treatment.
 explore the different ways of creating learning situations in learning of
biological concepts and plans accordingly.
 formulate meaningful inquiry episodes, problem solving situations,
investigatory projects based on secondary school biology.

Transaction Mode : Short Lectures wherever necessary; Use of inquiry episodes

related to approaches to teaching of biology; Group work followed by Presentations ;
Use of Films to raise issues and discussions related to conserving animals and plants :
Use of audio tapes on Scientific attitude to generate inquiries related to certain myths
and superstitions followed by group work and analysis and presentations;
Demonstrations of different approaches with examples from biology units at
secondary level; Use of NCERT and state text books ; Reading of articles based on
social and ethical issues , gender issues related to science followed by presentations.
School visits to observe Biology lessons and write observations.
90
COURSE CONTENT :

Unit I: Foundations of Biological sciences

A. Nature and scope of knowledge in Biological Science
 Meaning and branches of biological science and their relevance to knowledge and
technological domains
 Nature of knowledge in Biological Science- empirical, experiential, knowledge
categories: Biological concepts, facts, principles, generalizations and theories.
 Historical evolution of biological concepts and theories with special emphasis to
those included in the school curriculum; Ancient Indian views on classification
and existence of life forms and evolution of life,
 Contributions of Indian and International Biologists to the knowledge domain of
biological science with special reference to the methods of discovery/
investigation adopted.
 Application of the knowledge of biology for human welfare.

B. Learning of Biological science

 Implications of different perspectives of learning by Piaget, Bruner, Ausubel
Vygotsky and Suchman to teaching and learning of Biology
 Constructivist’s approach to learning of Biology
 Metacognitive thinking and learning of biology

Unit II : The Changing emphasis in learning biology

 The changing trends in the goals and objectives of learning Biology (with
reference to national and international Biology curriculum at school level)
 Development of process skills (Observation, classification, interpretation, control
of variables, measuring, experimenting, hypothesizing, inferring, predicting and
communicating) through learning Biology
 Need for stating objectives; relating subject/unit specific objectives to the main
science curriculum goals; classification of objectives-cognitive ( revised
taxonomy); affective and psycho motor; use of action verbs
 Stating objectives based on revised taxonomy of objectives; standard based
biology curriculum
 Development of scientific attitude and environmental values through the processes
of learning Biology.

Environment as a rich learning site to construct meanings and concepts related

to Biology through observational and exploratory activities.

Unit III: Strategies for teaching Biological science

 Approaches to concept learning: concept learning and attainment models;
 Alternative conceptualizations (misconceptions) of students and teachers in
91
 Biology conceptual change model (reconstructing ideas about certain biological
concepts);
 Approaches to learning of generalizations: Expository; inductive approach
 Learning by Inquiry: Different types of inquiry methods;
 Learning by Discovery: experimental, field observations; guided discovery
approach
 Problem solving strategies; investigatory approach; group investigation
 Learning through projects: Different types of projects in biology
 Constructivist learning designs ( any 3 )
 Use of Multi Media and interactive learning approaches in learning of Biology.
 Cooperative and collaborative learning strategies and their use in constructing
knowledge,
 Use of different approaches to develop scientific attitude and environmental
attitude and important values through Biology ( examples – conserving
environment, ,care for animals, cleanliness of surroundings , removal of certain
social taboos related to diseases, reproduction, health etc.)

Unit IV: Pedagogical analysis for teaching Biological science

 Content analysis : Identification of units, themes, concepts, generalizations,
problems or issues, knowledge organization in CBSE and State textbooks of VIII,
IX and X Standards; identification of concepts and teaching points, themes or
issues through which scientific attitude or important values can be developed.
(structure of plant and animal cell, tissues, life processes, Diversity of living
organisms, conservation of Biodiversity, why we fall sick? Crop improvement,
Control and Co-ordination, How do organisms reproduce?, Our Environment ,
Heredity and Evolution)
 Different types of concepts – examples from Biology units; concept analysis;
 Concept mapping of the lesson/unit/theme to be taught
 Writing learning objectives on the selected lesson/unit

Sessional Work :
 Content analysis of Biology units, concept mapping , and writing of learning
objectives
 Assignment on Contribution of Biologists ( Indian and Western ) to the
knowledge domain of Biology
 Identification of Process skills on the selected Biology units
 Exploration of alternative conceptions held commonly by students and planning
of approaches towards reconceptualizations – Project
 Assignment on writing lessons using different strategies of teaching

References:
1. Devereux,Jane (2000): Primary Science – Developing subject knowledge,
Sage publications Inc, London.
2. Esler, K. William & Mark. K.Esler (2001): Teaching Elementary Science ( 8 th
edition ) Wadsworth group, Thomas learning, Printed in the USA.
3. Heiss, E.D.Obourn E.S and Hoffmann C W (1961): Modern Science teaching
by Macmillan publication, New York.
4. Jakab, Cheryl (1990): Exploring together (Revised Edition) – A science course
for Primary schools, Phoenix Education Private Limited.
92
5. Jennings T (1986): The young scientist investigates- Teacher’s Book of
Practical work, Oxford University Press, Oxford.
6. Judith Beunet (2003): Teaching and Learning Science – A guide to recent
research and its applications
7. Keith skamp (ed) (2004): Teaching primary science constructively -2nd
edition, Thomson, by Nelson Australia Private Ltd.
8. Mason M & Ruth T. Peters: Teacher guide for Life sciences, Published by D.
Van Nostrand Company, Inc, New york.
9. NCERT text books (2005) science for classes from VIII to X
10. New UNESCO Source Book for teaching science, UNESCO, Paris,
Richardson, J.S. Science teaching in secondary schools; New york; prentice
hall.
11. Novak. D.J & D.Bob Gowin (1984): Learning how to Learn,published by the
press syndicate of the University of Cambridge, Printed in the USA.
12. Robin Millan (1984): Doing Science: Images of Science in Science education,
the Falmer Press, London.
13. Saunders, N.H. (1962) The teaching of General science in Tropical secondary
schools; London; Oxford University press.
14. State text Books for classes VIII to X.
15. Steve Alsop, Keith Hicks (2007): Teaching Science: A Handbook for Primary
and Secondary school teachers, Kogan Page, N.Delhi
16. Synik, K.M: Living in the Environment – A source book for Environment al
Education, UNESCO.
17. Turner,T & W.Dimarco (1988); learning to teach science in the secondary
school – a companion to school experience, Published by Routledge, USA.

V # PG-M.6 MATHEMATICS

MULTIVARIATE CALCULUS & VECTOR CALCULUS

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Line and Double Integrals

Definition of a line integral and basic property, Evaluation of line integrals, Definition
of double integral, Conversion to iterated integrals, Evaluation of Double integral,
change of variables, Surface areas.

Unit II: Triple Integrals

Definition of a triple integral, Evaluation, Volume of a Triple integral.

Unit III: Improper Integrals

Improper integrals of the first and second kinds, Convergence, Gamma and Beta
functions, Connection between Beta and Gamma functions, Application to Evaluation
93
of Integrals, Duplication formula, Sterling formula.

Unit IV: Vector Calculus

Vectors, Scalars, Vector field, Scalar field, Vector differentiation, The Vector
Differential operator del, gradient, curl, Vector integration, The Divergence theorem
of Gauss, Stoke’s Theorem, Green’s Theorem in plane.

References
1. Calculus by Lipman Bers, Vols 1 and 2.
2. First Course in Calculus by Serge Lang
3. Calculus – Single and Multivariable by Hughes Hallet
4. Calculus by Thomas and Finny.

V# PG-P.5 PHYSICS
THEORY

BASIC ELECTRONICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to understand the physics of semiconductors and

their applications in basic electronic circuits.

COURSE CONTENT:

Unit I : Semiconductor Characteristics and Applications

Review : Intrinsic and extrinsic semiconductors, electrons and holes in intrinsic and
extrinsic semiconductors, conduction by electrons and holes, conductivity of a
semiconductor, Energy bands in semiconductors. Carrier concentrations in intrinsic
and extrinsic semiconductors, Fermi level, donor and acceptor levels in extrinsic
semiconductors.
P-N junction diode – depletion layer, conduction in PN junction diode, characteristics,
diode resistance.
Half wave and full wave rectifiers, power output and efficiency, Ripple factors.
Breakdown in diodes – Zener breakdown, Zener diode characteristics and application
in voltage regulation.
94
LEDs, photo diodes, LDRs and Solar cells.

Unit II : Transistors and Applications

Bipolar junction transistor (PNP and NPN) transistors, different configurations and
characteristics, current components in CE configuration, large signal and small signal
dc current gains, transistor biasing – self bias circuit, Load line and operating point.
Transistor as an amplifier : Transistor as a two port device, h-parameters and analysis
of CE amplifier using h parameter equivalent circuit, simplified h-parameter circuit,
stabilization of voltage gain in CE amplifiers, Two stage amplifiers, RC coupling,
frequency response of CE amplifier. Comparison of transistor configurations.
Emitter follower circuit and its use. Transistor as Power amplifier.
FET construction and its characteristics – MOSFET characteristics.
Concept of feedback in amplifiers and advantages of negative feedback.
Requirements for oscillation, Barkhausen criterion, Hartley and Colpitts oscillators.

Unit III : Digital Electronics

Binary to decimal and decimal to binary conversion, Binary addition and subtraction,
Octal number system, Hexadecimal system and conversions.
Construction and working of AND and OR logic gates using diodes. Construction of
NOT gate using transistor. Symbols and truth table for AND, OR, NOT, NAND
NOR and Ex-OR logic gates. Boolean algebra, Boolean laws, D’morgan’s theorem.
NAND and NOR as universal gates.
Introduction to OP-AMP. Differential amplifiers, principle of OP-AMP, OP-AMP
parameters, Applications – Addition, Subtraction, differentiation and integration.

Unit IV : Communication Electronics

Basic theory of amplitude modulation, Power in modulated carrier, single side band
transmission, Basic idea of frequency and phase modulation. Modulated class C
amplifier, demodulation, PN diode as demodulator linear and square law detection.
Propagation of radio waves, different layers of ionosphere and their functions,

References:
1. Electronic Devices and Circuits, Millman and Halkias.
2. Electronic Principles, Malvino.
3. Basic Electronics, Theraja B L
4. Basic Electronics, Mittal G K.
5. Digital Principles and Applications, Malvino and Leech.
6. Principles of Communication Systems, Taub and Schilling.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objectives: To develop the ability to design and connect simple electronic circuits
and to collect and analyse the data using these circuits;
To develop skills in using electronic instruments like multimeters and oscilloscopes.

95
COURSE CONTENT:
(A minimum of TEN experiments to be selected from the following.)
Experiments on :
A. Junction diode characteristics
B. Zener diode characteristics
C. Junction Transistor characteristics
D. FET characteristics
E. Rectifier circuits
F. Transistor amplifier CE configuration
G. Transistor amplifier Emitter follower
H. Transistor Oscillator
I. Logic gates
J. Experiments on OP-AMP
K. Lissajous figures
L. Experiments on modulation and demodulation

Reference : 1. Physics Laboratory Instructions, RIE, Mysore.

V# PG-C.5 CHEMISTRY
THEORY

TRANSITION ELEMENTS, COORDINATION COMPOUNDS

AND CHEMICAL KINETICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
To develop an understanding of Principles of Chemical Kinetics and Surface
Chemistry. To explain the properties of d and f block elements and their compounds
in terms of their electronic configuration and bonding. To understand the properties
of coordination compounds in terms of bonding theories.

COURSE CONTENT

Unit I: d-block and f-block elements

To relate the electronic configuration to the properties and structure of transition
metals and their compounds. Characteristic properties of d-block elements.
Properties of the elements of the first transition series, their binary compounds and
complexes illustrating relative stability of their oxidation states, coordination number
and geometry.
Chemistry of Elements of Second and Third Transition Series
General characteristics, comparative treatment with their 3d-analogues in respect of
ionic radii, oxidation states, magnetic behaviour, spectral properties and
stereochemistry. Powder metallurgy – extraction of tungsten. Position of
lanthanaides and actinides in the periodic table, lanthanide contraction, spectral and
magnetic properties of lanthanides, separation of lanthanides and actinides.
Extraction of Thorium, Uranium and Plutonium from burnt nuclear fuels.

Unit II : Coordination Compounds

96
To apply theories that explain certain properties and structure of transition metal
complexes. Werner’s coordination theory and its experimental verification,
nomenclature of coordination compounds, isomerism in coordination compounds,
valence bond theory of transition metal complexes. Limitations of VBT. Elementary
treatment of crystal field theory, splitting of d-orbitals in square planar, tetrahedral
and octahedral complexes, factors affecting crystal field parameters, Explanation of
magnetic behavior and color of complexes using CFT, effective atomic number
concept.Metal carbonyl, 18 electron rule, Preparation, structure and reactions of
Ni(CO)4, Fe(CO)5 and V(CO)6, nature of bonding in metal carbonyls.

Unit III: Chemical Kinetics

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

Unit IV : Surface Phenomena

Study of Characteristics of Solid surface, surface phenomenon to explain various
applications in daily life situations. Catalysis, characteristics of catalysed reactions,
classification of catalysis, miscellaneous examples. Physical and Chemical
adsorptions. Derivation of Langmuir Adsorption Isotherm. Statement and
explanation of BET and Gibbs Isotherms. Determination of surface area of adsorbent
using Langmuir equation. Adsorption theory of Catalysts using Langmuir’s Equation

References :
1. Sl.nos 2 and 6 of I Semester
2. Sl.nos 2 and 6 of II Semester
3. Inorganic Chemistry : James Huhey

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3 :50

COURSE CONTENT :
Chemical Kinetics
1. Iodination of Acetone by titration and Colorimetry.
2. Acid Hydrolysis of Ester
3. Reaction between Potassium Peroxydisulphate and Potassium Iodide.
4. Base Hydrolysis of an Ester by Titration and Conductometry
97
5. Iodine clock reaction
6. Solvolysis of Tertiary Butyl Chloride by Titrimetry, conductometry and pH metry
7. Inversion of Cane Sugar

Coordination Complexes
Preparation of Cobalt and Chromium Complexes and analysing them titrimetrically
and Spectrophotometrically.

References :
Same as in I and II semester.

98
 VI SEMESTER

VI# PG-POPS.2 PEDAGOGY OF PHYSICAL SCIENCE

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Course Objectives :

On completion of the course, the student teachers will be able to

 plan learning designs based on problem situations, inquiry and projects to
facilitate learning of Physical Sciences.
 realise his/her role as a facilitator in enhancing Physical Science learning in
the real classroom situation.
 explore the use and relevance of different learning resources and materials in
learning different units in Physical Science.
 develop learning materials on selecting units to facilitate learning in Physical
Science.
 identify themes in Physical Science for which community can be used as a
learning resource.
 conduct Physical Science related activities through science clubs, science
fairs, science exhibitions during school attachment.
 study science laboratory in schools, facilities and materials available in class
that facilitate learning of Physical Science.
 familiarize with different types of curricular projects in physical science, their
purpose and themes.
 become aware of various professional organizations and professional
development programs in Physical Science.
 reflect upon his/her own experiential knowledge in the different processes of
becoming a Physical Science teacher.

Transaction Mode:
Lectures when required, group work on pedagogic analysis of content, concept
mapping and planning learning designs, group work followed by presentation,
discussion on different methods of grouping and execution of the learning designs to
help students to construct knowledge, perform exemplar laboratory activities, prepare
science kits and exemplar materials, improvise apparatus, visit science laboratories,
schools for observing lessons, science museum, science park.

COURSE CONTENT:
Unit I : Pedagogic planning in learning Physical Science
Visualising learning situations
Content analysis – writing process objectives.
Planning lessons (integrating the processes: engage, explore, explain, elaborate and
evaluate).
99
Different ways of grouping learners for collaborative learning, creating learning
situations.

Teachers’ Role as a facilitator

Providing multiple learning contexts and opportunities, encouraging student
ownership of knowledge and engagement in the learning process, effective ways of
questioning, engaging in learning episodes, helping learners to develop the attitudes
of the rational problem solver, taking account of students’ prior knowledge –
encouraging students’ inquiry abilities, valuing students’ ideas and small group work,
different ways of scaffolding and negotiating.

Unit II : Learning Resources and Preparation of Materials

PSSC curriculum projects; Nuffield Physics (O Level); Nuffield Chemistry;
Harvard Project Physics; ChemStudy. National Curriculum Frameworks – NCERT –
proposed themes and integrated nature for Physical Science at secondary level.
Journals -School Science Review, School Science(NCERT)
Preparation and use of learning aids contextually.
Audio-visual materials – charts, models , science kits, etc.
Visits to Museum,Science Park and community as a resource site for learning
physics. Self-learning materials – worksheets.
Websites on physical science content, interactive websites, online learning
Planning of science labs – facilities, equipments, materials and manuals, records
maintenance and management of science labs.

Unit III : Assessment of Learning in Physical Science

Construction of test items (unit test) to assess simple factual knowledge, higher
thinking and application abilities; use of observation techniques, Student-Teacher
Profile, recording and evaluating procedures to assess the performance of students’
activities, projects, laboratory skills; group assessment; self and peer assessment;
assessment of worksheets; students’ journals; use of rubrics in assessment. Portfolio
assessment. Teacher’s reflections in the process.

Unit IV : Professional Development of Physical Science Teachers

Professional competencies of Physical science teachers.
Need for updating content and pedagogical science competencies;
Participation in planning of science fairs, exhibitions and activities, planning
contextual activities (celebration of Science Day, birthdays of great physicists and
chemists), seminars, conferences, online sharing, distance learning, membership of
Professional Organisations – NSTA, IPA, IAPT, Indian Chemical Society, INSC,
Action Research, NCERT and VP activities for Teachers, NCERT journals,
Publications in Science Education journals.

Units for Pedagogic Analysis

Heat : Heat as molecular motion, concept of heat and temperature, specific heat,
latent heat, change of start, transfer of heat, thermal expansion.
Current Electricity : Concept of electric current, Ohm’s law, Resistances in series
and parallel, effects of electric current, magnetic effects, Oersted’s experiment,
electromagnetic induction.
Dalton’s atomic Theory : Laws of chemical combination – atomic weight –
100
molecular weight and mole concept.
Chemical Bonding : Why and how atoms combine – covalent bond, electrovalent
bond, shapes and polarities of molecules.
Any other unit chosen by the teacher.

References:

1. National Curriculum Framework 2005, NCERT, New Delhi.

2. Steve Alsop, Keith Hicks (2007). Teaching Science : A Handbook for Primary
and Secondary School Teachers, Kogan Page, New Delhi.
3. Judith Bennett (2003) Teaching and Learning Science : A guide to recent research
and its applications, Continuum, London.
4. Robin Millar (1984) Doing Science : Images of Science in Science Education, The
Falmer Press, London.
5. NCERT Textbook in Physics for XI and XII Students.
6. State Textbook in Physics for XI and XII students.
7. Nathan S Washton (1967). Teaching Science Creatively, Saunders Company,
London.
8. Novak D J and D Bob Gowin (1984) Learning how to learn, Press Syndicate of
the University of Cambridge, Ohio.
9. Carin A and B R Sund (1964), Teaching Science through Discovery, Charles E.
Merrill Books Inc., Columbus Ohio.
10. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000) Science for
All Children : Methods for Constructing Understanding, Allyn and Bacon,
London.
11. School Science Review, The Association for School Education, College Lane,
Hatfield, Hertfordshire, AL 109 AA, UK.
12. Physics Education, Institute of Physics Publishing, Dirac House, Temple Block,
Bristol BS1 6BE, UK.
13. Physics Teacher, American Association of Physics Teachers, Department of Physics and
Astronomy, University of Maryland, College Park, MO 20742.

VI# PG-POM.2 PEDAGOGY OF MATHEMATICS

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Objectives:
On completion of the course the student will have
 Understanding of mathematical proof in the context of secondary school
mathematics
 Understanding of nature, importance and strategies of problem-solving
 Ability to teach proof of theorem and solution of problem to develop relevant
skills.
 Ability to evaluate understanding of proof of a theorem and problem-solving
skills.

101
COURSE CONTENT:

Unit I : Teaching of Proof

Proof: Developing an intuition about the nature of proof - to make the transition
from concrete thinking to more formal reasoning and abstract thinking as they
progress from class to class, kinds of proof - proof by mathematical induction, proof
by contradiction, proof by cases, the contrapositive, conjectures, disproof by counter
example.

Unit II : Teaching of Problem Solving

Definition of a problem, problem solving and teaching problem solving; importance
of teaching problem solving posing a problem, discovering or exploring various
options for solving the problem i.e. developing heuristics, carrying out the plan and
generating and extending a good problem.

Unit III: Evaluation of Learning in Mathematics

Stating measurable objectives of teaching concepts and generalizations, construction
of appropriate test items, Diagnosing basic causes for difficulties in learning concepts
and generalizations, planning remedial instruction based on the diagnosis.

Unit IV : Learning Resource in Mathematics

Meaning, Types and purposes of instructional materials in Mathematics, Plan for
preparation and utilization of instructional materials. Preparation of instructional
materials. Designing teaching aids in mathematics; psychological basis; Rationale
and limitations.

Pedagogical Analysis of Secondary School Mathematics

In order to explain the different pedagogical aspects of teaching mathematics, the
following topics in mathematics which are presently taught at secondary school level
are included. (As and when there are changes in topics to be taught in Mathematics at
school level, the corresponding changes in topics should be made).

Arithmetic:
Development of number system; Modular Arithmetic, Ratio and proportion, time and
work.

Algebra:
Sets, Relations, Functions and Graphs, Systems of linear equations and their graphical
solutions, quadratic equations, Linear inequations and graphical solutions and their
applications, Theory of Indices and logarithms, Cyclic factorization, Factor theorem
and Remainder Theorem, Matrices, Axioms of Groups and Fields with examples from
Number Systems.

102
Geometry :
Axioms of Euclidian Geometry, Polygons and Circles, Congruency and similarity of
triangles, Polyhedrons and Prisms, Introduction to transformation geometry of two
dimensions (straight lines only), Construction of geometrical figures.

Trigonometry:
Trigonometric ratios, simple identities and elementary problems on heights and
distances, solution of simple trigonometric equation.

Statistics:
Tabular and Graphical representation of Data, Measures of Central Tendency and
Variability.

Computing:
Computer devices, flow charts and algorithms.

Sessional Work:

Observation and analysis of strategies followed in teaching proof and problem-solving

Preparation of atleast one lesson plan in each of teaching proof, and problem solving
and practice of the strategies in simulated situation/real classroom situations.
Construction of unit test in mathematics.
Construction of a diagnostic test and an achievement test.
Planning and Implementation of remedial instructional strategies.

References:

1. Butler and Wren (1965). , The Teaching of Secondary Mathematics, London

McGraw Hill Book Company.
2. Cooney, T.J. and Others (1975) , Dynamics of Teaching Secondary School
Mathematics, Boston : Houghton Miffilin.
3. Iglewiez, Boris and Stoyle, Judith (1973). An Introduction to Mathematical
Reasoning, New York : The MacMillan Co.
4. Kapfer, Miriam B (1972). Behavioural objectives in Curriculum
Development: Selected Readings and Bibliography. Englewood Cliffs, NJ:
Educational Technology.
5. Mager, Robert (1962). Preparing instructional objectives, Palo Alto, C A :
Fearon.
6. NCERT, A textbook of Content-cum-Methodology of Teaching Mathematics,
New Delhi : NCERT.
7. Polya, George (1957) How to solve it, Garden City, New York: Doubleday.
8. Servas, W and T. Varga. Teaching School Mathematics - UNESCO Source
Book.
9. State text books in Mathematics of Southern Region from Classes VI to X.

103
 VI # PG-POBS.2 PEDAGOGY OF BIOLOGICAL SCIENCE

Credits : 4(2L+2T +0P) Marks: 100

Contact hrs per week : 6 C1 + C2 : 50
Exam Duration : 2 hrs C3 : 50

Course Objectives:
The teacher-learner will be able to
 plan learning designs(lessons) based on problem-situations, inquiry episodes
and projects using 5Es’ to facilitate learning of biology.
 explore the use and relevance of different learning resources and materials in
learning different Biological concepts and themes..
 develop learning materials on selected units/themes that facilitate learning of
biology in the classroom
 identify the biological themes for which community can be used as a learning
site.
 organise Biology related activities through eco or science club during school
attachment.
 study the science laboratories in schools – lay out, facilities, equipments, and
materials, specimens, models, and other learning aids available that facilitate
learning of Biology.
 familiarize with the different types of curricular projects in biology and their
purposes ,themes, learning materials, resources etc
 become aware of various professional development programmes in biology.
 reflect upon his/her own experiential knowledge in the different processes of
becoming a Biology teacher.
 develop biology projects using ICT.

Transaction Mode:
Short Lectures wherever necessary; Use of exemplary learning designs; workshops
to do content analysis, concept mapping and planning of learning designs; Group
work followed by Presentations ; Demonstrations of grouping and creating learning
situations and executing learning designs; School visits to observe Biology lessons
and write observations ; lab activities in Biology; Use of different text books, other
curricular materials; science kits as exemplary material; Visit to a National park or
some other ecological sites to get hands-on experience as a teacher in planning and
organizing biological tours with an objective of observing the environment and
develop investigatory skills.

COURSE CONTENT:

Unit I : Pedagogic planning in learning Biology

 Concept of and need for a lesson plan
 Content analysis ; concept mapping;writing Learning objectives.
 Planning of lessons using different approaches of learning Biology (already
covered in 5th semester) Examples of units: structure of plant and animal
cell, tissues, life processes, Diversity of living organisms, conservation of
104
 Biodiversity, Why we fall sick? Crop improvement, Control and Co-
ordination, How do organisms reproduce?, Our Environment , Heridity and
Evolution)
 Planning of multiple learning contexts and opportunities based on the
concepts, themes, issues and problems related to Biology; creating learning
scenarios and episodes to engage the learners; encouraging; planning effective
ways of questioning, taking account of students’ prior knowledge; plan for
students’ inquiry abilities in Biology; planning for small group work, different
ways of scaffolding and negotiating in understanding of Biological
knowledge.
 Role of teacher’s reflections in the process of planning and transacting the
lesson .
 Planning of a unit and its importance

Unit II : Learning Resources and Preparation of Materials

 Preparation and use of learning aids contextually.
 Audio-visual materials: charts, models, aquaria, terraria, school garden,
museum, herbarium, supplementary books, handbooks, laboratory guides,
science kits, etc.
 Field trips, National parks, study tours and community as a resource sites for
learning biology.
 Self-learning materials , and planning of worksheets.
 Using ICT in learning biology, websites on biology, interactive websites,
online learning, and preparation of projects on Biology units using ICT.
 Use of science labs – facilities, equipments, materials and manuals, science
records.
 Planning of exhibitions on conservation of environment; saving the
planet;learning aids in Biology; contextual activities (Environmental Day,
Earth Day, Wild Life Week, etc). Planning of fairs, eco-clubs and activities.
 Environment and community as a rich learning site to construct meanings and
concepts related to Biology through observational and exploratory activities.

Unit III : Curriculum reforms and Assessment in Biology learning

A. Curriculum reforms in Biology

 Exemplary prototype inquiry science programs (NSES), US; Project 2061
NSTS – SSC (Scope, Sequence and Coordination).
 BSCS curriculum projects
 Nuffield Biology curriculum projects
 National Curriculum Frameworks – NCERT – proposed themes and integrated
nature for Biological science at secondary level.
 Critical appraisal of National and state level syllabi related to biology themes and
units; Basic criteria of validity of a science curriculum; critical analysis of biology
textbooks /biology content in the science textbooks and other curricular materials
such as teachers handbook, source book and manuals
B. Assessment of and Assessment for learning Biology
 Periodic/continuous assessment: preparation and use of worksheets; use of
105
 observation techniques, recording and evaluating 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 assessing students’
performance based activities; feedback for improving learning; diagnosing
learning difficulties in biology and planning for alternative learning strategies;
Planning for Portfolio assessment in Biology
 Construction of different types of test items and questions to assess content
specific- simple factual knowledge, higher order thinking and application
abilities; preparation of blue print/table of specifications; Planning for a Unit
test in Biology

Unit IV : Professional Development of Biology Teachers

 Professional competencies of Biology teachers.
 Need for updating content and pedagogical science competencies;
participation in seminars, conferences, online sharing, distance learning,
membership of Professional Organisations – NSTA, INSC, Action Research,
Projects and Publications in Science Education journals.
 Role of reflection in professional development.

Sessional Activities:
 Planning of atleast 2 lessons and a unit plan on the Biology units /themes of VIII,
IX, X classes
 Teaching Biology in real classroom /simulated situation .
 Preparation of learning aids and organizing an exhibition on the Annual Day of
the Institution.
 Identifies the different community resources that can be used for learning Biology
 Analysis of Biology text books, and other curricular materials.
 Project work using ICT on any Biology lesson (using any one of the approaches –
inquiry, investigatory etc.) and use it in the class during school attachment
programme.
 School visits to study existing Lab facilities for learning Biology – Project
 Construction of assessment items and tools to assess content-specific tasks and
demonstrations, observations, drawing skills, group discussions, Brain storming.
 Planning Performance tasks, Data recording sheets, Prediction activity sheets, and
individual experiments and tools to assess embedded products and processes in
activities..
 Reading of curriculum projects in groups and presentation
 Group work on professional competencies of Biology teachers
 Identification of Professional organizations for Biology teachers, Biology Journals
and magazines

References:
1. BSCS Curriculum Projects (Latest)
2. Carin.A & B.R. Sund (1964): Teaching Science through Discovery,Charles
E.Merrill Books,Inc., Columbus, Ohio.
3. Esler, K. William & Mark. K.Esler (2001): Teaching Elementary Science (8th
edition) Wadsworth group, Thomas learning, Printed in the USA.
4. Hein, E.George & S.Price (1994) : Active assessment for Active science- a guide
106
 for Elementary school teachers,Published by Heinemann,Printed in the USA.
5. Heiss, E.D.Obourn E.S and Hoffmann C W (1961): Modern Science teaching by
Macmillan publication, New York.
6. Jakab, Cheryl (1990): Exploring together (Revised Edition) – A science course for
Primary schools, Phoenix Education Private Limited.
7. Jennings T (1986): the young scientist investigates- Teacher’s Book of Practical
work, Oxford University Press, Oxford.
8. Keith skamp (ed) (2004): Teaching primary science constructively -2nd edition,
Thomson, by Nelson Australia Private Ltd.
9. Mason M & Ruth T. Peters: Teacher guide for Life sciences, Published by D. Van
Nostrand Company, Inc, New york.
10. NCERT (2005): National Curriculum Framework,2005.
11. NCERT text books (2005) science for classes from VIII to X
12. Novak. D.J & D.Bob Gowin (1984): Learning how to Learn,published by the
press syndicate of the University of Cambridge, Printed in the USA.
13. Nuffield Biology curriculum Projects (Latest)
14. Saunders, N.H. (1962) The teaching of Genereal science in Tropical secondary
schools; London; Oxford University press.
15. State text Books for classes VIII to X.
16. Turner,T & W.Dimarco (1988); learning to teach science in the secondary school
– a companion to school experience, Published by Routledge, USA.

VI# PG-M.7 MATHEMATICS

GROUP THEORY

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Group Theory – I

Properties, Permutations, group Permutation, Alternating Group, Powers and Index
laws, Order of an element of a group, Sub-groups.

Unit II: Group Theory – II

Cyclic groups, Coset decomposition of a Group, Index of a subgroup, Lagrange’s
theorem, Consequences, Caley’s Theorem.

Unit III: Group Theory – III

Cayley’s Theorem, Structure of finite and infinite cyclic groups, Normal subgroups,
Quotient groups, Groups of Transformations.

Unit IV: Group Theory – IV

Homomorphism and Isomorphism of groups, Kernel of a Homomorphism, Dihedral
groups, Fundamental theorem of Homomorphism.

107
References :
1. Topics in Algebra by Herstein, Vikas.
2. A First Course in Abstract Algebra by Fraleigh, Addison-Wesley.
3. Modern Algebra by Vasishtha, Krishna Prakashan Media Pvt. Ltd.
4. Higher Engineering Mathematics by Kreyszig, Wiley
5. Contemporary Abstract Algebra by Joseph A. Gallian, Narosa Publishing
House.
6. Basic Abstract Algebra, 2nd Edition by P.B.Bhattacharya, S K Jain and S R
Nagpaul, Cambridge University Press.
7. Linear Algebra by K. Hofman and R. Kunze, Pearson Education.
8. Modern Algebra – An Introduction by Durban, 5th Edition, Wiley.
9. Algebra by Michael Artin, Prentice Hall of India Pvt. Ltd.
10. A Brief Survey of Modern Algebra by Birkhoff and Maclane, IBH.

VI# PG-P.6 PHYSICS

THEORY

RELATIVITY AND QUANTUM MECHANICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to understand the essentials of relativity and

quantum mechanics, the two theories of 20th century.

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COURSE CONTENT:

Unit I : Theory of Relativity

Galilean transformation and Newtonian relativity, Earth as an inertial frame of
reference, Ether hypothesis, speed of light, Michelson-Morley experiment, Einstein’s
principle of relativity, Lorentz transformations - derivation, time dilation and length
contraction, velocity addition theorem, variation of mass with velocity, relativistic
momentum, energy and momentum conservation, relativistic energy, mass energy
equivalence, examples from chemical and nuclear reactions, fission and fusion,
Doppler effect in light.

Unit II : Origin of Quantum Theory

Inadequacies of Classical Physics – black body radiation and photoelectric effect,
Planck’s hypothesis and explanation of black body radiation, Einstein’s explanation
of photoelectric effect, Wave-particle duality, de Broglie’s hypothesis of matter
waves, concept of group velocity and phase velocity and their relationship,
experimental evidence for matter waves – Davisson and Germer experiment, electron
diffraction experiment. Uncertainty Principle. Illustrations - -ray microscope.

Unit III : Development and Application of Schroedinger Equation

Wave function, interpretation of wave function, postulates of q mechanics, probability
density, Eigen functions and eigen values, expectation values, Normalization of wave
functions, development of time dependent and time independent Schrodinger wave
equation, operator method of deriving Schrodinger equation.
Applications of Schrodinger wave equation – one dimensional infinite potential well,
finite potential well, phenomenon of tunneling, one dimensional harmonic oscillator,
rigid rotator, hydrogen atom (only qualitative discussion).

Unit IV : Quantum Statistics

Limitations of classical statistics, phase space, phase cells, postulates of quantum
statistics, indistinguishability, Bose-Einstein statistics – derivation of distribution
function, Application to Photon concept, derivation of Planck’s radiation formula.
Elementary idea of Bose-Einstein condensation.
Fermi Dirac statistics – derivation of distribution function, Application of FD
statistics to free electrons in metals – Fermi energy. Comparison of classical and
quantum statistics.

References
1. Perspectives of Modern Physics, Beiser.
2. Introduction to Quantum Mechanics, Pauling and Wilson.
3. Statistical Mechanics, K Huang.

109
 PHYSICS PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objectives:
To develop the ability to set up apparatus, collect data and to analyse the data for
determining the desired physical quantity.

COURSE CONTENT:

Experiments on:
A. Electromagnetic induction
B. A.C. and D.C. Bridges
C. Laser diffraction
D. Ballistic galvanometer
E. Elasticity
F. Galvanometers

References
1. Advanced Practical Physics, Worsnop and Flint.
2. Physics Laboratory Instructions, RIE, Mysore.

VI# PG-C.6 CHEMISTRY

THEORY
ORGANIC CHEMISTRY – II

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
To develop an understanding of the chemistry of Functional groups and mechanisms
of Organic Reactions.

COURSE CONTENT:

Unit I: Alcohols and Phenols

Monohydric alcohols: Nomenclature, methods of formation (reduction of aldehydes,

ketones, carboxylic acids and esters). Hydrogen bonding, Acidic nature. Reactions of
alcohols (oxidation, esterification, dehydration).
Dihydric alcohols: Nomenclature, methods of formation (from alkenes and alkyl
dihalides), chemical reactions of vicinal glycols - oxidative cleavage [Pb(OAc)4 and
HIO4] and Pinacol-pinacolone rearrangement.
Trihydric alcohols: Nomenclature and methods of formation(from alkenes and
110
alkenals), chemical reactions of glycerol (with nitric acid, oxalic acid and HI).
Phenols: Nomenclature, structure and bonding, Preparation of phenol, resorcinol and
1 and 2- naphthols (one method each). Physical properties and acidic character of
phenol. Comparative acidic strengths of alcohols and phenols, resonance stabilization
of phenoxide ion. Reactions of phenols: Electrophilic aromatic substitution, acylation
and carboxylation. Mechanisms of Fries rearrangement, Claisen rearrangement,
Gatterman synthesis, Houben-Hoesch reaction, Lederer-Manasse reaction and
Reimer-Tiemann reaction.

Unit II: Carbonyl Compounds

Aldehydes and Ketones
Nomenclature and structure of the carbonyl group. Synthesis of aldehydes and
ketones with particular reference to the synthesis of aldehydes from acid chlorides,
synthesis of aldehydes and ketones using 1,3-dithianes, synthesis of ketones from
nitriles and from carboxylic acids. Physical properties. Mechanism of nucleophilic
additions to carbonyl group with particular emphasis on benzoin, aldol, Perkin and
Knoevenagel condensations. Use of acetals as protecting group. Baeyer-Villager
oxidation of ketones, Cannizzaro reaction. MPV, Clemmensen, Wolff-Kishner, LiAlH4 and
NaBH4 reductions. Halogenation of enolizable ketones. An introduction to ,  unsaturated
aldehydes and ketones.
Carboxylic Acids and their Derivatives
Nomenclature, structure and bonding. Preparation of carboxylic acids – by oxidation,
using Grignard reagents and hydrolysis of nitriles. Physical properties, acidity of
carboxylic acids, effect of substituents on acid strength. Reactions of carboxylic acids:
HVZ reaction, synthesis of acid chlorides, esters and amides. Reduction of carboxylic
acids. Mechanism of decarboxylation. Methods of formation and chemical reactions
hydroxy acids – malic, tartaric and citric acids.
Unsaturated monocarboxylic acids: Methods of formation and chemical reactions
Dicarboxylic acids: Methods of formation and effect of heat and dehydrating agents.
Carboxylic acid derivatives: Structure and nomenclature of acid chlorides, esters,
amides and acid anhydrides. Preparation of carboxylic acid derivatives, chemical
reactions. Mechanism of esterification and hydrolysis (acid, base conditions).

Unit III: Organic synthesis via Carbanions

Synthesis of ethyl acetoacetate by Claisen condensation and diethyl malonate. Acidity
of α – hydrogens, alkylation of diethyl malonate and ethyl acetoacetate. Synthetic
applications of malonic ester: dicarboxylic acids – succinic acid and adipic acid; α,β –
unsaturated acids – crotonic acid and cinnamic acid; barbituric acid.
Synthetic applications of acetoacetic ester: dicarboxylic acids – succinic acid and
adipic acid; α, β – unsaturated acids – crotonic acid and cinnamic acid; antipyrine,
uracil and acetyl acetone. keto-enol tautomerism of ethyl acetoacetate. Alkylation of
1,3-dithianes, Alkylation and acylation of enamines.

Unit IV: Organic Compounds of Nitrogen

Nitro Compounds: Introduction, Preparation of nitroalkanes and nitroarenes.
Chemical reactions of nitroalkanes. Mechanism of nucleophilic substitution in
nitroarenes and their reductions in acidic, neutral and alkaline media. Picric acid.
Aliphatic and Aromatic amines: Structure and nomenclature of amines, Preparation
of alkyl and aryl amines (reduction of nitro compounds, nitrites), reductive amination
111
of aldehydic and ketonic compounds. Gabriel-phthalimide reaction, Hofmann
bromamide reaction. Reactivity, physical properties, stereochemistry of amines.
Separation of a mixture of primary, secondary and tertiary amines (Hinsberg’s
method). Structural features effecting basicity of amines. Amine salts as phase –
transfer catalysts. Reactions of amines, electrophilic aromatic substitution in aryl
amines, reactions of amines with nitrous acid. Synthetic transformations by aryl
diazonium salts, azo coupling.

References :
Sl.nos 1 to 5 of III Semester

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objective:
To develop basic skills of separation of organic compounds and evolve a scheme of
analysis of organic compounds based on properties of functional groups for
identification

1. Qualitative organic analysis

(i) Separation of organic mixtures containing two solid components using water ,
NaHCO3, NaOH
(ii) Analysis of an organic compound: Detection of extra elements (N,S and X)
and functional groups (phenolic, carboxylic, carbonyl, esters, carbohydrates,
alcohols, amines, amides, nitro and anilides) in simple organic compounds.
Identification of organic compound based on functional group analysis,
determination of physical constant (mp / bp).
2. Chromatographic Techniques
(i) Thin Layer Chromatography
Determination of Rf values and identification of organic compounds:
(a) Separation of green leaf pigments (spinach leaves may be used)
(b) Preparation and separation of 2,4-dinitrophenylhydrazones of acetone / 2-
butanone using toluene : light petroleum (2:3 ratio)
(c) Separation of mixture of dyes

(ii) Paper Chromatography

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

References :
1. A Text Book of Qualitative Organic Analysis, A I Vogel
2. A Text Book of Quantitative Organic Analysis, A I Vogel
112
 VII SEMESTER

VII # ICT.2 Information and Communication Technology in

Education- II
Credits : 1(0L + 0T + 1P) Marks : 100
Contact hrs per week: 2 C1 + C2: 50
C3 : 50

Objectives: On completion of the course the students will be able to:

1. Explain the different approaches of ICT integration in education

2. Plan and use various ICTs for project based/problem based, constructivist
learning environment
3. Appreciate the scope of ICT for improving the personal productivity and
professional competencies
4. Illustrate the use of ICT in direct teaching and multiple intelligences
5. Demonstrate the use of web conferencing/teleconferencing tools and
technologies
6. Develop the e-portfolio and assessment e-rubrics for integration in to the
subject
7. Use learner management system for e-learning
8. Develop skills in using various web 2.0 and e-learning tools
9. Appreciate the use ICT in improving educational administartion

Unit I: ICT Integration in Teaching Learning Process

 Approaches to integrating ICT in teaching and learning

 E-learning: concept, types, characteristics, advantages and limitations. E-
learning technologies, Learning and Learning Management Systems (LMS)
 Educational use of web 2.0 technologies: e-mail, wiki, blog, podcasting,
streaming, chat, social bookmarking, social networking, groups and forum
 ICI integrated Unit plan – Web 2.0 for creating constructivist learning
environment
 Project/problem based learning (PBL): role of ICT, developing technology
integrated PBL unit
 Webquest and virtual field trips: concept, process, and use in the classroom
 Multiple intelligences in classroom: ICT tools and applications

113
Unit II: ICT for assessment, management and professional development

 Electronic assessment portfolio – concept, types, tools and e-portfolio rubrics

 Educational technology standards – UNESCO,ISTE and AECT
 ICT for educational administration
 Assistive technology for special needs and inclusion: tools and process
 ICT for personal and professional development: tools and opportunities
 Electronic teaching portfolio- concept, types, tools, portfolio as a reflective
tool for teacher
 Teleconferencing, EDUSAT: the Indian experiment, web conferencing- tools
and techniques
 Open Educational Resources – Meaning and importance, various OER
initiatives, creative common licensing
Sessional Work

1. Develop a webquest on any selected topic

2. Identify a virtual field trip in your area of specialization and organize a virtual
filed trip
3. Field visit to the edusat center and take part in teleconferencing
4. Organize web conferencing using Skype
5. Taking part in an ICT integrated online project based or problem based
learning activity
6. Visit to local ICT laboratories of educational institutions
7. Review of ICT labs (plans and equipments/resources) in school from internet
8. Interview of computer hardware engineer/ICT specialist regarding Hardware
planning, evaluation, maintenance and up gradation
9. Developing wikieducator article on assistive technology
10. Developing an electronic assessment portfolio
11. Developing an electronic teaching portfolio
12. A critical study of some e-learning courses and enrolling and completing some
free e-learning courses
13. Creating account in wikispace/wikipedia/mediawiki and adding/editing
content
14. Creating account in teachertube/slideshare and sharing your video/powerpoint.
View and comment on others contributions
15. Developing an educational blog in www.blogger.com, www.wordpress.com,
or www.edublog.com
16. Downloading, installing and using free and open source antivirus(clamwin)
programme

Suggested Reading

1. Barton,R.(2004).Teaching Secondary Science with ICT. McGraw Hill

International
2. Cabmbridge, D.(2010).E-Portfolios for Lifelong Learning and
Assessment.John Wiley and Sons
3. Costantino,P.M., DeLorenzo,M.N., Kobrinski,E.J.(2006).Developing a
professional teaching portfolio: a guide for success. Pearson
4. Foster,B.R., Walker,M.L., Song,K.H.(2006)A beginning teaching portfolio
handbook:documenting and reflecting on your professional growth and
114
 abilities.Prentice Hall
5. Imison,T., Taylor,P.H.(2001). Managing ICT in the Secondary Schools.
Heinemann:Oxford
6. Montgomery, K., Wiley, D.A.(2004).Creating E-portfolio using powerpoint-
A Guide for Educators. Sage:New Delhi
7. Sanders Donald, H. (1998). Computers Today. McGraw Hill Book Company:
New Delhi
8. Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand &
Company: New Delhi
9. Semenov, Alexy (2005). Information and Communication Technologies in
Schools. A handbook for Teachers. UNESCO
10. 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_in
dex.html

Websites

 Association for Educational Communications and Technology (AECT) at

http://www.aect.org/default.asp
 British Educational Communications and Technology Agency (BECTA) at
http://www.becta.org.uk/
 The International Society for Technology in Education (ISTE) at
http://www.iste.org/
 UNESCO ICT Competencies Standards for Teachers at
http://portal.unesco.org/ci/en/ev.php-
URL_ID=2929&URL_DO=DO_TOPIC&URL_SECTION=201.html
 UNESCO Bangkok ICT in Education at
http://www.unescobkk.org/index.php?id=76
 UNESCO Documents and Publications (about 350 pdf documents on ICT in
Education) at http://unesdoc.unesco.org/ulis/cgi-
bin/ulis.pl?req=2&mt=100&mt_p=%3C&by=2&sc1=1&look=new&sc2=1&li
n=1&mode=e&futf8=1&gp=1&gp=1&text=ict+in+education&text_p=inc

VII# PG-M.8 MATHEMATICS

RINGS AND FIELDS

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

115
Unit I:
Rings, Integral Domains, Division Rings, Fields embedding and ring into another
ring, Field of quotients.

Unit II :
Ideals, Maximal Ideals and Prime Ideals, Principal ideals, Principal ideal ring,
Divisibility in an Integral domain, Units and Associates.

Unit III:
Binomial rings, Divisibility, Irreducible polynomials, Division Algorithm, Greatest
Common Divisor, Euclidean Algorithm, Unique Factorisation Theorem, Prime Ideals,
Quotient rings.

Unit IV :
Homomorphism of a ring, Kernal of a ring homomorphism, Fundamental theorem of
Homomorphism, Eisenstein’s Criterion of irreducibility.

References:
1. Topics in Algebra by Herstein, Vikas.
2. A First Course in Abstract Algebra by Fraleigh, Addison-Wesley.
3. Modern Algebra by Vasishtha, Krishan Prakashan Media Pvt. Ltd.
4. Higher Engineering Mathematics by Kreyszig, Wiley.
5. Contemporary Abstract Algebra by Joseph A. Gallian, Narosa Publishing
House.
6. Basic Abstract Algebra, 2nd Edition by P B Bhattacharya, S K Jain and S R
Nagpal, Cambridge University Press.
7. Linear Algebra by K.Hofman and R.Kunze, Pearson Education.
8. Modern Algebra – An Introduction by Durban, 5th Edition, Wiley.
9. Algebra by Michael Artin, Prentice Hall of India Pvt. Ltd.
10. A Brief Survey of Modern Algebra by Birkhoff and Maclane, IBH.

VII # PG-M.9 MATHEMATICS

LINEAR ALGEBRA

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Vector Spaces – I

Vector spaces, Subspaces, Linear Combinations, Linear span, Linear dependence and
Linear independence of vectors, Basis and Dimension, Finite dimensional vector
space – some properties.

Unit II: Vector Spaces - II

Quotient spaces, Homomorphisms of vector spaces, Isomorphism of vector spaces,
116
Direct sums, Inner product spaces, Euclidean vector spaces, Distance, Length,
Properties, Orthogonal vectors, Gram Schmidt Orthogonalisation Process, Orthogonal
complement.

Unit III: Linear Transforms – I

Linear maps as matrices, Change of basis and the effect of associated matrices,
Kernel and Image of a linear transformation, Rank and Nullity theorems.

Unit IV : Linear Transforms - II

Singular and non-singular linear transformations, Elementary matrices and
transformations, Similarity, Eigen values and Eigen vectors, Diagonalisation and
Eigen vectors, Characteristic polynomial, Cayley, Hamilton Theorem, Minimal
Polynomial.

References :
1. Theory and Problems of Linear Algebra, Saymour Lipschitz, Schaum Outline
Series.
2. Introduction to Linear Algebra by Stewart, Van Nostrand Co. Ltd.
3. Modern Algebra, Vol.II, by Narayanan and Manicavachagam Pillay, S.
Vishwanathan and Co.
4. Brief Survey of Modern Algebra, Brikhoff and Maclane, IBH
5. Linear Algebra by Sergr Lang, Addison Wesley Publishing company Inc.
6. Vector Algebra, Shantinarayan and P K Mittal, S Chand and Co. Ltd.
7. Linear Algebra by Larry Smith, Spinger Verlag.
8. Elementary Linear Algebra with Applications, Keith Nicholson, PWS – Kent
Publishing Company
9. Linear Algebra, Surjith Sinth, Vikas Publishing House Pvt. Ltd.
10. Modern Algebra by Vasishta, Krishna Prakashan Media Ltd.

VII# PG-P.7 PHYSICS

THEORY

ATOMIC AND MOLECULAR PHYSICS

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives : To enable students to apply the basic knowledge of classical and

quantum mechanics at the atomic and molecular level.
COURSE CONTENT:

Unit I : X-Rays (10 hrs)

Continuous X-ray spectra. Duanne and Hunt limit. Characteristic X ray spectra,
Moseley’s law and its significance, X-ray energy levels.
Bragg’s law and Bragg spectrometer. A brief mention of different types of
117
crystals. Structures of NaCl and KCl crystals.
Compton Effect – Expression for Compton Shift.

Unit II : Atomic Spectra (16 hrs)

The Electron :Determination of e/m of an electron by Thomson method,
Determination of charge of an electron by Millikan’s oil drop method.
Atomic Spectra : Inadequacy of Bohr atomic model, correction due to finite mass
of the nucleus, Rydberg constant in terms of reduced mass, Excitation and Ionisation
potentials, Franck-Hertz experiment, Bohr-Sommerfeld Model of atom, vector model
of an atom, Electron spin, space quantisation, magnetic moment of an electron due to
its orbital motion. Stern-Gerlach experiment and its theory.
Spin-orbit interaction and Fine structure of spectral lines. Quantum numbers and
selection rules. Pauli’s exclusion principle. Electronic configuration of atoms.
Valence electron and a brief mention of L-S and J-J coupling for trio electron atoms.
Zeeman effect: Explanation of Zeeman effect on the basis of vector model of
atom, Expression for Zeeman shift and experimental details. Mention on anomalous
Zeeman effect, A qualitative mention of Paschen – Back effect.

Unit III : Molecular Spectra (10 hrs)


Molecular formation, the H 2 molecular ion, H2 – molecule. Salient features of
molecular spectra.
Rotation, vibration and electronic spectra of molecules, associated quantum numbers
and selection rules. Theory of pure rotation and rotation- vibration spectra, Raman
and IR spectra, simple applications.

Unit IV : Electromagnetic Theory And Maxwell’s Equations (12 hrs)

Displacement current, Setting up of Maxwell’s equations in SI units, Hertz
experiment, Travelling electromagnetic wave, Wave equations (qualitative and
quantitative) – Energy transport and Poynting vector, Poynting theorem. A radiation
pressure (Normal and Oblique incidence). Concept of electric dipole, magnetic
dipole, expression for energy radiated by a dipole (No derivation)

References
1. Introduction to Modern Physics, Mani and Mehta.
2. Perspectives of Modern Physics Beiser.
3. Electromagnetism, Reitz and Milford.

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3: 50

Objectives:
To develop the ability to set up apparatus, to collect and analyse the data to determine
the desired physical quantity.

COURSE CONTENT:
118
Experiments on :
A. Biprism
B. Spectrometer
C. Series and Parallel Resonance
D. Current balance-magnetic induction
E. Coupled oscillations
F. Polarimeter
G. Interference – air wedge
H. Resolving power
I. Michelson interferometer

References
1. Practical Physics, E. Armitage, John Murray.
2. Advanced Practical Physics, Worsnop and Flint.
3. Physics Laboratory Instructions, RIE, Mysore.

VII# PG-C.7 CHEMISTRY

THEORY

ELECTROCHEMISTRY AND PHOTOCHEMISTRY

Credits : 4 (3L + 0T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives:
 Explain the nature of Electrolytic conduction involving theories of
electrolytes.
 Understand the processes that occur at electrodes and in electrolytes and to
apply emf methods to study different types of reactions.

COURSE CONTENT

Unit I: Electrochemistry – I
To study the behaviour and reactions of ions in a variety of environments through the
laws that govern them. Electrical transport – conduction in metals and in electrolyte
solutions, specific conductance and equivalent conductance, measurement of
equivalent conductance, variation of equivalent and specific conductance with
dilution.
Migration of ions Kohlrausch law, Arrhenius theory of electrolyte dissociation and its
limitations, weak and strong electrolytes, Ostwald’s dilution law, its uses and
limitations. Debye-Huckel-Onsager’s equation for strong electrolytes (elementary
treatment only). Transport number, definition and determination by Hittorf method
and moving boundary method.
Applications of conductivity measurements : Determination of degree of dissociation,
determination of Ka of acids, determination of solubility product of a sparingly
soluble salt, conductometric titrations.

Unit II: Electrochemistry – II

119
Types of reversible electrodes – gas-metal ion, metal-metal ion, metal-metal
insoluble salt, Amalgam and redox electrodes. Electrode reactions, Nernst equation,
derivation of cell E.M.F. and single electrode potential, standard hydrogen electrode-
reference electrodes – standard electrode potential, sign conventions, electrochemical
series and its significance.
To draw up a scheme for discussing the equilibrium position for an ionic reaction in
terms of the electrode potential. Electrolytic and Galvanic cells – reversible and
irreversible cells, conventional representation of electrochemical cells.
EMF of a cell and its measurements. Computation of cell EMF, Calculation of
thermodynamic quantities of cell reactions (G, H and K), Chemical cells with and
without transport.

Unit III : Electrochemistry – III

Concentration cell with and without transport, liquid junction potential, application of
concentration cells, valency of ions, solubility product and activity coefficient,
potentiometric titrations.
Definition of pH and pKa determination of pH using hydrogen, quinhydrone and glass
electrodes, by potentiometric methods. , polarization, over potential and hydrogen
over voltage Power storage, Lead Battery,Ni-Cd cells, Fuel Cells, Hydrogen –
Oxygen cell. Thermodynamic and Kinetic basis of corrosion, methods of inhibition
of corrosion

Unit IV : Photochemistry
Discussing the Interaction of radiation with matter, difference between thermal and
photochemical processes. Laws of photochemistry: Grothus – Drapper law, Stark –
Einstein law, Jablonski diagram showing various processes occurring in the excited
state, qualitative description of fluorescence, phosphorescence, non-radioactive
processes (internal conversion, intersystem crossing), quantum yield, photosensitized
reactions – energy transfer processes (simple examples), Chemiluminescence.

References :
Sl.nos 2 to 4 of II Semester

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3: 50

COURSE CONTENT
1. To study the effect of dilution on Molar Conductivity of weak and strong
electrolytes.
2. Conductometric titrations
3. Construction and measurement of EMF of Cells.
4. Potentiometric Titrations.

References : Same as in II semester

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 VII # PG- IP.1 INTERNSHIP PROGRAMME
METHODOLOGY 1

Credits: 4 (0L+ 0T+4P) Marks : 100

C1 + C2 = 50
C3 = 50

Objectives:
To provide on the job/field experience to the students to develop competencies and
skills required for effective classroom teaching; class management; evaluation of
student learning; organization of cocurricular activities; working with the community;
to enable students to develop proper professional attitudes, values and interests; to
establish a closer professional link between RIE Mysore and schools in the region.

COURSE CONTENT:
The course is organized into activities distribution over three phases.

Phase 1 : Pre-internship (C1)

Phase 2 : Internship (C3)

Phase 3 : Post-Internship and Critical Reflection of Internship Experience(C2)

121
 VII # PG-IP.1 INTERNSHIP PROGRAMME
METHODOLOGY 2

Credits: 4 (0L+ 0T+4P) Marks : 100

C1 + C2 = 50
C3 = 50

Objectives:
To provide on the job/field experience to the students to develop competencies and
skills required for effective classroom teaching; class management; evaluation of
student learning; organization of cocurricular activities; working with the community;
to enable students to develop proper professional attitudes, values and interests; to
establish a closer professional link between RIE Mysore and schools in the region.

COURSE CONTENT:
The course is organized into activities distribution over three phases.

Phase 1 : Pre-internship (C1)

Phase 2 : Internship (C3)

Phase 3 : Post-Internship and Critical Reflection of Internship Experience(C2)

VIII SEMESTER

VIII # PG- IC.1 INDIAN CONSTITUTION AND HUMAN RIGHTS

Credits : 1(0L + 1T + 0P) Marks :100

Contact hrs per week: 2 C1 + C2 : 50
C3 : 50

Objectives:
On completion of this course, the student teacher will be able to
 know the importance, preamble and salient features of Indian Constitution
 appreciate the significance of Fundamental Rights, Duties and Directive Principles
of State Policy.
 develop an understanding of the strength of the Union Government.
 understand the functioning of the State Government for the unity and the strength
of the Democracy.
 know the importance of local self Government and Panchayati Raj Institutions in
India.
 know the meaning, significance, the growing advocacy of Human Rights.
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Transaction Mode:
Through Lectures, Group discussions, Interactive sessions, field activities and use of
Education Technology.

COURSE CONTENT:
Unit I: Meaning and Importance of the Constitution (16 hrs)
(a) Preamble, Salient features, Constituent Assembly and the Spirit of the Indian
Constitution.
(b) Fundamental Rights, Duties and Directive Principles
Fundamental Rights, Fundamental Duties, and the Directive Principles of the state
policy of the Indian Constitution.
(c) Union, State and Local Self Governments
Union Government: Parliament, the President and Prime Minister: State Government:
Governor and the Council of Minister: Judiciary: Functions and Powers: Panchayat
Raj System.

Unit II: Human Rights (16 hrs)

Origin and Development of Human Rights, Growing Advocacy and Declining Trends of
Human Rights, Rights of Scheduled Casts, Scheduled Tribes, Minorities, Children and
Women, Human Rights Defenders, Human Rights Violation and Human Rights
Organisations.

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

123
 VIII # PG- EDU.5 SECONDARY EDUCATION IN INDIA:
STATUS, ISSUES AND CONCERNS

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives :

This course is designed to help student-teachers to

 understand the concept, objectives and nature of secondary education.
 examine the status of development of secondary education in India.
 understand the interventions required to solve the problems and issues in
imparting quality education in secondary schools.
 develop the ability to identify the problems and issues of secondary school
teachers.

Transaction Mode:

Lecture-cum-discussion, Group discussion, Panel discussion, Seminar, Group Work, Library

work.

COURSE CONTENT:

Unit I: Concept, Nature and Purpose of Secondary Education

Concept of secondary education, aims, objectives, scope and nature of secondary
education, functions of secondary schools, Linkages with elementary and senior
secondary stages. Problems of teacher training, Role of NCTE and Curriculum
Reforms; Alternative schooling; Continuing Education Centers and problems of Out
of School Children.
Unit II : Status of Secondary Education
Present situation of secondary education in the country. Universalisation of
secondary education – access, enrolment, retention and learning achievement of
students, Structure and systems of schools, Concept of RMSA; Examination
Reforms, administration and financing of secondary education.

Unit III : Quality Education at Secondary Level

Concept of quality in education; quality Indicators/related to planning and
organization of learning experience, learning environment (Physical and Academic),
problems and challenges to quality improvement, through setting standards of
performance and monitoring, Improving internal efficiency of the school system,
teacher recruitment, their working conditions and staff morale.

Unit IV: Secondary School Teacher Issues

related to professionalism – code of professional ethics for Teachers; changed role of
the teacher in the new millennium – learning facilitator and diagnostician, Issues
related to teacher motivation, working condition both in urban and rural areas, job
satisfaction, issues related to teacher’s role performance and role perception, role
ambiguity role over load, role stress and strain, accountability of teachers. Role of
124
teacher organizations and unions in the development and improvement of quality
education at the secondary school level.

Sessional Work:
 Preparing status report on secondary education in a chosen block/district with
reference to access, enrolment and dropout.
 Preparing a report on the existing status of the teachers, method of recruitment
and salary structure.
 Visits to different types of secondary schools and preparation of school profiles.
 Conduct interview with teachers/students/parents of different schools and
prepare a report on problems of secondary education.
 Visit to alternative education centers at secondary level and preparation of a
report.
 Survey of educational needs of disadvantaged/disabled.

References:
1. Chopra, R.K.(1993) Status of Teachers in India, NCERT, New Delhi.
2. Govt. of India (1953) Report of Secondary Education Commission, New Delhi.
3. Govt. of India (1966) Indian Education Commission (1964-66) Report. New
Delhi.
4. Govt. of India (1986/1992) National Policy of Education, 1992, Modification and
their POA’s MHRD, Deptt. of Education.
5. Kundu, C.L. (Ed) (1984) Indian year Book on Teacher Education, Sterling
Publishers Pvt. Ltd., New Delhi.
6. Malhotra, P.L. (1986) School Education in India : Present status and Future
Needs, NCERT, New Delhi.
7. NCERT (1997) Code of Professional Ethics for Teachers.
8. NCTE (1998) Competency Based and Commitment Oriented Teacher Education
for Quality School Education, Pre-service and in-service programme, New Delhi.
9. NCTE (1998) Policy Perspectives in Teacher Education, New Delhi Peters, R.S.
(1971) Ethics and Education, George Allen Unwin Ltd. London.
10. Singh, R.P. (Ed) Teacher Training in India-Looking Ahead Federation of
Management & Educational Institutions, New Delhi.

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 VIII # PG-Edu.6(a) : INCLUSIVE EDUCATION
(Optional)

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives
After going through this course the student teacher would be able to
 understand the meaning, scope and importance of inclusive education
 identify the children with diverse needs in the classroom
 manage students in inclusive calssroom by adapting appropriate strategies
 relate the use adaptation in assessment and evaluation strategies to ensure
uniformity of the outcomes

COURSE CONTENT:
Unit I : Introduction to Inclusive Education
- Concept meaning scope and challenges of inclusive education
- Distinction between special education, integrated education and inclusive
education and their merits and demerits
- Creating inclusive environment – physical, social and emotioanal (barrier free
environment)
- Facts and myths of inclusve education with particular reference to Indian
context
- Factors influencing inclusive education

Unit II: Nature and needs of Students with Diverse Needs (SWDN)

- Definition, types and classification of SWDN (HI, VI, MR, OH,

CP, neuromuscular disorders, LD, special health problems, gifted, creative,
SC, ST, girl students, rural students, students from linguistic minority,
street children migrant workers children and orphans)
- Characteristics and educational needs of SWDN based on research evidence
- Supportive resources and services for children with SWDN in inclusive
education

Unit III: Educationl Strategies and Management

- Importance and need for adaptation (content and methodology for various
subjects taught at secondary level for different categories of students coming
under diverse needs)
- Guidelines for adapting teaching science, social studies, mathematics and
languages at the secondary level
- Educational mesasures for effective implementation of inclusive education.

Unit IV: Assessment and Evaluation of SWDN

- Teachers’ role in implementing reforms in assessment and evaluation in
inclusive education
126
 - Type of adaptations / adjustment in assessment and evaluation strategies
used for students with diverse needs
- Importance of continuous and comprehensive evaluation
- Programmer of procedures used for Placement, grading, promotion,
certification to bring uniformity in assessment
- Role of parents, head masters and teachers in ensuring equal educational
opportunities for these students

Sessional work
Tutorial - Readings on PWD Act, RTE Act, IEDSS, SSA, RMSA and their
implications for
inclusive education
Tutorial – visit to special schools for observing the behaviours of students with VI,
HI, MR, LH.
Tutorial – Visit to AIISH to observe how to deal with assessement and for the
students with diverse needs
Tutorial – Discussion of the reports of the visits to schools / AIISH
Tutorial – Lesson planning for inclusive classroom in their respective areas

Reference
1. Baker, E. T., Wang, M. C. & Walberg, H. J. (1998). ‘The effect of inclusion
on learning’, in Nutbrown, C., & Clough, P. (2006) ‘Inclusion in the Early
Years’, London, Sage
2. Biwako Millennium Framework for Action towards an Inclusive, Barrier-free
and Rights-based Society for Persons with Disabilities in Asia and the Pacific
(2002).
3. Internet Source, MHRD (2005b). ‘Action Plan for Inclusive Education of
Students and Youth with Disabilities’,
4. Internet Source, SSA (2002). ‘Basic features of SSA’, Inclusive education in
SSA, Retrieved from www.ssa.nic.in / inclusive_education / ssa_plan_manual
5. Jangira, N. K. (2002) Special educational needs of students and young adults:
an unfinished agenda, in: M. Alur & S. Hegarty (Eds) Education and students
with special needs: from segregation to inclusion New Delhi, Sage.
6. Jhulka, A. (2006) “Including students and youth with disabilities in education
– a guide for practioners” NCERT, New Delhi
7. Hallahan, D.P., Kauffma, J.M., Pullen, P.C. (2009). Exceptional Learners –
An Introduction to Education (11th Ed) Allyn & Bacon, Pearson Education,
Inc. USA.
8. Kauffman, J. M. & Hallahan, D. P. (Eds): (1982). ‘Handbook of Special
Education’, New York: Prentice Hall Inc.
9. King S. & Margaret. E. (1994). ‘Curriculum based assessment in special
education’, California: Singular Publishing group Inc.
10. Luftig, L. R. (1989). ‘Assessment of Learner with special needs’ Boston,
Allyn & Bacon.
11. Mani, M.N.G. (2000). Inclusive Education in Indian Context. International
Human Resource Development Center (IHRDC) for the Disabled,
Coimbatore: Ramakrishna Mission Vivekannanda University
12. Mangal, S.K. (2007). Educating Exceptional Students – An Introduction to
Special Education. New Delhi: Prentice hall of India Pvt. Ltd.
13. Ministry of Human Resource Development (2005) Action plan for inclusion in
127
 education of students and youth with disabilities (New Delhi, Government of
India).
14. Ministry of Social Justice and Empowerment (2006) National Policy for
persons with disabilities (New Delhi, Government of India).
15. Narayan, J. (1997). Grade Level Achievement Devices, Secunderabad, NIMH.
16. Nutbrown, C. C. (2006). ‘Inclusion in the early years’, London: Sage
Publications Ltd.
17. Oslon, J. L., and Platt, J. M. (1992). Teaching students and adolescents with
special needs. McMillan publishing company limited, USA.
18. Persons with Disabilities (Equal Opportunities, Protection of Rights and Full
Participation) Act, 1995
19. National Sample Survey Organisation (2003) Disabled persons in India, NSS
58th round (New Delhi, Government of India).
20. Right to Education Bill (2005 Draft, enacted 2009) Available online.
21. Rehabilitation Council of India (2005) Annual Report, 2003–04,
RehabilitationCouncil of India, New Delhi.
22. Salamanca Statement and Framework for Action on Special Needs Education
(1994).
23. Smith, T .E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2001)
Teaching Students with Special needs in Inclusion Setting. (3 Ed). Allyn &
Bacon.
24. Swarup, S. (2007). Inclusive Education, Sixth Survey Of Educational Research
1993 N.Delhi.: 2000. NCERT.
25. Wood, J. W., and Lazzari, A. M. (1997). Exceeding the boundaries:
Understanding Exceptional Lives. Harcourt Brace and Company, USA.
26. Murphy, P.F and Gipps, C.V. (1996) Equity in the classroom: Towards
effective Pedagogy for girls and boys (Ed) The Faluer Press, UNESCO
Publishing
27. Abdelnoor, A. (1999) Presenting Exclusions. Heinemann Educational
Publishers, Oxford
28. Ruhela S. P. (1996) India’s struggle to universalize Elementary Education M
D Publications Pvt. Ltd New Delhi
29. Burrello N. C., Lashley C, and Beatty E. E. (2001) Educating all students
together. How school leaders create Unified System. Corwin Press, Inc., Sage
Publication Company.
30. Hegarty S and Alur M (2002) Education and Children with special needs –
from Segregation to Inclusion (Ed) Sage Publication
31. Thompson, S.J., Quenemoen R. F Thurlow M. L., Ysseldyke J. E (2001)
alternate assessments for students with disabilities. Crowin Press, Inc and
Council for Exceptional Children.
32. Rogers, B (2004) Behavior Recovery (2nd Ed) Paul Chapman Publishing.
33. Ainscow M and Tweddle D.A. (1979) Presenting classroom Failure – an
Objective approach. John Wiley and sons
34. Sabatino D. A. and Mauser A. J. (1978) Intervention strategies for specialized
secondary education. Allyn and Bacon, Inc.
35. Danforth, S. and Smith T. J. (2005) Engaging Troubled Students – A
constructivist Approach. Corwia press – A Sage Publication Company
36. White W. F (1971) Tactics for teaching the disadvantaged Mcgraw – Hill
book Company
37. Gearheart, B. R; Weishahn, M. W; Gearheart C. J. (1992) The Exceptional
128
 Student in the Regular classroom (5th Ed.) Macmikar Publishing company.
38. Salvia, J; Yesseldyke, J. E; Bolt, S (2010) Assessment in special and Inclusive
Education (11th Ed) Wadsworth Cengage Learning U S A.

VIII# PG-Edu.6(b) GUIDANCE AND COUNSELLING IN SCHOOLS

(Optional)

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives

On completing the course student teachers would be able to:

 Aware about various problems faced by the students in schools;

 Recognize the need for guidance and counseling in schools;
 Familiarize with various guidance services in school;
 Develop resources for guidance activities in schools;
 Plan a minimum guidance programme for a school.
 Develop understanding about the role of school in guidance.

COURSE CONTENT:

Unit I: Self-Understanding of the Learner

 Helping learners to understand self: ones own self, strengths and weaknesses, self-
esteem, self concept, self-confidence;
 Role of Guidance and Counselling: concept, need for guidance, guidance services,
nature, scope and different approaches to guidance and couselling.

Unit II: Needs and Problems of Learners in Schools

 Academic: difficulties in learning, attention, underachievement, stress,

indiscipline, drop-outs, school violence
 Socio-personal: behavioral, psychological, attitudinal problems,
 Vocational: career planning, career development and career information
 Differently abled, disadvantaged, creative and talented group of students

Unit III: Developing Resources in Schools for Guidance

 Human resources: Role of teacher, teacher-counsellor, career master, counsellor,

129
 medical officer, psychologist and social worker;
 Physical and Material resources: career corner, career literatures including charts
and posters, psychological tests, materials and their uses
 School community linkages, role of PTAs, guidance committee, referral agencies.

Unit IV: Minimum Guidance Programme for the School

 Group Guidance activities: orientation programmes, class talks and career talks,
career exhibitions, workshops and group discussions
 Counselling: Individual and group counselling
 Testing Programmes: Mental ability, interest, attitude and aptitude
 Development and maintenance of cumulative records

Sessional Work

 Study the problems of school children and probable guidance interventions.

 Identify and prepare a list of problem of students in school that can be addressed
through a teacher counsellor.
 Plan a minimum guidance programme for a school at the secondary stage.
 Identification of probable cases from school students for providing counseling
services and prepares a report.
 Develop materials for organizing career information activities for primary, upper
primary, secondary and higher secondary stages.
 Prepare a directory of emerging career options for the youth in India.
 Review any one psychological test under different categories such as: Intelligence,
Aptitude, personality and Interest.
 Plan and conduct a class talk and a career talk for secondary school students on
identified themes.
 List out the nature of job of a school counselor in terms of their major and minor
duties and other responsibilities.
 Prepare a status paper on the guidance services in Indian Schools.
 Make a directory of the Courses offered by the Institutions engaged in preparing
school counsellors in India.

References

1. Anastasi, A and urbina, S (1997). Psychological Testing ( 7th Edn). Upper Saddle
River, NJ: Prentice Hall.
2. Bhatnagar, Asha and Gupta, Nirmala (Eds.) (1999). Guidance and Counselling: A
theoretical Perspective; Volume-I, New Delhi: Vikas Publishing House Pvt. Ltd.
3. Bhatnagar, Asha and Gupta, Nirmala (Eds.) (1999). Guidance and Counselling: A
theoretical Perspective; Volume-II, New Delhi: Vikas Publishing House Pvt. Ltd.
4. Gibson R L and Mitchell, M H (2003). Introduction to Counselling and Guidance.
New Delhi: Prentice-Hall.
5. Gysbers and N C and Hendrerson E (2006). Developing and Managing Your
School Guidance and Counselling Programme (4th Edn.). Alexandria, VA:
American Psychological Corporation.
130
6. Saraswat, R K and Gaur J S (1994). Manual for Guidance Counsellors. New
Delhi: NCERT.
7. Mohan, S (1998). Career Development in India: Theory, Research and
Development; New Delhi: Vikas Publishing House.
8. Joneja G K (1997). Occupational Information in Guidance. Newq delhi: NCERT
9. Mohan, S and sibia, A (1998). Handbook of Personality Measurements in India.
New Dehli: NCERT
10. Srivastava A K. (2003). Principles of Guidance and Counselling; New Delhi:
Kaniksha Publishers and Distributors.

VIII # PG-Edu.6( c) CURRICULUM AND SCHOOL

Credits: 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2 : 50
Exam Duration: 2 hrs C3 : 50

Objectives :

This course is designed to facilitate student teachers to

 Understand the meaning of curriculum and its associated concepts
 Understand the influences of the knowledge categories, social, cultural,
economic and the technological aspects in shaping the present school curriculum
and the text books
 Identify various learning sites and resources operating as curriculum supports in
the system
 Analyze the multiple roles of schools in implementation of curriculum
 Discuss the roles and responsibilities of curriculum stakeholders
 Reflect upon the role of teachers in operationalising the curriculum
 Analyze the elements, organization, scope, various perspectives, needs, priorities,
curriculum concerns, changes in the pedagogical approaches, sequence, evaluation
schemes and other reforms in the documents of National curriculum frame works
 Explore the school facilities , infrastructure and resources as curricular supports.
 Analyze the curricular materials with reference to NCF’s recommendations and
insights into school pedagogy
 Develop an image of oneself as a curriculum informant, designer, agent, and
evaluator

COURSE CONTENT:

Unit I: Concept and determinants of curriculum

 Meaning of Curriculum: curriculum as course content; program of studies;
plan for action; planned learned experiences; The dynamics of hidden
curriculum and its effects ; Core curriculum as an integrated dimension to
knowledge fields and national priorities; Spiral curriculum (revisiting the
concepts organized in the spiral form)
 Determinants of school curriculum : Nature of learner, needs and interests,
and learning process; Forms of knowledge and disciplines, and their
131
 characterization in different school subjects ; Socio –cultural, economic, and
political determinants; Multiculturalism, multilingual aspects, and societal
aspirations; technological determinants
 Inequality in educational standards, need for common goals and standards;
issues related to common school curriculum National goals and priorities:
 Trends in the curriculum of school education at national and state levels (with
reference to National curriculum frameworks); National curricular frameworks
Difference between curriculum framework, curriculum and syllabus

Unit II: Curriculum implementation in schools

 Planning and converting curriculum into syllabus and learning activities
 Role of teacher in operationalising curriculum (Concept mapping, Long-range
planning, daily lesson planning, creating learning situations, selecting learning
experiences, choice of resources, planning assessments.
 Syllabus in different subject areas, time management, Text book as a tool for
curriculam transaction, other learning resources such as ‘on learning’ and ICT,
interactive videos, other technological resources.
 Community as a learning site in curriculum engagement
 Planning and use of curricular materials – teachers hand book, source book,
work book, manuals, and other learning materials
 Role of National, Regional and State bodies in empowering the teachers in
implementing curriculum

Unit III : School as a system for curriculum implementation

 Concept of a school; its components; school climate, impact of different

school climates. inter institutional differences
 Organization-concept, structure, components. School as an organization-
mission, vision and core values. Factors influencing school environment.
 School plant,Physical and academic infrastructural facilities: Classrooms,
Laboratories, Library, Auditorium, Sport fields,. Cricket pitch and ground,
tennis court, basket ball, Foot ball and Hockey grounds, Science Park, School
garden and school museum and also Drinking water facility, sanitation and
cleanliness in school campus.
 Human resources : competent teachers; resource from community;
Community mobilization for various resources for better functioning of
school and for curriculum implementation
 School as a site for conducive learning, for the overall physical, social and
mental development of pupils’ personality –one of the curricular goals

Unit IV: Role of school in curriculum implementation

 Planning: Types of planning-short term, annual plan; Strategic planning and

goal setting; Institutional planning.
Organization of curricular activities

i. Curricular-activities: Management of classroom teaching -learning

activities, Managing Examination and Evaluation in school; Reducing
stress and strain of students facing public examinations and enhancing
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 their chances for better schooling; Classroom management for different
types of instructional strategies; Group dynamics and its implications,
Instruction in a diverse classroom
ii. co-curricular activities: organizing various cultural and club activities and
competitions, school-level, inter-school-level, district and National level
 Planning various types of school schedules to implement the curriculum.
General schedule, Alternate schedule and Innovative schedules developed by
teacher and also by students; Principles involved in development of school
time-schedule.
 Importance of Teacher-pupil ratio in curriculum implementation
 Monitoring and evaluation of teaching and learning, Role of supervision in
improving instructional quality; feedback mechanisms for revising the
curriculum-syllabus and textbooks based on the curricular practices in schools

Transactional modalities
Short lectures wherever required; engagement in curricular problems and issues
followed by group work and discussions; assignments, and seminars ; Selection of
readings of important curriculum articles, curriculum documents and review papers
on curriculum documents which are research based followed by presentations; use of
Power Points; video clippings; and films made by NCERT on NCF-2005. Use of
exemplary materials such as text books, teachers handbook, source books for analysis
and discussions; Documents of National Curriculum Frameworks from 1988 to the
present ; Focus Group Reports related to NCF-2005; “ Learning without Burden” by
Yashpal ; and organizing for school visits.

Sessional activities
 Group work to analyze the curricular concepts
 school visits to study the factors required for implementing the curriculum in
schools and write reflective experiences
 Review of national curriculum frame works on school education and write a report
for presentation and discussion...
 Analysis of teachers’ handbooks, text books, workbooks, source books followed
by Power point presentations and report submission.
 Interviews with class room practitioners and students who are the stakeholders to
know their perceptions about the curriculum and the text books in use.
 Readings of certain curriculum reviews and articles bearing significance to the
course outlined and reflections on them

References :
1. Alka Kalra (1977) Efficient School Management and Role of Principals, APH
Publishing, New Delhi.
2. Bhagley Classroom Management, McMillan Co., New York.
3. Bhatnagar R P and Vearma (1978) Educational Supervision, Loyal Book
Department, Meerut.
4. Buch M B Planning Education, Implementation and Development, NCERT,
New Delhi. .
5. Curriculum Planning for better teaching and learning by J.G. saylor and W
Alexander (Holt, Rinehart and Winston)
6. Dewey, John (1959): The child and the Curriculum, Chicago, The University
of Chicago Press
133
7. Eugenia Hepworth Berger (1987), Parents as partners in Education : The
school and home working together.
8. Giroux, Henry et.al ( 1981) : Curriculum and Instruction : Alternatives in
Education by MC Cutchan Public corp, Printed in USA
9. Hilda T (1962): Curriculum and Development- Theory and Practice; Harcourt,
Brace and World, Inc.
10. Howson, Geoffrey (1978): Developing a New Curriculum, London: Heinmann
11. Joseph Blasé and Jo Roberts Blasé (2003) : Empowering teachers : What
successful principals do? Thousand Oaks, Cali: Corwin Press.
12. Marmar Mukhopadhyay (2005), Total quality management in Education, 2nd
ed., New Delhi : Sage.
13. NCERT (1988) National Curriculum For Elementary and Secondary
Education: A framework
14. NCERT (2000) National Curriculum framework For school Education
15. NCERT (2005) National Curriculum framework
16. Olivia, P (2004): Developing the curriculum (6th ed). Allyn & Bacon, Inc.
ISBN: 0205412599
17. Position paper: National Focus Group on ‘Curriculum, Syllabus, Textbooks’,
NCERT
18. Schubert W (1986): Curriculum Perspectives, Paradigms and Possibilities,
Newyork: Macmillan
19. Sitaram Sharma (2005) : Educational supervision. New Delhi : Sri Sai
Printographers.
20. Stuart Parker (1997). Reflective teaching in the post modern world : A
manifesto for education in postmodernity. Buckingham : Open University
Press
21. Sue Roffey (2004). The new teacher’s survival guide to behaviour. London :
Paul Chapman.
22. T K D Nair (2004). School planning and management : A democratic
approach, Delhi : Shipra.
23. Thomas J Lesley, et al. (2002), Instructional Models: strategies for teaching in
a diverse society, Belmont: Wordsworth.
24. Tony Bush, Ron Glatter, Jane Goodey and Colin Riches (1980), Approaches
to school management, London : Harper and Row.
25. Yashpal Committee(1993): Learning without Burden , MHRD, India
26. Zias, R ( 1976): Curriculum Principles and Foundations; Newyork; Thomas
Crow well

VIII# PG-M.10 MATHEMATICS

Paper I
COMPLEX ANALYSIS

Credits : 3 (2L + 1T + 0P) Marks: 100

Contact hrs per week: 4 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives :
134
To develop the understanding application of the concepts of complex analysis in
problem solving situations. To enable and apply Numerical methods in solving
problems related to real life situations with help of computers, which have become
indispensable in modern world.

COURSE CONTENT:

Unit I: Analytic Functions

Introduction, Functions of a Complex Variable, Limits, Theorems on Limit,
Continuous Functions, Differentiability, The Cauchy-Riemann Equations, Analytic
Functions, Harmonic Functions, Conformal Mappings.

Unit II: Transformations

Introduction, Elementary Transformations, Bilinear Transformations, Cross ratio,
Fixed Points of Bilinear Transformations, Some Special Bilinear Transformatiions,
Discussion of mapping of w = z.

Unit III: Complex Integration

Introduction, Definite Integral, Cauchy’s Theorem, Cauchy’s integral Formula,
Higher Derivatives.

Unit IV : Power Series

Introduction, Sequences and Series, Sequences and Series of Functions, Power Series,
Elementary Functions.

References:
1. Complex Analysis by Ahlfors McGraw Hill International Edition.
2. Introduction to the Theory of Functions of a Complex Variable by Palka,
Springer Verlag.
3. Complex Analysis by Serge Lang, Springer Verlag
4. Theory of Functions of a Complex Variable by Shanthinarayan, S. Chand and
Co. Ltd.
5. Foundations of Complex Analysis by Ponnuswamy, Narosa Publishing House.
6. An Introduction to the Theory of Functions of a Complex Variable by Copson,
Oxford University Press.
7. Complex Variables and Applications by Churchill, Brown and Verhey, McGraw
Hill International Book Company.
8. Functions of One Complex Variable by Conway, Narosa Publishing House.
9. Theory and Problems of Complex Variables, Murray R. Spiegel, Schaum
Outline Series, McGraw Hill Book Company.
10. Complex Analysis by Armugam, Tangapandi, Somasundaram, Scitech
Publications Pvt. Ltd.

135
 VIII# PG-M.11(a) MATHEMATICS
Paper II (Optional)
NUMERICAL ANALYSIS*

Credits : 2 (1L + 1T + 0P) Marks: 100

Contact hrs per week: 3 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:

Unit I: Numerical Methods

Numerical Solutions of Algebraic and Transcendental equations, Bisection Method,
Method of false position, Iteration method, Newton-Raphson method, Secant Method,
Numerical solutions of first order linear differential equations, Euler-Cauchy method,
Modified Euler’s method, Runge-Kutta fourth order method, Picard’s method.

Unit II: Finite Differences and Interpolation

Finite differences, Forward and Backward differences, Shift operator, Derivative
operator, Weierstrass theorem, Interpolation, Newton-Gregory forward and backward
interpolation formulae, Divided differences, Lagrange’s interpolation formula,
Finding first and second derivatives using interpolation formulae, Difference
equations.

Unit III: Numerical Integration

General quadrature formula, Trapezoidal Rule, Simpson’s 1/3 rule, Simpson’s 3/8
rule, Weddle’s rule, Newton-Cotes quadrature formula, Gauss quadrature.

Unit IV: Riemann Integration

Upper and lower sums, Criterion for inerrability, Inerrability of continuous functions
and monotone functions, Fundamental theorem of Calculus, Change of variables,
Integration by parts, First and Second Mean Value Theorems of Integral Calculus.

References
1. Numerical Analysis by Guptha, S. Chand and Co. Ltd.
2. Finite Differnece and Numerical Analysis by Saxena, S.Chand and Co. Ltd.
3. Introductory Methods of Numerical Analysis by Shstry, PHI.
4. Numerical Methods for Scientists and Engineers, Grewal, Wiley Eastern Ltd.
5. Higher Engineering Mathematics by Grewal, Wiley Eastern Ltd.
6. Advanced Engineering Mathematics by Kreyszig, Wiley Eastern Ltd.
7. Numerical Calculus by William Edmund Milne, Princeton University Press.
8. Introduction to Numerical Analysis by Hildebrand, Tata McGraw Hill Publishing
Ltd.
9. Numerical Analysis by Schield, Schaum’s Outline Series.
10. Introduction to Numerical Methods by Peter A. Stark, MacMillan Co. Ltd.
11. Principles of Real Analysis by Malik, New Age International Ltd.
12. Textbook of Mathematical Analysis by Leadership Project, Bombay University,
Tata McGraw Hill Publishing Media Pvt. Ltd.
136
 VIII # PG-M.11(b) MATHEMATICS
Paper II (Optional)
GRAPH THEORY*

Credits : 2 (1L + 1T + 0P) Marks: 100

Contact hrs per week: 3 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

COURSE CONTENT:
Unit I: Introduction
The Konigsberg Bridge problem, Electric networks, Chemical Isomers, Around the
World, The Four Colour Conjecture, Graph Theory in the 20th Century.

Unit II: Graphs

Varieties of graphs, Walks and connectedness, Degrees, the Problem of Ramsey,
Extremal Graphs, Intersections graphs, Operations on graphs.

Unit III: Blocks

Cut points, Bridges and Blocks, Block graphs and cut point graphs.

Unit IV: Trees

Characterisation of Trees, centers and centroids, Block-cut point trees, Independent
cycles and cocycles, Matroids.

References
1. Introduction to Graph Theory by R.J.Wilson, 4th Edition, LPE, Pearson
Education.
2. Graph Theory with Applications by J A Bondy and U S R Murty.
3. A First Look at Graph Theory by J.Clark and D.A.Holton, Allied Publishers.
4. Graph Theory with Application to Engineering and Computer Science by
N.Deo, PHI.
5. Graph Theory by Freank Harary, Narosa Publishing Company, New Delhi.
6. Introduction to Graph Theory by G.Chartrand and Ping Zhang, McGraw Hill
International Edition (2005).
7. Graph Theory and its Application by J Gross and J Yellen, CRC Press LLc,
Boca Raton, Florida, 2000.
8. Algebraic Graph Theory by Godsil and Royle, Springer Verlag
9. Basic Graph Theory by K R Parthasarathy, Tata McGraw Hill, New Delhi
10. Introduction to Graph Theory by D B West, Pearson Education, Inc. 2001, 2nd
Edition.
* Any one of the above two papers of VIII Semester will be selected.

VIII# PG-P.8 PHYSICS

THEORY
NUCLEAR AND SOLID STATE PHYSICS

137
Credits : 3 (1L + 1T +1P) Marks: 100
Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

Objectives :
To enable students to apply the basic knowledge of classical and quantum mechanics
for an understanding of physics of nuclei and of solids.

COURSE CONTENT:

Unit I : Atomic Nucleus

Nuclear structure, Failure of proton-electron hypothesis – neutron, its discovery and
properties, Proton-neutron hypothesis, Basic properties of nucleus – charge, spin,
radii, mass, magnetic moment. Nuclear forces and their characteristics. Yukawa’s
Theory (Qualitative), Packing fraction and Binding energy, Nuclear stability, Segre
chart.
Nuclear Models – Liquid drop model, semi-empirical mass formula, Shell model and
magic numbers (qualitative).

Unit II: Radioactivity and Particle Physics

Review : Radioactive decay – Half life, mean life, Activity-decay constant.
Radioactive displacement laws. Theory of  decay (qualitative). Geiger-Nuttal law.
Beta decay, Beta spectra. Neutrino hypothesis, K electron capture, internal
conversion, Gamma decay, pair production, successive disintegration, units of radio
activity, radioactive dating, uncontrolled and controlled chain reactions, nuclear
fission and fusion. Energy liberated in nuclear fission, energy production in stars,
Nuclear reactors.
Particle Physics: Particles and anti-particles, Classification of particles, Mention of
the basic interactions in nature and conservation laws, Qualitative introduction to
quarks, Structure of hadrons.

Particle Accelerators and Detectors: LINAC, Cyclotron, Betatron, GM counter.

Unit III : Crystal Structure and Thermal Properties of Solids

Crystal Structure : Various types of bonding, cohesive energy and compressibility
of ionic crystals. Madelung constant. Concepts of a lattice, unit cell and Bravais
lattice. Fundamental lattice systems and their types, Miller indices, Coordination
number, packing fraction for cubic crystals (sc, bcc and fcc).
Thermal Properties: Specific heat of solids, Einstein and Debye theories,
Vibrational modes of one-dimensional monatomic system, lattice dispersion.

Unit IV : Electrical and Magnetic Properties Of Solids

Electrical Properties: Free electron model of a metal, solution of one dimensional
Schroedinger equation in constant potential, Density of states. Fermi energy, Energy
bands in solids, Distinction between metals, semiconductors and insulators. Hall
effect – Expression for Hall coefficients. Applications of Hall effect.
Magnetic Properties : Langevin’s theory of dia and para magnetism, Curie-Weiss
138
Law, Qualitative description of Ferromagnetism.
Superconductivity : Qualitative description, critical temperature and Meissner
Effect, Applications, High temperature superconductors.

References
1. Perspectives of Modern Physics, Beiser
2. Nuclear Physics, Kaplan.
3. Nuclear Physics, Subramanyam and Brijlal.
4. Concepts of Nuclear Physics, Cohen.
5. Solid State Physics, A J Dekker.
6. Introduction to Solid State Physics, C Kittel.
7. Modern Physics, Kiein

PHYSICS PRACTICALS

Exam Duration : 3 hrs C3 : 50

Objectives:
To develop the ability to set up apparatus, to collect and analyze data to determine the
desired physical quantity.

COURSE CONTENT:
Experiments on :
A. Magnetic susceptibility
B. e/m of electrons
C. Rutherford model
D. G M tube
E. Millikan oil drop
F. Planck’s constant
G. Energy gap of a semiconductor
H. Fermi energy
I. Rydberg constant
J. Hall effect

References
1. Physics Laboratory Instructions, RIE, Mysore.

VIII# PG-C.8 CHEMISTRY

THEORY

SPECTROSCOPY, NATURAL PRODUCTS AND

HETEROCYCLICS

Credits : 3 (1L + 1T +1P) Marks: 100

Contact hrs per week: 6 C1 + C2: 50
Exam Duration : 2 hrs C3 : 50

139
Objectives:

To develop an understanding of
 basic principles of Spectroscopy and apply the principles in the structural
elucidation of simple organic compounds.
 chemistry of natural products, dyes and drugs, macromolecules and
heterocyclic compounds

COURSE CONTENT:

Unit I : Spectroscopy
UV and Visible spectroscopy: Introduction, absorption laws, instrumentation,
formation of absorption bands, types of electronic transitions, chromophores,
auxochromes, absorption and intensity shifts, solvent effects, Woodward – Fieser
rules for calculating absorption maximum in dienes and α,β-unsaturated carbonyl
compounds.
IR spectroscopy: Introduction, theory of molecular vibrations, vibrational frequency,
factors influencing vibrational frequencies, finger print region and applications of ir
spectroscopy.
NMR spectroscopy: Introduction, instrumentation, number of signals, position of
signals (Chemical shift), shielding and deshielding effects, factors influencing
chemical shifts- inductive effect, anisotropic effect and hydrogen bonding. Splitting of
signals, spin-spin coupling, chemical exchange and coupling constant.
Structural determination of simple organic compounds using uv, ir and nmr spectral
data.

Unit II: Natural Products

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

Unit III: Dyes, Drugs and Macromolecules

Dyes: Introduction, Classification of dyes, Colour and constitution (electronic

140
concept), synthesis and uses of Methyl orange, Phenolphthalein, Fluorescein and
Indigo.
Drugs: Introduction, classification, structure and synthesis of sulpha drugs-
sulphapyridine, sulphathiozole, sulphadiazine and sulphaguanidine, mechanism of
action. Antimalarials – plasmaquin, mepacrine and chloroquin.
Macromolecules: Introduction, Classification, Types of polymerization – chain
polymerization, step polymerization, free radical polymerization, co-polymerisation,
Ionic polymerization, Coordination polymerization. Natural and synthetic rubbers –
buna S , butyl rubber and neoprene. Synthetic fibres – nylon 6, nylon 6,6, terylene.
Conducting polymers – polypropylenes and polyanilines. Bio-degradable polymers.

Unit IV: Heterocyclic Compounds

Introduction, methods of formation of five membered heterocycles – furan, thiophene

and pyrrole. Molecular orbital picture and aromatic characteristics of pyrrole, furan,
thiophene and their chemical reactions with particular emphasis on the mechanism of
electrophilic substitution. Six membered heterocycles: methods of formation of
pyridine, mechanism of nucleophilic substitution reactions in pyridine derivatives.
Comparison of basicity of pyridine, piperidine and pyrrole.
Introduction to condensed five and six-membered heterocycles, preparation and
reactions of Indole, quinoline and isoquinoline with special reference to Fischer
indole synthesis, Skraup synthesis and Bischler-Napieralski synthesis. Mechanism of
electrophilic substitution reactions of indole, quinoline and isoquinoline.

References :
1. Sl.nos 2 and 3 of III Semester
2. Organic Chemistry : I L Finar Vol II
3. Application of absorption Spectroscopy to Organic Compounds : John R Dyer
4. Organic Spectroscopy : William Kemp
5. Fundamentals of Molecular Spectroscopy : C N Banwell

CHEMISTRY PRACTICALS

Exam Duration : 3 hrs C3: 50

Objective:
To develop skills of synthesis and Estimation of organic compounds

1. Two step organic synthesis

(a) Synthesis of p-bromoaniline from acetanilide

(b) Preparation of O-iodobenzoic acid from anthranilic acid
(c) Preparation of m-nitrobenzoic acid from methyl benzoate
(d) Preparation of paracetamol
(e) Synthesis of Quinoline

2. Quantitative organic analysis

141
(a) Estimation of aniline by bromate-bromide method
(b) Estimation of glucose by Fehlings method
(c) Determination of iodine value of an oil by Vij’s method
(d) Determination of saponification value of an ester / oil
(e) Estimation of amino acid by formal titration method
(f) Estimation of ascorbic acid in Vitamin C tablets by Volumetry
(g) Estimation of Paracetamol by titrimetric and photo spectrometric methods.
(h) Gravimetric Analysis of Lead, Iron and Nickel

References : Same as in I and III semester

142
143
 IX SEMESTER
IX PG P EDU 10 FOUNDATIONS OF HIGHER SECONDARY EDUCATION

Credits : 3(2L + 1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

Objectives:
 Understand the concept of Education and its Epistemological premises
 Analyses the Discipline categories and their Logical distinctions
 Understands Education as a Discipline and its contribution to curriculum courses
 Analyses the societal problems and the necessity for Peace Education in schools
 Explores the possible sources of value conflicts , crisis among Higher secondary
learners and teacher’s role in helping to resolve value conflicts
 Analyses various perspectives and thoughts on Peace and Peace Education
 Analyses the role of Education in a Pluralistic society like India and a need for
culture-specific pedagogy in School Education
 Reflects on the social discriminations , inequalities and the oppressed groups ,as a
teacher, as well as a member of the society and develops responsible attitude and
commitment.
 Understands the school as a sub system of society and its responsibilities in
reflecting the cultural and social ethos in its aims and functions
 Examines the concerns and issues of contemporary Indian Society and their
bearing upon Education

Transaction Mode:
Lectures followed by Discussions; Group Discussions; Seminars; Collaborative
Presentations; Assignments

COURSE CONTENT:
Unit I :
Education as a critical concept and criteria of educative process; Knowledge and
disciplines; Logical distinction between Scientific and Mathematical Knowledge;
Education as a discipline; Multidisciplinary nature of education; Concept and nature
of value and value education; Factors contributing to value development; Value shifts;
Need for education for peace; Value crises in adolescent learners; Methods of
resolving value conflicts; Human rights; Role of education in promoting peace; Use of
curricular and co-curricular areas in promoting peace as a value; Rationality as a
value to be developed in learners.

Unit II :
Styles of learning and thinking – implications for understanding the adolescent
learner; Sociocultural factors influencing learning.
The process of adult learning – cognitive changes (Praget and Elkind); role of
feedback and incentives; learner’s experience in the construction of knowledge.
Personality and development of self; The intra and interpersonal realm – self
144
perception, self-defeating behaviour, self presentation, impression and management,
self-monitoring; search for identity (Erikson), time of turmoil.
Mental health and management – Issues and concerns; adjustment and adjustment
mechanisms; role of teacher in management.

Unit III :
Characteristic of Indian society : Multicultural, Multilinguistic and Multireligion
system and role of senior Secondary Teacher
Socialization and acculturation, etc. influence on personality development in
education.
Modernisation, its attributes and effect on present system of education.
Democratic values, equality and social justice, its importance in classroom teaching at
higher secondary level.

Unit IV : Issues and Concerns of Senior Secondary Education

Gender equality, Inclusive Education for Children with Diverse Needs.
Environmental Concerns, Sustainable Education, Quality Teacher Education,
Globalization and its Effect over Education System.

References:
1. Dewey,John(1956): The School and the Society, The University of
Chicago,ptd in USA,1990.
2. Carnoy, Martin (1974): education as Cultural Imperialism, Longman Inc.
London
3. Bruner,S,J(1972): the Relevance of Education,Pub by Redwood press Ltd, ptd
in Great Britain.
4. Gross,R,B(1970): Analytical Philosophy- An Historical Introduction, Western
Publishing company, Inc. USA
5. O’Connor.D.J(1956): Philosophy Of Education
6. Dewey, J(1916): Democracy and Education: An Introduction to Education,
New York
7. Peters, R.S: The concept of Education
8. Peters, R.S: Education and Education of Teachers
9. Pathak, Avijit (2002), Social Implications of Schooling, Rainbow Publishers,
Delhi
10. Introduction: Life at School, need for critical enquiry Ch. 2 Sociology of
School Knowledge Ch 3. Looking Beyond Texts, culture of school and
formation of consciousness
11. Kumar Krishna (2004), What is Worth Teaching? 3rd edition, Orient Longman
Ch 3. Implications of a Divisive School System Ch. 6 Growing Up Male
12. Saraswathi, T.S. (1999), Culture, Socialization and Human Development,
Sage Publications
13. Bhattacharjee, Nandini, Through the Looking Glass: Gender Socialization in
a Primary School (Ch14)
14. Krishnamurti, J., Education and the Significance of Life, KFI Publications
(Ch. 6)
15. Readings from ‘The Social Character of Learning’ by Krishna Kumar and
from ‘Inner World’ by Sudhir Kakar could also be considered
16. Krishnamurthi.J (2002): Why are you being educated? Talks at Indian
145
 Universities Krishnamurthy Foundations of India, Ptd by Chennai
17. Banks, James A. and C. A. McGee Banks, eds(1989): Multicultural Education:
Issues and Perspectives. Needham Heights, Mass.: Allyn & Bacon
18. Boocock, S. S(1980): Sociology of Education: An Introduction. Lanham, MD:
University Press of America
19. Chesler, Mark A. and W. M. Cave(1981): A Sociology of Education. New
York: Macmillan
20. Dreeben, Robert(1968): On What is Learned in School. Reading, Mass.:
Addison-Wesley
21. Durkheim, Emile(1956): Education and Sociology. Tr. Sherwood D. Fox. New
York: Free Press
22. Eggleston, John(1977): The Sociology of the School Curriculum. Boston:
Routledge & K. Paul
23. Jackson, P.W.( 1968):Life in Classrooms. New York: Holt.
24. Rayner Steve (2007): Managing Special and Inclusive Education. New Delhi :
Sage Publications.
25. Woodfolk Anitha (2004) : Educational Psychology. Boston : Pearson.
26. Snowman, S and Bidher, R. (2004): Psychology Applied to Teaching.
California : Wadsworth.
27. NCERT (2005) : Education of Children with Special Needs – Position Paper
by National Focus Group. New Delhi: NCERT.
28. NCERT (2005): Education for Peace- Position Paper by National Focus
Group. New Delhi : NCERT.
29. Byrne, D. and Baron, R. (2008): Social Psychology. Boston : Allyn and
Bacon.
30. Palmer, Joy, A. (2003) : Environmental Education in the 21st Century –
Theory, Practice, Progress and Promise. New York : Routledge.

146
 IX # PG – P 9.1 FOUNDATIONS OF PHYSICS EDUCATION – I

Credits: 2 (1L+1T + 0P) Max.Marks :100

Contact Hrs per week : 3 C1 +C2 : 50
Exam. Duration: 2 hrs C3 : 50

Course Objectives :

The student teacher will be able to

1. understand the historical evolution scientific knowledge in Physics

2. understand thescope and philosophy of physics as a discipline
3. analyse the role of scientific paradigms and their shifts in scientific
discoveries
4. analyse the various types of explanation in physics
5. understand the role of scientific models and analogies in physics

COURSE CONTENT:

Unit I : History and Evolution of Physics as a branch of Science

a) Physics as pure and experimental science; applied disciplines of physics;

Nature of scientific knowledge in Physics – Historical evolution of science
and scientific enquiries (Early Science in East and West; Greek thinkes);
justification for inclusion of history of Physics in Physis learning –physics as
a human activity – Influence of culture on physics-cause-effect and
teleological reasoning; history of classical and quantum theories – Modern
science and progress.
b) Nature of Physics as a science-categories of scientific knowledge; meaning of
scientific definitions and scientific paradigms and rules difference between a
theory, assumptionsand laws; examples of scientific theories, principles
andlaws in Physics.

Unit II : Philosophy of Scientific Knowledge in Physics

Methods of Science (Scientific method – inductive, deductive, inducto-deductive,

hypothetico-deductive) scientific anomalies, role of paradigms in scientific discovery;
paradigm shifts in science; scientific revolution and their implications to scientific
discovery and science education; scientific explanation and its types; Roles of models
and analogies in Physics; reliability in observations and measurements.

References:

1. Fetzer, J. (1993) “Philosophy of Science”, N.Y., Paragon House.

2. History of Physics in the 20th Century, Internet Browsing.
3. Kemeney, John “A Philosopher works at Science”
4. Kuhn, Thomas ; Structure of Scientific Revolution
147
5. Lambert K and Brittain, G.C. (1987) “An Introduction to the Philosophy of
Science” (Ridgeview, Atascadero, III Edn)
6. Millar, Robin (1984) ‘Doing Science’ : Images of science in Science
Education : The Falmer Press, London.
7. Morris, Weitz, “20th Century Philosophy”
8. Nagel, Earnest; Structure of Science
9. Nathan S. Washtan (1967) “Teaching Science Creatively”, Saunder’s
Company, London.
10. R.Marti, Colleen Sexton, Kay Wagner, Jack Gerlovien (2000), “Science for
All – Methods for Constructing Understanding”, Allyn and Bacon, London.

IX# PG.P.9.2 MATHEMATICAL PHYSICS – I

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT

Unit I: Vector Analysis

Theorems of Gauss, Green and Stokes, Rotation of Coordinates, Orthogonal
Curvilinear Coordinates, Vector relations in orthogonal curvilinear coordinates,
cylindrical and spherical polar coordinates, gradient, divergence and curl in
orthogonal curvilinear coordinates and spherical polar coordinates, Laplacian
operator.

Unit II :Fourier Series and Fourier Transform

Fourier series – General properties, Applications of Fourier Series, convergence,
Gibbs phenomenon, Fourier integral, Fourier transform, inverse transform, transform
of derivatives, convolution theorem.

Unit III : Laplace Transform and Linear Vector Space

Elementary Laplace transform, Transformation of derivatives, Gamma and Beta
functions. Linear vector space : Linear dependence and independence of vectors,
dimension, basis, change of basis.

Unit IV : Differential Equations

Partial differential equations in Physics, separation of variables, regular and irregular,
singular points, series solution, Frobenius method.
Self-adjoint differential equations, Hermitian (self-adjoint) operators, Schmidt
orthogonalisation, completeness of eigen functions.

References:
1. G B Arfken and H J Weber (2001) Mathematical methods for Physicists 5th
Edition, Academic Press, New York (Prism Books, Bangalore, India).
2. J Mathews and R Walker, Mathematical Methods for Physics, (Benjamin).
3. L I Pipes and L R Harvill, “Applied Mathematics for Engineers and Physicists”,
148
 3rd Edition, McGraw Hill.

IX# PG.P.9.3 CLASSICAL MECHANICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT:

Unit I : Survey of Elementary Principles

Mechanics of a particle, mechanics of a system of particles : Center of mass,
conservation of linear and angular momentum in the absence of forces and torques,
the energy equation and the total potential energy of a system of particles.

Constraints : D’Alemberts’ Principle and Lagrange’s equations, simple applications

of the Lagrangian formulation (i) motion of a particle using Cartesian and plane polar
coordinates, (ii) Atwood’s machine, (iii) bead sliding on a uniformly rotating wire in
a force-free space, velocity dependent potentials and the dissipation functions, the
Lagrangian for a charged particle in an external electromagnetic field, Derivation of
Lagrange’s equation from the Hamiltonian principle.

Unit II : Mechanics of Rigid Bodies

Euler’s theorem, angular momentum and kinetic energy of motion about a point,
moments and products of inertia, the inertia tensor, Euler’s equations of motion,
torque-free motion of a rigid body, Euler angles, Motion of a symmetric top.

Unit III : Hamilton’s Equations

Generalised momenta, Hamilton’s equations of motion, conservation theorems and
the physical significance of the Hamiltonian, Derivation from a variational principle,
some applications of the Hamiltonian formulation : A simple pendulum with a
moving support, charged particle in an electromagnetic field.

Unit IV : Canonical transformations

The equations of canonical transformations, examples of Lagrange and Poisson
brackets as canonical invariants, the equations of motion in the Poisson-bracket
notation, the Hamilton-Jacobi equation; example of the harmonic oscillator treated by the
Hamilton- Jacobi method.

References:

1. Classical Mechanics, 3rd Edition, H Goldstein, C Porle J Safko, Pearson

Education, India, 2002.
2. Classical Mechanics, L D Landau and E M Lifshitz, Pergamon Press, Oxford,
149
 1985.
3. Introduction to Classical Mechanics, R G Takwale and P S Puranik, Tata
McGraw, New Delhi 1991.
4. Classical Mechanics, Gupta, Kumar and Sharma, Peragati Prakashan, Meerut.

IX# PG.P.9.4 CLASSICAL ELECTRODYNAMICS – I

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT:

Unit I : Solution of Laplace’s Equation


A. Electric field intensity – electric field intensity ( E ) due to a Gauss’ law in

differential form – application to a sphere, cylinder and a surface charge – curl E -
Electrostatic potential – Poisson and Laplace’s equation- Potential due to a localized
charge distribution – energy due to a continuous charge distribution – Energy density
due to a continuous charge distribution- Fields due to and forces near the surface of a
conductor.

B. Laplace’s equation in three dimensions – separation of variables in spherical

coordinates – Legendre polynomials – Boundary conditions on normal and tangential

components of E - uniqueness theorem – conducting sphere in a uniform electric
field.

Unit II : Dielectric media

Polarization – Potential due to bound charges – equivalence with a surface charge and
volume charge – Field inside a dielectric – Gauss’ law in a dielectric medium –

Application to a line charge – Dielectric sphere in a uniform E field – Clausius
Mossotti equation – Potential energy of a charge distribution in dielectrics – Energy
Density in dielectrics.

Unit III : Magnetostatics

 
Magnetic induction ( B ) due to a volume current – divergence and curl of B -
 
magnetic vector potential A  A due to a long straight current carrying wire, due to a
 
pair of parallel wires – curl A as magnetic flux – Poisson’s equation for A -
Magnetic dipole – Magnetic dipole moment of a current carrying loop.

Unit IV : Magnetic Materials

 
Magnetisation M 1  A due to a magnetized object – Equivalence with a surface and
volume current – Magnetic field due to a magnetized sphere – physical interpretation
of bound currents – Ampere’s law in magnetic materials – magnetic field H inside and
outside a current carrying rod – Boundary conditions for tangential and normal
 
components of B and H .
150
References:

1. Electromagnetic fields and waves – Paul Lorrain and Dale Corson.

2. Introduction to Electrodynamics – David J. Griffiths.
3. Fundamentals of Electromagnetics – Wazed.

IX# PG.P.9.5 ELECTRONICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT:

Unit I : Networks and Filters

A.Kirchhoff’s Laws. Principle of superposition, Thevenin and Norton theorem,

analysis of networks using Thevenin and Norton theorem, (Nodal and Mesh analysis),
Maximum Power Transfer theorem, Impedance matching, L, T and  Networks for
impedance matching.

B. Characteristic impedance and propagation constant of symmetrical T and 

circuits, stop and pass bands, Elementary considerations of low pass, high pass and
band pass filters and their characteristics. Filters with OP-AMP as active device.

Unit II :
a) Diode Circuits
Half wave and Full wave rectifier circuits, wave forms, Rectifiers with L-sections and
-section filters, ripple factor, efficiency, PIV, regulation, voltage regulation-
regulated power supplies, Zener regulation.
Diode switching, clipping circuits, Monolithic and switching regulators.

b) Introduction to CRO
Cathode Ray Tube – electron gun, deflecting system, fluorescent screen, Basic
principle of signal display, Block diagram of CRO, Basic controls and its functions.
Basic measurements using CRO – voltage and current measurement, frequency,
period and phase difference measurement – Lissajous figures.

Unit III : Field Effect Transistors

The junction field effect transistors, volt-ampere characteristics, Transfer
characteristics, MESFET and MOSFET, enhancement of MOSFET volt-ampere
characteristics, MOSFET circuit symbols, DC analysis of FETs, the FET as a switch,
the FET as an amplifier, small signal FET model – low frequency and high frequency,
the MOSFET as a resistance.

151
Unit IV :
a) Wave shaping and switching
Differentiating and integrating circuits, bistable multi vibrators, comparators, square
wave generation from a sinusoid, Regenerative comparators (Schmitt trigger), Astable
and monostable multivibrators, discrete circuits of astable and monostable
multivibrators and wave forms.
b) Optoelectronic Devices
Light units, photomultiplier tube, photo conductive cell, photo diode, solar cell, photo
transistor, photoFET, LED and LCD, gas discharge displays, laser diode (Principles of
operations of the devices only).

References:
1. Microelectronics- Jacob Millman and Arvin Grabel (McGraw Hill
International Editions, 1987).
2. Integrated Electronics – Analog and Digital Circuits and Systems (Jacob
Millman and Halkias).
3. Electronic Devices and Circuits, A David A Bell, Prentice Hall of India
(2002).

IX# PG-P.Pr.9.6 CORE LAB – I

Credits: 4 (0L+0T + 4P) Max.Marks :100

Contact Hrs per week : 8 C1 + C2 : 50
Exam. Duration: 3 Hrs C3 :50

Any TEN of the following experiments.

Determination of the modes of vibration of a fixed free bar.
Verification of Brewster’s law of Polarisation.
Verification of Fresnel’s laws of reflection.
Determination of the inversion temperature of a copper-iron thermocouple.
Birefringence of mica using a Babinet compensator.
Birefringence of mica using a quarter wave plate.
Determination of the size of lycopodium spores by the method of diffraction haloes.
Determination of wavelength – by using Fabry Perot Etalon.
Dispersion of the birefringence of quartz.
Experiments with the laser.
Verification of the law of intermediate metals.
Determination of the pressure dependence of the refractive index of air by an
Interferometer.

152
 X SEMESTER
X / PG – P 10.1 FOUNDATIONS OF PHYSICS EDUCATION – II

Credits: 2 (1L+1T + 0P) Max.Marks :100

Contact Hrs per week : 3 C1 + C2 : 50
Exam. Duration: 2 hrs C3 :50

Course Objectives:

The student teacher will be able to :

 critically examine the mutual influence of science, society and technology,
 study the impact of changing priorities on Science Education in Schools,
 analyse the emerging issues like Right to Education and Inclusive Education in
learning Physics at secondary level.

COURSE CONTENT:

Unit I : Science, Technology and Society

Science and Technology, principles and applications National Science Policy and its
influences on science and technology; implications of STS to senior secondary
physics curriculum; Influence of technology on society, culture and value system.
STS projects in school curriculum; critical pedagogy and its integration in science
education.

Unit II : Contemporary Issues in Physics and Physics Education

Environmental issues : Energy crisis – ways to overcome – Natural resources of
energy, renewable and non-renewable sources – problems and issues concerning
harnessing renewable and non-renewable energy – Issues and possible measures for
Global warming, Global climate change, Emission of gases, acid rain, ozone layer
depletion, nuclear accidents, radiation damages and holocaust.

Conservation of fast degrading natural resources like energy, water, oil, forests, wild
life etc. – problems and issues related to conservations – pollution of natural resources
like air, water and oil. Public awareness and legislation.

Recent issues : Satellite communication, Nano materials, Waste management, Zero

Waste Production, Bench marks for pollution and purity standards etc.

Problems and issues concerned with Physics Education at tertiary level.

Curricular Problems, instructional and assessment problems, problems related to
teacher competence in teaching physics; problems related to infra structure and lab.
Facilities.

153
Reference :
1. Aitkenhead G S (1994) – What is STS Science Teaching? In Solomon J and
Aikenhead (eds)STS Education : International Perspectives in Reform, N.Y.,
Teachers’ College Press.
2. Aikenhead G S (2003) STS Education – A Rose by another name’, In a Vision
for Science Education : Responding to the world of Peter J. Fensham (ed)
Cross, R : Routledge Press.
3. Jadnav H and Bhosale, V M (1995) Environment Protection and Laws,
Himalaya Publishing House, Delhi.
4. Mckinney M L and School R M (1996) Environment Science Systems and
Solutions (Web enhanced edition).

X# PG-P 10.2 TEACHING OF PHYSICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

Objectives:
The student teacher will be able to
 understand the nature and scope of Physics
 understand the different pedagogical approaches to teaching of Physics
 plan learning designs based on problem situations, inquiry and projects,
 explore the use and relevance of different learning resources and materials in
teaching of Physics
 study the facilities and materials available in Physics labs for teaching Physics at
higher secondary level,
 Familiarize with different types of curricular projects in Physics, their purpose and
themes.
 analyse the textbooks and other instructional materials with reference to the
content, its organization, learning experiences and other characteristics
 prepare tools for assessing learning of Physics

COURSE CONTENT:

Unit I : Aims, Objectives and Approaches to Teaching/ Learning Physics

Objectives of teaching Physics at +2 level in India (State CBSE and the

ICSE)Boards), Objectives/ Standards of teaching Physics in senior secondary schools
in other countries; Approaches to teaching/learning Physics; Investigatory and Group
investigatory methods; data collectionand experimental skills, recording, analyzing
and reporting skills.
Problem solvingand Problem based learning; Demonstration and Discussion
strategies, methods of independent study, experimental and field projects, experiential
learning method; ICT integrated approaches to teaching; e-learning; on-line learning
of science; Task based learning; designing of group tasks; seminar presentations:
Planning, organizing and presentation skills.
154
(The above may be taught with illustrations of topics at senior secondary level;
certain curricular projets of the Western countries may be referred to identify the
topics suitable)

Unit II : Planning for Preparation for Teaching / Learning of Physics

Planning of Physics lessons with required components; Planning of different types of
lessons: Problem based – Task based – STS oriented – Content and Skill based
Experiential learning lessons; planning for practical work in physics; understanding of
lab. Techniques, skills in conducting experiments.

Suggested topics for pedagogic analysis

1. Motion : Description of Motion (uniform, accelerated and retarded), equations
of motion, Relation between force and acceleration, projectile motion, work
and energy, momentum, conservation of momentum and energy.
2. Current Electricity: Definition of electric current, cells as sources of
electromotive force (emf), emf and voltage, resistance and resistivity, Ohm’s
law, resistances in series and parallel with numerical examples.

(The above topics are only illustrative and other topics can be chosen by the teacher
depending on resources).

Unit III : Instructional and Curricular Resources

Physics Textbooks, Lab. manuals, Journals on Physics Education, Teacher Manuals,
Worksheets, Teaching Learning Aids, Laboratory work, Multimedia and web based
resources.
Lab as a Resource : Evolution of practical work in Physics and its purpose;
Demonstration of content specific experiments on topics related to +2 content; set of
experiments in the lab to illustrate process skills related to learning of Physics;
Planning, designing and demonstrations of experiments, recent trends and issues in
practical work.

Curricular Resources : Study of curricular projects at the State/ National /

International Levels in physics; Critical analysis of CBSE syllabus and textbooks in
Physics based on the validities enumerated in NCF 2005.

Unit IV: Assessment in Learning Physics

Tools and techniques of assessment in Physics learning: Tools used for assessing
factual and conceptual knowledge in physics; assessment of practical work: rubrics
for assessing practical work (performance abilities and skills); assessment of practical/
lab records; assessment of attitude towards practical work; course work; assignments;
group discussions.
Assessment of project work, investigatory projects; group discussions; seminar
presentations and participation.
Need for periodic assessment of the above and the strategies used for periodic
assessment.
Using assessment feedback to improve teaching of and learning in physics. Analysis
of question papers in Physics prepared by State / CBSE Boards; setting of question
papers following the patterns in State/CBSE.
Scoring of physics answer papers.

155
References:

1. National Curriculum Framework, 2005, NCERT, New Delhi.

2. Steve Alsop, Keith Hicks (2007), Teaching Science : A Handbook for Primary
and Secondary School Teachers, Kogan Page, New Delhi.
3. John I. Lewis (1972), Teaching School Physics : A UNESCO Sourcebook –
Penguin Education, UK.
4. McIntosh Techniques and Problems of Assessment: A Practical Handbook for
teachers.
5. Judith Bennett (2003) Teaching and Learning Science : A guide to recent
research and its publications, Continuum, London.
6. Robin Millar (1984) Doing Science : Images of Science in Science Education,
The Falmer Press, London.
7. NCERT Textbook in Physics for XI and XII students.
8. State Textbook in Physics for XI and XII students.
9. Nathan S Washton (1967) Teaching Science Creatively, Saunders Company,
London.
10. History of Physics in the 20th Century, Internet Browsing.
11. Ralph Martin, Colleen Sexton, Kay Wagner, Jack Gerlovich (2000) Science
for All: Methods for Constructing Understanding, Allyn and Bacon, London.
12. School Science Review : The Association for School Education, College
Lane, Hatfield, Hertfordshire, AL 109 AA, UK.
13. Physics Education, Institute of Physics Publishing, Dirac House, Temple
Block, Bristol BS1 6BE, UK.
14. Physics Teacher, American Association of Physics Teachers, Department of
Physics and Astronomy, University of Maryland, College Park, MO 20742.

156
 X# PG.P.10.3 MATHEMATICAL PHYSICS - II

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT

Unit I : Functions of Complex Variables

Analytic functions, Cauchy- Riemann conditions, Cauchy’s integral theorem,
Cauchy’s integral formula. Laurent expansion, singularities, calculus of residues and
applications.

Unit II : Tensors and Groups

Group Representation : Unitary representation – Schur’s Lemma, orthogonality
theorem, character of representation, character tables and examples, Abelean and
non-Abelean groups, Physical applications, reducible and irreducible representations
SU(2), SU (3) and O3.
Tensors : Tensors of rank r, transformation rule for base vectors and tensor
components, invariance of tensors under transformations of coordinates sum,
difference, and outer products of tensors, contraction, raising and lowering of indices,
pseudo tensors and dual tensors.

Unit III : Special Functions I

Bessel functions of the first kind, series from, recurrence relations, Bessels differential
equation, integral representation, orthogonality, Brief mention of Newmann and
Hankel functions (only definition).
Legendre Functions, Generating function, Recurrence relation and special properties,
Legendre differential equation, orthogonality.
Associated Legendre functions. Differential equation and orthogonality relations,
spherical harmonics.

Unit IV : Special Functions II

Hermite functions : Generating function, Hermite polynomial, recurrence relations,
differential equation, orthogonality.
Laguerre Functions : Differential equations and polynomials, recurrence relations.
Associated Laguerre Polynomials : Definition, generating functions.

References :

1. G B Arfken and H J Weber (2001) Mathematical methods for Physicists, 5th

Edition, Academic Press, New York (Prism Books, Bangalore, India).
2. J Mathews and R Walker, Mathematical Methods for Physics (Benjamin).
3. L I Pipes and L R Harvill, “Applied Mathematics for Engineers and
Physicists”, 3rd Edition, McGraw Hill.
4. I N Sneddon (1961) Special functions of Mathematical Physics and
Chemistry, Longman, London.
5. K N Srinivasa Rao (1984) The Rotation and Lorentz Groups and their
157
 representation, Wiley Eastern, New Delhi.

X# PG.P.10.4 QUANTUM MECHANICS -I

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENTS

Unit I : Fundamental Concepts

The Stern – Gerlach Experiment, Kets, bras, and operators, base kets and matrix
representations, postulates of quantum mechanics observables. Measurements, eigen
values and expectation values, the uncertainty relations, compatible and incompatible
observables, change of basis, position, momentum and translation, Momentum as
generator of translations. The canonical commutation relations, wave functions in
position and momentum space, momentum operator in position eigen basis, Gaussian
wave packets.

Unit II : Quantum Dynamics

Schrodinger wave equation, Heisenberg’s formulation of Quantum mechanics,
potential well and barrier problems, reflection, transmission and tunneling, simple
harmonic oscillator – solution by operator method, spherically symmetric potentials,
hydrogen atom, two body problem, equations for center of mass and reduced mass,
separation of variables, orbital angular momentum, commutation relations, radial and
angular parts, energy eigen states and eigen values, degeneracy of energy eigen states.

Theory of Angular Momentum : Angular momentum operators, Matrix

representation of angular momentum operators, spin ½, Pauli spin matrices, Eigen
values and eigen- states of angular momentum, Addition of angular momenta,
Clebsch-Gordon coefficients, simple examples.

Unit III : Symmetry and Conservation laws

Space-time symmetrics, conservation of linear momentum, conservation of energy,
conservation of angular momentum, space inversion and time reversal, identical
particles, construction of symmetric and antisymmetric wave functions, Slater
determinant, Pauli’s exclusion principle, Bosons and Fermions, spin wave functions
for two electrons, ground state of the He atom, scattering of identical particles.

Unit IV : Scattering
Classical definition of scattering cross-section, quantum theory of scattering, low
energy scattering by a central potential, method of partial waves, phase shifts,
scattering by a square well potential, scattering by Coulomb potential, High energy
scattering, Born approximation, Validity of Born approximations, Yukawa potential,
158
Rutherford scattering.

References:

1. R Shankar, Principles of Quantum Mechanics, 2nd Edition, 1984, Plenum Press,

New York.
2. L I Schiff, Quantum Mechanics, 3rd Edition, 1968, McGraw Hill, Koyakusha
Ltd., New Delhi.
3. V K Thankappan, Quantum Mechanics, 2nd Edition, Wiley Eastern, New Delhi.
4. A K Ghatak and S Lokanathan, Quantum Mechanics : Theory and
Applications, 3rd Edition, 1994, Macmillan India Limited, Madras.
5. E Merzhacher, Quantum Mechanics, John Wiley, New York.

X# PG.P.10.5 CLASSICAL ELECTRODYNAMICS - II

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT

Unit I : Multipole Moments and Conservation Laws

Multipole expansions of scalar and magnetic vector potentials, fields and forces due
to a localized charge and current distribution, Electric and magnetic dipole and
quadrupole moments – Higher multipole moments – Dipole-Dipole interactions.

Change and energy – continuity equations – electromagnetic energy – Poynting

theorem – Field momentum, Field angular momentum – their conservation laws –
electromagnetic mass.

Unit II : Potentials and Fields


Electric scalar and magnetic vector, potentials – Hertz experiment - E in terms of v

and A .
Gauge transformations – Coulomb and Lorentz gauge – Retarded potential due to an
oscillating electric dipole, magnetic dipole, continuous distribution of change.

Unit III : Fields of moving charges and emission of radiation

Retarded potential of point charges – Field due to arbitrary motion of point charges –
special case of uniform motion of point charges, definition of radiation – Radiation
from an oscillating dipole – power radiated by point charges – Larmor’s formula –
Radiation reaction – physical interpretation.

Unit IV : Propagation of Electromagnetic Waves

Waves in one dimension – Boundary conditions – Reflection and transmission-
Polarization – monochromatic plane waves – Reflection and transmission at
159
normal incidence – Transmission in wave guides (rectangular) – coaxial transmission
lines.

References :

1. Electromagnetic fields and waves – Paul Lorrain and Dale Corson.

2. Introduction to Electrodynamics – David J. Griffiths.
3. Fundamentals of Electromagnetics – Wazed.

X# PG.P.10.6 DIGITAL AND COMMUNICATION ELECTRONICS

(SYSTEMS)

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT

Unit I : Digital logic gates

Boolean algebra, The Exclusive – OR, NAND and NOR gates, Logic gate
characteristics, The NMOS inverter, MNOS logic gates, The CMOS inverter, CMOS
logic gates, The BJT inverter, the TTL NAND gate, TTL output stages, TTL logic
families, emitter coupled logic (ECL) circuits, comparison of logic families.

Unit II : Communication Systems

Basic block diagram of communication system – Transmitter, channel and Receiver.
Amplitude Modulation – Expression for AM Wave, frequency spectrum, power,
single side band transmission, circuits for amplitude modulation- Amplitude
modulated class C amplifier, SSB balanced modulator, signal to noise ratio, Detection
of AM signals – demodulation – diode envelop detector – basic circuit and input-
output waveforms, Frequency modulation, Expression for FM carrier, frequency
spectrum, modulation index, average power, Phase modulation, angle modulation
circuits. The Varactor diode circuit for frequency modulation, detection of FM
signals – Foster – Seeley discriminator and ratio detector (only basic circuits and
principles).

Unit III : Pulse Modulation and Digital Communication

Pulse transmission, inter-symbol cross-talk, pulse-amplitude modulation, pulse-width
modulation, pulse-position modulation, pulse-code modulation, effect of noise,
advantages and applications of Pulse-Code Modulation (PCM).
Digital Communication : Digital fundamentals, Review of common digital
circuits and their truth tables. The microprocessor, Fundamentals of data
communication, coding, digital codes, error detection and correction codes, digital
carrier systems.

Unit IV : Terrestrial and Satellite Communication

160
Electromagnetic spectrum – communication channels – Ground wave propagation,
sky wave propagation – ionosphere and its functions, space wave, tropospheric
scattering, extra terrestrial communication.

Satellite communication : Orbits, station keeping, satellite altitude, transmission

path, path loss, noise consideration, the satellite system, effective isotropic radiated
power, multiple-access methods.

Fibre-optic Communication : Principles of light transmission in a fibre, losses in

fibres, dispersion, light sources for fibre optics, photodetectors, fibre-optic
communication systems (Block diagram).

References:
1. Jacob Millman and Arvin Grabel, Microelectronics, 2nd Edition, McGraw Hill
International Edition, 1987.
2. Dennis Roddy and John Coolen, Electronic Communications, 3rd Edition,
Prentice Hall, India, 1991.
3. George Kennedy and Bernard Davis, Electronic Communication Systems, Tata
McGraw Hill, 1993.

161
 X# PG-P.Pr.10.7 CORE LAB – II

Credits: 4 (0L+0T + 4P) Max.Marks :100

Contact Hrs per week : 8 C1 + C2 : 50
Exam. Duration: 3 Hrs C3 :50

Any TEN of the following experiments.

1. FET characteristics
2. Emitter follower
3. Colpitt’s oscillator
4. Op-amp as an integrator and differentiator
5. Op-amp as a summing and log amplifier
6. Op-amp as an inverting and non-inverting amplifier
7. Coder and encoder
8. Half adder and full adder
9. Transistor a stable miltivibrator
10. FET amplifier
11. Elementary filter networks
12. Tuned coupled circuit
13. Wide band amplifier
14. Tuned amplifier

162
 XI SEMESTER

XI # PG-P.11.1 QUANTUM MECHANICS - II

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT:

Unit I : Methods in Quantum Mechanics Problems

Approximation Methods for time-independent problems : The WKB approximation,
connection formulae, barrier tunneling, application to decay – bound states,
penetration of a potential barrier, Time independent perturbation theory, non-
degenerate and degenerate cases, anharmonic oscillator, Stark and Zeeman effects in
hydrogen.

Variational Method : Expectation value of energy, ground state and excited states,
application to ground state of Hydrogen and Helium atoms, Van der Waals
interaction.
Time dependent Perturbation theory : Transition probability, constant and harmonic
perturbations, Application to interactions of an atom with the electromagnetic field,
emission and absorption of radiation, selection rules, the dipole approximation, the
Born approximation and scattering amplitude.

Unit II : Relativistic kinematics

Laboratory and center of mass frames, types of collisions, Relativistic kinematics of
two body collisions, Problems involving decay and production of particles, decay rate,
branching ratio for reactions.

Unit III : Relativistic Quantum Mechanics

The Dirac equation, Dirac matrices, solution of the free-particle Dirac equation, The
Dirac equation with potentials, equation of continuity, spin of the electron, non-
realistic limit, spin-orbit coupling, covariance of the Dirac equation, The Weyl
equation for the neutrino, non-conservation of parity, the Klein-Gordon equation,
charge and current densities, the Klein – Gordon equation with potentials, wave
equation for the photon, charge conjugation for the Dirac, Weyl and Klein-Gordon
equations.

163
Unit IV : Quantisation of fields
Principles of canonical quantisation of fields, The Lagrangian formulation for a field,
Classical Hamiltonian equations, quantisation of bosonic and fermionic fields,
creation and annihilation operators, Fock states, Number representation.

References:

1. L.I. Schiff (1968) Quantum Mechanics, 3rd Edition, McGraw Hill, Kogakusha
Ltd., New Delhi.
2. V K Thankappan Quantum Mechanics, Wiley Eastern.
3. S N Biswas Quantum Mechanics Allied Publishers, Calcutta.
4. E G Harvis – A Pedestrian approach to Quantum field theory.
5. Stephen Gasiorowiscz – Quantum Physics.
6. P M Mathews and Venkateshan, A Textbook of Quantum Mechanics, Tata
McGraw Hill.
7. J J Sakurai and San Fa Tuan Editor (1985), Modern Quantum Mechanics,
Addison Wesley, New Delhi.
8. J J Sakurai (1999) Advance Quantum Mechanics (ISE Reprint), Addison
Wesley, New Delhi.

XI# PG-P.11.2 SPECTROSCOPY

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I : Electronic Spectroscopy of Molecules

Vibrational coarse structure of electronic spectra, Vibrational analysis of band
systems, Deslander’s table, Progressions and sequences, Information derived from
vibrational analysis, Franck-Cordon principle, rotational fine structure and the R, P
and Q branches, Fortrat diagrams, dissociation energy, examples of iodine molecule.

Unit II : Microwave Spectroscopy

Classification of molecules, interaction of radiation with vibrating molecules,
Rotational spectrum of a rigid, diatomic molecule, example of CO, selection rule,
intensities, the spectrum of a non-rigid rotator, example of HF, spectrum of a
symmetric top molecule. Example of CH3Cl, Instrumentation of Microwave
Spectroscopy – information derived from rotational spectra.

Unit III : Infra red and Raman Spectroscopy

Vibrational energy of an anharmonic oscillator – diatomic molecule (Morse curve), IR
spectra – spectral transitions and selection rules, example of HCl, the vibration –
rotation spectra of diatomic molecule, Example of CO, Born-Oppenheimer
Approximations, Effect of Breakdown of Born-Oppenheimer approximation, normal
modes of vibrational of H2O and CO2. Instrumentation for IR spectroscopy.
Raman Effect – classical and quantum theories, Pure rotational Raman spectra,
164
Examples of O2 and CO2, Rotational Raman Spectrum of Symmetric top molecules,
Examples of CHCl3, vibration Raman spectrum of a symmetric top molecule,
Example of CHCl3, combined use of Raman and Infrared Spectroscopy in structure
determination, Examples of CO2 and NO3, Instrumentation for Raman spectroscopy.

Unit IV : Spin Resonance Spectroscopy

Interaction between nuclear spin and magnetic field, Level population, Larmor
precession, resonance condition, Block equations, Relaxation times, spin-spin and
spin-lattice relaxation, The Chemical Shift, Instrumentation for NMR spectroscopy,
Electron spin spectroscopy, Total Hamiltonian Fine structure, Electron-Nucleus
coupling and hyperfine structure ESR spectrometer.

References:

1. C N Banwell and E M McCash, Fundamentals of Molecular Spectroscopy, Tata

McGraw Hill (1994).
2. G M Barrow, Introduction to Molecular Spectroscopy, McGraw Hill.
3. Molecular Structure and Spectroscopy, G Aruldas, Prentice Hall of India (2002).
4. Stranghem and Walleer (Eds) Spectroscopy Vol.I and II, Chapman and Hall.
5. Spectra of Diatomic Molecules, Herzberg.

XI # PG-P.11.3 STATISTICAL PHYSICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I : Phase Space and Ensembles

Ensembles, Phase spaces, Liouville’s theorem, canonical Ensemble, Microcanonical
ensemble, Entropy and disorder, Entropy and direction, Absolute entropy, Partition
function, Equipartition theorem, Vibrational, rotational and electronic contributions to
thermodynamic properties. Partition function in a system and for particles,
Translational partition function, Gibb’s paradox, Sackur, Tetrode equation.

Unit II : Bose – Einstein and Fermi –Dirac Statistics

Symmetric and antisymmetric wave functions – ensembles in quantum statistics –
Degeneracy and non-degeneracy – condition for degeneracy – Maxwell Boltzmann,
Fermi-Dirac and Bose-Einstein Distribution functions – Density of States –
Comparison.

Unit III : Applications of Fermi-Dirac Statistics

Ideal Fermi gas, equation of State, Application to electron gas, Limitations of Dulong,
Petit’s law (classical), Einstein model of the theory of solids, Debye model of the
theory of solids, Diamagnetism and paramagnetism of free electrons.

Unit IV : Applications of Bose-Einstein’s Statistics

165
Ideal Bose gas, Planck’s radiation law, Wien’s law, Stefan – Boltzmann law, Black
body as a thermodynamic system, radiation pressure. Bose – Einstein condensation.

References:

1. Statistical Mechanics and properties of Matter – E S Rajagopal.

2. Heat and Thermodynamics – M.W.Zemansky.
3. Statistical Mechanics – K Huang.

XI# PG-P.11.4 SOLID STATE PHYSICS – I

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I : Dielectric Properties of Solids

Polarisation, Macroscopic electric field, Depolarisation field, Local electric field at an
atom, Lorentz field, Field of dipoles inside a cavity, Dielectric constant and
polarisability, Clausius Mosotti relation, Electronic, ionic and orientational
polarizabilities, Polarisation catastrophe, Dipole orientation in solids, Debye
relaxation time, relaxation times in solids, complex dielectric constants and loss angle.
Classical theory of electronic polarization and optical absorption.

Unit II : Ferroelectricity
Basic properties of ferroelectric materials, classification of ferroelectric crystals.
Theories of Barium titanate, displacive transition, thermodynamics of ferro electric
phase transitions, Landau theory of the phase transition, Dielectric constant near the
Curie point, LST relation and its implication, Ferroelectric domains antiferro
electricity.

Unit III : Band Theory of Solids

A. Bloch theorem, bloch functions, periodic potentials, reciprocal lattice, periodic
boundary conditions, density of states, Brillouin zones, nearby free electron
approximation, approximate solution near a zone boundary, tight binding
approximation, application to square and cubic lattices, constant energy surfaces,
Fermi surfaces.

B. Elementary ideas of BCS theory of superconductivity, Cooper pairs, energy gap,

Meissner effect, flux quantisation, Josephson tunneling, Josephson junction.
Elements of theory for DC and AC bias. Quantum interferometers, High Tc
superconductors.
Unit IV :Elastic constants of crystals
Analysis of elastic strains and stresses, Elastic compliance and stiffness constants,
applications to cubic crystals and isotropic solids. Elastic waves and experimental
determination of elastic constants.

166
References:

1. Solid State Physics, A J Dekker, MacMillan, London.

2. Introduction to Solid State Physics, 7th Edition, C Kittel, John Wiley, New
York
3. Introduction to Solid State Physics, N D Merwin and N W Ashcroft, Thomson
Books….
4. Solid State Physics, O.Pillai, Wiley Eastern Limited.
5. Principle of the theory of Solids, J H Ziman.
6. Fundamentals of Solid State Physics, B S Saxena, R C Gupta and P N Saxena,
Pragathi Prakashana, Meerut.
7. Introduction to the Theory of Solid State, Harrison.
8. Elementary Solid State Physics, M Ali Oman, Addison Wesley, London.

XI# PG-P.Pr.11.5 CORE LAB – III

Credits: 4 (0L+0T + 4P) Max.Marks :100

Contact Hrs per week : 8 C1 + C2 : 50
Exam. Duration: 3 Hrs C3 : 50

Any TEN of the following experiments.

Determination of the paramagnetic susceptibility of salt by Gavy’s method.

Analysis of the sodium spectrum by Edser Butler fringes.
Temperature coefficient of resistance of a thermistor.
Analysis of the powder X-ray photograph of a simple cubic crystal.
Thermionic work function of a metal (Richardson Dushman Equation)
B H curve of a ferromagnetic material.
Experiments with a Michelson interferometer.
Velocity of sound using a signal generator and an oscillator.
Owen’s bridge / De Sauty bridge.
The Franck-Hertz Experiment.
Characteristics of a Silicon controlled rectifier (full wave and half wave).
Dispersion relation and cut off frequency in the case of a monatomic lattice using
lattice dynamics kit.

XI # PG.11.6 INTERNSHIP PROGRAMME 2 (Senior Secondary Level)

Duration: 4 Weeks Max. Marksl: 100

C1+ C2 : 50
C3 : 50

Objectives:
To provide field experience to the students to develop competencies and skills
required for effective classroom teaching at the senior secondary level; class
management; evaluation of student learning; organization of cocurricular
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activities; to enable students to develop proper professional attitudes, values and
interests; to establish a closer professional link between RIE Mysore and schools in
the region.

COURSE CONTENT:

The course is organized into several activities distributed over two phases.

Phase 1 : Internship

Phase 2 : Post-Internship and Critical Reflection of Internship Experience

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 XI # PG-P.11.7 COMMUNICATION SKILLS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

Objectives:
 Introduce students to the process of communication in terms of its concept,
importance and components.
 Make sure that the student acquires the necessary skills of the effective
communication with himself/herself and others in social and formal settings.
 Provide students with the necessary skills that will help them to present
themselves and their ideas in a more effective way.
 Help them to understand the barriers in communication.
 Acquire, develop and improve the skills of dialogue and persuasion as a senior
secondary student teacher.

COURSE CONTENT

Unit I : Introduction
Concept, Meaning and Importance of Communication – Factors influencing
Communication, Types of Communication – Importance for language teaching at
different levels of education

Unit II : Language Skills

Language Skills – Listening, Speaking, Reading and Writing – Types, techniques for
fostering the skills – Assessment. Theories of communication

Unit III : Factors Affecting Communication

Communication Cycle, Barriers of Communication, Understanding the variations in
communication pattern – distortion, omission, substitution etc., - Accommodation of
these barriers in classroom, Effectiveness of communication – Assessment

Unit IV : Practice in Communication Skills

Practice in Communication skills – Oral & Written Communication, Manner and
place of articulation, Assertiveness, functionality and aesthetics of communication,
Use of Technology in Communication , Research trends in Communication

Sessional Activities
Oral practice in language lab
Simulation & Role-play in classroom
Case studies on communication
Visit to AIISH and CIIL

References:
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 1. Barnard, M 1996 Fashion as Communication, London : Routledge.
2. Schrum, L. 1999. Technology and Professional Development of Teachers
Educational Technology Research and Development, 47(4), pp.83-90.
3. Austin, F M (1961) Art of Questioning in the Classroom, University of
London Press Ltd., London.
4. Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the
culture of learning. Educational Researcher, 18(1), 32-42.
5. Vygotsky, L. (1978). Mind in Society: The Development of Higher
Psychological Processes MA: Harvard University Press.
6. Langer, J. & Applebee, A. N. (1987). How writing shapes thinking: A study of
teaching and learning. National Council of Teachers of English.
7. Smith, K. (1993). Becoming the “guide” on the side. Educational Leadership.
51(2), 35-37.
8. Vygotsky, L. S. Thought and Language. Cambridge, MA: MIT Press, 1962.

XI # PG-P.11.7 INCLUSIVE EDUCATION - II

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

Objectives
On completion of this course the students will be able to
 Understand concept, meaning and significance of inclusive education
 Appreciate the need for promoting inclusive practice and the roles and
responsibilities of the teachers
 Preparation of teachers for inclusive schools,
 Analyze special education, integrated education, mainstream and inclusive
education practices,
 Identify and utilize existing resources for promoting inclusive practice.

COURSE CONTENT:
Unit I : Introduction
 Definition, concept and importance of inclusive education.
 Historical perspectives of inclusive education for children with diverse needs.
 Difference between special education, integrated education and inclusive
education.
 Advantages of inclusive education in the context of Education For All and
Right to Education Act.

Unit II: Current Issues in Inclusive Education

 Inclusion of all children with diverse needs in existing schools
 Early identifications and placement in inclusion,
 Development of Compensatory Skills(Plus Curriculum)
 Coordination and utility of resources
 N.C.F and adaptation of teaching learning materials
 Research priority in inclusive education
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Unit III : Teacher Preparation and Inclusive Education
 Teaching skills and competencies
 Professional ethics
 Institution training teachers for inclusive education
 Professional growth of teachers and teacher educators

Unit IV : Education Strategies

Education Strategies used in Inclusive education (peer tutoring co-operative learning
critical pedagogy – multi level, multi-cultural, multi-ability grouping Adaptation of
content & methodology in Science – Guidelines for adaptation ICT in Inclusive
Education – Research Trends in Inclusive education.

Sessional Activities:
- Visit to Inclusive Schools
- Case study of children with diverse needs
- Observation of Inclusive classrooms
- Development of Ex material on adaptation

References
 Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning
and Participation in Schools. Bristol: Center for Studies in Inclusive Education
 Jha. M. (2002) Inclusive Education for All: Schools Without Walls,
Heinemann Educational Publishers, Multivista Global Ltd, Chennai, 600042,
India.
 Sharma, P.L. (2003) Planning Inclusive Education Small Schools, R.I.E.
Mysore.
 Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special
needs N.C.E.R.T. Publication.
 Sharma, P.L. (1988) Teacher Handbook-Helping children with special needs,
Unicef assisted publication, N.C.E.R.T New Delhi.

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 XII SEMESTER
XII / PG – P 12.1 RESEARCH IN PHYSICS EDUCATION

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

Course Objectives:

The student teacher will be able to

 understand the current reform movements in Physics Education,
 critically examine the areas of research in Physics Education,
 familiarize with the concept and methods in Action Research,
 encourage teachers to take up research as a measure of Professional Development.

COURSE CONTENT:
Unit I : Trends in Research in Physics Education
Diversity in Research, areas of research, transition from behaviourist to Constructivist
model, Developmental, experimental and correlational studies with examples. A
comparison of studies in India and other countries, Implications to classrooms, vision
of Science Education Research – Policy Perspectives in India.

Unit II : Action Research and Investigatory Projects in Physics

Meaning, scope, some typical Action Research studies, steps involved and role of the
teacher, as an indicator of professional growth.
Planning investigatory projects and studying its effectiveness in learning, Teacher as a
reflective practitioner.

Unit III : Professional Development in Physics Education

Physics Abstracts and current contents : Physics Education journals relating to
School Education : (School Science Review, Journal of Physics Education, Journal of
Research in Science Teaching, Bulletin of Indian Association of Physics Teachers,
NCERT Journals, etc). Format of reporting, writing abstracts, papers, graphical and
numerical data and conclusion, acknowledging the references.
Other Resources : Online surfing, Internet Browsing, Web resources, Online journals,
virtual laboratories, Wikipedia, Patenting and copy right rule.

Unit IV : Supporting Agencies for Researching Teachers

Role of National and State agencies like NCERT, RIEs, SCERT, EIC, IASE in
conducting inservice programmes, conferences, monitoring capacity building and
evaluating functions of them. Academic staff colleges and Universities in conducting
orientation and refresher courses for inservice teachers. Financing agencies for
research.
172
Seminar, conferences, workshops, paper presentations by NSTA, Indian Physics
Association, Indian Science Congress, NSTC, NCERT and others. Teacher autonomy
as a researcher.

References:
1. Costa, L. Marques and R. Kempa (2000). Science Teachers’ Awareness of
findings from Education Research. – Research in Science and Technology
Education.
2. Journal of Research in Science Education
3. School Science Review
4. Physical Review
5. Home pages on web : NCERT, ERIC, NSTA, IAPT, etc.

XII # PG-P.12.2 LASER PHYSICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT:

Unit I :
Radiative transitions and emission, line widths, Radiative decay of excited states,
homogeneous and inhomogeneous broadenings, Absorption, Spontaneous and
Stimulated emissions, Einstein’s A and B coefficients, Absorption and gain of
homogeneously broadened radiative transitions, gain coefficient and stimulated
emission cross-section for homogeneous and inhomogeneous broadening.

Unit II :
Necessary and sufficient conditions for laser action (population inversion and
saturation intensity), threshold requirements for laser with and without cavity, laser
amplifiers, rate equations for three and four level systems, pumping mechanisms.

Unit III :
Laser cavity modes – longitudinal and transverse modes in rectangular cavity, FP
cavity modes, spectral and spatial hole burning, stability of laser resonator and
stability diagram, unstable and ring resonators.

Unit IV :
Q-switching and Mode locking, active and passive techniques, generation of giant
pulses and pico second optical pulses, properties of laser beam and techniques to
characterize laser beam.

References:
1. Laser Fundamentals – W T Selfrast, Cambridge University Press.
2. Laser Electronics – J T Vardeyan, PHI.
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3. Lasers Theory and Applications – Ghatak and Thyagarajan, McMillan.
4. Solid State Laser Engineering – Koechner, Springer Verlay.
5. Laser Physics – Tarasor.

XII# PG-P.12.3 MATERIALS PHYSICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I : Nano Materials

Introduction to Nano technology, Nano particles, definition of structural features,
Zero dimensional nano structures- nano particles, one-dimensional nano structures –
nano wires and nano rods, two dimensional nano structures : films, special
nanomaterials.

Unit II : Preparation and Properties of Nano materials

Bottom up : cluster beam evaporation, ion beam deposition, properties and application
of carbon nano tubes and nano fibres, nano structured polymers (only qualitatives).

Unit III: Liquid Crystals

Main types and properties : Introduction. The building blocks, small organic
molecules, Long helical rods, associated structures, Nematics and Cholesterics.
Nematics proper. The Cholesterics: A distorted form of the nematic phase. Smectic:
Smectics A, Smectic B, Smectic C. Other mesomorphic phases, exotic smectics, long
range order in a system of long rods. Remarkable features of liquid crystals and their
applications.

Unit IV : Smectics
Symmetry of the main smectic phases. Liquid layers, solid layers, continuum
description of smectics A and C. Statics of smectic A. Remarks of phase transitions
and pre-critical phenomena, The C-A, A-N, C-N transitions.

References:
1. Nano structures and Nano materials : Synthesis Properties and Applications,
Guozhing Cao.
2. Nano Technology – Molecularly designed materials : G M Chin and K E
Gonslaves, American Chemical Society.
3. Nano technology Molecular speculations on Global Abundance : B C Crandall
(MIT Press).
4. Quantum Dot Heterostructures : D Bimerg, M Grundmann and N N
Ledentsov, Wiley.
5. Semiconductor Quantum Dots, Banyai L and Koch, S W, World Scientific,
1993.
6. Nano particles and Nano structured Films – preparation, characterization and
application : J H Fender, Wiley.
7. Nano fabrication and Bio- system : H C Coch, H G Craighead
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 and L Jelinski, Cambridge University Press.
8. Physics of semiconductor Nano structures : K P Jain (Narosa).
9. Physics of Law – dimension semiconductors : J H Davies, Cambridge
University Press.
10. Advances in Solid State Physics (Vol.41) : B Kramer (Ed.), Springer.
11. The Physics of Liquid Crystals, 2nd Edition, P.G.De Gennes and J Prist,
Clarendar Press, Oxford, 1998.
12. Liquid Crystals : Chandrashekhar.
13. Thermotropic Liquid crystals: Fundamentals Verlogen and de Jen.
14. Introduction to Liquid crystals, 1997, Taylor and Francis.

XII# PG-P.12.4 NUCLEAR PHYSICS

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I: Nuclear Properties

Nuclear radius – determination by mirror nuclei – mesonic X-rays, nuclear masses –
Bainbridge and Jordon mass-spectrograph – Nier’s mass spectrometer – Nuclear
stability – Odd-even rules – Nuclear quantum numbers (Principal, orbital and spin) –
Nuclear angular momentum, Nuclear moments – Spin, magnetic dipole moment –
 
Relation between J and  - Determination of nuclear magnetic moment by
molecular beam experiment – Experimental determination of electron and proton
magnetic moments.

Unit II: Nuclear Models

Liquid drop model – Formula for binding energy of a nucleus – Application to (i)
stability of isobars, (ii) fission process (mechanism and energy released) – Bohr –
Wheeler condition for spontaneous fission.
Shell model – Evidences for magic numbers – stability of magic nuclei – single
particle potential – spin-orbit coupling and level scheme. Explanation of nuclear
magnetic moments and spins.

Unit III : Nuclear Decay Modes

Potential barrier around a nucleus – V ~ r diagram – Nuclear potential well height of
the barrier – Failure of classical theory to explain Alpha – decay.
Alpha-Decay : Wave mechanical explanation – tunneling – Geiger – Nuttal
law (no derivation) – Experimental evidences and verification.

Beta decay : Beta ray spectrum – Classification of Beta decay – neutrino hypothesis
– [Life times in Beta decay – allowed and forbidden transitions – Sargent diagram –
comparative half periods – ft values – Fermi selection rules – Kurie plots – (as in
Chapter 6 of Nuclear Physics – R D Evang).
Gamma Decay : Internal conversion – Mossbauer effect.
175
Nuclear excited states – meta stable states – nuclear isomerism – independent and
genetically related isomeric transitions – islands of isomers – Auger effect –
characteristic X-rays.

Unit IV : Nuclear Fission, Fusion and Reactors

Nuclear reactions, Q values, threshold energy, Reactions induced by protons,
deuterons and particles, photo disintegration.
Nuclear fission – Neutrons released- cross sections – thermalization of neutrons –
moderators – Neutral energy spectrum – conditions for controlled chain reaction in a
homogeneous spherical reactor – critical size – Brief description of a nuclear reactor.
Nuclear fusion – C – N and H – H cycle – Plasma – condition for maintained fusion
reaction – Pinch effect – Plasma containment – Toxamak.

References :
1. Nuclei and Particles – Segre.
2. Nuclear Physics- I.Kaplan
3. Perspectives of Modern Physics – A. Beiser.
4. Introductory Nuclear Theory – Halliday.
5. A Textbook of Nuclear Physics – Smith.
6. Atomic Nucleus – R D Evans
7. Elementary Nuclear theory – Bethe and Mourrisson.
8. Source Book on Atomic Energy – S. Glasstone.
9. Physics of Particles and Nuclei – Marimer and Sheldon (Vol.I and II).
10. Introduction to Nuclear Physics – Enge H H.
11. Atomic and Nuclear Physics – Littlefield and Thorley.

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 XII# PG-P.12.5 SOLID STATE PHYSICS II

Credits: 3 (2L+1T + 0P) Max.Marks :100

Contact Hrs per week : 4 C1 + C2 : 50
Exam. Duration: 2 Hrs C3 : 50

COURSE CONTENT :

Unit I : Elements of Crystallography

Crystal Symmetry : Morphological study of crystals, crystal systems, Miller indices,
Interfacial angles, Stereographic projections, Point groups, space lattices, unit cell and
lattice parameters, space groups.

Unit II : X-ray Diffraction by crystals

Laue conditions and Bragg’s Law and equivalence of the two, reciprocal lattice,
definition of reciprocal vectors, properties, Ewald’s sphere and construction,
scattering by an electron and atom, Atomic scattering factor, Anomalous scattering,
geometrical structure factor of the unit cell, Absent reflections and space groups.
Experimental Techniques : Laue, rotation, oscillation, powder, Weissenberg and
precession methods. Cell parameter and space group determination, Molecular
weight determination.

Unit III : Imperfections in Solids

Different types of imperfections and their energy of formation. Diffusion in metals,
Kirkendall effect, Ionic conductivity in pure and doped halides, color centers,
excitations, photo conductivity, traps, space charge effects, crystal counter,
photographic process.
Dislocations : Shear strength of single crystals. Dislocations – Burgers vector, stress
fields of dislocation, Low angle grain boundaries, dislocation and crystal growth,
Whiskers.

Unit IV : Magnetic Resonance

Elements of theory of NMR, Bloch’s equations, solutions for the steady state case
and that of weak RF field, power absorption, change of inductance near resonance,
saturation at high RF power, Dipolar line within a rigid lattice, Ferromagnetic
resonance, elementary theory.

References:
1. Elementary Crystallography, M.J. Buerger Academic Press, London.
2. Introduction of Solid State Physics, 7th Edition, C Kittel, John Wiley, New
York.
3. Solid state and Semiconductor Physics, 2nd Edition, J P Mckelvey, 1966,
Harper and Rau, New York.
4. Solid State Physics, A. J Dekker, Macmillan, London.
5. X-rays, Gillity.

XII# PG-P.Pr.12.6 CORE LAB – IV

177
Credits: 4 (0L+0T 4P) Max.Marks :100
Contact Hrs per week : 8 C1 + C2 : 50
Exam. Duration: 3 Hrs C3 :50

Any TEN experiments choosing FIVE from Solid state and FIVE from Nuclear
Physics.

Solid State Physics

1. Analysis of the powder X-ray photographs of fcc crystal – forward and

backward reflection photographs.
2. Determination of Fermi energy, drift velocity, relaxation time and mean free
path of a good conductor.
3. Temperature variation of the reverse saturation current in the case of p-n
junction diode – determination of the energy gap.
4. Hall-effect in a semiconductor.
5. Ultrasonic velocity and elastic constants in solids using composite
piezoelectric oscillator.
6. Optical Rotatory Dispersion of quartz.
7. Dielectric constant and its temperature variation.
8. Determination of Curie temperature of a ferromagnetic material.
9. Dispersion relation, acoustical mode and optical mode of a diatomic lattice
using lattice dynamics kit.
10. Photoelasticity in crystalline solids.

Nuclear Physics

1. Characteristic curves of a GM counter.

2. Inverse square law for  radiation.
3. Absorption coefficient for - rays.
4. Half life of K40.
5. Mass absorption coefficient for  rays.
6. Randomicity of radioactivity
7. Determination of the energy of the unknown  source.
8. -ray absorption studies
9. Determination of source strength by gamma – beta coincidence.
10. Activity of a gamma emitter (relative method).

*****

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