SEMESTER VIII

INCLUSIVE EDUCATION

CODE: VIII # IPES6 Credits: 3 (2L: 0.5T:0.5P)

Hours: 4/Week

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

1. understand and list basic facts on Inclusive Education

2. identify children with diverse needs

3. locate the appropriate initiatives taken at the national level towards inclusion.

4. develop an inclusive curriculum

5. evaluate teacher preparation programme for Inclusive Education

UNIT-I: Introduction to Inclusive Education

Equity and Educational Policy: Equity- meaning and scope- Educational Policies and recommendations pertaining to Equity, Equal Educational Opportunity, and Inclusiveness – Inclusive Education: Definition – concept and importance of inclusive education – Historical perspectives on education of children with diverse needs – difference between special education, integrated education and inclusive education – advantages of inclusive education.

Children with Diverse Needs: Definition and Characteristics of children (hearing, visual and physically challenged) developmental disabilities (autism, cerebral palsy, learning disability) social and emotional problems, importance of early detection and functional assessment.

UNIT-II: Initiatives taken at National Level towards Inclusion

National level: University Education Commission (1949). The Indian Education Commission (1964-66). Integrated Education for Disabled Children (IEDC, 1974). National Policy on Education 1986 (POA, 1992). Rehabilitation Council of India Act, 1992, The Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995, The National Trust for the welfare of persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act 1999, Sarva Shiksha Abhiyan, RMSA, National Curriculum Framework, 2005, IEDSS-2009, RTE-2009, Right to persons with disability Bill 2012/2014.

UNIT-III: Inclusive Curriculum

Inclusive curriculum – meaning and characteristics – Teaching and learning environment with special reference to inclusive school – Guidelines for adaptation for teaching / practicing science, mathematics, social studies, languages, physical education, yoga, heritage, arts, theatre, drama etc in inclusive settings – Techniques and methods used for adaptation of content, laboratory skills and play material in inclusive classroom.

UNIT-IV: Teacher Preparation and Inclusive Education

Review existing educational programmes offered in secondary school (general and special education) – Skills and competencies of teachers and teacher educators for secondary education in inclusive settings – N.C.F. 2005 and curriculum for teacher preparation and transaction modes – Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators – Evaluation and follow-up programmes for improvement of teacher preparation programmes in inclusive education.

Practicals:

1. Visits to a special school

2. Carrying out a case study in opportunity school for slow learners.

3. Preparation of Three teaching aids for differently abled children.

References:

· Ainscow,M. (1999) understanding the development of inclusive schools, London: Falmer Press

· Berry, P. (1976). Language and Communication in the mentally handicapped, University Park Press, Baltiomore.

· Booth, T., Nes, K., Stromstab, M. (2003). developing inclusive Teacher Education, London: Routledge Falmer.

· Clough, P. and Corbet, J. (200) Theories of inclusive education – a students’ guide, Paul Chapman Publishing Ltd.

· Deiner, P. L. (1993). Resources for teaching children with diverse abilities, Harcourt Brace College Publishers.

Gunter, H (200) “Educational Leadership and diversity” Educational Management, Administration and leadership, special edition: diversity.
Halsall, R. (Ed.). (1998) Teacher Research and School improvement. Open University Press
Hegarty, S. and Mithu Alur (2002) Education and Children with special educational needs – segregation to inclusion. New Delhi: Sage Publication India Pvt. Ltd.
Index of inclusion (2014) NCERT, New Delhi
Jangira N.K and Mani, M.N.G (1990): Integrated education for visually handicapped, Gurgaon, Old Subjimandi, Academic Press
Jangira, N.K. and Ahuja, A. (2002): Effective Teacher Training: Cooperative Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi
Jha. M. (2002) inclusive education for all: schools without walls, Heinemann educational publisher, multivista global ltd, Chennai
Julka, A (2006). Inclusive children and youth with disabilities in education – a guide for practitioners NCERT, New Delhi

· Karantha, P. and Rozario, J. (2003). Learning disabilities in India, New Delhi: Sage Publication India Pvt. Ltd.

· Umadevi.M.R. (2101). Special education: A practical approach to education children with special needs, Neelkamal Publications Pvt, Ltd, New Delhi.

· University Grants Commission (India) Inclusive and Quality Expansion of Higher Education – XII Five Year Plan, 2012-17

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SEMESTER – VIII

DRAMA AND ART IN EDUCATION

CODE: VIII # IPCS3 Credits: 2 (1L: 0.5T:0.5P)

Hours: 3/Week

Objectives: On completion of the course student teachers will be able to

1. integrate Art with Education and become better communicator;

2. develop creative thinking through different Art forms;

3. understand that liberal arts help in making better professionals;

4. understand Art as a medium of education;

5. understand the role of Art medium of education;

6. develop student’s ability for perception and reflection;

7. use Art as an alternative language to experience

8. communicate concepts in teaching-learning.

ACTIVITIES

1. Visit to any center of art (museums, art gallery or institutes of performing art like NCPA) and observe pieces of art/play, Group Discussion can be conducted on the observation highlight up the aesthetics in art.

2. Write an appreciation essay on the historical movements (sculpture, and agricultures) or any piece of art (music, dance, drama, painting)

3. Perform a drama or dance or music of local culture.

4. Prepare a project work o ay contemporary thinkers like Rabinranath Tagore, Herbert Read, etc and their contribution to art field.

5. Prepare a file on different forms of bharatha natyam mudras, bavas,rasas.

6. Do a different variety of craft work on “origami”.

References:

· Coomara Swamy, A.K. (1974). Chrisatian and Oriental Philosophy of Art. New Delhi: MunshiramManoharlal.

· Esner Elliot, W. Educating Artistic Vision. New York: Macmillan Publishers.

· Herbert Reed. Education through Art. New York: Faber and Faber.

· Jefferson B. (1960).Teaching Art to children- Continent View Point. Boston: AllynBacon.

· John Dewey.Art as Experience. New York: Macmillan Publishers.

· John, B. and Chawla, R. (2007). Playing for real: Using drama in the classroom. MancmillanPublishers.

· Rabindranath Tagore .Lectures and Address, New Delhi: Macmillan Publishers.

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SEMESTER-VIII

HUMAN RIGHTS AND DUTIES EDUCATION

CODE: VIII # IPCS4 Credits: 2 (1L: 0.5T:0.5P)

Hours: 3/Week

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

1. understand the concept, development and evolution of Human Rights and Duties

2. appreciate the role of society towards Human Rights and Duties

3. understand the constitutional provisions, Govt. policies etc. towards Human Rights and Duties

4. state and understand the different categories of population and their rights

5. realizes the trends and the importance of internationalizing Human Rights and Duties

UNIT-I: HumanRights andDuties -Concept,Development andEvolution.

(1) Sociologyof HumanRights: (a) Societyandtheindividual, (b) SocietyandGroups,Socio-economicJustice, (c) SocietyandSocietalCulture, (d)SocietyandtheProcessofSocialization.

(2) Rights and Duties: Classifications of Rights and duties, Co-relation of rights and duties. Changing dimensionsofhumanrights&duties.

(3) Values,Dignity,Liberty,Equality,Justice,Unity&Diversity.Inherent,inalienable, universalandindividual.

(4) SocietyandHumanRights:PromotionandProtection: (a) RoleofNGOs, (b) RoleofMassMedia, (c) RoleofEducational Institutions, (d) RoleofGovernment, (c) HumanRightsEducation, (d) SocialMovements

UNIT-II:HumanRightsandDuties inIndia:ConstitutionalFramework

(1) Basic FeaturesoftheConstitutionofIndia: FundamentalRights,DirectivePrincipalofState Policy,FundamentalDuties - Protection&enforcementofhumanrightsandduties: (a)PoliceandHumanRights,JudiciaryandHumanRights, (b)National and State Human Rights Commission &other grievance redressal mechanism.

(2) EmergingTrends:(a)HumanRightsandTerrorism, (b)HumanRightsandEnvironment. (c)HumanRightsandGlobalization.

UNIT-III:HumanRights ofSpecialCategoryandMarginalGroups

(1) Rights of different categories of population: (a)RightsoftheWomen, (b)RightsoftheChildren, (c)RightsoftheDalit andTribes, (d) RightsofMinorities, (e)RightsofOldandDisabled, (d) Rights of unorganized Labour & DisplacedPersons.

(2) Importance of internalizing human rights and duties:Urgent need for not only sensitizing othersofhumanrightsandduties,butofpracticingoneselfthosevalues:self-inculcationandendeavortoliveuptothoseideals -Dutytorespectother’srights, respect eachother’shumandignity.

Suggested Readings:

· Basu,DurgaDas. (1994).HumanRightsinConstitutionallaw.NewDelhi:PrenticeHall.

· Baxi,Upendra. (2002).Futureof HumanRights.

· Bueren,GeraldineVan. (1995). InternationalLawonthe RightsoftheChild.

· Caney,SimonandJones,Peter(eds.). (2001).HumanRightsandGlobalDiversity.

· Freeman,Michael. (2002).HumanRights:An InterdisciplinaryApproach.

· Gogia,S.P. (2000).Law relatingtoHumanRights.

· Gupta D.N. and Singh, Chandrachur. (2001).Human Rights and Freedom of Conscience: Some suggestionsforitsDevelopmentandApplication.

· Iyer,Venkat (ed.). (2000). Democracy,HumanRightsand the Ruleof Law: EssayesinHonourof Nani Palkivala.

· Jhunjhunwala,Bharat(ed.). (2002).GovernanceandHumanRights.

· Nirmal,ChiranjiviJ.(ed.). (2002).HumanRightsinIndia:Historical,SocialandPoliticalPerspective.

· Paul,R.C. (2000).SituationofHumanRightsinIndia.

· Peter,S.E. (1994). HumanRights:PerspectiveandChallenges. NewDelhi: LancersBooks.

· Rai,Rahul. (2002).MonitoringInternationalHumanRights.

· Rao,D.Bhaskar(ed.). (2003).HumanRightsandtheConstitution:VisionandtheReality.

· Saksena,K.P.(ed.),HumanRightsandtheConstitution:VisionandtheReality(2003)

· Sen,Sankar. (2002).HumanRightsandLawEnforcement.

· Sinha,ManojKumar. (1999). ImplementationofBasicHumanRights.

· Sreekumar,R. (2003).HandbookforPrisonVisitors:Checking,CorrectingandPreventinginPrisons.

Other PrimarySources:

· ILO,ComparativeAnalysisofthe InternationalcovenantsofonHumanRightsand International

· ILO,Recommendations bytheILOoftheWorldConferenceonHumanRights:ADescriptionofILO ActiononHumanRights,UNDoc.A/CONF.57/PC16/Add3.

· ILO. (1968). TheILOandHumanRights:ReportoftheDirector-General(PartI), Geneva:International LabourOffice.

· ILO. (1974).MigrantWorkers. Geneva:InternationalLabourOffice.

· LabourConventionsandRecommendations. (1969).OfficialBulletin(General),Vol.52,No.2,pp.181-216.

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SEMESTER-VIII

GUIDANCE AND COUNSELLING

CODE: VIII # IPCS5(i) Credits: 2 (1L: 0.5T:0.5P)

Hours: 3/Week

Objectives: On completion of this course the student teacher will be able to

1. handle the subject area ‘guidance and couselling’ for student teachers.

2. offer educational, vocational, personal guidance and counseling to prospective teachers.

3. offer basic counseling to needy students.

4. equip student teachers with the skills to impart guidance to students at secondary and higher secondary level.

5. develop interest among student teachers to enter into the field of guidance and counseling

6. take initiative in planning and organizing various guidance services in educational institutions.

7. recognize the impact of new technology in guidance and counseling

UNIT-I: Introduction to Guidance Programme in Schools

Concept and definition of guidance. Scope and principles of guidance. General, individual and social needs of guidance . Common misconceptions about guidance. Objectives of guidance. Sociological and philosophical bases of guidance. Ethical considerations in guidance . Need for guidance at various levels education. Guidance as an integral part of Education. Integrating guidance with curriculum. School guidance : a team approach of school and community. Planning of guidance programme in schools – steps. Standardized and non‐standardized techniques in guidance. Standardized – intelligence tests, aptitude tests, personality tests, interest inventory, achievement tests. Non – Standardized – questionnaire, observation, sociometry, rating scale, anecdotal records, cumulative record, case study, interviews.

UNIT-II: Guidance and its Dimensions

Types of guidance: Educational, vocational/career and personal guidance. Nature , need, scope and functions of Educational, vocational/career and personal guidance. How to impart Educational, vocational/career and personal guidance. Individual vs. group guidance : concept, advantages and limitations. Group guidance activities – class talks, career talks, career conferences, career‐ fair, socio drama, psycho drama and role play. Career development: concept, theories – Ginzberg and Super. Career development needs of students. Factors affecting career development.

UNIT–III: Understanding Counselling

Meaning, nature and scope of counseling. Basic principles of counseling. Counseling and related fields: psycho therapy, advice, instruction, guidance etc. Objectives of counseling. Approaches to Counselling: directive, non‐directive and eclectic Counseling theories : behaviouristic, psycho analytic, humanistic, trait, factor. Individual vs. group counseling: concept, advantages and limitations. Stages of counseling process. Counseling techniques: Relaxation technique, Assertion training ( social skills training) , Rational Emotive Behaviour Therapy, Systematic Desensitization. Roles and functions of Personnel involved in the counselling programme: in‐school resources and out of school resources. Skills and qualities of an effective counselor. Specialized areas of counseling: family counseling, career counseling, adolescent counseling, educational counseling, parental counseling, peer counseling. Counseling and Technology: tele counseling, internet counseling. Recent researches in the area of counseling.

References

· Anastasi Anne (1982). Psychological testing, New York, Mac Millan

· Bhatnagar, Asha and Gupta, Nirmala (Eds)(1999) Guidance and Counselling A theoretical perspective, (Vol.I:) New Delhi: Vikas.

· Bhatnagar, Asha and Gupta, Nirmala (Eds)(1999) Guidance and Counselling (Vol.II) A practical approach, New Delhi: Vikas.

· Borders (1975)Counselling Programmes, London; Sage publications

· Corel,G.(2000). Theory and Practice of Group Counselling.

· Devu Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt. Ltd.

· Govt. of India, (1986).: National Policy on education. MHRD

· Govt. of India, (1992). Programme of Action. MHRD

· George, R.L. and Christiani, T.H.(1990). Counselling theory and practice (3rd edn.). New Jersy: Prentice Hall.

· Gibson, R.L.(2005). Introduction to Counselling and Guidance (6th edn.)New Delhi: Prentice hall of India.

· Jones, J.A.(1979). Principles of Guidance, New York:Mc Graw Hill.

· Kennedy ,E. and Charles, SC.(1997). On becoming a Counsellor: a basic guide for non professional counselors, New York: The Cross road Pub.Co.

· Kochar, S.K.(1980). Educational and Vocational Guidance in Secondary School. New Delhi: Sterling Pvt. Ltd.

· Mannuel for Guidance Counsellor,NCERT,New Delhi.

· Mathewson, R.H.(1962). Guidance, policy and practice.

· Mohan, S. (1985). Readings for Career Teachers.

· Mohan, V.(1983). Counselling its concept its, principles and methods, Chandigarh: Common wealth youth programme.

· Nanda, S.K. and Sharma,S.(1992). Fundamentals of Guidance, Chandigarh.

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SEMESTER – VIII

COMMUNICATION SKILLS

CODE: VIII # IPCS5(ii) Credits: 2 (1L: 0.5T:0.5P)

Hours: 3/Week

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

1. acquires good pronunciation and fluency of speech.

2. understands the need for teaching of English as second language.

3. defines functions of language in the class rooms identify various speech defects in the class room.

4. understands the concepts of word formation.

Unit-I: Functions of Language and Lexis

Class-room discourse; nature, meaning and medium-Strategies for using oral language in the class-room- Functions of language in the class-room and outside the class-room - Speech defects- lisping, slurring, stuttering and stammering, and the role of a teacher in its resolution.

Word formation: Affixation, Conversion, Compounding-Clipping–Portmanteau – Onomatopoeia–Loan Words and other minor devices -Patterns of Spelling - Grammar Games-Phrasal Verbs and Prepositional Phrases-Sentence Connectors - Devices for Cohesion and Coherence - Common Idioms and phrases.

Unit -II: Development of communication skills

Listening: Sub skills of listening, importance of listening in English, approaches to develop aural–oral skill. Speaking: Sub skills of speaking, importance of speaking skill - Reading: Sub skills of reading, importance of oral and silent reading in English, Intensive, Extensive reading, Skimming, Scanning, methods of teaching oral reading, ways of developing reading - Writing: Components of writing, importance and Characteristics of good handwriting, ways of improving handwriting - Tasks for developing communication skills.

Unit-III: Fluency

Using the language laboratory to practice the following: Describing and interpreting pictures, models, tables, maps, etc., -Reading aloud prose passages and Poems -Telling stories and narrating incidents. -Use of conventional formulae (Greeting, apology, invitation, refusal, accepting, thanking, etc.,) -Communication Games-Interviews-Extempore speeches on given topics,just –a- minute (JAM), Debates, Role play and dramatization

References:

· Allen &Pit Corder (eds.), Edinburgh Course in Applied Linguistics’, Vol.3, (OUP), 1982.

· Bhatia K, Teaching of English, Tandon Publications, Ludhiana, 2000.

· Billows, ‘The Technique of Language Teaching’ (Longman), 1952 .

· Heaton J.B, ‘Composition through Pictures’ (Longman) 1952.

· Heaton J.B, ‘Writing English Language Test’, (Longman) 1952.

· Horsburgh,(1954). How to Use the Blackboard in Teaching English. Orient Longman.

· Kohli A. L (2002). Teaching English in the New Millenium, Dhanpetrai Publishing Company, New Delhi.

· Krishnaswamy,(2000). Modern English, A Book of Grammar, Usage and Composition (Macrillag)

· Quirk and Greenbaum. (1950). A University Grammar of English (Longman), 1950.

· Willkins. (1962). Notional Syllabuses, (OUP) 1962.

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SEMESTER – VIII

UNDERSTANDING THE SELF

CODE: VIII # IPCS5(iii) Credits: 2 (1L: 0.5T:0.5P)

Hours: 3/Week

Objectives: On completion of the course student teachers will be able to

1. know thyself through self analysis;

2. change their negative thoughts into positive thoughts;

3. identify and manage emotions;

4. plan and manage time effectively;

5. gain the knowledge of the dreams and aspirations.

ACTIVITY : Self-Awareness and self Motivation

Exercise : Know Thyself through SWOT Analysis

ACTIVITY : Power of Positive thinking

Exercise : Exercises of Positive thinking

ACTIVITY : Emotional Intelligence

Exercise : Identifying and categorizing emotions

ACTIVITY : Time Management

Exercise : Strategy for using time effectively

ACTIVITY : Towards Empowerment

Exercise : My Dreams and Aspirations

References:

· Bos, (Ed.). (2012).Critical Thinking, Academic Writing and Presentation Skills. New Delhi: Oxford University Press.

· Dudley, G.A. (2004). Double Your Learning Power : Delhi:Konark Press. Thomas Publishing Group Ltd.

· Grellet, Francoise.(2007).Developing Reading skills. Cambridge: Cambridge University Press.

· Hedge, Tricia. (1998).Writing. Delhi: Oxford University Press.

· Hurlock, E.B. (2006). Personality Development. 28^th reprint. New Delhi : Tata McGraw Hill.

· John Seely, (2004).The Oxford guide to Writing and speaking. New Delhi: Oxford University Press.

· Mile, D.J.(2004). Power of Positive Thinking. Delhi : Rohan Book Company.

· Pravesh Kumar, (2005). All about Self-motivation. New Delhi : Good will Publishing House.

· Raman, Meenakshi., and Sharma, Sangeeta. (2011).Communication skills. New Delhi: Oxford University Press.

· Swaminthan, V.D., and Kaliappan , K.V. (2001). Psychology for Effective Living. Chennai. The Madras Psychology Society.

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SEMESTER-VIII

MATHEMATICS – PAPER - XII

MATHEMATICAL STATISTICS

CODE: VIII#M12 Credits: 3 (2L:1T:0P)

Hours: 4/Week

Objectives: To enable students to

1. understand the concepts of sampling, testing of hypothesis, critical region and standard error.

2. understand the significance of the connection between statistics and their applications to the real world.

UNIT – I: Random Variables:

Definition of a random variable , Definition of Discrete and ContinuousRandom Variable, Mathematical Expectation of Discrete And Continuous Random variable.

UNIT – II: Binomial, Poisson Distributions:

Definitions, mean, mode, recurrence formula for moments, fitting of distributions. NORMAL DISTRIBUTION:

Definition, Limiting Form of Binomial Distribution, Chief characteristics of Normal distribution, Normal probability curve, mode, median, moment Generating functions, moments, Area property, Fitting of Normal distribution.

UNIT – III: Simple correlation – Pearsonian’s rank correlation – regression lines –

regression coefficients and its properties – computation of mean and variances and correlation coefficients from regression lines

UNIT – IV: Sampling theory – parameter and statistic – standard error – null and alternative

hypothesis – test of significance for large samples – test of significance for single proportion – difference of proportion – single mean – difference of means- difference of standard deviation

UNIT – V: Test of significance for small samples – tests for significance based on t-test, F-

test, chi-square distributions and its applications-test the goodness of fit – I ndependence of attributes.

Reference Books:

· S.C. Gupta and V.K Kapoor, Fundamentals of Mathematical Statistics, Sultan Chand & Sons publications.

· S.P Gupta, Statistical Methods, Sultan Chand Publications.

· P.R. Vittal, Mathematical Statistics, Margham publications

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SEMESTER-VIII

PHYSICS – PAPER - 9

ATOMIC, SOLID STATE & NUCLEAR PHYSICS

CODE: VIII # P9 Credits: 4 (3L:0T:1P)

Hours: 5/Week

Objectives: To enable students to

• study atom models and their importance.

• study crystal structure, bonding in crystals, specific heat and superconductivity.

• study the structure and models of nucleus and also to study the process of radioactivity and its applications and also.

• study the working of detectors, accelerators and cosmic rays.

• study the aspects related to elementary particle and space physics.

UNIT -I: Atomic Physics

Sommerfeld’s relativistic atom model - vector atom model - quantum numbers associated with the vector atom model - coupling schemes - Pauli exclusion principle - periodic classification of elements - magnetic dipole moment (due to orbital motion of the electron and due to spin) - Stern and Gerlach experiment - spin orbit coupling - Optical spectra - Zeeman effect - Lorentz classical theory of normal effect, shift, experiment - Larmor’s theorem – quantum mechanical explanation of the normal and anomalous effect -Paschen Back effect - Stark effect.

UNIT - II: Solid State Physics

Periodicity - Lattice, Basis, Unit cell, crystal structure - symmetry elements - 2D and 3D Bravais lattices - bonding in crystals - different types and their properties - band theory of solids - specific heat capacity: Einstein’s theory and Debye’s theory - Superconductivity - experimental facts – persistent current - Type I - Type II - Meissner effect - BCS theory - applications.

UNIT - III: Nucleus and Radioactivity

General properties - binding energy - nuclear stability - theories of nuclear composition - nuclear forces - models of nuclear structure - liquid drop model and shell model - Alpha particle spectra - Beta ray spectra - origin of the line and continuous spectrum - neutrino theory of beta decay - origin of gamma ray spectra - Nuclear isomerism- internal conversion - law of successive disintegration - radioactivity dating - Biological effect of nuclear radiations.

UNIT-IV: Particle Detectors, Accelerators and Cosmic Rays

Particle detectors - interaction between energetic particles and matter – Wilson Cloud chamber - Geiger Muller Counter - nuclear emulsion technique – Particle accelerators - Cyclotron - Betatron - Synchrotron - electron synchrotron and proton synchrotron - Discovery - Cosmic Rays - latitude, azimuth, altitude and longitude effects - primary and secondary cosmic rays – showers - positron - mesons - Van Allen belts - origin of cosmic rays.

UNIT-V: Elementary Particle Physics and Space Physics

Properties of elementary particles (Lepton & Baryon) - exact conservation laws - energy linear momentum angular momentum - charge - Baryon & Lepton number - origin of these laws - fundamental interactions – approximate conservation laws - strangeness - parity - charge conjugation - time reversal - Quark model - unification of interaction - geography of the universe - Hubble’s law.

Reference Books

• R. Murugeshan., Kiruthiga Sivapasath. Modern Physics, S. Chand &Co., Thirteenth Revised Multicoloured Edition, New Delhi, 2007.

• H.S Mani and G.K. Mehta, Introduction to Modern Physics, EW Press, New Delhi, 1988.

• Arthur Beiser, Concepts of Physics, Tata McGraw - Hill - Sixth Edition, 2003.

• Sehgal Chopra Sehgal - Modern Physics, Sultan Chand Sons, New Delhi, 2004.

• Sanjiv and Puri, Modern Physics Concepts and Application, Narosa Publication, New Delhi - 2004.

Physics Practicals – VIII

Paper – VIII

Any Seven Practicals

1. B.G comparison of EMF’s & capacitance.

2. g-by fall plate.

3. A stable multivibrator.

4. Monostable & bistable multivibrator.

5. De Morgan’s theorem and Boolean algebra.

6. Colpitts Oscillator.

7. Clipping and Clamping.

8. Kater’s pendulum.

9. Frequency – Melde’s apparatus.

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SEMSTER-Viii

Chemistry – paper-viii

chemistry OF COORDINATION COMPlexes

CODE: VIII # C8 Credits: 4 (2L: 1T: 1P)

Hours: 6/Week

Course objective: To learn about what is coordination chemistry, nomenclature and various theories: Werner theory, valence bond theory, crystal field theory and John-Teller theory.

Unit – I: Introduction

Nomenclature- Werner Theory- EAN Rule – Chelation- Stability of complexes – factors affecting the stability – Stepwise and overall formation constant Isomerism: structural isomerism- stereoisomerism – geometrical and optical isomerism in 4 and 6 coordinated Complexes

Unit – II: Theories of Coordination – I

Valence bond theory – shortcomings of VB theory – crystal field theory –CFSE – Spectrochemical series- colour and magnetic properties of complexes– high spin and low spin complexes Defects of CFT, Comparison of VBT and CFT

Unit – III: Theories of Coordination – II

Evidences of covalent bonding in metal – legend bonding Molecular Orbital theory of 6 bonded complexes only Jahn Teller effect and electronic spectra of complexes comparison of CFT and MOT

Unit – IV: Metal Carbonyls

Metallic carbonyls – Preparation – Reaction – Classifications Structure and Bonding in Carbonyls – Back bonding – Evidences for π– bonding – Applications of carbonyls Ferrocene – preparation – properties – Aromatic character of ferrocene – Structure.

Unit – V: Coordination complexes reaction and mechanisms

Liability and inertness of complexes – mechanism of acid hydrolysis and base hydrolysis of octahedral complexes – SN¹, SN²and SN¹CB mechanisms – evidence for SN¹CB mechanism trans effect – trans effect series – Theories of trans effect – applications of trans effect.

Text Books:

Puri B. R, Sharma L. R. Kalia K. K “Principles of inorganic Chemistry” Milestone publishers, 31^st edition, 2013.

Reference Books:

P. L. Soni, “Text Book of Inorganic Chemistry” Sultan Chand & sons. 32^nd edition. 2013
R. D. Madhan, “Modern Inorgnaic Chemistry” S. Chand & Co., 6^th edition 2012
James E. Huheey, Ellen, A. Keiter, Richard, L. Keiter, “Inorganic Chemistry” Pearson education (Singapore Pvt Limited) 9^th edition, 2013.
J. D.Lee, Concise Inorganic chemistry” Blackwell Science Limited (France) 9^th edition 2013

· F. A cotton G. Wilkinson and P. L. Gvas “Basic Inorganic Chemistry” John Wiley, 11^th edition, 2009.

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CHEMISTRY

PRACTICAL-VIII

Organic Analysis:

Reaction of the following functional groups:

1. Aldehyde,

2. Ketone,

3. Carboxylic acid (mono and di),

4. Ester,

5. Carbohydrate (reducing and non reducing),

6. Phenol,

7. Aromatic primary amine,

8. Amide,

9. Nitro compound,

10. Diamide,

11. Anilide.

The given organic compound containing one functional group should be analyzed and to be reported with a characteristic derivative.

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SEMSTER-VIII

Chemistry – paper-ix

MAJOR-BASED ELECTIVE - I

electro chemistry and surface chemistry

CODE: VIII # C9.1 Credits: 4 (2L: 1T: 1P)

Hours: 6/Week

Course objective: To have detailed knowledge about electrochemistry, theories of electrochemistry and surface chemistry.

Unit – I: Electrochemistry-I

Conductance - cell constant specific conductance and equivalent conductance measurement. Variations of equivalent conductance with concentration weak and strong electrolytes mobilities of ions - transport number Kohlraush’s law. Applications of Ostwald dilution law - conductance -titrations (acid-base, precipitation) solubility product dissociation constant.

Unit – II: Electrochemistry-II

Potentiometry - cells electromotive force - electrode potential - their thermodynamic significance. Nernst equation standard electrode potentials and its determination. Reference electrodes hydrogen electrode calomel, quinhydrone and glass electrodes. Types of cells - chemical and concentration cell - liquid junction potential salt bridges. Redox systems.

Unit – III: Electrochemistry-III

Theory of indicators- pH Henderson equation - determination of pH by Potentiometry. Electrolytes - strong and weak-ionic equilibria - ionisation constant hydrolysis of salts-hydrolysis constant and its determination by potentiometry. Potentiometric titrations - acid-base, redox, precipitation.

Unit – IV: Surface Chemistry-I

Laws of photochemistry Grotthus Drapper law, Einstein's law of photochemical equivalence- quantum yield. Kinetics of photochemical reactions of CH₃CHO and H₂ - Cl₂. Photophysical processes fluorescence and phosphorescence – sensitisation chemiluminescence.

Unit – V: Surface Chemistry-II

Physisorption and chemisorption - adsorption isotherms - Freundlich and its use in surface area determination. Colloids-types, stability and electrical double layer, electrophorosis and electro-osmosis -association colloids (micelles) and critical micelle concentration.

Text Books:

P.W. Atkins, “Physical Chemistry” Oxford publishers, 11^th edition, 2009
B. R. Puri, L. R. Sharma, Pathania, “principle of Physical Chemistry” Vishal Publishing & Co., 46^th edition 2013

Reference Book:

P.L. Soni, “Text Book of Physical Chemistry” Sultan Chand & sons. 12th edition, 2011
Kundu and Jain, “Physical Chemistry” S. Chand, 6^th edition, 2011

· S. Glasstone, “Text Book of Physical Chemistry” –Macmillan. 7^thedition 2012

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CHEMISTRY

PRACTICAL-IX

List of Experiments

Estimation of Barium as Barium Sulphate
Estimation of lead as lead chromate
Estimation of Lead as Lead sulphate
Estimation of nickel as Ni –DMG Complex

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SEMSTER-viii

Chemistry – paper-ix

MAJOR-BASED ELECTIVE - II

Analytical Techniques in chemistry

CODE: VIII # C9.2 Credits: 4 (2L: 1T: 1P)

Hours: 6/Week

Course objective: To understand the basic concepts about errors and their minimization. Various practical’s in chemistry with their concepts, instruments and their utility.

Unit – I: Titrimetric Methods of Analysis

Methods of expressing concentration of solutions. Types of titrations. Requirements for titrimetric analysis. Primary and secondary standards. Limitation of volumetric analysis. pH of strong and weak acid solutions. Buffer solutions. Henderson equations.Preparation of acidic and basic buffers. Relative strength of acids and bases from Ka and Kb values.Neutralisation-titration curve, theory and choice of indicators. Stability of complexes.Titration involving EDTA. Metal ion indicators and their characteristics.

Unit – II: Precipitation titrations and Gravimetric methods of analysis

Concept of sparingly soluble salts. Relation between solubility and solubility products. Argentometric titrations, indicators for precipitation titrations involving silvernitrate. Determination of chloride by Volhard’s method. Adsorption indicators. Separation by precipitation. Factors affecting solubility, gravimetric factor. Purity of precipitates, von Weiman ratio. Co-precipitation and post precipitation. Precipitation from homogeneous solution.

Unit – III: Chromatographic techniques and applications

Principles of adsorption and partition chromatography: Column and Paper chromotography. TLC, ion-exchange chromatography - technique and applications.Gas chromatography, principle, detector and applications. Purification of solid organic compounds: recrystallisation, sublimation. Use of miscible solvents.Use of drying agents and their properties.Purification of liquids. Experimental techniques of distillation – fractional distillation – vacuum distillation – steam distillation.

Polarography and Thermal methods

Polarography - theory, apparatus, DME, Diffusion, Kinetic and catalytic currents, Current - voltage curves for reversible and irreversible system, qualitative and quantitative applications to inorganic systems. Amperometric titrations-theory, apparatus, types of titration curves, successive titrations and indicator electrodes – Applications. Principle of thermogravimetric analysis (TGA). Differential thermal analysis (DTA): Instrumentation and applications. Factors affecting TGA and DTA curves. TGA of AgNO₃, CaC₂O₄.H₂O and DTA of sulphur.

Unit – IV: Microwave and IR Spectra

Basic principle of M.W. concept of selection rule Instrumentation. Basic principle of IR Spectra Region of IR spectra plotting methods sampling and functional technique concept of groupings FTIR.

UV visible and Mass Spectra

Lambert Beers law- Basic principle of UV visible Spectra and Woodword Fiesher rule Chromophores Auxo - chromes plotting methods of spectra-solvent effect.

Basic principle of mass spectra and plotting methods fragmentation Pattern and methods base peak Molecular ion peak meta stable peak Nitrogen rule Mc lafferty rearrangement

Unit – V: NMR Spectra

Classification- atoms based on nuclear types nuclear moment principle of nuclear magnetic resonance -oscillating frequency larmour frequency-chemically and magnetic environments reference Nucleic plotting method chemical shift low resolution and high resolution spectra Spin-Spin coupling concept PMR C¹³, F¹⁵, P³⁵ FTNMR

Text Books:

B. K. Sharma. “Instrumental method of chemical analysis” Goel publishing house, 27^th edition, 2011.
Grudeep R. Chatwal, Sham K. Anand. “ Instrumntal Methods of Chemical Analysis” Himalaya Publishing House, 5^th edition, 2013.
B. K. Sharma. “Instrumental method of chemical analysis” Goel publishing house, 27^th edition, 2011.

Reference Books:

Robert M. Silverstin, Clayton Bassler and Terence C. Morril, “Spectrophotometer Identification of organic compounds” John Wiley Sons. 6^th edition, 2009.
H. H.Willard, J. A. Dean, L.L. Merit “Instrumental method of chemical analysis” Words Worth, 7^th edition, 1999.

· Grudeep R. Chatwal, Sham K. Anand. “ Instrumntal Methods of Chemical Analysis” Himalaya Publishing House, 5^th edition, 2013.

CHEMISTRY

PRACTICAL-X

1. Estimation of Sulphate as Barium Sulphate

2. Estimation of Chloride as Silver Chloride

3. Estimation of Calcium as Calcium oxalate monohydrate

4. Estimation of Magnesium as magnesium Oxinate

5. Estimation of Zinc as Zinc Oxinate

6. Estimation of Aluminium as Aluminium Oxinate

7. Estimation of Chromium as lead Chromate

8. Estimation of Magnesium as Magnesium pyrophosphate

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SEMESTER-VIII

BOTANY – PAPER - IX

MICROBIOLOGY, PLANT PROTECTION & TOXICOLOGY

CODE: VIII # B9 Credits: 4 (3L:0T:1P)

Hours: 5/Week

Objectives: To enable students to

1. realize the good and bad valuesof micro-organism (Bacteria, Virus etc.,)

2. know about the structure and classification of the microorganisms

3. know in detail on need of plant protection and methods of protecting various plants

4. know about his/her environment and mould the students to become managers of various ecological systems by giving some awareness towards toxicology.

Unit – I

Scope – general characteristics of bacteria, virus and fungi isolation and culture of microorganisms.

Microbial nutrition – types of media (semisolid and broth) antiseptics and antibiotics. Bacteria – classification – external and internal structure, and reproduction of bacteria.

Unit – II

Viruses - general structure – viral components – classification- transmission – multiplication (bacteriophage) – virus like infectious agents (viriods and prions) viral diseases – symptomatology.

Unit - III

Scope, Importance, equipmentsusedinplantprotection-Sprayers-dusters- soil injector - seed dressing drum;Seed treatment: objectivesof seed treatment, Traditional and modern methods of seed treatment. Soil sterilization: Objectives, Traditional and modern methods of soil sterilization. Role of soil sterilization in Polyhouse farming.

Unit - IV

Methods ofPlant Protection

a) Cultural – Tillage, sowing and planting dates, crop hygiene, crop rotation, trap crops, fertilizer.

b) Mechanical – Fieldsanitation: For diseases– collection and destruction of diseased plant-debris; For pests– hand picking and destruction of egg masses; shaking of plants, rope dragging, netting, bagging, physical barriers, use of sticky bands, tin-bands and light traps.

c) Physical – Heat and soil solarizations.

d) Chemical – Brief account and uses of Bactericides, Fungicides, Insecticides, Nematicides, Acaricides, Molluscicides, Rodenticides and Herbicides.

e) Biological – Introduction, biological control of Insect pests and diseases

f) Legal(PlantIntroduction,domesticquarantine,needofplant quarantine) quarantine in India

Unit - V

Environmental toxicants – classification – occurrence- sources – effects on plants. Atmospheric toxicants – Carbon monoxide and sulphur oxides. Pollution indicators – plants from algae and angiosperm. Toxins of biological origin – borulins, afflotoxins.

Reference Books

· Anantharayanan R and panicker J 1980, Text book of Microbiology, Orient Longmans.

· Talaro K and Talato A. 1996, Microbiology, NC Brown Publishers.

· Dube H. 1978. A text Book of Fungi, Bacteria and Virus, Vikas Publications.

· Mc Kane L and Judy K 1996, Microbiology, Essentials and Applications. MCGraw Hill Publications.

· BapReddy,D.andJoshi,N.C.(1991).PlantProtectioninIndia(Second Edition).Allied Publishers Ltd., New Delhi.

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PRACTICAL - IX

PAPER – IX: MICROBIOLOGY, PLANT PROTECTION & TOXICOLOGY

1. Pictures of plants which are affected by microorganisms are observed and drawn.

2. Plants such as algae and angiosperms which are toxic are examined.

3. Method of plant protection and its techniques are practiced.

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SEMESTER-VIII

ZOOLOGY – PAPER - IX

BIOTECHNOLOGY

CODE: VIII # Z9 Credits: 4 (3L:0T:1P)

Hours: 5/Week

Objectives: To enable students to

1. enumerate the major aspects of Biotechnology

2. enlighten the integration of DNA technology through microbes and eventual production resources for the welfare human beings.

3. understand all sorts of advancements and their importance.

Unit – I: PRINCIPLES OF BIOTECHNOLOGY:

Applications in the Areas of Agriculture -

Health Care and Environment -

Global and Indian Scenario of Biotechnology -

Biotechnology and its Challenges -

Social and Moral Implications of Biotechnology and Genetic Engineering -

International Safety Guidelines-

Patent law and Intellectual Property Rights.

Unit – II: FUNDAMENTALS OF r–DNA TECHNOLOGY RESTRICTION AND

MODIFICATION SYSTEM IN BACTERIA:

Restriction Enzymes – Classification -

Nomenclature and Activity -

Restriction Mapping of DNA -

Molecular Cloning Construction of Genomic Libraries

- Indirect Cloning c-DNA preparation of DNA Probes.

Unit – III: PRINCIPAL OF MICROBIOLOGY:

Tissue Culture and Biotechnology -

Principal of Microbiology -

Pure Culture Technique -

Industrial Microbes products – Plant tissue culture and its industrial usage – Animal Tissue Culture and Its Technological Applications.

Unit - IV BIOCHEMICAL ENGINEERING:

Basic Concepts of Fermentation – Fermenteor Design – operation of Fermentation And Computer Controls – Biosensors – Biochips - Upstream Processing and Down Stream Processing.

Unit – V AQUACULTURE BIOTECHNOLOGY:

Improved Diagnosis Reagents – Hormone and Feeds – Genetic Manipulation – Cell Culture and Nuclear Transplantation- Cytopreservation – Transgenic Flash

GENETIC ENGINEERING AND BIOTECHNOLOGY:

Plasmids and Transposons - Restriction Enzyme – Gene Cloning – Gene Therapy.

Text books

1. Ignacimuthu, S., Basic Biotechnology.

2. Trehan, K. Fundamental of Biotechnology.

References

1. Manlalls Et Al, Molecular Cloning

2. Glober, D. Gene Cloning.

3. Eugine, T. Fundamentals Of Biotechnology.

PRACTICAL – IX

PAPER – IX: BIOTECHNOLOGY

· Cleaning of Glassware

· Preparation of Media

· Sterilization-Demonstration

· Isolation of Pure Culture of Bacteria

· Bacterial Staining Techniques

· Gel Electrophoresis and Southern Blotting.

BIOTECHNOLOGY: SPOTTERS

SEM of Hybriodama Cells – Production of Monoclonal Antibodies – Growth Cure of Cell Line – Animal Cell Culture – Tray Fermenter – System Suitable For Anchorage Dependent Cell Culture – Type of Bioreactors – Orbital Shaker – Micro Fugue.

Reference

1. Trehan, K. Applications Of Biotechnology

2. Old And Primrose, Gene Manipulation Techniques

3. Ignacimuthu S., Basic Biotechnology

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