SEMESTER-V

Course: Curriculum Development

Credit Hours: 3

INTRODUCTION
In the system of education, Curriculum is designed to provide desirable learning experiences.
Curriculum is a total plan for an educational setting. Curriculum development is a process in which
choices of learning experiences are made and activated through co-ordinated activities. The
process starts from selection of Aims, Goals and Objectives, which guide the structure and provide
direction. The next stages are selection of Content and its organization, selection of instructional
strategies and evaluation.

OBJECTIVES
On the completion of the course, the student will be able to:
1. understand the concept of curriculum;
2. explain the foundations of the curriculum;
3. elaborate the needs and principles of curriculum;
4. discuss the factors affecting curriculum development;
5. understand the process of curriculum development;
6. write curriculum objectives in behavioral term;
7. examine the elements/components of curriculum development;
8. differentiate between different types of curricula;
9. Identify the problems and issues of curriculum development in Pakistan.
10. explain the concept of teaching, teaching learning strategies, and relationship among
different elements;
11. examine the role of teacher in detail;
12. use various teaching learning strategies for effective classroom learning;
13. develop appropriate lesson plans according to the nature of the subject matter;
use various teaching aids for effective teaching learning activities

COURSE CONTENT

Unit 01 Introduction to Curriculum

 1.1 Concept of curriculum
1.2 Difference between curriculum, syllabus and text book
1.3 Need for curriculum development,
1.4 Principals of curriculum development
1.5 Elements of curriculum: Objectives, Content, Teaching methods and
evaluation.
1.6 Factors influencing curriculum development.
Unit 02 Foundations of Curriculum
2.1 Philosophical/Ideological foundations
2.2 Historical Foundations
2.3 Psychological Foundations
2.4 Socio-economic & Cultural Foundations
2.5 Political Foundations
Unit 03 Curriculum Development Process
3.1 Situation analysis
1. Need Assessment
2. Phases of need assessment
3. Conducting situation analysis
3.2 Selection of aims, goals and objectives
1. Taxonomy of educational objectives
2. Objectives of education in the current education policy
3.3 Selection of Content
1. Organization of Content
2. Selection and organization of learning experiences
3. Selection of Instructional Strategies
3.4 Evaluation
1. Types of evaluation
2. Tools of evaluation
3. Reporting
4. Evaluating curriculum and multiple textbooks
Unit 04 Curriculum Design
 4.1 Concept of curriculum design
4.2 Criteria of selecting curriculum design
4.3 Types/ pattern of curriculum
1. Subject Centered Designs
2. Learner centered Designs
3. Problem or topic centered Designs
4. Integrated curriculum
Unit 05 Models of Curriculum Development
5.1 Tyler Model
5.2 Hilda Model
5.3 Lewis Model
5.4 Oliva Model
5.5 Wheeler Model
5.6 Dynamic Model
5.7 Skel Beck Model
Unit 06 Process and Problems of Curriculum Development in Pakistan
6.1 Curriculum development at elementary and secondary level
6.2 Curriculum revision and role of Curriculum Wing
6.3 Curriculum development at higher education level
6.4 Curriculum revision and role of HEC
6.5 Curriculum development of Adult Literacy
6.6 Role of teacher in curriculum development
6.7 Problems and issues of curriculum development in Pakistan
Unit 07 Patterns of curriculum.
7.1 Conservative liberal art
7.2 Educational technology
7.3 Humanistic
7.4 Vocational
7.5 Social re-construction
7.6 De-schooling
 Unit 08 Instructional Process
8.1 Concept of teaching, techniques and strategies with reference to their
differences
8.2 Process of teaching
8.3 Main features/characteristics of teaching
8.4 Instructional design
Unit 09 Approaches to Teaching / Methods and Techniques
9.1 Teacher –led Approaches
1. Lecture Method
2. Demonstration Method
3. Lecture-cum- demonstration
9.2 Child centered approaches
1. Group work / Discussion
2. Problem solving strategy/Inquiry
3. Use of ICT / Computer Assisted Instructions
9.3 Questioning and feedback skill
Unit 10 Planning and Managing Teaching
9.1 Approaches to lesson planning
9.2 Types of effective lesson planning
9.3 Daily, Weekly and Yearly Plans
9.4 Time management
Unit 11 Teaching Aids and Instructional Technology
10.1 Concept of instructional technology and its importance
10.2 Selection and use of appropriate teaching aids
10.3 Projected & non Projected Aids
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
SUGGESTED BOOKS
1. Children Resource International (2004), Child-centered Curriculum (unit 3rd), Islamabad.
2. David Minton (1997) Teaching Skills in Further and Adult Education, (revised ed.) London,
City and Guilds.
3. Farooq, R.A, (1993), Education System in Pakistan, Islamabad; Asia Society for Promotion
of Innovation and Reforms in Education, Islamabad.
4. Kelly,A.V., (1999), The Curriculum and Theory and Practice, London, Paul Chapman.
5. MS Neil J.D (1990), Curriculum: A Comprehensive Introduction,4th ed. Los Angeles: Harper
Collins.
6. Murry Print(1993), Curriculum Development and Design 2nd ed., St. Leonards, Allen and
Unwin
7. Saxena Swarup,N.R and Oberoi, S.C (1994) Technology of Teaching, Merrut, Royal Book
Depot
8. Sharma R.C. (2002), Modern Methods of Curriculum Organization. New Delhi
9. Wiles J.& Bomdi J. (1993). Curriculum Development. New York McMillan Publication
Company.
 Course: Environmental Education
Credit Hours: 3

INTRODUCTION
The purpose of this course is to provide in-depth knowledge about environment and skills to
preserve the environment.

OBJECTIVES
Upon completion of this course, the student will be able to:
After completing the course the students will be able to:
1. Understand the significance of Geography, Health, and Environment in education
2. Have awareness of the diseases and remedies
Critique the environmental problems affecting health
COURSE CONTENT
Unit 01 Understanding Geography, Health and Environment
1.1 Explaining Geography, health, and environment
1.2 Significance of geography as a subject
1.3 Importance of students’ health
1.4 Ecology and different Eco systems
1.5 Inter-defense and inter-relationship of living organisms and environment
Unit 02 Raising Awareness
2.1 The effects of wars and natural disaster on geography
2.2 Importance of raising health awareness
2.3 Method of raising health awareness
2.4 Method of protection of environment
2.5 Importance of clean environment
2.6 Methods for the protection of geography boundary
Unit 03 Environment Problems
3.1 Problems due to increase and unwise use of fertilizers and insecticides
3.2 Soil losses and its degradation
3.3 Soil conservation
 3.4 Water logging and salinity
3.5 Vegetation
3.6 Unplanned Industrialization
3.7 Treatment plants for chemical effluents
3.8 Air pollution by smoke and chemical exhaust
Unit 04 Preservation of World life
4.1 Life span and their use
4.2 Need for preservation
Unit 05 Diseases and Preventive Measures
5.1 Types of disease and their causes
5.2 The spread of disease and preventive measures
5.3 Role of psycho-religious therapy in treating diseases:
 physical
 Mental
 Spiritual
Unit 06 Role of Education in Environmental Preservation

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Readings
Aldrich-Moodie, B., & Kwong, J. (1997). Environmental education. London: IEA Education and
Training Unit.

Azeiteiro, U. (2008). Science and environmental education: Towards the integration of science
education, experimental science activities and environmental education. Frankfurt am
Main: Peter Lang
Food and Agriculture Organization of the United Nations. (2005). The state of food insecurity in
the world, 2005: Eradicating world hunger - key to achieving the Millennium
Development Goals. Rome, Italy: Food and Agriculture Organization of the United
Nations.

Gazdar, M. N. (1987). Natural resources development and environmental management in

Pakistan. Kuala Lumpur: Open Press.

Harris, F. (2012). Global environmental issues. Chichester, West Sussex: Wiley-Blackwell.

Johnson, E. A., & Mappin, M. (2005). Environmental education and advocacy: Changing
perspectives of ecology and education. Cambridge: Cambridge University Press

Palmer, J., & Neal, P. (1994). The handbook of environmental education. London: Routledge.

Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and
promise. London: Routledge.

Sampson, R. N., Hair, D., & American Forestry Association. (1990).Natural resources for the
21st century. Washington, D.C: Island Press [in cooperation with] American Forestry
Association.

Samuel, K., & Sundar, I. (2007). Environmental education: Curriculam [i.e. curriculum] and
teaching methods. New Delhi: Sarup & Sons.

Saylan, C., & Blumstein, D. T. (2011). The failure of environmental education (and how we can
fix it). Berkeley: University of California Press.

Stevenson, R. (2013). International handbook of research on environmental education. New

York: Routledge.

Tomar, A. (2007). Environmental education. Delhi: Kalpaz Publications.

Wilke, R. J. (1993). Environmental education teacher resource handbook: A practical guide for
K-12 environmental education. Millwood, N.Y: Kraus International Publications.

Whitmore, F. C., Williams, M. E., & International Centennial Symposium of the United States
Geological Survey. (1982).Resources for the twenty-first century: Proceedings.
Washington/D.C.
 Course: School, Community & Teacher
Credit Hours: 3

Introduction The purpose of this course is to provide Student Teachers with a strong foundation
for understanding the relationship between and among teachers, the school, and the families and
community that support the school. Basic conceptualizations of educational institutions and the
role of the teacher in relating to these institutions will be considered. Student Teachers will also
explore how cultural, social, and historical forces have shaped their understanding of the
relationship teachers have with schools, communities, and families in Pakistan. The course will
explore the social context of schooling and examine how the work of teachers is nested within
school and community. It will provide orientation to the process of socialization in schools and
how social factors affect education.
Objectives: Student Teacher are expected to have opportunity to put this knowledge into
practice in the accompanying one-credit laboratory by studying a school and its community, so
that as teachers, they can mobilize support for educational programmes and contribute positively
to their communities. Practical application of the course will be emphasized as Student Teachers
explore teaching and learning within both the school and the community. They will identify
strategies, practices, and relationships that have proven fruitful within familiar contexts, and learn
how to identify and respond to challenges in school, community, and teacher relationships. Student
Teachers will identify how culture, gender, special needs, equity and equality, and collaborative
working conditions affect the school and community.

Course Content

Society, Community, and Education

Introduction and overview of the course, Introduction to society, community, and education

Handout + Article + Discussion One page reflective note

S. B. Carrington, Home, School and Community Relationships’, in A. Ashman and J. Elkins (eds.),
Education for Inclusive and Diversity (Frenchs Forest, NSW: Pearson Education Australia, 2008).
1. Structures and functions of community and schools in Pakistan
(Article reading and discussion)
Causes of Deteriorating Standard of Education in Balochistan: A
Review of “Jabeen and Malik” (2003)
Assignment
(Article) Quality of Primary Education in Pakistan
From this article find out the answers of following questions:
What is quality?
What is the meaning of quality in the Context of EFA?
Quality of Education in Pakistan?
Which Quality Improvement Initiatives and Projects are introduced
in this article?
2. Impact of education on society
(Article) Problems in Universalization of Primary Education in
Pakistan: A Review of Khan (2010)

3. Role of education in strengthening Pakistani communities

Handout + Class compare the lists offered by Jabeen and Malik with
the one offered by Khan.

II.Understanding social interaction in schools and communities

4. Meaning of social interaction and socialization
Lecture + Discussion
Assignment
Video Sense of Self and Self-Socialization: The Development of
Self-Views on
http://education-portal.com/academy/lesson/sense-of-self-and-
self-socializationthe-development-of-self-views.html
5. Levels of social interaction, Elements of social interaction
 Social contacts, Communication, Social attitudes and values
Article reading and discussion on “Models of the
Communication Process”.
Assignment
Make posters of communication models and display these on a
wall.
6. Types of social interaction: Cooperation, Competition,
Conflict
Accommodation, Assimilation
Read ‘Assimilation Models, Old and New: Explaining a Long-
Term Process’ by Susan K. Brown and Frank D. Bean from the
University of California, Irvine
7. Social groups and individual and group behaviour
Textbook introduction to sociology such as chapter 5 of
Essentials of Sociology (8th edn) by Brinkerhoff, Ortega, White,
and Weitz (2011)
Chapter 7 of Introduction to Sociology by Cohen and Orbuch
(1990).
8. Meaning of social interaction and socialization
Peace Education: Working Paper

III. School and Culture

9. Main characteristics of culture
Pre-class reading a chapter on education in Sindh, such as R.
Qureshi, P. Pirzado, and S. Nasim, ‘Schooling in Rural Sindh,
Pakistan’
Gender and Education in Pakistan (Karachi: Oxford University
Press, 2007).
10. Elementary concepts of culture
Handout
11. Culture and cultural elements of Pakistani communities
Write a brief essay on how culture affects different people in
Pakistan?

12. Role of education and school in the protection and transmission

of culture
List local and public holidays and festivals.
• Why are local holidays and festivals important? For whom are
they important? • How are they celebrated? • Do schools
acknowledge these holidays and festivals? • How do schools
participate in these events? • Do schools teach about and value
these holidays and festivals? • If schools acknowledge and
celebrate local holidays and festivals, what is the impact on the
transmission and protection of culture? • If schools do not
acknowledge and celebrate local holidays and festivals, what is
the impact on the transmission and protection of culture?
13. Impact of media on school and culture
Discussion + Assignment

14. Impact of technology on school and culture

IV. Relationships Between School and Community

15. School as a social, cultural, and community institution
Pre Reading of article
G. M. Arif’s ‘Production of Cognitive Life Skills in Public,
Private, and NGO Schools in Pakistan’
Discuss the similarities and differences between the systems
in terms of their social and cultural standing in Pakistani
society. Which school system is culturally more acceptable?
Why?
16. Effects of schools on communities and communities on
schools
http://www.sedl.org/connections/resources/evidence.pdf
17. School as a hub for community services
Pre class reading
http://www.policyalternatives.ca/sites/default/files/uploads/pu
blications/ourselves/docs/OSOS_Summer10_Preview.pdf
18. A critical analysis of the effective roles of school and
teachers in Pakistani communities
http://www.nccrest.org/Briefs/Diversity_Brief.pdf
V. Social Institutions
19. Definition and types of social institutions
20. Educational and religious institutions
Handout
21. Critical analysis of the role of social institutions in
Pakistani schools
Handout
VI. The Teacher’s Role in School and the Community
22. Teacher as an integral part of community
Guest Lecture
23. Teacher as a change agent in Communities and Schools
Handout on ‘Overcoming Exclusion through Inclusive
Approaches in Education: A Challenge and a Vision’
http://unesdoc.unesco.org/images/0013/001347/134785e.pdf
24. Teachers as role models through their participation in
community activities
Handout
25. Effects of teachers and schools on individual and group
behaviour
VII. The Working Context of Pakistani Teachers
 26. Teacher as a social activist
http://www.curriculumsupport.education.nsw.gov.au/secondar
y/pdhpe/assets/ pdf/tlsupp_004.pdf
27. Teacher’s leadership roles within and outside schools
Handout
28. Teacher’s role in establishing linkage among stakeholders

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Suggested Textbooks and References

A. Bashiruddin and J. Retallick (eds.), Becoming Teacher Educators (Karachi: Aga Khan
University-
Institute of Educational Development, 2009).
S. Hafeez, The Changing Pakistan Society (Karachi: Royal Book Company, 1991).
S. B. Kotley, The Basics of Sociology (Westport, CT: Greenwood Press, 2008).
L. Marshall and F. Rowland, A Guide to Learning Independently (4th edn.) (French Forest,
NSW: Pearson Longman, 2006).
M. J. Abdalla and R. Qureshi, ‘Teacher Leadership for School-Based Professional Development:
A Case Study’, in R. Qureshi and F. Shamim (eds.), Schools and Schooling Practices in
Pakistan: Lessons for Policy and Practice (Karachi: Oxford University Press, 2009).
R. Qureshi, P. Pirzado, and S. Nasim, ‘Schooling in Rural Sindh, Pakistan’, in R. Qureshi and J.
Rarieya (eds.), Gender and Education in Pakistan (Karachi: Oxford University Press, 2007).
R. Qureshi, ‘Education for Inclusion: What Would It Take to Have an Inclusive Primary
School in Pakistan?’, Educational Awakening, 3: 20–31
R. Qureshi, ‘Colonial Legacy: Understanding the Historical Roots of Female Illiteracy in
Pakistan’, Muslim Education Quarterly, 23 (2006), 20–37.
R. Qureshi, ‘Is Child-Friendly School on the Agenda for School Reforms? Conversations with
Pakistani School Heads’, Paper presented and published in the Conference Proceedings of the
International Conference on the Teacher Education: Transformative Society & Teacher
Education Reform, 19–20 Sept 2008, Changchun, China, 1–10.

R. Qureshi and J. Rarieya (eds.), Gender and Education in Pakistan (Karachi: Oxford University
Press, 2007)
R. Qureshi and F. Shamim (eds.), Schools and Schooling Practices in Pakistan: Lessons for
Policy and Practice (Karachi, Oxford University Press, 2008).
M. Shaaban and R. Qureshi, ‘Teacher Leaders: Experiences of Pakistani Teachers in Leading
School Improvement Activities’, Conference Proceedings of the International Conference on
‘Quality in Education: Teaching and Leadership in Challenging Times‘, 21–23 Feb 2006,
Pakistan: Aga Khan University-Institute for Educational Development, 558–64.
 Course: Teaching of Biology
Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science teachers with
the latest pedagogical knowledge required to teach the contents of Biology at secondary level. In
addition, the course will also provide the prospective science teachers an acquaintance with the
modern assessment techniques and use of laboratory and computers in the field of teaching of
Biology.
Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Biology.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Biology.
Demonstrate the use of low cost no cost materials for teaching of Biology.
Apply the computer technology for teaching of Biology.
Use the laboratory apparatus effectively for disseminating biological knowledge.
Course Contents
1. Teaching of Biology
Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of Biology

Importance of Biology in everyday life

 Why teach Biology

2. Aims and Objectives of teaching Biology

Aims of teaching Biology

Criteria for selection of aims

Objectives of teaching Biology

Writing objectives

Difference between aims and objectives

3. Methods of teaching Biology

Various methods of teaching Biology

Lecture method

Demonstration method

Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

The process of learning according to Robert Gagne, Davis Ausubel and Bruner
5. Lesson Planning
Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in Biology

Importance of teaching aids
Principles for selection of teaching aids
Principles for effective use of teaching aids

Different types of teaching aid material

7. Apparatus and Equipment

Introduction

Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Biology Teacher

Duties and Responsibilities of a Biology teacher

Effective use of Biology Laboratory

Making Biology teaching more Interesting

9. Evaluation in Biology
Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Biology

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

References

Barke, H.-D., Hazari, A., & Yitbarek, S. (2009). Misconceptions in Physics: Addressing
perceptions in chemical education. Berlin: Springer.
Eilks, I., & Hofstein, A. (2013). Teaching Physics-- a studybook: A practical guide and textbook
for student teachers, teacher trainees and teachers. Rotterdam: SensePublishers.
Eilks, I., Byers, B., Royal Society of Physics (Great Britain), & European Physics Thematic
Network. (2009). Innovative methods of teaching and learning Physics in higher
education. Cambridge, UK: RSC Publishing.
Gallagher-Bolos, J. A., & Smithenry, D. W. (2004). Teaching inquiry-based Physics: Creating
student-led scientific communities. Portsmouth, NH: Heinemann
In García-Martínez, J., & In Serrano-Torregrosa, E. (2015). Physics education: Best practices,
opportunities and trends.
Niaz, M. (2008). Teaching general Physics. New York: Nova Science Publishers.
Pauling, L. (2014). General Physics. Newburyport: Dover Publications.
Peterson, A. D. C. (1965). Techniques of Teaching: Volume 1. Oxford: Pergamon Press.
 Course: Teaching of Chemistry
Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science teachers with
the latest pedagogical knowledge required to teach the contents of Chemistry at secondary level.
In addition, the course will also provide the prospective science teachers an acquaintance with
the modern assessment techniques and use of laboratory and computers in the field of teaching of
Chemistry.
Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Chemistry.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Chemistry.
Demonstrate the use of low cost no cost materials for teaching of Chemistry.
Apply the computer technology for teaching of Chemistry.
Use the laboratory apparatus effectively for disseminating chemical knowledge.
Course contents
1. Teaching of chemistry
Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of chemistry

Importance of chemistry in everyday life

 Why teach chemistry

2. Aims and Objectives of teaching chemistry

Aims of teaching chemistry

Criteria for selection of aims

Objectives of teaching chemistry

Writing objectives

Difference between aims and objectives

3. Methods of teaching chemistry

Various methods of teaching chemistry

Lecture method

Demonstration method

Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

 Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

The process of learning according to Robert Gagne, Davis Ausubel and Bruner

5. Lesson Planning
Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in chemistry

Importance of teaching aids
Principles for selection of teaching aids
Principles for effective use of teaching aids

Different types of teaching aid material

7>. Apparatus and Equipment

Introduction

Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Chemistry Teacher

Duties and Responsibilities of a Chemistry teacher

Effective use of Chemistry Laboratory

Making Chemistry teaching more Interesting

9. Evaluation in Chemistry
Introduction
 Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Chemistry

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

References

Computer applications in teaching of Chemistry Barke, H.-D., Hazari, A., & Yitbarek, S.
(2009). Misconceptions in chemistry: Addressing perceptions in chemical education.
Berlin: Springer.
Eilks, I., & Hofstein, A. (2013). Teaching chemistry-- a studybook: A practical guide and
textbook for student teachers, teacher trainees and teachers. Rotterdam: SensePublishers.
Eilks, I., Byers, B., Royal Society of Chemistry (Great Britain), & European Chemistry Thematic
Network. (2009). Innovative methods of teaching and learning chemistry in higher
education. Cambridge, UK: RSC Publishing.
Gallagher-Bolos, J. A., & Smithenry, D. W. (2004). Teaching inquiry-based chemistry: Creating
student-led scientific communities. Portsmouth, NH: Heinemann
In García-Martínez, J., & In Serrano-Torregrosa, E. (2015). Chemistry education: Best practices,
opportunities and trends.
Niaz, M. (2008). Teaching general chemistry. New York: Nova Science Publishers.
Pauling, L. (2014). General Chemistry. Newburyport: Dover Publications.
Peterson, A. D. C. (1965). Techniques of Teaching: Volume 1. Oxford: Pergamon Press.
 Course: Teaching of Mathematics
Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science teachers with
the latest pedagogical knowledge required to teach the contents of Mathematics at secondary
level. In addition, the course will also provide the prospective science teachers an acquaintance
with the modern assessment techniques and use of modern equipment and computers in the field
of teaching of Mathematics.
Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Mathematics.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Mathematics.
Demonstrate the use of low cost no cost materials for teaching of Mathematics.
Apply the computer technology for teaching of Mathematics.
Course Contents
1. Teaching of Mathematics
Introduction

Mathematical literacy and its importance

Physical sciences and limitations of science

Definition of Mathematics

Importance of Mathematics in everyday life

Why teach Mathematics

2. Aims and Objectives of teaching Mathematics

Aims of teaching Mathematics

Criteria for selection of aims

Objectives of teaching Mathematics

 Writing objectives

Difference between aims and objectives

3. Methods of teaching Mathematics

Various methods of teaching Mathematics

Lecture method

Project method

Inductive method

Deductive method

Scientific method

Problem solving method

Choice of best method

4. Lesson Planning
Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

Distinguishing features of mathematics lesson plan

5. Teaching aids in Mathematics

Importance of teaching aids
Principles for selection of teaching aids
Principles for effective use of teaching aids

Different types of teaching aid material

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books
 6. The Mathematics Teacher
Duties and Responsibilities of a Mathematics teacher

Effective use of Mathematics Laboratory

Making Mathematics teaching more Interesting

7. Evaluation in Mathematics
Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Mathematics

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

References

Basserear, T. (2012). Mathematics for Elementary School Teachers: Belmont, CA: Brooks.

Donovan, S. & Bransford, J.(2005). How Students Learn: History, Mathematics, and Science in

the Classroom Washington DC: National Academies Press. Also available at

ww.nap.edu/catalog.php?record_id=10126#toc

Haylock, D. (2010) Mathematics Explained for Primary Teachers, CA: SAGE Publications.
Protheroe, N.‘What Does Good Mathematics Instruction Look Like?’ available at

http://www.naesp.org/resources/2/Principal/2007/S-Op51.pdf

National Council of Teachers of Mathematics, ‘Illuminations. http://illuminations.nctm.org

New Zealand Ministry of Education, ‘New Zealand Maths’, Curriculum.http://nzmaths.co.nz

University of Cambridge, ‘NRICH: Enriching Mathematics’.http://nrich.maths.org

Van de Walle J. A., Karp, K. & Williams, J. Bay (2013)Elementary and Middle School

Mathematics: Teaching Developmentally. Boston: Pearson Education.

 Course: Teaching of Physics
Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science teachers with
the latest pedagogical knowledge required to teach the contents of Physics at secondary level. In
addition, the course will also provide the prospective science teachers an acquaintance with the
modern assessment techniques and use of laboratory and computers in the field of teaching of
Physics.
Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Physics.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Physics.
Demonstrate the use of low cost no cost materials for teaching of Physics.
Apply the computer technology for teaching of Physics.
Use the laboratory apparatus effectively for disseminating physical knowledge.
Course contents
1. Teaching of Physics
Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of Physics

Importance of Physics in everyday life

 Why teach Physics

2. Aims and Objectives of teaching Physics

Aims of teaching Physics

Criteria for selection of aims

Objectives of teaching Physics

Writing objectives

Difference between aims and objectives

3. Methods of teaching Physics

Various methods of teaching Physics

Lecture method

Demonstration method

Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

 The process of learning according to Robert Gagne, Davis Ausubel and Bruner

5. Lesson Planning
Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in Physics

Importance of teaching aids
Principles for selection of teaching aids
Principles for effective use of teaching aids

Different types of teaching aid material

7Apparatus and Equipment

Introduction

Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Physics Teacher

Duties and Responsibilities of a Physics teacher

Effective use of Physics Laboratory

Making Physics teaching more Interesting

9. Evaluation in Physics
Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Physics

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

References

Harlen, W. (1992). Teaching of Science. London: David Falton Publishers.

Hassard, J. (1992). Minds of Science: Middle and secondary methods. New York: Harper
Collins Publishers.
Levinson, R. (2005. Teaching Science, London; Open University Press.
Monier, M. (Ed.) (1995). Learning to Teach Science. London: Falmer Press.
Postlethwaite, K. (1993). Differentiated Science Teaching. Philadelphia: Open University
Press.
COURSE TITLE: ADVANCE BOTANY-I (ENVIRONMENTAL BIOLOGY)
CREDIT HOURS: 3
Syllabus Outline: Study of Environmental Factors and Pollutants with relation to Bio life.
Course Outline:
Introduction: Aim and Scope, Interdisciplinary Approach.
Natural Resources: Nature and Conservation of the following: Energy, Water, -Mineral and Land
Resources. Agriculture, Forestry, Range Land, Wild Life and Aquaculture.
Environmental Pollution: Nature and Classification.
Air Pollution: Sources and Effects of Pollutants on Plant Growth viz; Fluoride, Sulphur dioxide
(S02), Ozone, Pan + Smog, Ammonia, Chlorine, Ethylene, Dusts etc.. Nature, Causes, Prevention
and Control of Air Pollution (Vehicular Pollution and Industrial Chimney Wastes).
Water Pollution: Sources of Water Pollution, Nature of Pollutants. Ground Water and Marine
Pollution, Impacts of Water Pollution, Prevention of Water Pollution.
Radiation Pollution: Nuclear Concepts and Terminology, Comparative Radiosensitivity of
Organisms, Radiation Effects at Ecosystem level. Fate of radio-nuclides in the environment. The
Fall Out Problem, Nuclear Waste Disposal. Sources, Nature and Impacts of Solid Waste Pollution,
Noise and Thermal Pollution.
Pesticides and Agro-Chemicals: Herbicides, Insecticides and Fungicides as Plant Poisons and
their Impact on Ecosystem.
Environmental Crisis: Major Courses and Solutions, Ozone Hole, Green House Effect, Acid
Rains, Chemical and Biological Warfare.
Biodiversity and Conservation: Evaluation, Criteria and Values; Inventory and Measuring of
Biodiversity; In-situ and Ex-situ Conservation of Plants.
Module Aims: Completion of this program will produce a working knowledge of ecological
sampling, analysis and interpretation of biological data and prepare graduates to study and resolve
the ecological consequences of environmental problems.
Learning Strategies:
1. Lectures
2. Group Discussion
3. Laboratory work
4. Seminar/ Workshop
Learning Outcome:
The students will acquire knowledge about the hazardous effects of different Environmental
Pollutants and Relative Measures for their Control/Prevention.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:
1. Koziol, M.J. and Whatley, F.R. (2009). Gaseous Air Pollution and Plant Metabolism.
Butterworths. U.K.
2. Goodstein, E.S. (2008). Economics and the Environment. Prentice Hall Publishers. New
Jersey.
3. Mitsa, W.J. and Gosselink, A. (2007). Wetlands. Johan Wiley and Sons, me. New York.
4. Simmons, I.G. (1981). The Ecology of Natural Resources. Edward Arnold.
5. Emery, M. (2005). Promoting nature in cities and towns.
6. Varshney, C.K. (2005). Water Pollution and Management, Wiley Eastern Limited.
7. Johnson, C.E. (2004) Eco-Crisis. John Wiley and Sons. me.. New York.
8. Agrawal, K.C. (2001). Environmental Biology, Agro Botanical Publishers, India.
9. Chhatwal, D.R., Mehra, M.C., Satake, M., Katyal, T., Katyal, M. and Nagahiro. T. (2001).
Encyclopedia of Environmental Pollution and its Control. (6 Vols.), Anmol Publication, New
Delhi, India.
10. Moriarty, F. (2001) Ecotoncology. Acadmeic Press Inc.
11. Nobel, B.J. and Kormond, Y. (2001). Environmental Science. Prentice Hall Inc. New
Jersey. USA.
12. Treshow, M. (2001) Environment and Plant Response. McGraw Hill New York.
13. Usher, M. (2001). Widllife Conservation Evaluation. Chapman and Hall.
14. Rao, D.N., Ahmad, K.J., Younas, and Singh, S.N. (2000). Perspectives in Environmental
Botany (Vol. I,) Print House, Lucknow, India.
15. Smith, L. and Graham, A. (2000). Impact Assessment and Sustainable Resource
Management. John Wiley and Sons, New York.
16. Jeffrey, A.M. (1999). Economics and Biological diversity. International union for
conservation of Nature and Natural Resources in Gland, Switzerland.
17. Owen, O.S. (1999) Natural Resources Conservation - An Ecological Approach. MacMilian
Co., New York.
18. Southwick, C.H. (1997). Global Ecology, Sinauer Associates Inc. Sunderland,
Massachusetts. USA.
19. Mansfield, T.A. (1990). Effect of Air Pollutants on plants. Cambridge University Press,
London, New York, Melbourne.
20. Duffey, E. (1980). The Conservation of Nature, McGraw Hill Book Company, New York.
21. Odum, E.P. (1971) Fundamentals of Ecology. W.B. Saunders Company, Philadelphia, PA.
TITLE: ADVANCE BOTANY-LAB-I (ENVIRONMENTAL BIOLOGY)
CREDIT HOURS: 1
Module Aims: Completion of this program will produce a working knowledge of Ecological
Sampling, Analysis and Interpretation of Biological Data and prepare graduates to study and
resolve the Ecological Consequences of Environmental Problems.

Learning Outcome: The students will acquire knowledge about the Hazardous Effects of different
Environmental Pollutants and the Measures for their Control/Prevention by using different
Laboratory Techniques.

Syllabus Outline: The course include different laboratory techniques used for soil and water
analysis from industrial waste and visit to different industries. Course Outline:
1. Examination of Industrial Waste Water and Municipal Sewage for
i) Total Dissolved Solids (IDS)
ii) pH and EC
iii) BOD and COD
iv) Chlorides, Carbonates, Bicarbonates and Nitrates.
2. Examination of Water Samples from different sites for the Presence and Diversity of
Organisms.
3. Examination of the Effects of Automobile Exhaust on the Adjacent Vegetation.
i) Lead Count
ii) Chlorophyll Content
iii) Symptoms
iv) Soot and Particulate Matter.
4. A visit to EPA to study the Instruments used for Monitoring Pollution.
5. A visit to the Industrial Organizations to examine their Effluent Treatment System.
6. A visit to the municipal Organization to study their Sewage Treatment System.
7. A Study Tour to a National Park and a wetland site to evaluate attributes criteria and
values of the area concerned.
8. Irradiation of Seeds and study of the Effects of Seed Irradiation on Seed Germination,
Growth and Yield of plants.
9. Field observation on the Sources and Impacts of various Air Pollutants.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:
1. Koziol, MJ. and Whatley, F.R. (2009). Gaseous Air Pollution and Plant Metabolism.
Butterworths. Londan.
2. Goodstein, E.S. (2008). Economics and the Environment. Prentice Hall Publishers, New Jersey.
3. Varshney, C.K. (2005). Water Pollution and Management, Wiley Eastern Limited.
4. Chhatwal, D.R., Mehra, M.C., Satake, M., Katyal, T., Katyal, M. and Nagahiro. T. (2001).
Encyclopedia of Environmental Pollution and its control. (6 vols.), Anmol Publication, New Delhi,
India.
5. Mansfield, T.A. (1990). Effects of Air Pollutants on Plants. Cambridge University Press,
London, New York, Melbourne.
6. Odum, E.P. (1971) Fundamentals of Ecology. W.B. Saunders Company, Philadelphia.
ADVANCE CHEMISTRY-I (ENVIRONMENTAL CHEMISTRY)
CREDIT HOURS: 3

COURSE OBJECTIVES:
From this course, the students should be able to:
 Understand the fundamental principles of environmental chemistry.
 Apply these principles in pollution related subjects.
 Demonstrate the understanding of environmental chemistry principles via experimental
exercises in the laboratory.
 Various sources and types of environmental pollution
 Health hazards caused by environmental pollution
 Global warming and climate changes
COURSE CONTENTS:
1. Atmospheric Chemiser
Meterology ,composition of air around us, atmospheric temperature and pressure profile,
Temperature inversion and photochemical smog, particulate matter in the atmosphere, Industrial
pollutants, radioactivity, atmospheric aerosols, Acid rain –major sources, mechanism, control
measures and effects on buildings and vegetation, Global warming – major green house gases,
mechanism, control measures and global impact, The stratospheric ozone – the ozone hole,
CFCs, ozone protection, biological consequences of ozone depletion.
2. Water Pollution and Water Treatment –
sources of water pollution-industrial sources and agricultural sources, heavy metals
contamination of water, Eutrophification, detergents and phosphates in water, water quality
criteria, Water purification – primary, secondary and advanced treatment, Removal of nitrogen
and phosphorous compounds from polluted water, organic matter in water and its decomposition.
3. Soil Pollution
soil and mineral resources, general principles of metal extraction, Heavy metals contamination of
soil, toxicity of heavy metals, bio-accumulation of heavy metals, Organic matter in soil, Macro
and micro-nutrients in soil, ion-exchange in soil, soil pH and nutrients availability.
4. Green Revolution –pest control, pesticides, toxicity of pesticides, integrated pests
management.
5. Energy Production and Environment –
liquid and gaseous fuel, hydrogen economy.
 6. Renewable Energy – nuclear energy, solar energy, geothermal and tidal energy.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Text Books

1. Latest editions of the following books:
2. 1. Collin Baird, Environmental Chemistry, W. H. Freeman and company, New York, 1995.
3. 2. John W. Moore and Elizabeth A. Moore, Environmental Chemistry, Academic Press
Inc., New York, 1976.
4. 3. Anil Kumar De, Environmental Chemistry, Wiley Eastern Ltd. New Delhi, 1989.
5. 4. R. W. Raiswell, P. Brimblecombe, D. L. Dent and P. S. Liss, Edward Arnold Ltd.,
London, 1980.
6. 5. Staneley E. Manahan, Environmental Chemistry, Brooks, California.
 ADVANCE CHEMISTRY LAB-I (ENVIRONMENTAL CHEMISTRY)
CREDIT HOURS: 1
Practicals

 Qualitative and quantitative analysis of irrigation water

 Qualitative and quantitative analysis of drinking water
 Determination of BOD and COD in waste water
 Estimation of heavy metals in soil / plants and wastewater
 Determination of viscosity
 Determination of surface tension
 Determination of pH

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Reference Books

Latest editions of the following books:
1. Peter O. Neill, Environmental Chemistry, Chapman and Hall, London, 1993.
2. Derek M. Elsom, Atmospheric Pollution, Blackwell Publishers, Oxford, 1992.
3. Geoffrey Lean and Don Hinrichsen, Atlas of the Environment, Helicon Publishing Ltd.,
Oxford, 1992.
Recommended Journals/Periodicals Journals related to:
1. Atmospheric Chemistry.
2. Air Pollution.
3. Water Pollution.
4. Soil Pollution/Soil sciences.
5. Environmental Technology.
Recommended World Web: Web Sites related to:
1. Global Warming/Green House Effect.
2. Ozone depletion.
3. Acid Rain
4. Environmental Pollution
5. Energy Conservation
ADVANCE ZOOLOGY I (DEVELOPMENTAL BIOLOGY)

CREDIT HOURS: 3

Objectives:

 The course will provide detailed knowledge about the principal features of development,
cellular basis of morphogenesis, mechanisms of cellular differentiation and concepts of
induction in development.
 It will provide understanding of the mechanisms of organogenesis, factors controlling
growth and oncogenesis.
 The concept related to the theory in Developmental Biology will be practically
demonstrated in this course.
 In the continuity of the animals during reproduction following the union of the traits from
the parents in their gametes, the zygote proceeds through enormous phenomena of
development up to their emergence resembling to the parents.
 The concepts of all these developmental mechanisms will be communicated to the students
in this course.

Course Contents

Introduction:
Principal features of development, Origin of sexual reproduction, Developmental
patterns, Spermatogenesis, Oogenesis

Fertilization:
Recognition of sperm and egg, Fusion of gametes, Activation of egg metabolism,
Rearrangement of egg cytoplasm

Cleavage:
Patterns of embryonic cleavage, Mechanism of cleavage

Gastrulation:
Fate maps, Gastrulation in Sea urchin, Amphibians, Birds, Mammals

Early Vertebrate Development:

Neurulation, Ectoderm, Mesoderm, Endoderm
 Cellular Basis of Morphogenesis:
Differential cell affinity, Cell adhesion molecules

Mechanism of Cellular Differentiation:

RNA processing, Translational regulation of developmental process, Cell-fate by
progressive determinants, Autonomous cell specification by cytoplasmic
determinants, Establishment of body axes and mechanism of teratogenesis, Secondary
Induction

Organogenesis:(A brief account):

Origin and migration of germ cells in vertebrates

Factors, controlling growth and oncogenesis

Hormones as mediators of development

Regeneration in vertebrates.

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:

Balinsky, B. I. (1985).An Introduction to Embryology. Saunders.

Gilbert, S. F. (2006). Developmental Biology, Sunderland: Sinauer Associates.

Ham, R. G., &Veomett, M. J. (1980).Mechanism of Development. C. V. Mosby Co.

Klaus, K. (2001). Biological Development (2nded.). New York: McGraw Hill.

Oppenheimer, S. S. (1984). Introduction to Embryonic Development.Allen and Bacon.

Saunders, J. W. (1982). Developmental Biology.McMillan and Company.

 ADVANCE ZOOLOGY I (DEVELOPMENTAL BIOLOGY) PRACTICALS

1. Study of structure of gametes in some representative cases, i.e., frog, fish, fowl and
mammal.
2. Study of cleavage and subsequent development from prepared slides and/or whole mounts
in various animals i.e., frog, chick etc.
3. Study of fertilization, early development of frog through induced spawning under
laboratory conditions.
4. Preparation and study of serial sections of frog or chick embryos.
5. Application of microsurgical techniques on chick embryos in vitro.
6. Preparation and staining of histological slides.

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:

Balinsky, B. I. (1985).An Introduction to Embryology. Saunders.

Gilbert, S. F. (2006). Developmental Biology, Sunderland: Sinauer Associates.

Ham, R. G., &Veomett, M. J. (1980).Mechanism of Development. C. V. Mosby Co.

Klaus, K. (2001). Biological Development (2nded.). New York: McGraw Hill.

Oppenheimer, S. S. (1984). Introduction to Embryonic Development.Allen and Bacon.

Saunders, J. W. (1982). Developmental Biology.McMillan and Company.

Course Title: Advance Mathematics- I (Real Analysis)
Course Rating: 4 Cr. Hours

Real Number System

Ordered sets, Fields, Completeness property of real numbers
The extended real number system, Euclidean spaces
Sequences and Series
Sequences, Subsequences, Convergent sequences, Cauchy sequences
Monotone and bounded sequences, Bolzano Weierstrass theorem
Series, Convergence of series, Series of non-negative terms, Cauchy condensation test
Partial sums, The root and ratio tests, Integral test, Comparison test
Absolute and conditional convergence
Limit and Continuity
The limit of a function, Continuous functions, Types of discontinuity
Uniform continuity, Monotone functions
Differentiation
The derivative of a function
Mean value theorem, Continuity of derivatives
Properties of differentiable functions.
Functions of Several Variables
Partial derivatives and differentiability, Derivatives and differentials of composite
functions
Change in the order of partial derivative, Implicit functions, Inverse functions, Jacobians
Maxima and minima, Lagrange multipliers
The Riemann-Stieltjes Integrals
Definition and existence of integrals, Properties of integrals
Fundamental theorem of calculus and its applications
Change of variable theorem
Integration by parts
Functions of Bounded Variation
Definition and examples
Properties of functions of bounded variation
Improper Integrals
Types of improper integrals
Tests for convergence of improper integrals
Beta and gamma functions
Absolute and conditional convergence of improper integrals
Sequences and Series of Functions
Definition of point-wise and uniform convergence
 Uniform convergence and continuity
Uniform convergence and integration
Uniform convergence and differentiation

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books
1. W. Rudin, Principles of Mathematical Analysis, (McGraw Hill, 1976)
2. R. G. Bartle, Introduction to Real Analysis, (John Wiley and Sons, 2000)
3. T. M. Apostol, Mathematical Analysis, (Addison-Wesley Publishing Company, 1974)
4. A. J. Kosmala, Introductory Mathematical Analysis, (WCB Company , 1995)
5. W. R. Parzynski and P. W. Zipse, Introduction to Mathematical Analysis, (McGraw Hill
Company, 1982)
6. H. S. Gaskill and P. P. Narayanaswami, Elements of Real Analysis, (Printice Hall, 1988)
ADVANCE PHYSICS 1(MATHEMATICAL
METHOD OF PHYSICS-1)
PRE-REQUISITE: Undergraduate level Mechanics and Mathematics
INTRODUCTION: CREDITE HOURS: 4
A Course in Mathematical Methods for Physicists helps students understand the mathematical
techniques needed for their future studies in physics. It provides an accessible account of most of
the current, important mathematical tools required in physics these days. It is assumed that the
reader has an adequate preparation in general physics and calculus. The course contents bridge
the gap between an introductory physics course and more advanced courses in classical
mechanics, electricity and magnetism, quantum mechanics, and thermal and statistical physics. It
contains a large number of worked examples to illustrate the mathematical techniques developed
and to show their relevance to physics.

COURSE OBJECTIVE:
To give the understanding of Differential equations and their uses in Physics, Introduction to
special functions, tensors, Legendre Polynomials and solution of Boundary value problems and
their uses.

COURSE OUTLINE:
Vector Analysis:
Divergence theorem, Stokes’ theorem, cylinderical, spherical and curvilinear coordinates.
orthogonal curvilinear coordinates, gradient in orthogonal curvilinear coordinates, divergence
and curl in orthogonal curvilinear coordinates, Laplacian, spherical polar coordinates.
Tensor Analysis:
Cartesian tensors, coordinate transformation, covariant and contravariant tensor, tensor algebra,
metric tensor. Christoffel symbols
Special Functions:
Legendere polynomials, Bessel functions, associated Legendre functions and spherical
harmonics spherical spherical Bessel functions, Neumann functions.
Boundary Value Problem:
Boundary value problem in physics, the Sturm-Liouville problem.
 Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

REFERENCE BOOKS:
1. Mathematical Methods for Physics and Engineering, F. Riley, M. P. Hobson and S. J. Bence,
Cambridge University Press, (1997).
2. Mathematical Physics by E. Butkov, Addison-Wesley Publishing Company, (1968).
3. Mathematical Methods for Physicists by G. Arfken and H. J. Weber, Academic Press,
(1995).
4. Applied Mathematics for Engineers and Physicists by L.A. Pipes and L.R. Harvill, McGraw-
Hill Book Company, (1970).
5. Mathematics of Classical and Quantum Physics Volume II, By F.W. Byron Jr. and R.W
Fuller Addison-Wesley Publishing Company, (1970).
6. Complex Variable by M. R. Spiegel, Schaum Publishing Company, (1970)
 Course: Supervised School Visits
Credit Hours: 2
Introduction: This course provides the prospective science teachers an opportunity to embark on
your teaching practice by meeting reality of life in the classroom. Observation of other teachers is an
excellent way of helping oneself to become more aware of options and possibilities. The most
significant theories and basic principles underlying teaching alone never produce competent teachers.
This course provides an alignment between theory and practice so that students may closely observe
and record the limitations and potentials of real world science classroom to get an experience which
will serve their teaching practices in the days to come.
Objectives:
Student teachers will be able to:
1. Observe classroom dynamics
2. Identify the limitations of various teaching methods
3. Learn to prepare teaching plans
4. Understand the students’ behaviors
5. Learn classroom management strategies

Student Activities during School Visits

1. Observation Tasks
a. The teacher's action-zone
b. Conditions for learning
c. Classroom dynamics
d. Homework assignment schedule and kinds
e. Giving instructions
f. The teacher's questions
g. Wait-time
h. Pacing
i. Student talk
j. Academic learning time
k. Unplanned classroom language
l. Accuracy and fluency
 m. Evaluating written work
n. Blackboard work
o. Oral correction techniques
p. The plan and the lesson

2. Lesson Plan Format

3. Self-Observation Tasks
a. Guidelines for writing the Teaching Journal
b. General impressions of your teaching on the video
c. Use of voice
d. Giving instructions
e. The teacher's questions
f. Wait-time
g. Blackboard work
h. Oral correction techniques
i. The plan and the lesson
j. When the mentor didn't come in
k. Self-evaluation
l. Getting student feedback on your teaching
m. Final reflections

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%