Syllabus for
Bachelor of Science (Chemistry, Botany, Zoology)
Academic Year  (2021)

The Department aims at developing young talent for the industry and academia. The curriculum is developed in such a way that the students are able to venture into allied fields too. The aim of the department through the programmes it offers is to provide a cut above the rest, man-power to the ever-growing demands of the industry and to prepare students for higher studies and research. The interactive method of teaching at Christ University is to bring about attitudinal changes to future professionals of the industry. Equal importance is given to practical and theoretical aspects apart from experiential and digital modes of learning. Industrial projects form an integral part of the curriculum. Along with the syllabus, the University emphasizes Value Addition Programs like Current Affairs, Holistic Education, Certificate programmes and Placement Training Programs, which include training students in group discussions, facing interviews and so on.

To develop proficient leaders of ethical values to contribute effectively to the nation's growth

The programme is offered to students opting for BSc degree with the combinations Chemistry, Botany and Zoology. The programme leads the students to higher learning in biological, chemical, and applied sciences and contribute to the welfare of society. It is designed to help the students to understand the importance and judicious use of technology for the sustainable growth of mankind in synergy with nature.

The Chemistry courses for the CBZprogramme aims to develop scientific temper, observational skills, and analytical ability in students. The programme leads the students to higher learning in biological, chemical and applied sciences and contributes to the welfare of society. 

Programme Outcome

On successful completion of the BSc Programme students will be able to

Continuous internal assessment (CIA) forms 50% and the end semester examination forms the other 50% of the marks in both theory and practical. CIA marks are awarded based on their performance in assignments (written material to be submitted and valued), mid-semester test (MST), and class assignments (Quiz, presentations, problem-solving etc.) The mid-semester examination and the end semester examination for each theory course will be for two and three hours duration respectively. The CIA for practical sessions is done on a day-to-day basis depending on their performance in the pre-lab, the conduct of the experiment, and the presentation of lab reports. Only those students who qualify with the minimum required attendance and CIA will be allowed to appear for the end semester examination.

The Additional English course is offered as a second language course and seeks to introduce the students to the nuances of English literature in its varied forms and genres. The students who choose Additional English are generally proficient in the English language. Hence, instead of focusing on introducing them to language, challenging texts in terms of ideas, form, and technique are chosen. Additional English as a course is designed for students in place of a regional language. Non-Resident Indians (NRIs), foreign nationals and students who have not taken Hindi, Kannada, Tamil or French at the Plus 2 or Class XII levels are eligible to choose Additional English. The course is taught for students from different streams, namely, BA, BSc, BCom, and BBA in the first year and for BA, BSc and BCom (Regular) in the second year.

The first year syllabus is an attempt by the Department of English, Christ University to recognize and bring together the polyphonic Indian and Indian sub-continental voices in English in English translation for the Additional English students of the first year. This effort aims to familiarize the students with regional literatures in translation, Indian Writing in English (IWE) and literatures from Pakistan, Nepal and Srilanka, thereby, enabling the students to learn more about Indian culture and ethos through writings from different regions of the country. We have tried to represent in some way or the other the corners of India and the Indian sub-continent in this microcosmic world of short stories, poems and essays

There is a prescribed text bookfor the first year students, compiled by the Department of English, Christ University and intended for private circulation.

The first semester has a variety of writing from India, Pakistan and Nepal. The various essays, short stories and poems deal with various socio-economic, cultural and political issues that are relevant to modern day India and the Indian sub-continent and will enable students to comprehend issues of identity-politics, caste, religion, class, and gender. All of the selections either in the manner of their writing, the themes they deal with or the ideologies that govern them are contemporary in relevance and sensibility, whether written by contemporary writers or earlier writers. An important addition to this syllabus is the preponderance of North-Eastern writing which was hitherto not well represented. Excerpts from interviews, autobiographical writings, sports and city narratives are added to this section to introduce students to the varied genres of literature.

The objectives of this course are

to expose students to the rich literary and cultural diversity of  Indian literatures

to sensitise students on the social, political, historical and cultural ethos that has shaped the nation- INDIA

to enable to grasp and appreciate the variety and abundance of Indian writing, of which this compilation is just a passing glance

to learn and appreciate India through association of ideas in the texts and the external contexts (BhashaUtsav will be an intrinsic help in this endeavour)

The students will become

sensitive to cultural, social, religious and ethnic diversities and help them engage with their peers and all around them in a more understanding and ‘educated’ manner.

it will also enable them through the activities conducted to become more proactive citizens/participants in society.

aware of the dynamics of gender, identity, communalism and politics of this vast nation through its literature.

1.      Keki N Daruwala     “Migrations”

2.      Kamala Das            “Forest Fire”

3.      Agha Shahid Ali      “Snow on the Desert”

4.      Eunice D Souza       “Marriages are Made”

1.      Rabindranath Tagore    “Babus of Nayanjore”

2.      Ruskin Bond  “He said it with Arsenic”

3.      Bhisham Sahni       “The Boss Came to Dinner”

4.      N. Kunjamohan Singh    “The Taste of Hilsa”

5.      Mohan Thakuri                “Post Script”

1.      Mahatma Gandhi       “What is True Civilization?” (Excerpts from Hind Swaraj)

2.      Ela Bhatt                    “Organising for Change”

3.      Sitakant Mahapatra     “Beyond the Ego: New Values for a Global Neighborhood

4.      B R Ambedkar             “Waiting for A Visa”

The text book copy "Reading Diversity"

CIA 2: Mid-semester written exam for 50 marks

CIA 3: Collage, tableaus, skits, talk shows, documentaries, Quizzes or any proactive            creative assignments that might help students engage with India as a cultural space. This is to be done keeping in mind the objectives and learning outcomes of the course.

Question Paper Pattern

Mid Semester Exam: 2 hrs

Section A: 4x5= 20

Section B: 2x15=30

Total                  50

End Semester Exam: 2 hrs

Section A: 4 x 5 = 20

Section B: 2 x 15= 30

Total                   50

1)      To appreciate the fantastic commonness existing among organisms.

2)      The student will be able to appreciate the uniqueness of different groups and the way they are classified.

3)      To get a comparative knowledge of plants and their life cycle.

4)      To understand the interrelationships between plants.

5)      To enable the student to identify the different organisms by morphological and anatomical studies.

6)      To get a comparative account of plants in its life cycle, morphology, anatomy and reproduction with an evolutionary link

A thorough knowledge of the basics of lower group of organisms like algae, fungi, bryophytes and microbes like bacteria is imparted. The economic importance of these forms is well understood with experiments conducted in the laboratory and an on hand training is given through field visits.

Viruses – Discovery, general structure, replication (general account), DNA virus (T-phage); Lytic and lysogenic cycle, RNA virus (TMV); Economic importance; Bacteria – Discovery, General characteristics and cell structure; Reproduction – vegetative, asexual and recombination (conjugation, transformation and transduction); Economic importance.

General characteristics; Ecology and distribution; Range of thallus organization and reproduction; Classification of algae (Fritsch); Morphology and life-cycles of the following:Scytonema, Chlamydomonas, Volvox, Sargassum, Polysiphonia. Economic importance of algae

Introduction- General characteristics, ecology and significance, range of thallus organization, cell wall composition, nutrition, reproduction and classification by Ainsworth; True Fungi- General characteristics, ecology and significance, life cycle of Rhizopus (Zygomycotina) Penicillium, Peziza (Ascomycotina), Puccinia, Agaricus (Basidiomycotina). Symbiotic Associations-Lichens: General account, reproduction and significance;

Mycorrhiza: ectomycorrhiza and endomycorrhiza and their significance

Unifying features of archegoniates, Transition to land habit, Alternation of generations.

General characteristics, adaptations to land habit, Classification, Range of thallus organization. Classification (up to family), morphology, anatomy and reproduction of Marchantia, Anthoceros and Funaria. (Developmental details not to be included). Ecology and economic importance of bryophytes with special mention of Sphagnum.

General characteristics, classification, Early land plants (Cooksonia and Rhynia). Classification (up to

family), morphology, anatomy and reproduction of Psilotum, Lycopodium, Selaginella, Equisetum and Marsilea. (Developmental details not to be included). Heterospory and seed habit, stelar evolution. Ecological and economical importance of Pteridophytes.

1. Haitet.al. A Text book of Botany, New Delhi: NCBA, 2012.

2. Pandey, B. P. College Botany, Vol. I: Algae, Fungi, Lichens, Bacteria, Viruses, Plant Pathology, Industrial Microbiology and Bryophyta. New Delhi: S. Chand & Company Ltd, 2001.

1.         Kumar, H.D. (1999). Introductory Phycology. Affiliated East-West. Press Pvt. Ltd. Delhi. 2nd edition.

2.         Tortora, G.J., Funke, B.R., Case, C.L. (2010). Microbiology: An Introduction, Pearson Benjamin Cummings, U.S.A. 10^th edition.

3.         Sethi, I.K. and Walia, S.K. (2011). Text book of Fungi & Their Allies, MacMillan Publishers Pvt. Ltd., Delhi.

4.         Alexopoulos, C.J., Mims, C.W., Blackwell, M. (1996). Introductory Mycology, John Wiley and Sons (Asia), Singapore. 4^th edition.

5.         Raven, P.H., Johnson, G.B., Losos, J.B., Singer, S.R., (2005). Biology. Tata McGraw Hill, Delhi, India.

6.         Vashishta, P.C., Sinha, A.K., Kumar, A., (2010). Pteridophyta, S. Chand. Delhi, India.

7.         Bhatnagar, S.P. and Moitra, A. (1996). Gymnosperms. New Age International (P) Ltd Publishers, New Delhi, India.

8.         Parihar, N.S. (1991). An introduction to Embryophyta. Vol. I. Bryophyta. Central Book Depot, Allahabad.

 CIAI – Assignments/test/presentation/etc – 10%

 CIAII – Midsemester exam – 25%

 CIAIII - Assignments/test/presentation/etc – 10%

 Attendance – 5%

 End Semester Theory Exam – 50%

 Section A:  Answer any eight of the following          8 X 2 = 16

 Section B: Answer any six of the following               6 X 6 = 36

 Section C: Answer any four of the following             4 X 12 = 48

1)      To appreciate the fantastic commonness existing among organisms.

2)      The student will be able to appreciate the uniqueness of different groups and the way they are classified.

3)      To get a comparative knowledge of plants and their life cycle.

4)      To understand the interrelationships between plants.

5)      To enable the student to identify the different organisms by morphological and anatomical studies.

6)      To get a comparative account of plants in its life cycle, morphology, anatomy and reproduction with an evolutionary link

Athorough knowledge of the basics of lower group of organisms like algae, fungi, bryophytes and microbes like bacteria is imparted. The economic importance of these forms is well understood with experiments conducted in the laboratory and an on hand training is given through field visits.

1.         EMs/Models of viruses – T-Phage and TMV, Line drawing/Photograph of Lytic and Lysogenic Cycle.

2.         Types of Bacteria from temporary/permanent slides/photographs; EM bacterium; Binary Fission; Conjugation; Structure of root nodule.

3.         Gram staining and streaking of bacterial culture

4.         Study of vegetative and reproductive structures of Scytonema, Chlamydomonas (electron micrographs), Volvox, Sargassum and Polysiphonia through temporary preparations and permanent slides.

5.         Rhizopus and Penicillium: Asexual stage from temporary mounts and sexual structures through permanent slides.

6.         Peziza: Specimens/photographs and tease mounts.

7.         Puccinia: Herbarium specimens of Black Stem Rust of Wheat and infected Barberry leaves; section/tease mounts of spores on Wheat and permanent slides of both the hosts.

8.         Agaricus: Specimens of button stage and full grown mushroom; Sectioning of gills of Agaricus.

9.         Lichens: Study of growth forms of lichens (crustose, foliose- Parmelia and fruticose - Usnea)

10.     Mycorrhiza: ecto mycorrhiza and endo mycorrhiza (Photographs)

11.     Marchantia- morphology of thallus, w.m. rhizoids and scales, V.S. thallus through gemma cup, W.M. gemmae (all temporary slides), V.S. antheridiophore, archegoniophore, L.S. sporophyte (all permanent slides).

12.     Funaria- morphology, W.M. leaf, rhizoids, operculum, peristome, annulus, spores (temporary slides); permanent slides showing antheridial and archegonial heads, L.S. capsule and protonema.

13.     Psilotum – Morphology, T. S of stem, T. S of synangium

14.     Selaginella- morphology, W.M. leaf with ligule, T.S. stem, W.M. strobilus, W.M. microsporophyll and megasporophyll (temporary slides), L.S. strobilus (permanent slide).

15.     Lycopodium- morphology, T.S. internode, L.S. strobilus, T.S. strobilus, W.M. sporangiophore, W.M. spores (wet and dry) (temporary slides)

16.     Equisetum- morphology, T.S. internode, L.S. strobilus, T.S. strobilus, W.M. sporangiophore, W.M. spores (wet and dry)(temporary slides); T.S. rhizome (permanent slide).

17.     Marsilea- morphology, T.S. Rhizome and Petiole, V.S. sporophyll, W.M. sporangium, W.M. spores (temporary slides), T.S. rhizome, w.m. prothallus with sex organs and young sporophyte (permanent slide).

1.Haitet.al. A Text book of Botany, New Delhi: NCBA, 2012.

2.Pandey, B. P. College Botany, Vol. I: Algae, Fungi, Lichens, Bacteria, Viruses, Plant Pathology, Industrial Microbiology and Bryophyta. New Delhi: S. Chand & Company Ltd, 2001.

1.         Kumar, H.D. (1999). Introductory Phycology. Affiliated East-West. Press Pvt. Ltd. Delhi. 2nd edition.

2.         Tortora, G.J., Funke, B.R., Case, C.L. (2010). Microbiology: An Introduction, Pearson Benjamin Cummings, U.S.A. 10^th edition.

3.         Sethi, I.K. and Walia, S.K. (2011). Text book of Fungi & Their Allies, MacMillan Publishers Pvt. Ltd., Delhi.

4.         Alexopoulos, C.J., Mims, C.W., Blackwell, M. (1996). Introductory Mycology, John Wiley and Sons (Asia), Singapore. 4^th edition.

5.         Raven, P.H., Johnson, G.B., Losos, J.B., Singer, S.R., (2005). Biology. Tata McGraw Hill, Delhi, India.

6.         Vashishta, P.C., Sinha, A.K., Kumar, A., (2010). Pteridophyta, S. Chand. Delhi, India.

CIA-I – Performance – 20 Marks

 CIA-II- Mid Semester Practical Examination – 20 Marks

 CIA-III – Record – 10 Marks

END SEMESTER PRACTICAL EXAMINATION

CHRIST (DEEMED TO BE UNIVERSITY), BANGALORE – 560 029

END SEMESTER PRACTICAL EXAMINATION

BOT 151 Biodiversity (Microbes, Algae, Fungi, Bryophytes and Pteridophytes)

Time – 3 hours                                                                                          Total marks: 50 marks 

1.      Make Micro-preparation of the given specimens A, and B. Identify with reason and draw neat labeled diagram. Leave the slides for evaluation                                (2X8= 16)

(Preparation – 2, Identification with systematic position – 2, reason – 2, labeled diagram – 2)

2.      Sort out any two algae from the algal mixture C and make separate clear mounts. Identify and draw labeled diagrams                                                                                  (2X6 = 12)

(Preparation – 1, Identification with systematic position – 2, characters – 2, Diagram – 1)

3.      Identify and comment on the reproductive parts of the specimens D, E, and F given

(3X5 = 15)

(Identification and classification – 2, comment – 1.5, diagram – 1.5)

4.      Spot at sight G, H, and I (Generic name – 0.5, parts displayed – 0.5)          (3X1 = 3)

5.      Conduct Bacterial staining/streaking of bacterial stain J                               (4 marks)

(Procedure – 2, work – 2)

In this introductory paper the students acquire knowledge of the basic concepts of Physical, Organic and Inorganic Chemistry. 

CO1: Understand and recall the fundamentals of structure and properties of atoms, nature and types of chemical bonding, periodicity of elements in the periodic table, the concepts of nucleophiles, electrophiles, electronegativity, and resonance.

CO2: Interpret the chemical bonding in simple inorganic and organic molecules, predicting structures and important bonding parameters

CO3: Relate the basic principle of quantum mechanics with the contemporary understanding of atomic structure and electronic configurations

(Addresses GA- 1, GA-2, and GA-3)

Section A: General and Inorganic Chemistry    (40HRS)

Prelearning topics: Bohr’s theory and its limitations, Black body radiation, dual behaviour of matter and radiation, de Broglie’s relation, Heisenberg Uncertainty principle. Hydrogen atom spectra. Need of a new approach to Atomic structure.

Quantum mechanics: Postulates of quantum mechanics, Introduction, time independent Schrodinger equation and meaning of various terms in it. Significance of ψ and ψ², Schrödinger equation for hydrogen atom. Radial and angular parts of the hydrogenic wavefunctions (atomic orbitals) and their variations for 1s, 2s, 2p, 3s, 3p and 3d orbitals (Only graphical representation). Radial and angular nodes and their significance. Radial distribution functions and the concept of the most probable distance with special reference to 1s and 2s atomic orbitals. Significance of quantum numbers, orbital angular momentum and quantum numbers ml and ms. Shapes of s, p and d atomic orbitals, nodal planes. Discovery of spin, spin quantum number (s) and magnetic spin quantum number (ms).Rules for filling electrons in various orbitals, Electronic configurations of the atoms.*Stability of half-filled and completely filled orbitals,*concept of exchange energy. Relative energies of atomic orbitals, Anomalous electronic configurations.

Ionic Bonding: General characteristics of ionic bonding. ^#Energy considerations in ionic bonding, lattice energy and solvation energy and their importance in the context of stability and solubility of ionic compounds. Statement of Born-Landé equation for calculation of lattice energy, Born-Haber cycle and its applications, polarizing power and polarizability. Fajan’srules, ionic character in covalent compounds, bond moment, dipole moment and percentage ionic character.

Covalent bonding: VB Approach: Shapes of some inorganic molecules and ions on the basis of VSEPR and hybridization with suitable examples of linear, trigonal planar, square planar, tetrahedral, trigonalbipyramidal and octahedral arrangements. Concept of resonance and resonating structures in various inorganic compounds.

MO Approach: Rules for the LCAO method, bonding and antibonding MOs and their characteristics for s-s, s-p and p-p combinations of atomic orbitals, nonbonding combination of orbitals, MO treatment of homonuclear diatomic molecules (O₂, N₂) of 1st and 2nd periods (including idea of s-p mixing) and heteronuclear diatomic molecules such as CO, NO and NO⁺. Comparison of VB and MO approaches

                                                                               5 Hrs

 Prelearning topics:Ecosystems. Energy flow and eco system stability, Bioelements, cycles of carbon, nitrogen and sulphur.

Air Pollution: 

Air pollutants: Photochemical smog: its constituents and photochemistry. Automobile emission.^*Greenhouse effect,^*Global warming, Ozone depletion by oxides of nitrogen, chlorofluorocarbons and halogens, Control of particulates. 

Water Pollution:

^$Water purification and treatment (reverse osmosis, electro dialysis, ion exchange). 

^#Effluent treatment plants (primary, secondary and tertiary treatment). 

Arrangement of elements in the periodic table. Effective nuclear charge. Slater's Rules. Periodic variation of properties in periods and groups. General chemical characteristics of s and p block elements: Metallic and non-metallic character, oxidation and reduction reactions, diagonal relationships. polyhalides. Oxyacids of nitrogen, phosphorous, sulphur and halogens.

Isotopes- use of radio isotopes in tracer technique, agriculture, medicine, food preservation and Carbon dating-Numerical problems.

Nuclear fuels, Nuclear reactors, Breeder reactors, atomic energy programme in India.

^**Case studies on Chernobyl and Fukushima nuclear disaster.

 Section B: Organic chemistry          (20 Hrs) 

Prelearning topics: Hybridizations, bond lengths, bond angles, bond energy. Localized and delocalized chemical bond, polarity of bonds, types of chemical reactions

IUPAC naming of bifunctional organic compounds

Electronic Displacements: Inductive Effect, Electromeric Effect, Resonance, Hyperconjugation and steric effect. Effect of the above on strength of organic acids and bases: Comparative study with emphasis on factors affecting pK values. Cleavage of Bonds: Homolysis and Heterolysis. Nucleophiles and electrophiles. Reactive Intermediates: Carbocations, Carbanions, free radicals and carbenes - Structure, shape and reactivity of organic intermediates. Types of organic reactions: Addition, elimination, substitution, rearrangement and redox reactions (definition and one example each). 

Prelearning topics: Classification, Nomenclature and sources of organic compounds. 

Alkanes: (Upto 5 Carbons)

Preparation: Catalytic hydrogenation, Wurtz reaction, Kolbe’s synthesis, from Grignard reagent. Reactions: Free radical Substitution: Halogenation. Selectivity and reactivity. (Mechanisms)

Cycloalkanes-Relative stabilities-Baeyer’s strain theory-Sache-Mohr theory of strainless rings. 

Alkenes: (Upto 5 Carbons) 

Preparation: Elimination reactions: Dehydration of alkenes and dehydrohalogenation of alkyl halides (Saytzeff’s rule); cis alkenes (Partial catalytic hydrogenation) and trans alkenes (Birch reduction). Mention stereoselective and regioselective reactions. Reactions: cis addition (alk. KMnO₄) and trans-addition (bromine), Addition of HX (Markownikoff’s and anti-Markownikoff’s addition with mechanisms), Hydration, Ozonolysis, oxymecuration-demercuration, Hydroboration-oxidation. 

Dienes: Nomenclature and classification of dienes Methods of formation of 1, 3 - butadiene. Chemical reactions of butadiene - 1, 2 and 1, 4 additions Diels-Alder reaction.

Alkynes: (Upto 5 Carbons)                                                                                           

Prelearning topics: geminal and vicinal dihalides, basic concepts of addition and oxidation reactions.  Preparation: Acetylene from CaC₂ and conversion into higher alkynes; by dehalogenation of tetra halides and dehydrohalogenation of vicinal-dihalides.

Reactions: formation of metal acetylides, addition of bromine and alkaline KMnO₄, ozonolysis and oxidation with hot alkaline KMnO₄.

Preparation - From alkenes and alcohols. Reactions - Types of aliphatic nucleophilic substitution reactions - S_N¹and S_N²mechanisms with stereochemical aspects and effects of substrate structure, solvent, nucleophile and leaving group.  

* Topics identified for student seminar.

# Topics to enhance employability.

$ Service learning

** Self learning

Academic Enrichment Activity

JEE-based problems will be solved in the class

Talk and written assignment on gender bias/gender discriminaton in scientific world 

[1]   B.R. Puri, L.R. Sharma and K.C. Kalia, Principles of Inorganic Chemistry, 31st Edition, Milestone Publishers and Distributors, New Delhi, 2013. 

[2]   Bahl, A. &Bahl, B.S. Advanced Organic Chemistry, S. Chand, 2010.

[3]   B. Mehta, M. Mehta, Organic Chemistry, PHI Learning Private Limited, 2017.

[1]   J.A. Lee, Scientific Endeavour, Addison Wesley Longman 

[2]   D.A. Skoog, D.M. West, F.J. Holler and S.R. Crouch, Fundamentals of Analytical Chemistry, 8th Edition, Brooks/Cole, Thomson Learning, Inc., USA, 2004. 

[3]   J. D. Lee, Concise Inorganic Chemistry, 5th ed., Blackwell Science, London, 2010. 

[4]   Satya Prakash, Advanced Inorganic Chemistry, Volume 1, 5th Edition, S. Chand and Sons, New Delhi, 2012. 

[5]   R.K. Prasad, Quantum Chemistry, New Age International, 2001 

[6]   McQuarrie, J. D. Simon, Physical Chemistry – A molecular Approach, Viva Books. 

[7]   I. N. Levine, Physical Chemistry, Tata McGraw Hill, 

[8]   ManasChanda, Atomic structure and Chemical bonding in Molecular Spectroscopy” Tata McGraw Hill. 

[9]   J. D. Lee, Concise Inorganic Chemistry, 5th edn., Blackwell Science, London. 

[10]    B. R. Puri, L. R. Sharma, Kalia, Principles of Inorganic Chemistry, Milestone Publishers, New Delhi. 

[11]    F. A. Cotton, G. Wilkinson and P. L. Gaus, Basic Inorganic Chemistry, 3rd ed., John Wiley. 

[12]    B. Douglas, D. Mc Daniel, J. Alexander, Concepts and models in Inorganic Chemistry. 

[13]    R. Gopalan, Inorganic Chemistry for Undergraduates, Universities Press, Hyderabad, 2009.

[14]    Jain and Sharma Modern Organic Chemistry 3^rd edition, Vishal Publishing Company, 2009. 

[15]    R. T Morrison, and R. N. Boyd. Organic Chemistry.  7^thed. New Delhi: Prentice-Hall of India (P) Ltd., 2010.

[16]    S.M. Mukherji, S. P. Singh, and R. P. Kapoor. Organic Chemistry. 3^rd, 12th Reprint, New Delhi: New Age International (P) Ltd. Publishers, 2009.

[17]    I. L Finar, Organic Chemistry Vol. II, 5^thed. New Delhi: ELBS and Longman Ltd., reprint 2008.

This course is intended to impart basic analytical skills with an emphasis on volumetric analysis. It also emphasises the importance of organized and systematic approach in carrying out experiments.

CO1: Ability to apply volumetric techniques for the quantitative analysis of samples 

CO2: Ability to outline and interpret the chemical principles of acidimetry, alkalimetry, redox 
          titrations and complexometric titrations

CO3: Ability to systematically record and process data from volumetric analysis

CO4: Ability to select suitable volumetric analysis for the quantification of various samples.

(Addresses GA- 1, GA-2, GA-3, and G8)

Level of knowledge: Basic/Analytical

1. Calibration of glassware.

2. Estimation of oxalic acid by titrating it with KMnO₄.

3. Estimation of water of crystallization in Mohr’s salt by titrating with KMnO₄.

4. Estimation of Fe (II) ions by titrating it with K₂Cr₂O₇ using internal indicator.

5. Estimation of Fe (II) ions by titrating it with K₂Cr₂O₇ using external indicator.

6. Estimation of Cu (II) ions iodometrically using Na₂S₂O₃.

7.Estimation of total alkalinity of water samples (CO₃^2-, HCO^3-) using double titration method. 

8. Measurement of chlorides in water samples by titrimetry (AgNO₃ and potassium chromate)

9. Estimation of Mg²⁺ by complexometric titrations using EDTA.

10. Estimation of Zn²⁺ by complexometric titrations using EDTA.

11. Estimation of total hardness of a given sample of water by complexometric titration.

12.Measurement of sulphate in water samples by titrimetric method.

Academic Enrichment Activity

Online videos of various titration experiments will be shared with students

[1]  Svehla, G. Vogel’s Qualitative Inorganic Analysis, Pearson Education, 2012.

.

[1]  Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009.

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

·         Understand how to engage with texts from various countries, historical, cultural specificities and politics

·         Understand and develop the ability to reflect upon and comment on texts with various themes

·         Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

·         Develop the ability to communicate both orally and in writing for various purposes

Common errors- subject-verb agreement, punctuation, tense errors 

1. Why We Travel-Pico Iyer

2. What Solo Travel Has Taught Me About the World – and Myself -ShivyaNath- Blogpost

sentence fragments, dangling modifiers, faulty parallelism,

Note taking

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

1. Violence in the name of God is Violence against God

By Rev Dr Tveit

2. Poem: Holy Willie's Prayer

By Robert Burns

Paragraph writing

Newspaper report

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

1.Long text:My Story- Nicole DeFreece

2. short text: Why You Should Never Aim for Six Packs

Essay writing

1.Long Text: Sir Ranjth Singh- Essay by SouravGanguly

2. Short text: Casey at the Bat-  Ernest Lawrence Thayer

Paraphrasing and interpretation skills

Visual Text: Before the Flood

CIA 2=50 

CIA 3= 20 

ESE= 50 marks online and 50 marks written exam

French as a second language in the UG program. The method Génération A1 consists of a student's book and an activity book, both included in the digital manual. It consists of 6 units preceded by an initial section of 'Welcome'. The structure of each unit marks a real learning journey.

Course Objectives

·       To develop linguistic competencies and sharpen oral and written communicative skills

·       To familiarize learners to certain aspects of francophone civilization.

·       To enable learners to engage in simple everyday situations

 Lexicon – Countries and nationalities, domestic animals, days of the week

 Grammar -Subject pronouns, verbs ‘to be’ and ‘to have’, definite and indefinite articles

 Speech acts – Greeting, asking how one is

Lesson 2: Hello, my name is Agnes.

Lexicon – Months of the year, numbers 0-69, the family

Grammar – Formation of the feminine / plural, possessive adjectives

Speech acts -Introducing oneself and others, asking and saying dates

La cigale et la fourmis (The grasshopper and the ant)

Le renard et le corbeau (The fox and the crow)

A French movie

      2.  De Lafontaine, Jean. Les Fables de la Fontaine.

           Paris, 1668

Course Description

The detailed text book “Samakaleen Hindi Kavitha” edited by Dr.N Mohanan is an anthology of contemporary Hindi Poems written by representative poets of Hindi Literature. From the medieval poetry ' Kabir Ke Dohe and Sur ke pad 'is also included.  The poets reflect on the social, cultural and political issues which are prevalent in our society since the medieval period. Hindusthani sangeeth-parampara eva kalakar is one of the module. Since translation is a significant area in language and literature, emphasis is being given on it in the syllabus.Bharath ki pramukh sanskruthik kalayein  Yakshagana,Kathakali,Ram Leela,Krishna Leela etc. included in the syllabus to enrich cultural values among students.

Course Objectves: 

Students will be exposed to read, analyse and appreciate poems by learning poetry. Through translation, students will be able to develop translation skills while translating from other language articles. Students will be able to analyses critically the different cultural art forms by learning about the Famous cultural art forms of India.

At the end of the course, the student will be able to:

CO1: Improve their writing skill in literary Hindi by doing asynchronous session assignments.

●    CO2: Improve their analytical skills through critical analysis of the poems.

●    CO3: To appreciate the different aspects of Hindustani music.

●    CO4: To improve their basic research skills through creative and research oriented CIAs.

’  Samakaleen Hindi Kavitha (Collection ofcontemporary Poems)  Edited By: Mahendra Kulashreshta Rajpal and Son’s, New Delhi

Level of knowledge: Analytical

Translation-Practice                English to Hindi and vice- versa.

Ramleela,Krishnaleela,Yakshagaana,kathakali.

Utbhav,Vikas aur paramparaein

Pramukh Sangeethkar-1.Bhimsen Joshi 2.Gulam Ali 3.Pandit Ravishankar 4. Bismillah Khan.

1. 'Samakaleen Hindi Kavitha’ (Collection of Poems) Edited By: Dr.N Mohanan,  Rajpal and Son’s,New Delhi.