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 organic and inorganic chemistry. 

1.   Atomic Structure                                                                                                   14 Hrs

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 hydogenic 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.

 2.   Chemical Bonding and Molecular Structure                                                          16 Hrs

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’s rules, 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, trigonal bipyramidal 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.

Hydrogen bonding and van der Waals interaction, metallic bonding and coordinate bonding (mention only)

3.   Fundamentals of Organic Chemistry                                                                        12 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

Physical Effect: Electronic Displacements: Inductive Effect, Electromeric Effect, Resonance and Hyperconjugation. 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, carbenes, nitrenes and benzynes - Structure, shape and reactivity of organic intermediates.

Aromaticity: Aromatic, non-aromatic and anti-aromatic and Hückel’s rule.

4.   ^#Stereochemistry                                                                                                            10 Hrs

Conformational analysis with respect to ethane, propane, butane, and cyclohexane. Interconversion of Wedge Formula, Newman, Sawhorse and Fischer representations.

Configuration: Geometrical and Optical isomerism;

Concept of chirality (upto two carbon atoms). Enantiomerism, Diastereomerism and Meso compounds. Racemic mixture, racemisation and resolution.  Threo and erythro; D and L; CIP Rules: R/ S (for upto 2 chiral carbon atoms) atropisomerism. Examples. Geometric isomerism; cis - trans nomenclature; E/Z Nomenclature (for upto two C=C systems). Geometrical isomerism in alicyclic compounds.

5.   Aliphatic Hydrocarbons                                                                                                8 Hrs 

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

Functional group approach for the following reactions (preparations & reactions) to be studied in context to their structure.

Alkanes: (Upto 5 Carbons)

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

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), Hydration, Mechanism of Ozonolysis, oxymecuration-demercuration, Hydroboration-oxidation.

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 alk. KMnO₄.

* Topics identified for student seminar.

# Topics to enhance employability.

$ Service learning

** Self learning

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

[2]   Douglas, B.E., McDaniel, D.H. & Alexander, J.J. Concepts and Models in Inorganic Chemistry, John Wiley & Sons.

[3]   Huheey, J.E., Keiter, E.A., Keiter, R.L. & Medhi, O.K. Inorganic Chemistry: Principles of Structure and Reactivity, Pearson Education India, 2006.

[4]   Graham Solomon, T.W., Fryhle, C.B. & Dnyder, S.A. Organic Chemistry, John Wiley & Sons (2014).

[5]   Sykes, P. A Guidebook to Mechanism in Organic Chemistry, Orient Longman, New Delhi (1988).

[6]   Eliel, E.L. Stereochemistry of Carbon Compounds, Tata McGraw Hill education, 2000.

[7]   Finar, I.L. Organic Chemistry (Vol. I & II), E.L.B.S.

[8]   Morrison, R.T. & Boyd, R.N. Organic Chemistry, Pearson, 2010.

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

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.This course introduces the students to the separation of mixtures using chromatographic technique.

Students learn volumetry as an analytical tool, separation of mixtures by chromatographic techniques.

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

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

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

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

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

6. Estimation of sodium carbonate and sodium hydrogen carbonate present in a mixture.

7. Estimate the amount of nickel present in a given solution as bis(dimethylglyoximato) nickel(II) or aluminium as oxinate in a given solution gravimetrically.

8. Estimation of (i) Mg²⁺ or (ii) Zn²⁺ by complexometric titrations using EDTA.

9. Estimation of total hardness of a given sample of water by Complexometric titration.

1. Separation of mixtures by Chromatography: Measure the Rf value in each case (combination of two compounds to be given)

(a) Identify and separate the components of a given mixture of two amino acids (glycine, aspartic acid, glutamic acid, tyrosine or any other amino acid) by paper chromatography

(b) Identify and separate the sugars present in the given mixture by paper chromatography.

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

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

[3]   Vogel, A.I., Tatchell, A.R., Furnis, B.S., Hannaford, A.J. & Smith, P.W.G.,

[4]   Textbook of Practical Organic Chemistry, Prentice-Hall, 5th edition, 1996.

[5]   Mann, F.G. & Saunders, B.C. Practical Organic Chemistry Orient-Longman, 1960.

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

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

[3]   Vogel, A.I., Tatchell, A.R., Furnis, B.S., Hannaford, A.J. & Smith, P.W.G.,

[4]   Textbook of Practical Organic Chemistry, Prentice-Hall, 5th edition, 1996.

[5]   Mann, F.G. & Saunders, B.C. Practical Organic Chemistry Orient-Longman, 1960.

• 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,

1. Thinking Like a Mountain

By Aldo Leopold

2. Short Text: On Cutting a Tree

By Gieve Patel

Note taking

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

1. The Story of B24

By Sir Arthur Conan Doyle

 2. Short Text: Aarushi Murder case 

Newspaper report

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 second language for the UG program

1.      First and Last Names of French Families

2.      Few French and International personalities

1.      Greetings- Usage of “tu” and “Vous”

2.      Telephone Numbers in France 

3.      Some cultural / festive events in Paris- The Francophone

1.      Pontoise and Ile de France- The City

2.      Annecy- Youth hostel and accommodation

3.      The wording of address in France- postal codes and departments

1.      The French and sports- The Reality shows

2.      New ways of meeting- The Differences men/ women

3.      Surnames of married women/ children- Announcements and family functions

1.      Rhythm of Life and Rhythm of the city- Internet and media in daily life

2.      The Outings 

3.      Family life and Household chores- Routine and change in rhythm

1.      The tooth of the cat – Renaud FABBRI 

2.      The Princess and the pea- Odile THIEVENAZ

2.      Krishnan, Chitra. De Bouche à Oreille. New Delhi : Langers International Pvt Ltd., 2009

2. French websites like Bonjour de France, Fluent U French, Learn French Lab, Point du FLE etc.

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:

• to impart the knowledge of poetics
• to acquire translation skills
• to expose students to veriety of texts to interact with them
• to help students develop a taste to appreciate works of literature through the organisation of language
• to help students understand the relationship between the world around them and the text
• to improve their oral and written skills
• to expose them to the world of music

Students will be exposed to the world of poetry and Music. Through translation and cultural studies, students can understand different languages, literature and culture. Grammar portions will help the students to develop their language proficiency.

’  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.

1. A Hand Book of Translation Studies         By: Das Bijay Kumar.               

2. Saral Subodh Hindi Vyakaran,                 By: Motilal Chaturvedi. Vinod pustak mandir, Agra-2

3. Anuvad Evam Sanchar –                         Dr Pooranchand Tantan, Rajpal and Son’s, Kashmiri

4. Anuvad Vignan                                       By: Bholanath Tiwar

5. Anuvad Kala                                           By: N.E Vishwanath Iyer.

CIA-2(Mid semester examination)-50 marks

CIA-3(Digital learning-article creation in Hindi Wikipedia)-20 marks

End sem examination-50 marks

Course Description

Select Old Kannada, Medieval Kannada and Modern Kannada Literatures are  introduced for I Semester BA/ BSc. courses in the syllabus. This will enrich the  Language and Communication  skills, Critical and analytical thinking of the students. this will help them to enhance their social sensitivity.  

Course Objectives

• To expose learners to variety of texts to interact with them
• To help learners develop a taste to appreciate works of Literature through the organization of Language
• To help learners understand the relationship between the world around them and the text
• To help lerarners to improve their oral and written skills for their respective career goals
• To help improve their communiction skills for larger academic purposes and vocational purposes

•  Develop an analytical and critical bent of mind to compare and analize the various literature they read and discuss  in class
  
• Develop a more humane and service orented aproach to all forms of life around them
• Ability to communicate effectively in speech and in writing
• Ability to use better language to communicate effectively

1. Poetry (Old Kannada literature)

1 Pampa-Bharata Bahubali Prasamga

2. Janna- Chitramapatre Ramate Naari

3. Raghavanka- Purada Punyam Purusha Roopinde Pogutide

2. Vachanas & Keerthanas (Medieval Kannada Literature)

          1. Devaradasimayya 2. Basavanna 3. Akkamahadevei

          4. Allamaprabhu 5. Urilingapeddi 6. Purandara Dasa

          7. Kanakadasa 8. Vadiraja  

  3. Modern Kannada Poetry

        1. B.M.Shree- Kaarihrggadeya Magalu

        2.  Bendre- Hakki Haarutide Nodidira

        3. Gopala Krishna Adiga- Neharu Nivruttaraguvudill

        4. G.S Shivarudrappa – Mumbai Jaataka

        5. T Yellappa- Avaru Mattu Naavu

       6. Muktayakka- Mooru Mukhagalu

1. Ramana Savaari Santege Hodaddu- K Sadashiva

       2. Chappaligalu- Sara Abubakkar

       3. Aeroplane mattu Chitte- K.P. Poornachandra Tejaswi

       4. Gilikathe: Ravindranatha Tagore (Translated by   S.G. Kulakarni)

     1.  A- H, L-l, N-n, Hrasva- Deerga, Ottakshara, Joining of words

     2. Report Writing

     3. Folk Art forms of Karnataka

       1. Adipurana- Pampa

       2. Yashodhara Charite- Janna

       3. Harishchandra Kavya- Raghavanka

       4. Shree Sahitya- B M Shreekantaiah

2. Vachana Chandrike- L Basavaraju

3. Purandara Sahitya Darshana- S K Ramachandra Rao

CIA-1 Digital Learning - Wikipedia- 20 Marks

CIA-2 Mid Semsester Examination- 50 Marks

CIA-3 Digitization of Kannada Books - 20 Marks

End Semester Examination- 50 Marks

The I semeste B.A/B.Sc students are prescribed wih the text " Ruthusamharam"

Strotra shithya 

The students will have exposure for the  style of poetry. Ruthusamhara is the work based on the nature which makes the students to understand about changes in nature

poery Buddhacharitham III canto, up to 52 stanzas.

Level of Knowledge: Conceptual/ descriptive/ Analytical.

Ruthusamharam

Strotra sahithya 

Grammar

Grammer- Sandhis and lakaras                                                          

 Level of Knowledge:  Analytical /Conceptual

language component.

Translation from Sanskrit to english                                                     

Level of Knowledge:  Analytical/. Conceptual

Composition to write in Sanskrit                                                              

Level of Knowledge:  Analytical/. Conceptual

Comprehension in Sanskrit                                                                     

Level of Knowledge:  Analytical/. Conceptual

Ruthusamharam

 Strotra sahitya : Madhurashtaka and Geeta govinda                                    

                            M.S. Subbalakshmi , Balamurali Krishna 

2) Ruthusamharam- Dr. K . Narayanabhatta

3) sanskrit grammar Translation from English to Sanskrit by M.R.Kale

4) Sanskrt Grammar Kannada version by Hegde. 

CIA 2 Midsemester examination   Evaluated for 50 marks

CIA 3  Wikipedia assignment   Evaluated for 20 marks

          End semester   Evaluated for 50 marks

Poems of Bharatiyar and Bharatidasan and poems by women poets with feminine sensibilities  will initiate the students into the modern period with all its complexities. The short stories by Ambai offers a matured vision of life through a varied characters and situatins. A new concept, Cultural Studies, will take the students beyond prescribed syllabus to include music, theatre, painting and films out of whcih the art form of music is taken up for the first semester.

To make the students experience the impact made by Bharathiyar and Bharathidasan during the 20^th century and to bring them to the realities of 21^st century. They will also learn, on their own, about the nuances of music and a unique aesthetic experience it offers 

Poems of Bharathiyar, Bharathidasan and women poets

2  Grammar as reflected in the poems

Prose including reference to contemporary literary issues

Language Skills:  Piramozhichorkal

Malliga, R et al (ed).Thamilppathirattu I.Bangalore: Prasaranga,2011

     ‘Oru Karuppuchilanthiyudan Or Iravu’ by Ambai,

      published by Kalachuvadu Publications, Nagercoil, 2014

 Varadarajan, Mu.  Thamil Ilakkia Varalaru . New Delhi:Sahitya Akademi, 2008

 Sivathambi, Ka.Thamil Sirukathaiyin Thorramum Valarchiyum.Coimbatore: NCBH, 2009

 Ragunathan,C.Bharathi: Kalamum Karuthum, Chennai:NCBH, 1971

Ramakrishnan S 100 Sirantha Sirukathaigal, Chennai: Discovery Books, 2013

This course provides an overview of different animal groups under the kingdom Animalia (invertebrate and vertebrate), including sponges, cnidarians, flatworms, nematodes, annelids, molluscs, arthropods, echinoderms, protochordates, fishes, amphibians, reptiles, birds, and mammals. Topics include animal classification upto classes, characters of each phylum and various classes with examples, and the specific features of the same, along with their roles in the environment. 

General characters and classification up to classes; Locomotary Organelles and locomotion in protozoa

 General characters and classification up to classes; Canal System in Sycon 

General characters and classification up to classes; Polymorphism in Halistemma 

General characters and classification up to classes; Life history of Fasciola hepatica.

General characters and classification up to classes; Life history of Ascaris lumbricoides and its parasitic adaptations.

General characters and classification up to classes; Metamerism in Annelida 

General characters and classification up to classes; Vision in Arthropoda, Metamorphosis in insects. 

General characters and classification up to classes; foot & shell modification 

General characters and classification up to classes; Water-vascular system in Asteroidea 

General features and Phylogeny of Protochordata

General features of Agnatha and classification of cyclostomes up to classes 

General features and Classification up to orders; Osmoregulation in Fishes

General features and Classification up to orders; Parental care

General features and Classification up to orders; Poison apparatus, venom composition & its effects.                 

General features and Classification up to orders; Flight adaptations in birds 

Classification up to orders; Origin of mammals 

Barnes, R.S.K., Calow, P., Olive, P.J.W., Golding, D.W. and Spicer, J.I. (2002). The Invertebrates: A New Synthesis, III Edition, Blackwell Science. 

Young, J. Z. (2004). The Life of Vertebrates. III Edition. Oxford university press.

Pough H. Vertebrate life, VIII Edition, Pearson International.

Hall B.K. and Hallgrimsson B. (2008). Strickberger’s Evolution. IV Edition. Jones and Bartlett Publishers Inc.

Young, J. Z. (2004). The Life of Vertebrates. III Edition. Oxford university press.

Pough H. Vertebrate life, VIII Edition, Pearson International.

Hall B.K. and Hallgrimsson B. (2008). Strickberger’s Evolution. IV Edition. Jones and Bartlett Publishers Inc.

Section A will consist of 10 questions, out of which students have to answer only 8 questions and each question carries 2 marks (8X2=16 marks). Section B will consist of 8 questions, out of which students have to answer only 6, and each question carries 6 marks (6x6=36  marks).  Section C will consist of 6 questions, out of which students will answer 4 questions, and each question carries 12 marks (4X12=48 marks)

·      Laboratory practical work emphasizes observation and investigation of living and preserved specimens of different groups of animals under the animal kingdom. Field excursions will allow you to observe animals in their natural environments.

1. Study of the following specimens:

Amoeba, Euglena, Plasmodium, Paramecium, Sycon, Hyalonema, and Euplectella, Obelia, Physalia, Aurelia, Tubipora, Metridium, Taenia solium, Male and female Ascaris lumbricoides, Aphrodite, Nereis, Pheretima, Hirudinaria, Palaemon, Cancer, Limulus, Palamnaeus, Scolopendra, Julus, Periplaneta, Apis, Chiton, Dentalium, Pila, Unio, Loligo, Sepia, Octopus, Pentaceros, Ophiura, Echinus, Cucumaria and Antedon, Balanoglossus, Herdmania, Branchiostoma, Petromyzon, Sphyrna, Pristis, Torpedo, Labeo, Exocoetus, Anguilla, Ichthyophis/Ureotyphlus, Salamandra, Bufo, Hyla, Chelone, Hemidactylus, Chamaeleon, Draco, Vipera, Naja, Crocodylus, Gavialis, Any six common birds from different orders, Sorex, Bat, Funambulus, Loris

2. Study of the following permanent slides:

T.S. and L.S. of Sycon, Study of life history stages of Taenia, T.S. of Male and female Ascaris.

3. Key for Identification of poisonous and non-poisonous snakes

An “animal album” containing photographs, cut-outs, with the appropriate write up about the above-mentioned taxa. Different taxa/ topics may be given to different sets of students for this purpose.

2.      Barnes, R.S.K., Calow, P., Olive, P.J.W., Golding, D.W. and Spicer, J.I. (2002). The Invertebrates: A New Synthesis, III Edition, Blackwell Science

3.     

 Pough H. Vertebrate life, VIII Edition, Pearson International.

Hall B.K. and Hallgrimsson B. (2008). Strickberger’s Evolution. IV Edition. Jones and Bartlett Publishers Inc.

Laboratory Performance: 20%, Record: 10%, Mid-semester examination (MSE): 20%, End Semester Examination (ESE): 50% 

ESE will have the following pattern with three questions 

Q1. Identify, classify and comment on spotters (A-F)with neat labelled diagrams (6x5=30 marks)

Q2. Comment on the adaptive features of specimens G and H (2x5=10 marks)

Q3. Comment on the beak and feet adaptations of specimen I and J (2x5=10 marks)

 MSE will follow the same pattern as ESE but the exam marks will be converted to 20% (20 marks); Performance will be evaluated for 20 marks and Record Evaluation will be for 10marks

The second semester has a variety of writing from India, Pakistan and Srilanka. 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. 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)

more aware culturally, ethically, socially and politically as citizens

the course will sensitize students towards 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.      Jayanta Mahapatra    “Grandfather”

2.      Meena Alexander    “Rites of Sense”

3.      K.Satchidanandan      “Cactus”

4.      Jean Arasanayagam   “Nallur”

1.      Temsula Ao             “The Journey”

2.      A. K Ramanujan       “Annaya’s Anthropology”

3.      Sundara Ramswamy   “Waves”

4.      Ashfaq Ahmed            “Mohsin Mohalla”

5.      T.S Pillai                      “In the Floods”

1.      Salman Rushdie        “Gandhi Now”

2.      Amartya Sen             “Sharing the World”

3.      Suketu Mehta            “Country of the No”

4.      Rahul Bhattacharya     “Pundits From Pakistan” (An Excerpt)

CIA 1: Classroom assignment/test for 20 marks keeping in tune with the course objectives and learning outcomes.

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 tune with the course objectives and learning outcomes.

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: 5 x 5 = 25

Section B: 5 x 15= 75

Total                   100

1        To observe and differentiate the variations existing in the internal structure of plants.

2        To create interest in plant anatomy and to appreciate the function of a particular tissue or organ correlated with its structure.

3        To enable the student understand the anatomical features within the system instead of merely memorizing the technical terms and the text book figures.

General characteristics, classification. Classification (up to family), morphology, anatomy and reproduction of Cycas, Pinus and Gnetum. (Developmental details not to be included). Ecological and economical importance.

Root and shoot apical meristems; Simple and complex tissues; Secretory tissues in plants: Structure and distribution of secretory trichomes (Drocera, Nepenthes), salt glands, colleters, nectaries, resin ducts and laticifers. Structure of bark and distribution pattern of laticifers in Heveabrasiliensis.

Structure of dicot and monocot root, stem and leaf.

Vascular cambium – structure and function, seasonal activity. Secondary growth in root and stem, Wood (heartwood and sapwood). Anomalous secondary growth in dicot (Boerhaavia, Bignonia,Bougainvillea) and monocot stems (Dracaena)

Epidermis, cuticle, stomata; General account of adaptations in xerophytes and hydrophytes.

Reserve food materials - carbohydrate (starch), protein (Aleurone grain) and lipids (fats and oil); Secretory products- pigments, enzymes and nectar; metabolic byproducts: tannin, gums, resins, essential oils, mucilage, latex, minerals, crystals and alkaloids

Structure and development of anther, Microsporogenesis and microspore tetrads, development of male gametophyte, Pollen morphology, Architecture of pollen wall, pollen germination, pollen tube growth and pollen viability. Pollen cryopreservation, Pollen embryo sac, Brief account on Pollen allergies. Types of ovule, detailed study on structure of anatropous wall, Megasporogenesis, Development of female gametophyte: monosporic (polygonum type), bisporic (Allium type) and tetrasporic(Peperomia type). Structure of mature embryo sac.

Pollination mechanisms and adaptations; Double fertilization; Seed-structure appendages and dispersal mechanisms.

Endosperm types, structure and functions; Dicot and monocot embryo; Embryo-endosperm relationship.

Definition, types and practical applications.

2.      Bhojwani, S.S. & Bhatnagar, S.P. (2011). Embryology of Angiosperms. Vikas Publication House Pvt. Ltd. New Delhi. 5^th edition.

3.      

 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 observe and differentiate the variations existing in the internal structure of plants.

2. To create interest in plant anatomy and to appreciate the function of a particular tissue or organ correlated with its structure.

3. To enable the student understand the anatomical features within the system instead of merely memorizing the technical terms and the text book figures.

Study of plant anatomy will make the students aware of the internal structure existing in the different groups of plants and Embryology helps the students to understand the developmental stages in plants.

 1.      Cycas- morphology (coralloid roots, bulbil, leaf), T.S. coralloid root, T.S. rachis, V.S. leaflet, V.S.microsporophyll, W.M. spores (temporary slides), L.S. ovule, T.S. root (permanent slide).

2.      Pinus- morphology (long and dwarf shoots, W.M.dwarf shoot, male and female), W.M.dwarf shoot, T.S. needle, T.S. stem,l.S./T.S. male cone, W.M. microsporophyll, W.M. microspores (temporary slides), L.S. female cone, T.L.S. & R.L.S. stem (permanent slide).

3.      Gnetum- morphology (long and dwarf shoots, W.M. dwarf shoot, male and female), W.M. dwarf shoot, T.S. needle, T.S. stem, l.S./T.S. male cone, W.M. microsporophyll, W.M. microspores (temporary slides), L.S. female cone, T.L.S. & R.L.S. stem (permanent slide).

4.      Study of meristems through permanent slides and photographs.

5.      Tissues (parenchyma, collenchyma and sclerenchyma); Macerated xylary elements, Phloem (Permanent slides, photographs)

6.      Stem: Monocot: Zea mays/ Grass; Dicot: Helianthus/Tridax; Secondary: Helianthus

7.      Root: Monocot: Zea mays/Canna/grass; Dicot: Helianthus; Secondary: Helianthus/Tinospora.

8.      Anomalous secondary thickening –Boerhaavia, Bignonia,Bougainvillea

9.      Leaf: Dicot and Monocot leaf.

10.  Study of stomata, trichomes, and laticifers. Determination of stomatal index.

11.  Adaptive anatomy: Xerophyte (Nerium leaf); Hydrophyte (Hydrilla stem).

12.  Structure of anther (young and mature), tapetum (amoeboid and secretory) (Permanent slides).

13.  Types of ovules: anatropous, orthotropous, circinotropous, amphitropous/ campylotropous.

14.  Female gametophyte: Polygonum (monosporic) type of Embryo sac Development (Permanent slides/photographs).

15.  Ultrastructure of mature egg apparatus cells through electron micrographs.

16.  Pollination types and seed dispersal mechanisms (including appendages, aril, caruncle) (Photographs and specimens).

17.  Dissection of embryo/endosperm from developing seeds.

18.  Calculation of percentage of germinated pollen in a given medium.

19.  Microtomy for study of embryognesis

20.  Preparation of Permanent slides. (submission of 5 permanent slides)

1. Bhojwani, S.S. & Bhatnagar, S.P. (2011). Embryology of Angiosperms. Vikas Publication House Pvt. Ltd. New Delhi. 5^th edition.

2. Mauseth, J.D. (1988). Plant Anatomy. The Benjamin/Cummings Publisher, USA.

1. Bhojwani, S.S. & Bhatnagar, S.P. (2011). Embryology of Angiosperms. Vikas Publication House Pvt. Ltd. New Delhi. 5^th edition.

2. Mauseth, J.D. (1988). Plant Anatomy. The Benjamin/Cummings Publisher, USA.

Continuous Internal Assessment (CIA)

CIA-I – Performance – 20 Marks

CIA-II- Mid Semester Practical Examination – 20 Marks

CIA-III – Record – 10 Marks

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

END SEMESTER PRACTICAL EXAMINATION

BOT 251 GYMNOSPERMS, Plant Anatomy and Embryology

TIME 3 HOURS                                                                                        TOTAL MARKS: 50

1.      1. Make micro-preparation of the given specimens A, B and C. Identify with reasons and draw neat labelled diagram. Leave the slides for evaluation.                                          (3x6=18)

(Preparation -2, Identification with reasons-2, diagram -2)

2.      2. Identify the stomatal type and find out the stomatal index of the specimen C.        (5 Marks)

(Preparation -1, Calculation -1, Identification -1, Reason and Diagram -2)

3.      3. Prepare T.S. of the given material ‘D’. Assign it to an ecological group and comment on its ecological adaptations. Draw a neat labelled diagram. Leave the slide for evaluation  

(6 Marks)

(Preparation -1, Ecological group -1, Adaptationa-2, Diagram-2)

4.     4.  Comment on the specimen E, F and G                                                                (3 X 3= 9)

5.    5.  Dissect embryo or endosperm of the specimen H.                                         (3 Marks)

(Preparation -1, Reasons-2, Diagrams-2)

7.     6.  Comment on specimen I and J.                   ( 2 X 2 = 4 Marks)

(Diagram-1, comment-1)

       7. Viva. (5 Marks).

This course deals with fundamentals of Physical Chemistry and functional group Organic Chemistry. It emphasizes on the judicious use of energy resources.

Students gain insight into the rates of reactions and factors that affect it. Understanding the reactions of eight important classes of organic compounds.

Continuous Internal Assessment (CIA)

CIA-I – Performance – 20 Marks

CIA-II- Mid Semester Practical Examination – 20 Marks

CIA-III – Record – 10 Marks

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

END SEMESTER PRACTICAL EXAMINATION

BOT 251 GYMNOSPERMS, Plant Anatomy and Embryology

TIME 3 HOURS                                                                                        TOTAL MARKS: 50

1.      1. Make micro-preparation of the given specimens A, B and C. Identify with reasons and draw neat labelled diagram. Leave the slides for evaluation.                                          (3x6=18)

(Preparation -2, Identification with reasons-2, diagram -2)

2.      2. Identify the stomatal type and find out the stomatal index of the specimen C.        (5 Marks)

(Preparation -1, Calculation -1, Identification -1, Reason and Diagram -2)

3.      3. Prepare T.S. of the given material ‘D’. Assign it to an ecological group and comment on its ecological adaptations. Draw a neat labelled diagram. Leave the slide for evaluation  

(6 Marks)

(Preparation -1, Ecological group -1, Adaptationa-2, Diagram-2)

4.     4.  Comment on the specimen E, F and G                                                                (3 X 3= 9)

5.    5.  Dissect embryo or endosperm of the specimen H.                                         (3 Marks)

(Preparation -1, Reasons-2, Diagrams-2)

7.     6.  Comment on specimen I and J.                   ( 2 X 2 = 4 Marks)

(Diagram-1, comment-1)

       7. Viva. (5 Marks).

This course is intended to provide basic skills in qualitative analysis at the semi micro scale. Identification of cations and anions present in inorganic compounds has to be performed.

Principles of inorganic chemistry studied by the students in the theory classes get reinforced.

Cations : NH⁴⁺, Pb²⁺, Bi³⁺, Cu²⁺, Cd²⁺, Fe³⁺, Al³⁺ , Co²⁺ , Ni²⁺, Mn²+, Zn²+, Ba²⁺ , Sr²⁺ , Ca²⁺, K⁺

   Anions : CO₃^2– , S^2–, SO₂^–, S₂O₃^2–, NO₂^– , CH₃COO^–, Cl^–, Br^–, I^–, NO₃^– , SO₄^2-, PO₄³-, BO₃^3-

   (Spot tests should be carried out wherever feasible)

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

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

• 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 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