1

B.Sc.,
GEOGRAPHY

SYLLABUS

FROM THE ACADEMIC YEAR

2023-2024

TAMILNADU STATE COUNCIL FOR HIGHER EDUCATION,

CHENNAI – 600 005
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LEARNING OUTCOMES-BASED CURRICULUM FRAMEWORK GUIDELINES BASED REGULATIONS FOR

UNDER GRADUATE PROGRAMME
Programme: B.Sc. GEOGRAPHY
Programme
Code:
Duration: 3 Years (UG)
Programme PO1: Disciplinary knowledge: Capable of demonstrating comprehensive
Outcomes: knowledge and understanding of one or more disciplines that form a part of an
undergraduate Programme of study
PO2: Communication Skills: Ability to express thoughts and ideas effectively
in writing and orally; Communicate with others using appropriate media;
confidently share one’s views and express herself/himself; demonstrate the
ability to listen carefully, read and write analytically, and present complex
information in a clear and concise manner to different groups.
PO3: Critical thinking: Capability to apply analytic thought to a body of
knowledge; analyse and evaluate evidence, arguments, claims, beliefs on the
basis of empirical evidence; identify relevant assumptions or implications;
formulate coherent arguments; critically evaluate practices, policies and
theories by following scientific approach to knowledge development.
PO4: Problem solving: Capacity to extrapolate from what one has learned
and apply their competencies to solve different kinds of non-familiar problems,
rather than replicate curriculum content knowledge; and apply one’s learning
to real life situations.
PO5: Analytical reasoning: Ability to evaluate the reliability and relevance of
evidence; identify logical flaws and holes in the arguments of others; analyze
and synthesize data from a variety of sources; draw valid conclusions and
support them with evidence and examples, and addressing opposing
viewpoints.
PO6: Research-related skills: A sense of inquiry and capability for asking
relevant/appropriate questions, problem arising, synthesising and articulating;
Ability to recognise cause-and-effect relationships, define problems, formulate
hypotheses, test hypotheses, analyse, interpret and draw conclusions from
data, establish hypotheses, predict cause-and-effect relationships; ability to
plan, execute and report the results of an experiment or investigation
PO7: Cooperation/Team work: Ability to work effectively and respectfully
with diverse teams; facilitate cooperative or coordinated effort on the part of a
group, and act together as a group or a team in the interests of a common
cause and work efficiently as a member of a team
PO8: Scientific reasoning: Ability to analyse, interpret and draw conclusions from
quantitative/qualitative data; and critically evaluate ideas, evidence and experiences
from an open-minded and reasoned perspective.

PO9: Reflective thinking: Critical sensibility to lived experiences, with self awareness
and reflexivity of both self and society.

PO10 Information/digital literacy: Capability to use ICT in a variety of learning

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situations, demonstrate ability to access, evaluate, and use a variety of relevant

information sources; and use appropriate software for analysis of data.

PO 11 Self-directed learning: Ability to work independently, identify appropriate

resources required for a project, and manage a project through to completion.

PO 12 Multicultural competence: Possess knowledge of the values and beliefs of

multiple cultures and a global perspective; and capability to effectively engage in a
multicultural society and interact respectfully with diverse groups.

PO 13: Moral and ethical awareness/reasoning: Ability toembrace moral/ethical

values in conducting one’s life, formulate a position/argument about an ethical issue
from multiple perspectives, and use ethical practices in all work. Capable of
demonstratingthe ability to identify ethical issues related to one‟s work, avoid
unethical behaviour such as fabrication, falsification or misrepresentation of data or
committing plagiarism, not adhering to intellectual property rights; appreciating
environmental and sustainability issues; and adopting objective, unbiased and
truthful actions in all aspects of work.

PO 14: Leadership readiness/qualities: Capability for mapping out the tasks of a

team or an organization, and setting direction, formulating an inspiring vision,
building a team who can help achieve the vision, motivating and inspiring team
members to engage with that vision, and using management skills to guide people to
the right destination, in a smooth and efficient way.

PO 15: Lifelong learning: Ability to acquire knowledge and skills, including „learning
how to learn‟, that are necessary for participating in learning activities throughout
life, through self-paced and self-directed learning aimed at personal development,
meeting economic, social and cultural objectives, and adapting to changing trades
and demands of work place through knowledge/skill development/reskilling.
Programme On successful completion of Bachelor of Physics with Computer Applications
Specific programme, the student should be able to:
Outcomes: PSO1: Disciplinary Knowledge: Understand the fundamental principles,
concepts, and theories related to physics and computer science. Also, exhibit
proficiency in performing experiments in the laboratory.
PSO2: Critical Thinking: Analyse complex problems, evaluate information,
synthesize information, apply theoretical concepts to practical situations,
identify assumptions and biases, make informed decisions and communicate
effectively
PSO3: Problem Solving: Employ theoretical concepts and critical reasoning
ability with physical, mathematical and technical skills to solve problems,
acquire data, analyze their physical significance and explore new design
possibilities.
PSO4: Analytical & Scientific Reasoning: Apply scientific methods, collect
and analyse data, test hypotheses, evaluate evidence, apply statistical
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techniques and use computational models.

PSO5: Research related skills: Formulate research questions, conduct
literature reviews, design and execute research studies, communicate research
findings and collaborate in research projects.
PSO6: Self-directed & Lifelong Learning: Set learning goals, manage their
own learning, reflect on their learning, adapt to new contexts, seek out new
knowledge, collaborate with others and to continuously improve their skills and
knowledge, through ongoing learning and professional development, and
contribute to the growth and development of their field.

PO/PSO PSO1 PSO2 PSO3 PSO4 PSO5 PSO6

PO1 
PO2 
PO3 
PO4 
PO5 
PO6 
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2. Highlights of the Revamped Curriculum:

 Student-centric, meeting the demands of industry & society, incorporating industrial

components, hands-on training, skill enhancement modules, industrial project, project
with viva-voce, exposure to entrepreneurial skills, training for competitive examinations,
sustaining the quality of the core components and incorporating application oriented
content wherever required.
 The Core subjects include latest developments in the education and scientific front,
advanced programming packages allied with the discipline topics, practical training,
devising statistical models and algorithms for providing solutions to industry / real life
situations. The curriculum also facilitates peer learning with advanced statistical topics
in the final semester, catering to the needs of stakeholders with research aptitude.
 The General Studies and Statistics based problem solving skills are included as
mandatory components in the ‘Training for Competitive Examinations’ course at the
final semester, a first of its kind.
 The curriculum is designed so as to strengthen the Industry-Academia interface and
provide more job opportunities for the students.
 The Statistical Quality Control course is included to expose the students to real life
problems and train the students on designing a mathematical model to provide solutions
to the industrial problems.
 The Internship during the second year vacation will help the students gain valuable work
experience, that connects classroom knowledge to real world experience and to narrow
down and focus on the career path.
 Project with viva-voce component in the fifth semester enables the student, application
of conceptual knowledge to practical situations. The state of art technologies in
conducting a Explain in a scientific and systematic way and arriving at a precise solution
is ensured. Such innovative provisions of the industrial training, project and internships
will give students an edge over the counterparts in the job market.
 6

 State-of Art techniques from the streams of multi-disciplinary, cross disciplinary and
inter disciplinary nature are incorporated as Elective courses, covering conventional
topics to the latest DBMS and Computer software for Analytics.
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Value additions in the Revamped Curriculum:

Semester Newly introduced Outcome / Benefits

Components
I Foundation Course  Instil confidence among students
To ease the transition of  Create interest for the subject
learning from higher
secondary to higher
education, providing an
overview of the
pedagogy of learning
abstract Statistics and
simulating mathematical
concepts to real world.
I, II, III, Skill Enhancement  Industry ready graduates
IV papers (Discipline  Skilled human resource
centric / Generic /  Students are equipped with essential skills to make
Entrepreneurial) them employable
 Training on Computing / Computational skills
enable the students gain knowledge and exposure
on latest computational aspects
 Data analytical skills will enable students gain
internships, apprenticeships, field work involving
data collection, compilation, analysis etc.
 Entrepreneurial skill training will provide an
opportunity for independent livelihood
 Generates self – employment
 Create small scale entrepreneurs
 Training to girls leads to women empowerment
 Discipline centric skill will improve the Technical
knowhow of solving real life problems using ICT
tools
III, IV, V Elective papers-  Strengthening the domain knowledge
& VI An open choice of topics  Introducing the stakeholders to the State-of Art
categorized under techniques from the streams of multi-disciplinary,
Generic and Discipline cross disciplinary and inter disciplinary nature
Centric  Students are exposed to Latest topics on Computer
Science / IT, that require strong statistical
background
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 Emerging topics in higher education / industry /

communication network / health sector etc. are
introduced with hands-on-training, facilitates
designing of statistical models in the respective
sectors
IV DBMS and Programming  Exposure to industry moulds students into solution
skill, Biostatistics, providers
Statistical Quality  Generates Industry ready graduates
Control, Official  Employment opportunities enhanced
Statistics, Operations
Research
II year Internship / Industrial  Practical training at the Industry/ Banking Sector /
Vacation Training Private/ Public sector organizations / Educational
activity institutions, enable the students gain professional
experience and also become responsible citizens.
V Project with Viva – voce  Self-learning is enhanced
Semester  Application of the concept to real situation is
conceived resulting in tangible outcome
VI Introduction of  Curriculum design accommodates all category of
Semester Professional Competency learners; ‘Statistics for Advanced Explain’
component component will comprise of advanced topics in
Statistics and allied fields, for those in the peer
group / aspiring researchers;
 ‘Training for Competitive Examinations’ –caters to
the needs of the aspirants towards most sought -
after services of the nation viz, UPSC, ISS, CDS,
NDA, Banking Services, CAT, TNPSC group
services, etc.
Extra Credits:  To cater to the needs of peer learners / research
For Advanced Learners / Honors aspirants
degree

Skills acquired from Knowledge, Problem Solving, Analytical ability, Professional

the Courses Competency, Professional Communication and Transferrable Skill
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Credit Distribution for UG Programmes

Sem I Credi H Sem II Credi H Sem III Credit H Sem IV Credi H Sem V Credit H Sem VI Credit H
t t t
Part 1. 3 6 Part..1. 3 6 Part..1. 3 6 Part..1. 3 6 5.1 Core 4 5 6.1 Core 4 6
Language – Language – Language – Language – Course –\ Course –
Tamil Tamil Tamil Tamil CC IX CC XIII
Part.2 3 6 Part..2 3 6 Part..2 English 3 6 Part..2 3 6 5.2 Core 4 5 6.2 Core 4 6
English English English Course – Course –
CC X CC XIV
1.3 Core 5 5 2..3 Core 5 5 3.3 Core Course 5 5 4.3 Core 5 5 5. 3.Core 4 5 6.3 Core 4 6
Course – CC I Course – CC – CC V Course – CC Course Course –
III VII CC -XI CC XV
Core Industry
Module
1.4 Core 5 5 2.4 Core 5 5 3.4 Core Course 5 5 4.4 Core 5 5 5. 4.Core 4 5 6.4 Elective 3 5
Course – CC Course – CC – CC VI Course – Course –/ -VII Generic/
II IV CC VIII Project Discipline
with viva- Specific
voce
CC -XII
1.5 Elective I 3 4 2.5 Elective II 3 4 3.5 Elective III 3 4 4.5 Elective 3 3 5.5 3 4 6.5 Elective 3 5
Generic/ Generic/ Generic/ IV Generic/ Elective V VIII
Discipline Discipline Discipline Discipline Generic/ Generic/
Specific Specific Specific Specific Discipline Discipline
Specific Specific
1.6 Skill 2 2 2.6 Skill 2 2 3.6 Skill 1 1 4.6 Skill 2 2 5.6 3 4 6.6 1 -
Enhancement Enhancement Enhancement Enhancement Elective Extension
Course Course Course SEC-4, Course VI Activity
SEC-1 SEC-2 (Entrepreneurial SEC-6 Generic/
Skill) Discipline
Specific
1.7 Skill 2 2 2.7 Skill 2 2 3.7 Skill 2 2 4.7 Skill 2 2 5.7 Value 2 2 6.7 2 2
Enhancement Enhancement Enhancement Enhancement Education Professional
-(Foundation Course –SEC- Course SEC-5 Course SEC-7 Competency
Course) 3 Skill
3.8 E.V.S. - 1 4.8 E.V.S 2 1 5.8 2
Summer
Internship
/Industrial
Training
23 30 23 30 22 30 25 30 26 3 21 30
0
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Total – 140 Credits

 Choice Based Credit System (CBCS), Learning Outcomes Based Curriculum
Framework (LOCF) Guideline Based Credit and Hours Distribution System
for all UG courses including Lab Hours
First Year – Semester-I

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses [in Total] 13 14
Skill Enhancement Course SEC-1 2 2
Part-4 Foundation Course 2 2
23 30

Semester-II

Part List of Courses Credit No. of

Hours
Part-1 Language – Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -SEC-2 2 2
Skill Enhancement Course -SEC-3 (Discipline / Subject Specific) 2 2
23 30
Second Year – Semester-III

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 14
Part-4 Skill Enhancement Course -SEC-4 (Entrepreneurial Based) 1 1
Skill Enhancement Course -SEC-5 (Discipline / Subject Specific) 2 2
E.V.S - 1
22 30

Semester-IV

Part List of Courses Credit No. of

Hours
Part-1 Language - Tamil 3 6
Part-2 English 3 6
Part-3 Core Courses & Elective Courses including laboratory [in Total] 13 13
Part-4 Skill Enhancement Course -SEC-6 (Discipline / Subject Specific) 2 2
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Skill Enhancement Course -SEC-7 (Discipline / Subject Specific) 2 2

E.V.S 2 1
25 30
Third Year
Semester-V
Part List of Courses Credit No. of
Hours
Part-3 Core Courses including Project / Elective Based 22 26
Part-4 Value Education 2 2
Internship / Industrial Visit / Field Visit 2 2
26 30

Semester-VI

Part List of Courses Credit No. of

Hours
Part-3 Core Courses including Project / Elective Based & LAB 18 28
Part-4 Extension Activity 1 -
Professional Competency Skill 2 2
21 30

Consolidated Semester wise and Component wise Credit distribution

Parts Sem I Sem II Sem III Sem IV Sem V Sem VI Total

Credits
Part I 3 3 3 3 - - 12
Part II 3 3 3 3 - - 12
Part III 13 13 13 13 22 18 92
Part IV 4 4 3 6 4 1 22
Part V - - - - - 2 2
Total 23 23 22 25 26 21 140

*Part I. II, and Part III components will be separately taken into account for CGPA calculation
and classification for the under graduate programme and the other components. IV, V have
to be completed during the duration of the programme as per the norms, to be eligible for
obtaining the UG degree.
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Methods of Evaluation
Continuous Internal Assessment Test
Internal Assignments
Seminars 25 Marks
Evaluation
Attendance and Class Participation
External
End Semester Examination 75 Marks
Evaluation
Total 100 Marks
Methods of Assessment
Recall (K1) Simple definitions, MCQ, Recall steps, Concept definitions
Understand/ MCQ, True/False, Short essays, Concept explanations, Short summary or
Comprehend (K2) overview
Suggest idea/concept with examples, Suggest formulae, Solve problems,
Application (K3)
Observe, Explain
Analyze (K4) Problem-solving questions, Finish a procedure in many steps, Differentiate
between various ideas, Map knowledge
Evaluate (K5) Longer essay/ Evaluation essay, Critique or justify with pros and cons
Check knowledge in specific or offbeat situations, Discussion, Debating or
Create (K6)
Presentations
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First Year
Semester-I

Part List of Courses Credit H

Part-1 Language -Tamil 3 6

Part-2 English 3 6

Core Course – CC I Fundamentals of Geomorphology 5 5

Core Course – CC II Cartography 5 5

Part-3
Elective Generic/ Discipline Specific Elective-I 3 4
Earth and its Systems
Skill Enhancement CourseSEC-1 (NME) 2 2
Basic Geography for Non Geographers
Part-4 Skill Enhancement Mapping Techniques 2 2

23 30

First Year
Semester-II
Part List of Courses Credit H

Part-1 Language -Tamil 3 6

Part-2 English 3 6

Core Course – CC III Climatology 5 5

Core Course – CC IV Human Geography 5 5

Part-3
Elective Generic/ Discipline Specific Elective-II 3 4

Skill Enhancement Course -SEC-2 (NME) Trends in Geography 2 2

Skill Enhancement Course –SEC-3 Representation of Relief 2 2

Part-4
Features
23 30

Second Year
Semester-III
Part List of Courses Credit H

Part-1 Language -Tamil 3 6

Part-2 English 3 6

Core Course – CC V Economic Geography 5 5

 2

Core Course – CC VI Oceanography 5 5

Part-3
Elective Generic/ Discipline Specific Elective-III 3 4

Skill Enhancement Course-SEC-4 (Entrepreneurial Skill) 1 1

Skill Enhancement Course SEC-5 2 2

Part-4
Representation of Socio Economic and Climatic Data
Skill Enhancement Course - 1
Basic Meteorologist Project (Observing weather elements for a
month and Preparation of Weather Chart and Report)

E.V.S - 1

22 30

Second Year
Semester-IV
Part List of Courses Credit H

Part-1 Language -Tamil 3 6

Part-2 English 3 6

Core Course – CC VII Geography of India 5 5

Core Course – CC VIII Population and Settlement Geography 5 5

Part-3
Elective Generic/ Discipline Specific Elective-IV 3 3

Skill Enhancement CourseSEC-6 2 2

Statistical Applications for Geography
Skill Enhancement Course SEC-7 2 2
Surveying and Projections for Geography

Skill Enhancement Course Soft Skill-4 2 1

Preparation of chart as Rural and Urban Activities

E.V.S 25 30

Third Year - Semester-V

Part List of Courses Credit H

Core Course – CC IX World Regional Geography 4 5

Core Course – CC X Geography of Tamilnadu with special 4 5

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reference to specific region

Part-3 Core Course CC –XI Basics of GIS 4 5

Core Course –/ Project with viva- voce CC -XII 4 5

Elective Generic/ Discipline Specific Elective –V Geography of 3 4

Health

Elective Generic/ Discipline Specific Elective –VI 3 4

Bio Geography
Part-4 Value Education 2 2

Summer Internship /Industrial Training 2

Industrial Training and Internship
26 30

Third Year
Semester-VI

Part List of Courses Credit No. of

Hours
Core Course – CC XIII Remote sensing and GNSS 4 6
Core Course – CC XIV Social and Cultural Geography 4 6
Core Course – CC XV Political Geography 4 6
Elective Generic/ Discipline Specific Elective –VII Geography of 3 5
Part-3 Tourism
Elective Generic/ Discipline Specific Elective -V III Transport 3 5
Geography
Part-4 Extension Activity 1
Professional Competency Skill 2 2
Cartographic Appreciation and Interpretation of Maps and
Images
Geo Spatial Techniques
21 30

Credit Distribution for all UG other than B.Com, BBA and BCA

S.No Part Course Details Credit

1 III Core(15x4) 60
2 Elective Generic/ Discipline Specific Elective(8x3=24) 24
3 I& II Language & English 24
(Lang-4x3=6
Eng-4x3=6)
4 NME(2x2) 4
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5 EVS(1x2) 2
6 Value Education(1x2) 2
7 Extension Activity(1x1) 1
8  Ability Enhancement [AECC]- Soft Skill(4x2=8) 8
IV  Skill Enhancement Course [7 Courses] 13
 Professional Competency Skill 2

Total Credits 140

Remarks: English Soft Skill Two Hours Will be handled by English Teachers
(4+2 = 6 hours for English).

SEMESTER-I
COURSE CORE - CC I
FUNDAMENTALS OF GEOMORPHOLOGY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand scope and content of Geomorphology; and explains the Rocks and
types of rocks.
CO2 To Explains the continental drift theory, classify Endogenic and Exogenic forces.
Discuss the fold, fault and volcano types.
CO3 To illustrate the factors affecting weathering and its types
CO4 To compare and classify Glacier and its types and types of landforms
CO5 To explain the work of wind waves
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Geomorphology – Meaning – Scope and Content
(Structure of the earth) – Rocks-Rocks types (Igneous
I Rock, Metamorphic Rock, and Sedimentary Rock) 12 CO1

Wegner’s continental drift theory – Sea floor spreading

– Plate tectonics- Earth movements (Endogenic and
II Exogenic) - Fold and its types – Fault and its types - 12 CO2
Earthquake and its types - Types of Volcanoes.

Weathering: Factors affecting Weathering-Types of

Weathering Mass Wasting and its types- Agents of
Gradation – Normal Cycle of Erosion – Davis cycle
III (structure, stage, process) Work of Rivers- Erosion – 12 CO3
Transportation- Deposition –Erosional Landforms -
Depositional Landforms.
IV Work of Glaciers– Types of Glaciers – Glacial 12 CO4
Landforms- Erosional Landforms Underground Water –
Water Table – Aquifer- Spring and its types – Karst
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Landforms – Erosional Landforms and Depositional

Landforms
Work of Wind- Erosional Landforms and Depositional
Landforms. Work of waves- Erosional landforms-
V 12 CO5
Depositional landforms of Sea waves and Types of
coasts.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Recall the meaning, Scope and Content of Geomorphology. Summarise the interior
structure of the earth, differentiate the types of rocks their formation, and the Rock cycle,
I understand the formation of major landforms and Knows the distribution of Land and Sea,
Are able to identify the formation and type of rocks
Relates Wegner’s continental drift theory, Sea floor spreading, Plate tectonics and Earth movements
II (endogenetic and exogenetic) to the formation of mountain, plateau, plains and lakes with its types
Differentiates the weathering process and mass wasting and their types, understands Normal Cycle of
III Erosion of Davis (structure, stage, process). identifies Work of Rivers.
Understands and appreciates the formation of various landforms by Glacier, underground water,
IV Aquifer and karst topography.
V Understands and appreciates the formation of various landforms formed by wind and waves
VI Assessment Unit
TEXT BOOK:
1 Savindra Singh (2012) :Physical Geography
2 Siddhartha.K&Mukherjee.R (2008): The Earth’s Dynamic Surface
3 Majid Hussain (2004): Fundamentals of Physical Geography
4 Richard .H.Bryant (2006): Physical geography made Simple
5 Dayal P.A. (2001):Text book of Geomorphology
WEB SOURCE:
1 En.wikipedia.org/wiki/Geomorphology
2 En.wikipedia.org/wiki/volcano
3 http://www.geographynotes.com/articles/applied-geomorphology-meaning-two-main-
lines-specific-applications-and-techniques/779
4 En.wikipedia.org/wiki/Geomorphology

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective

CO/PO/PSO
awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 2 1 2 2 1 1 1 1

CO2 3 2 1 1 1 2 1 1 1
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CO3 3 2 2 2 2 1 2 1 1 1

CO4 3 2 2 1 1 1 1 1

CO5 3 2 2 2 2 1 2 1 1 1

Avg 3 2 2 2 2 1 2 1 1 1

Total 15 10 6 8 3 6 5 5 5 6

SEMESTER-I
COURSE CORE - CC II
CARTOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the development and history of Cartography, with the types of maps.
CO2 To illustrate and examine the components of Maps
CO3 To elaborate on the representation of mapping techniques
CO4 To enrich the development of remote sensing in the cartography
CO5 To summarize the recent technologies in digital Cartography
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Definition - History and Development of Cartography -
Maps - Types of Maps based on Scale Purpose, Relief
I 12 CO1
and Thematic Maps Qualitative and Quantitative uses of
Maps in Geography
Components of a Maps - Scale - Direction - Projection-
II Conventional Signs andSymbols - Lettering, 12 CO2
Symbolization.
Techniques of Map Representation - Isopleth -
Interpolation of Contours - Mapping of Socio-Economic
III 12 CO3
Data - Dot Maps Circle - Sphere- Square - Choropleth -
Choro schematic - Choro Chromatic Maps.
Development of Remote Sensing - Aerial Photography,
IV Aerial Photo Interpretation- Satellite Imageries - 12 CO4
Advantage of Digital Maps over Conventional Maps
Recent Technologies in Cartography - CAD- GIS- ARC
V 12 CO5
GIS- QGIS - GPS
VI Assessment Units
UNIT LEARNING OUTCOMES
I Understanding the basic concepts of cartography, scope of the study, its history and
development in Geography. It is important to explore student’s knowledge in maps and its
types. Explore the Purposes in creation of thematic maps, weather maps, special purpose
 7

maps and Topographic maps. Acquire the knowe through shape and size of the earth. To
develop the skills to work on cartographic process and analyse the concept of earth as a
cartographic problem to construction
Appreciate the goals of map design. Construct the elements of map design like scale and its
II types, direction, understanding True north, Grid, magnetic north, and legend. Develop the in
depth knowledge of geographic co ordinate system.
Understanding of facts and ideas of representation of physical data through contour diagram,
making profiles and block diagrams to get idea of topographical structure. Define the
III techniques of thematic mapping, and its types of simple,complex and semi) explains and
explore the Mapping of terrain (contouring, layer tinting, hill shading, Hachures)
Understands the role of cartography in the development of remote sensing techniques, learns
IV to interpret aerial photograph, satellite imagery and differentiate the digital cartography and
traditional cartography.
V Learns the recent technologies in Cartography
VI Assessment Unit
TEXT BOOK:
1 Judith A.Tyner (2010):Principles of Map Design, The Guilford press, New York ,
London.
2 Misra,P. and A. Ramesh.(2006).Fundamentals of Cartography. McMillan Co.
Publishing, New Delhi.
3 Misra, R.P. and Ramesh A. (2002) :Fundamentals of Cartography, concept
publishing company
4 Robinson, H. (1995). Elements of Cartography. (6th Edition). John Wiley and Sons,
New York

5 Tyner,Judith.(1992).Introduction to thematic Cartography. Prentice Hall, New

Jersey.
Border, D. (1990).Cartography : Thematic map design. WCB WMC Brocan Pub
WEB SOURCE:
1 http://en.wikipedia.org/wiki/carography
2 http://www.geography.wisc.edu/histcart
3 http://www.map-symbol.com/sym_lib.htm.

PO
CO/PO/PSO 1 2 3 4 5 6 7 8 9 10
Disciplina Skilled critical Sens Team Skilled Digi Ethical National and Life long
ry communic thinker e of player project tally awareness International learners
knowledg ator and inqu /work manager effic / perspective
e and problem iry er ient Reasoning
skills solver
CO1 3 1 1 1 1 1
CO2 3 1 1 1 1 1 1 1
CO3 3 1 2 1 1 1 1 1 1 1
CO4 3 2 2 1 1 1 1 1 1 1
CO5 3 2 2 2 1 1 1 1 1 1
AVG 3 1 2 1 2 1 1 1 1 1

TOTAL 15 7 7 5 3 3 5 5 5 5
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SEMESTER-I
ELECTIVE GENERIC/ DISCIPLINE SPECIFIC ELECTIVE-I
EARTH AND ITS SYSTEMS
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the basic concept of Universe and its origin and the theories of
Evolution : Nebula, Kant and Big Bang Theory
CO2 To understand Earth and Universe- Solar systems , Milky way Galaxy and Black hole
theory and Meteorites
CO3 To explain the Earth Internal Structure the Core, Mantle, Crust and also the Earth’s
Magnetism
CO4 To illustrate about the Earth’s Size, Rotation and Revolution, causes for Seasons,
Eclipses and Solstice
CO5 To explain the latitude and longitude, Cardinal points, Greenwich Meridian and
Indian Standard Time. To given an understanding on the Time calculation
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
The Universe and its Origin- Theories of Evolution:
I 12 CO1
Nebula, Kant, and Big Bang Theory
Earth and Universe - Solar system- Galaxy ( Milky way)

II – Cosmobody - Black hole – Meteorites 12 CO2

Earth’s internal structure – Earth’s crust, mantle, and

III 12 CO3
core – Discontinuity- Isostasy – Earth’s magnetism
IV Earth and its Size -Earth Rotation and Revolution – 12 CO4
Inclination Causes – (Seasons Day and Night) –
 9

Summer and Winter Solstice - Eclipses

Latitudes and Longitudes– Cardinal Points - Greenwich
V 12 CO5
Meridian – Indian Standard time- Time Calculation
VI Assessment Unit
UNIT LEARNING OUTCOMES
Understands the origin of various theories in geography over the period identifying geographical
I proven theories on origin of the sun and assess the recent trend in geography and bringout the
historical perspective of geography ,discuss the merits and demerits of quantitative revolutio
Understands the changes over the universe periodically , distinguish the earth rotation and
revolution and its causes explain how day and night cause, evaluates the logic behind the time
II calculation discuss the location of Greenwich and calculate the Indian standard time Critically
evaluate -causes of day and night,
Recalls and Understands the size and position of planets, summarise with importance of direction in
III Geographical location
4 evaluate the size and position of planets, summarise with importance of direction in Geographical
IV location(Interactive session with questions)
Identifies the earth rotation and revolution and its causes explain how day and night cause,evaluate
the logic behind the time calculation discuss the location of Greenwich and calculate the Indian
V standard time.Distinguish the concept of climate and weather, discuss the earth size and its shape in
various period, assess explain the importance of latitudes and longitudes. Define the importance of
direction and explain the cardinal points
VI Assessment Unit
TEXT BOOK:
1 Savindra Singh (2012) : Physical Geography
2 Hussain Majid (2007): Evolution of Geographical concepts
3 K.Siddhartha and S.Mukherjee (2006) The Dynamics of Earth Surface
4 Gochenleong(2001): Certificate Physical and Human Geography
WEB SOURCE:
1 https://www.universetoday.com/
2 https://www.universetoday.com
3 https://geography.name/regionalism/
4 https://www.rawatbooks.com/geography/

PO
CO/PO/PSO 1 2 3 4 5 6 7 8 9 10
Disciplina Skilled critical Sens Team Skilled Digi Ethical National and Life long
ry communic thinker e of player project tally awareness International learners
knowledg ator and inqu /work manager effic / perspective
e and problem iry er ient Reasoning
skills solver
CO1 3 1 2 1 2 1 1 1
 10

CO2 3 1 2 1 1 1 1 1 1
CO3 3 2 2 1 1 1 1 1 1
CO4 3 2 1 1 1 1 1 1 1
CO5 3 2 1 2 1 1 1 1 1
AVG 3 2 2 1 1 1 1 1 1 1
TOTAL 15 8 8 7 4 3 6 5 5 5

SEMESTER-I
SKILL ENHANCEMENT COURSESEC-1 (NME)
BASIC GEOGRAPHY FOR NON GEOGRAPHERS
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To enrich the basic knowledge of the Earth, and its composition, enhance the
knowledge of the structure of the atmosphere.
CO2 To explore the different the zones of Ocean with varying water depths, acquire
knowledge on the deposits of Ocean
CO3 To illustrate the Natural regions of the world
CO4 To elaborate the Evolution of humans and races
CO5 To understand the distribution and patterns of Population
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Earth – Origin, Interior, Age, size, shape of the Earth-
I Rocks and its Types - Atmosphere: Origin and nature, 12 CO1
Composition and Structure of the atmosphere.
Continental Shelf, Continental Slope, Continental Rise
II and Trenches - Bottom relief of Ocean – Distribution of 12 CO2
Salinity – Ocean Currents – Ocean Deposits- Tides
Regions- Natural regions of the world- Equatorial,
III Tropical and temperate grasslands, tropical and 12 CO3
temperate deserts, Tundra regions
IV Evolution of humans – Determinism and Possibilism – 12 CO4
Major races of the world- Major religions of the world –
Major Languages of the world – Major Tribes of India
 11

with Special Reference to Tamilnadu

Population Distribution - Density and growth –
V 12 CO5
Population Problems – Migration and its types
VI Assessment Unit
UNIT LEARNING OUTCOMES
Analyse the changes over the universe periodically , distinguish the earth rotation and revolution and
its causes explain how day and night cause, Recall Climatic elements explain the
I composition and Structure of the Atmosphere define Insolation examine the Heat
Balance compares Horizontal and Vertical Distribution of Temperature.

explains distribution of Land and Sea describes the structure and composition of
the Ocean floor the oceanic crust, Group Activity makes a model of Ocean Bottom
II
relief.

Develop the in depth knowledge of natural resource and its importance. classify the resources and
III human intervention and development Applying acquired knowledge marking the region in the map
Recall the Natureand Scope of Human geography, compare with the other branch of Geography , Understand
the significance of Human geography, analyse the Man and environment relationship, examine the population
IV data

Understanding the basic concepts and significance of population geography, scope of the study, its
V history and development in Geography. It is important to explore student’s knowledge in world
population distribution
VI Assessment Unit
TEXT BOOK:
1 Thornbury, W. D. (I960): Principles of Geomorphology, John Wiley and Sons, New
York.
2 Savindra Singh (2002): Physical Geography, PrayagPustakBhawan, Allahabad.
3 D. S. Lal: Climatology. ShardaPustakBhawan
4 D. S. Lal: Climatology. ShardaPustakBhawan ,11 , University road Allahabad-
211002 Edition 2003.
WEB SOURCE:
1 https://letstalkscience.ca/educational-resources/stem-in-context/processes-shape-
landforms

2 https://www.universetoday.com/

3 https://www.yourarticlelibrary.com/population/theories-of-population-malthus-theory-marxs-theory-and-
theory-of-demographic-transition/31397

PO
CO5
CO4
CO3
CO2
CO1

CO-PO-Avg
CO-PO_Total
CO/PO/PSO

3
3
3
3
3
3

15
Disciplinary
knowledge
and skill
2 Skilled
2
2
2
2
2
2

communicators
10

3 critical thinkers
6
2
2
2
2
1
1

and problem solver

12

4 Sense of
8
2
2
2
2

inquiry

5 Team players/
3
2
2
1
2
1
2

worker

6 Skilled project
6
1
1
1
1
1
1

managers

7 Digitally
5
2
2
2
2

efficient
8 Ethical
awareness/
5
1
1
1
1
1
1

reasoning

9 National
and
5
1
1
1
1
1
1

International
perspective
10 Life long
6
1
1
1
1
1
1

learners
 13

SEMESTER-I
ABILITY ENHANCEMENT COMPULSORY COURSE(AECC) SOFT SKILL-I
MAPPING TECHNIQUES
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the components of Maps and Scale Measurements
CO2 To illustrate and examine the Representation of the directionon Maps
CO3 To elaborate on the need for conventional signs and symbols in Maps
CO4 To enhance techniques applied in the Representation of relief on maps.
CO5 To introduce the mapping techniques applied to interpret contours
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Map components – Maps- Types of Maps- Scales –
Representative fraction and Statement of the scale-
I Types of scales – Plain scales – Pace scale – Time scale 12 CO1
– comparative scale- Diagonal scale.
Representation of direction on maps : Directions-True
north, Grid, Magnetic north – Magnetic declination –
Bearings – True bearing and magnetic bearing -
II Latitude and Longitude – International dateline – 12 CO2
International Time Calculation - Map setting in the field
– Map reading.
Conventional signs and symbols- Measurement of
distance (Thread- Divider- Opisometer) and
III Measurement of area (Graphical and strip method)- 12 CO3
Enlargement and Reduction of maps -Combination of
Maps.
Representation of relief on maps: Spot heights, bench
IV mark, triangulation station -layer shading- Hachuring, 12 CO4
hill shading and Contours- Interpolation of contours.
Contour section drawing-Types of slopes (Uniform,
Concave and Convex)-(Hill-Plateau-Ridge-
V Escarpment-V-shaped Valley-Waterfalls and Sand 12 CO5
dunes) - Profiles (Serial- Superimposed -Projected–
Composite).
VI Assessment Unit
UNIT LEARNING OUTCOMES
Recalls. Map components – Maps- Types of MaScale–and Statement of the scale- Types – how it is
I important to explore their knowledge Representative fraction and Statement of the scale- Types of
scales – Plain scales – Pace scale – Time scale
Understanding of facts Representation of direction on maps – Explain the Directions-True north, Grid,
II Magnetic north – Magnetic declination and Identify the- Latitude and Longitude – International
dateline – Explianthe International Time Calculation - Map setting in the field – Map reading
III Define the Conventional signs and symbols- calculate the Measurement of distance (Thread- Divider
 14

Opisometer) and Measurement of area (Graphical and strip method)-Enlargement and Reduction of
maps -Combination of Map
The Representation of relief on maps, Spot heights, , bench mark, triangulation ,station -
IV layer shading- and calculate the Interpolation of contours.

Understands the Contour section drawing-Types of slopes (Uniform, Concave and

V Convex)-(Hill Plateau-Ridge- Escarpment V-shaped Valley-Waterfalls and Sand
dunes)- draw a Profiles (serial- superimposed-projected – composite).

VI Assessment Unit
TEXT BOOK:
1 Saha, Pijushkanti (2010): Advanced Practical Geography. Books and Allied pvt Ltd.
2 Bagulia A.M (2006): Practical Geography, Anmol Pyblishers.
3 Khan , M.D .Zulfequar Ahmed (1997) : Text book of Practical Geography. Concept
Publishing Company , New Delhi.
WEB SOURCE:
1 http://www.worldatlas.com/aatlas/imageg.
2 http://en.wikipedia.org/wiki/mapscale.
3 http://en.wikipedia.org/wiki/internationaldateline
4 http://en.wikipedia.org/wiki/mapscale.

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO
awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 1 1 1 1 1 1

CO2 3 1 1 1 1 1 1 1

CO3 3 1 1 2 2 1 1 1 1 1

CO4 3 2 2 1 2 1 1 1 1 1

CO5 3 2 2 1 2 1 1 1 1 1

CO-PO-Avg 3 1 2 1 2 1 1 1 1 1

CO-PO_Total 15 7 7 6 6 3 5 5 5 5
 15

SEMESTER-II
CORE COURSE – CC III
CLIMATOLOGY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the basic concepts and scope of climate and differentiate the weather
and climate and assess the composition of atmosphere.
CO2 To classify the Atmospheric Pressure and Winds
CO3 To illustrate the types of air masses and fronts
CO4 To elaborate the Atmospheric Moisture and climatic regions
CO5 To understand the basic concepts of Cyclone and its mechanism
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Scope and Content – Weather and Climate – Climatic
Elements- Atmospheric Composition and Structure–
I 12 CO1
Insolation and Temperature: Factors and Distribution,
Heat Budget, Temperature Inversion.
Atmospheric Pressure and Winds: Planetary Winds,
II Forces affecting Winds, General Circulation of Air, Jet 12 CO2
Streams.
Air Masses- Classification of Air Masses- Fronts-

III Classification of Fronts. 12 CO3

Atmospheric Moisture: Evaporation, Humidity,

IV Condensation, Fog and Clouds, Precipitation Types, 12 CO4
Stability and Instability; Climatic Regions.
Cyclones: Tropical Cyclones, Temperate Cyclones,
V 12 CO5
Monsoon - Origin and Mechanism, El Nino – LA Nina.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Recall Climatic elements explain the composition and Structure of the Atmosphere define
Insolation
I examine the Heat Balance compares Horizontal and Vertical Distribution of Temperature.

Defines Atmospheric Pressure, Compares Horizontal and Vertical Distribution of

Pressure draw the major Pressure Belts Differentiates Planetary Winds, Periodic and
II Local Winds, Group Activity Make a Model on Major pressure Belts and Planetary
winds.
 16

III illustrate the formation of Jet Streams summarisethe formation of Air Masses and Fronts.C
Defines and differentiate Humidity (absolute humidity, Relative humidity) explains Fog
and its Types identifies Clouds (High, Medium and Low) narrates Forms of precipitation
IV and Types of Rainfall (Convectional, Orographic and Cyclonic) discuss and debate on Issues
in Global Climate Changes.
draw map for Circulation of Ocean Currents and the distribution Discuss and debate on
V ElNino – LaNina
VI Assessment Unit
TEXT BOOK:
1 Lal D.S (2006): Climatology, Chaitanya Publishing House, New Delhi.
2 Roger. G. Barry & Richard J. Choley, (2002): Atmosphere, Weather and Climate,
Seventh Edition, Methunen& co Ltd, New York.
3 Gochenleong (2001): Certificate Physical and Human Geography, Oxford university
press, New Delhi.
4 Siddhartha. K , (2000): Atmosphere, Weather and Climate, Kisalaya publications Pvt
Ltd Delhi.
WEB SOURCE:
1 en-wikipedia.org/win/physical-geography
2 www.physical geography.net/about.html
3 www.4shared.net/physical+geography.
4 books.google.com>science>earth sciences>geography
 Avg
CO5
CO4
CO3
CO2
CO1

Total
CO/PO/PSO

1 Disciplinary

3
3
3
3
3
3

15
knowledge
and skill

2 Skilled

7
1
2
2
1
1
1
communicators

3 critical thinkers

6
1
1
1
2
1
1

and problem solver

4 Sense of

6
1
2
1
1
1
1
17

inquiry

5 Team players/

8
2
2
2
2
1
1

worker
PO

6 Skilled project
5
1
1
1
1
1
1

managers

7 Digitally
7
2
1
1
1
2
2

efficient
8 Ethical
5
1
1
1
1
1
1

awareness/
reasoning

9 National and
5
1
1
1
1
1
1

International
perspective
10 Life long
5
1
1
1
1
1
1

learners
 18

SEMESTER-I
CORE COURSE – CC IV
HUMAN GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the basic concepts of Human Geography and assess the relationship
between Man and Environment.
CO2 To elaborate the school of thoughts
CO3 To discuss the distribution of Major Human Races in World
CO4 To illustrate the World Major Religions
CO5 To compare and distinguish the World Major Languages and Language groups
CO6 Assessment Unit
UNIT DETAILS NO. OF HOURS COURS
E
OBJEC
TIVES

Human Geography – Nature, Scope and Significance of Human

I 12 CO1
Geography – Man and Environment Relationship.

Schools of Thoughts: Determinism, Neo

II Determinism ,Possibilism - French – German – British – UK – 12 CO2
Humanism – Behaviorism.

Major Human Races in World – Classification of Major Races

III – Caucasoid - Mongoloid – Negroid – Racial Parameters and 12 CO3
indices.

World Major Religions: Religion distribution – Hinduism -

IV 12 CO4
Buddhism – Jainism - Christianity- Islam- Religions in India.

World Major Languages and Language groups – Tamil,

V Chinese, English – Hindi - Arabic – German- French and 12 CO5
Portuguese.

VI Assessment Unit CO6

 19

UNIT LEARNING OUTCOMES

Recall the Nature and Scope of Human geography, compare with the other branch of Geography , Understand
the significance of Human geography, analysethe Man and environment relationship, explain the theories of
I population, examine the populationdata

Understands the basis of the study of Geography through the elaborate understanding of the School of
II thoughts
Explain the distribution of Major human races in the world, compare World Distribution of Races,
analyseRacial parameters and indices( Shape, Skull, Face, Nose, Stature,, examineWhite (Caucasian),
III ClassifyingAsian(Mongoloid), outline the Black(Negroid
Group discussion Classification of Races

Recall the Major Religions, explain Hinduism, Buddhism, Jainism, Christianity, Islam, examine the Religious
IV distribution around the world, compare Languages, Vernacular and Dialectics.
estimate the distribution of Language groups ( Chinese, Spanish, English, Hindi, Arabic German, French and
V Portuguese
VI Assessment Unit
TEXT BOOK:
1 Majid Hussain (2011) Human geography, Rawat publications, New Delhi
2 Lekh raj singh (2009): Fundamentals of human geography, Sharda pustakbhawan,publishers
3 Majid Hussain (2009): Concise geography, Tata mc graw hills education private limited, New
Delhi.
WEB SOURCE:
1 http://jizaberg.tumblr.com/post/24880131860/download-researching-human-geography-pdf-
ebook
2 http://walkgeographies.files.wordpress.com/2009/03/
gregoryetal_dictionary_human_geography_2009.pdf
 CO5
CO4
CO3
CO2
CO1

CO-PO-Avg

CO-PO_Total
CO/PO/PSO

1 Disciplinary

3
3
3
3
3
3

15
knowledge
and skill

2 Skilled

7
1
2
2
1
1
1

communicators

3 critical thinkers

7
2
2
2
1
1
1

and problem solver

4 Sense of

6
1
1
1
2
1
1
20

inquiry

5 Team players/

6
2
2
2
2

worker
PO

6 Skilled project
3
1
1
1
1

managers

7 Digitally
5
1
1
1
1
1
1

efficient
8 Ethical
5
1
1
1
1
1
1

awareness/
reasoning

9 National and
5
1
1
1
1
1
1

International
perspective
10 Life long
5
1
1
1
1
1
1

learners
 21

SEMESTER-II
ELECTIVE GENERIC/ DISCIPLINE SPECIFIC ELECTIVE-II
BIO GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the content of Bio-Geography and components of biosphere.
CO2 To identify elements and types of biodiversity
CO3 To illustrate the different types of Biomes of India
CO4 To understand the ecosystem balance and biosphere reserves
CO5 To elucidate the association between biodiversity and sustainable development.
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Bio Geography- Nature, Scope and Content – branches
of Biogeography -types of biogeography, Evolution of
I flora and fauna with geological time scale-Biosphere- 12 CO1
components of the biosphere – Ecology and
Environment.
Biodiversity – Meaning – Definition – Elements and
II Types of Biodiversity –Biodiversity- Hot Spots – Value 12 CO2
and Importance of Biodiversity – Biodiversity
Biomes of India – Terrestrial Biomes, Freshwater
III Biomes, Marine biomes– Biosphere Reserves of India. 12 CO3
Anthropogenic Biome.
Ecosystem balance -Species Extinction (nature of
extinction, threatened species, species
conservation, Gene banks, and Botanical Gardens,
IV 12 CO4
Zoological Gardens and Captive Breeding Centres,
Biosphere Reserves, National Parks and Wildlife
Sanctuaries
Bio diversity and Sustainable Development -Global
Environmental Policies – EIA - Environmental
V 12 CO5
Education and Legislation- Treaties and laws to protect
endangered species, SDG- 17 Goals.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Define Biogeography the content and scope of bio geography appreciate evolution
of fauna and flora Recall components of biosphere -explainStructure, Functions,
I
Units and Types of Ecosystems Differentiate ecosystem, ecology and environment
Group activity based on this web reference
Lists Factors influencing the distribution of flora and fauna-comparesthe factors and
their influence on flora Physiographic factors (Topography, waterbodies, sunlight,
II salinity)-Climatic factors (Temperature, Rainfall, Wind, Humidity)- Edaphic factors
(soil air, soil moisture, soil texture, soil Ph) – Bio factors (competition, predation,
diseases, humans)
III DefineBiogeographical Regions of Plants and Animals -appreciatesBiogeographic
 22

realms of the world - Nearctic, Palearctic, Afrotropic, Indomalaya, Australasia,

Neotropic, Oceania and Antarctic- understands WWF classification of Biomes-
Terrestrial, freshwater and marine biomes- comparesBiogeochemical cycles Group
Activity -model making for biomes.
ListsInfluence of Man on Environment –defines and lists the types of Ecological
Successionrealizes the impact of influence analyzeEcological change and
Imbalances – (Pollution, soil degradation, deforestation, desertification, acid rain,
IV
ozone depletion)Discuss on Environmental Degradation and Environmental
Management. Activity Debate

Analyzing and interpret National and International Policies and programmer on Animal
Conservation (Biosphere Programmer 1971, Environmental Education Conference EEC 1975,
UNESCO, The Earth Summit – Rio-de Jineiro, 1992, UNESCO, Project Elephant, 1992, Project
V Tiger, Conservation of Rhinos in Assam, 1987) –develop India Wild life Protection Acts- Bio
Diversity Bill.

VI Assessment Unit
TEXT BOOK:
1 S.P. Mishra and S,P. Pandey : Essential Environmental Studies; Ane Books Pvt.
Ltd, 2010
2 George Simonds Bougler (2009):The Science Teaching of Forestry
3 Savindrasingh (2008 ):Environmental Geography
4 Bhattacharyya N.N ( 2003): Bio Geography, Rajesh Publication New Delhi.
WEB SOURCE:
1 www.botany.wisc.edu/
2 www.biogeography.com
 CO5
CO4
CO3
CO2
CO1

Total
Average
CO/PO/PSO

3
3
3
3
3
3

15
BIO GEOGRAPHY -I

1 Disciplinary

2
2
2
2
2
2

10
2 Skilled communicator

7
1
2
2
1
1
1
3 Critical thinker and
problem solver

8
2
2
2
2
1
1

4 Sense of inquiry

5
1
1
2
2
23

5 Team player/worker

3
1
1
1
1
PO

6 Skilled project

6
1
1
1
1
1
1

6 7 Digitally efficient
1
2
1
1
1
1

8 Ethical awareness/
5
1
1
1
1
1
1

9 National and
International
perspective
5
1
1
1
1
1
1

10 Life long learners

 24

SEMESTER-II
SKILL ENHANCEMENT COURSE -SEC-2 (NME)
TRENDS IN GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To enhance the students in gaining knowledge of concepts and components using
Remote Sensing
CO2 To get an idea of Aerial Photographs and their uses in topographical mapping in
planning and execution
CO3 To enhances the quality of data collection and avoid the possibility of error at the
point of field data collection
CO4 To display the new technology used and analyze spatial data, it combines the
advantages of both the Internet and GIS
CO5 To enrich the knowledge about the data acquired and study of major Satellite
Systems in world
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Remote sensing: Components of remote sensing –
Electro Magnetic Spectrum - Energy interaction with
I atmosphere and Earth - Resolutions (Spectral, Spatial, 12 CO1
Temporal & Radiometric) - Optical Remote Sensing:
Basic concepts - Optical sensors and scanners.
Aerial photography: Types of aerial photography and
uses - Stereoscopic parallax - Aerial triangulation–
II 12 CO2
ground control for aerial photography - Digital
Photogrammetry- Planning and execution.
Digital Data: Basic Characteristics of digital image -
data type and file format- Data acquisition and
III interpretation- Use of multiple images- multi-station – 12 CO3
multi-band- multi-stage – multi-polarization – multi-
spectral- Digital Image Processing.

Web GIS: components of Web GIS - concept of maps

and software -Open source Software-– GRASS – ILWIS
IV 12 CO4
– Openstreet map - QGIS - SagaGIS - Map window-
cloud GIS.
Thermal Remote sensing & Microwave remote sensing -
data formats and systems, - Major satellite systems:
Sensors and data products of IRS, LANDSAT, SPOT,
V 12 CO5
ERS, IKONOS, Quick Bird, ORBVIEW, ASTER,
MODIS, WORLD VIEW, AVIRIS, CASI, MODIS and
Hyperion.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Defines remote sensing, lists the types of remote sensing, summarize development of Space
 25

Programs explores Organizations Associated with Remote Sensing in India and in other
Countries.Lists the Sources of Energy, defines Electromagnetic Radiations (EMR), Categorize
Electromagnetic Spectrum, identifies Atmospheric Windows, explains Energy Interaction
with Atmosphere and Earth.
Lists the Components of Aerial Camera, differentiates types of Aerial Photographs,
examines Marginal Information of Aerial Photographs, summarizes Elements of Photo
II
Interpretation. Activity Each student Prepare five questions for a quiz related to the above
sub topics.
Define the components of Slope, Aspects, overlay operations and statistical analysis. Understands
Vector data – topological and non-topological vector data, Identifies map scale, spatial resolution,
III spatial data accuracy, Explains and Examines the vector data sources. Distinguish and Compare
between raster and
vector data.
Recalls and Understands GNSS and GIS Integration: Identifies Integration techniques -
Distinguishes Data focused integration, position focused and technology focused integration;
IV Explains Technology convergence for data use; Hardware and software platforms; GPS, GIS.

V Board
VI Assessment Unit
TEXT BOOK:
1 Schowengerdt, R. A., Remote sensing - Models and methods for image processing.
Academic press. London.1997.
2 Richards,J.A, Remote Sensing Digital Image Analysis., Springer-Verlag, London
1986.
WEB SOURCE:
1 www.gdmc.nl/oosterom/PoGISHyperlinked.pdf
2 gisgeography.com › GIS Analysis
3 www.gisresources.com
4 www.researchgate.net
 CO5
CO4
CO3
CO2
CO1

Total
Average
CO/PO/PSO

3
3
3
3
3
3

15
1 Disciplinary
knowledge and skill

8
1
3
2
1
1
1

7
2
2
2
1
1
1

3 critical thinker and

7
2
2
2
2
1

5
2
3
2

5 Team player/worker
26

6
2
2
2
2

5 6 Skilled project
1
1
1
1
1
1

7 Digitally efficient
5
1
1
1
1
1
1

8 Ethical awareness/
5
1
1
1
1
1
1

9 National and
International
perspective
5
1
1
1
1
1
1

10 Life long learners

 27

SEMESTER-II
SKILL ENHANCEMENT COURSE –SEC-3
REPRESENTATION OF RELIEF FEATURES
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To enhance the students in gaining knowledge of concepts and components using
Drainage basin and network morphometry
CO2 To get an idea of Calculation of runoff
CO3 To enhances the Calculation of hydraulic geometry equations.
CO4 To display the new technology used to analyze Measurement of channel cross-
section
CO5 To enrich the knowledge about the Calculation of velocity
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Drainage basin and network morphometry -
I 12 CO1
Longitudinal profile - Hack’s stream gradient index.
II Calculation of runoff - sediment load - sediment yield 12 CO2
III Calculation of hydraulic geometry equations. 12 CO3
Measurement of channel cross-section in the field -
IV study of erosional and depositional features in the field 12 CO4
Creating sketch maps.
Calculation of velocity - discharge using Manning
V 12 CO5
equation - Estimation of unit stream power - shear.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Morphometric analysis And Gradient analysis. Explain the Smith, Robinson,
I Wentworth method. Assume Hypsometric curves .Simplify the Terrain
classification and Altimetric, Frequency curve.
Hydrology, Water level fluctuation using ground water data ,Explain Mapping
II
Rainfall, distribution
The Contour drawing and explain the Serial Profiles, Superimposed, Projected and
III
composite profile . Compile the Block Diagram
IV Solve Theissen Polygon Method, Isohyets method, Analyse water balance graph
V Understanding the Estimation of unit stream power
VI Assessment Unit
TEXT BOOK:
1 Charlton, R. (2008): Fundamentals of Fluvial Geomorphology, Routledge, Oxon.
 28

2 Kondolf, G. M. and Piegay, H. (2003): Tools in Fluvial Geomorphology, Wiley,

Chichester.
3 Robert, A. (2003): River Processes - An Introduction to Fluvial Dynamics, Arnold,
London
4 Schumm, S. A. (1977): Fluvial Systems, Wiley, New York
WEB SOURCE:
1 agilemodeling.com/artifacts/physicalDataModel.htm
2 https://en.wikipedia.org/wiki/Morphometrics
3 https://www.wou.edu/las/physci/taylor/g322/drainage_anal.pdf
4

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 1 1 1 1 1 1

CO2 3 1 1 1 1 1 1 1

CO3 3 1 1 2 2 1 1 1 1 1

CO4 3 2 2 1 2 1 1 1 1 1

CO5 3 2 2 1 2 1 1 1 1 1

CO-PO-Avg 3 1 2 1 2 1 1 1 1 1

CO-PO_Total 15 7 7 6 6 3 5 5 5 5
 29

SEMESTER-III
CORE COURSE – CC V
ECONOMIC GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To recall the Scope and content of Economic Geography and observe the Resource
classification
CO2 To examine the factors of agriculture and to describe the distribution of Crops
CO3 To differentiate and classify the Mineral Resources and distribution of Power
Resources
CO4 To Compare and distinguish the Industries and Industrial Regions
CO5 To infer and integrate the transport and major importing and exporting trade
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Economic Geography- Definition- Scope and content-
the significance of Economic Geography– Classification
I of resources – Renewable and Non-Renewable 12 CO1
Resources - Exhaustible and Inexhaustible resources,
Conservation of resources-Major Economic activity
Agriculture – Factors affecting Agriculture –Agriculture
Region - Food crops and Non -food crops –
II Distribution and Production of Rice, Wheat, Sugarcane, 12 CO2
Pulses - Horticultural crops - Fiber crops (Cotton and
Jute)- Beverage crops(coffee, tea, cocoa) spices.
Mineral Resources- Types of Minerals – Metallic
Minerals, Non-Metallic Minerals- Fuel Distribution of
minerals Iron ore, copper, Manganese, aluminum, Mica,
III 12 CO3
Gypsum, Limestone Coal, Petroleum, Natural gas
Power resources – Hydel power, Thermal, Atomic
power, Geothermal energy.
Industries – Localization factors for Industries –Agro-
based – (Textile Industry, Cotton, Jute) - Mineral
IV Based-(Iron and Steel, Engineering Industries)- 12 CO4
Shipbuilding, Automobile- Chemicals Industries –
Fertilizer Industry, Industrial region.
Transport and Trade: Transport – Types of Roadways
(National Highways, State, District, Express Highway)-
Railways (Broad Gauge, Narrow gauge, Meter Gauge)-
V 12 CO5
Waterways and Major Sea Routes. -Trade - National
and international – Trade blocs - Major importing and
exporting countries.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Recall the concepts of Economic Geography with its definite scope and content outline the
 30

significance of Economic Geography , Infer the importance of resources and its Classification in India
and at global level. Extend the explanation of renewable and non- renewable resources. Contrast the
Conventional and Non-conventional- Exhaustible and Inexhaustible resources
Understands the Agricultural activities and Factors affecting Agriculture. Define the role of
Agriculture in Developmental scenario. Classify the crops in to Food crops and non food crops.
II Summarize the Distribution and Production of Rice, Wheat, Sugarcane, Pulses Horticultural crops -
Fibre crops (Cotton and Jute)- Beverage crops(coffee, tea, cocoa) spices.

Recall the Mineral Resources and classify the Types of Minerals Categorize the Metallic Minerals, Non
Metallic Minerals.- list out the Distribution of minerals Iron ore, copper, Manganese, aluminum, Mica,
III Gypsum, Limestone Coal, Petroleum , Natural gas Power resources. Hydel power, Thermal, Atomic
power, Geothermal energy at national level

Industries,Localization. Outline the factors for Industries Agro based – (Textile Industry, Cotton, Jute)
– List out the Mineral Based industries(Iron and Steel and Engineering Industries). Compare the
IV Shipbuilding, Automobile- Chemicals Industries – Fertilizer Industry.

Recall and relate the Transport and Trade: Transport . Compare and Illustrate the Types of Roadways
(National Highways, State, District, Express Highway) and Railways (Broad Gauge, Narrow gauge,
V Meter Gauge). List out the Waterways and Major Sea Routes. Elaborate the Trade National and
international. Distinguish the Trade blocs and Major importing and exporting countries of the world.

VI Assessment Unit
TEXT BOOK:
1 Sharma, Siya Ram (2008) :Economic Geography ,Murari Lal Publications.
2 Hussain, Ahmad (2006) : Economic Geography, Vishvabharthi Publications.
3 Singh.I (2006) :Economic Geography, Alfa publications.
WEB SOURCE:
1 www.wikipedia.org/wiki/ Economic Geography
2 joeg.oxford journals.org/
 Avg
CO5
CO4
CO3
CO2
CO1

Total
CO/PO/PSO

1 Disciplinary

3
3
3
3
3
3

15
knowledge
and skill

2 Skilled

8
2
2
2
2
1
1

communicators

3 critical thinkers

8
2
2
2
2
1
1

and problem solver

4 Sense of

7
2
2
2
1
1
1
31

inquiry

5 Team players/

8
2
2
2
2
1
1

worker
PO

6 Skilled project
3
1
1
1
1

managers

7 Digitally
7
1
2
1
2
1
1

efficient
8 Ethical
5
1
1
1
1
1
1

awareness/
reasoning

9 National and
5
1
1
1
1
1
1

International
perspective
10 Life long
5
1
1
1
1
1
1

learners
 32

SEMESTER-III
CORE COURSE – CC VI
OCEANOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the term Ocenography definition, description of Ocean and Seas,
Extent, surface configuration of the Ocean floor. To acquire wide knowledge on
Hypsometric curve, Continental Shelf, Continental Slope, Abyssal Plain and Deeps,
Trenches
CO2 To understand and illustrate on bottom relief of Pacific, Atlantic and Indian Ocean
and Composition of sea water.
CO3 To illustrate the distribution of Salinity and factors affecting temperature
CO4 To describe the Circulation of Ocean Movements
CO5 To explain the distribution of Ocean deposits and resources
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Oceanography: Definition, Oceans and seas - Extent and
distribution – Surface configuration of the Ocean floor,
I 12 CO1
Hypsometric curve – Continental shelf – Continental
slope – Abyssal Plain – Deeps and Trenches.
Bottom Relief of the Pacific, Atlantic and Indian
II 12 CO2
Oceans, Sea water – Composition of sea water.
Ocean Temperature and Salinity: Distribution and
III factors – Horizontal and vertical - Factors affecting 12 CO3
temperature and salinity distribution.
Ocean Water Movement – Waves – Tides: Types -
IV Ocean Currents: Types - Currents of Pacific, Atlantic 12 CO4
and Indian Oceans.
Ocean Deposits: Types - Coral Reefs: Formation and
V types - Ocean resources and need for conservation - 12 CO5
National Institute of Ocean Technology (NIOT).
VI Assessment Unit
UNIT LEARNING OUTCOMES
Define oceanography, explains distribution of Land and Sea describes the structure.
I
Understands composition of the Ocean floor the oceanic crust, Group Activity
II
makes a model of Ocean Bottom relief
Describes the composition of sea water list out the factors Governing sea
III Temperature , illustrate the variation in Temperature distribution (Horizontal and
Vertical Distribution)
Distribution distinguishes the types of waves Waves – (Deep water waves – Long
waves – Seismic sea waves – Tide waves – Transitional waves) differentiate Tides –
IV
(High tide and Low tide – Neap Tide – Spring tide) , draw map for Circulation of
Ocean Currents and the distribution Discuss and debate on ElNino – LaNina
 33

Analyses the different Ocean Deposits and identifies the Types of Coral Reefs-
V Formation and types describes the need for Ocean resources and need for
conservation
VI Assessment Unit
TEXT BOOK:
1 Savindra Singh, (2008), Oceanography, PrayagPushtak Bhawan, Allahabad.
2 Siddartha. K., (2005). Oceanography – A brief Introduction, Kisalaya Publications
Pvt. Ltd., New Delhi.
3 Gupta, A and Kapoor A. N., (2001), Principles of Physical Geography, S.Chand&
Company Ltd., New Delhi.
4 Lal D.S., (1990) Oceanography, Chatianya Publishing House, Allahabad
WEB SOURCE:
1 books.google.com>science>earth sciences>geography
2 https://www.nios.ac.in/media/documents/316courseE/ch11.pdf

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 1 1 1 1 2 1 1 1

CO2 3 1 1 1 1 1 2 1 1 1

CO3 3 1 2 1 2 1 1 1 1 1

CO4 3 2 1 1 2 1 1 1 1 1

CO5 3 2 1 2 2 1 1 1 1 1

Avg 3 1 1 1 2 1 2 1 1 1

Total 15 7 6 6 8 5 7 5 5 5
 34

SEMESTER-III
ELECTIVE GENERIC/ DISCIPLINE SPECIFIC ELECTIVE-III
GEOGRAPHY OF HEALTH
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the relationship between health and geography and the driving force of
health and environment.
CO2 To recall the history of disease and elaborate on the agents of disease
CO3 To illustrate the components of the influencing environment on health.
CO4 To differentiate the types of diseases like communicable and non-communicable
diseases.
CO5 To elaborate on the health care planning and management of the World and India.
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Geography of Health – Definition – perspectives and
Bio-Medical Approach –Psychological – Sociological –
I 12 CO1
Economic – Geographic Approach - Driving Forces in
Health and Environment.
Concept of Diseases – History of Diseases – Agents of
II diseases – Control of Diseases, Transmission Triad and 12 CO2
mode.
Health and Diseases – Control of Diseases in
Environmental context with special reference to India –
III 12 CO3
types of Diseases and their regional Pattern –
Communicableand Non-communicable diseases.
Environment and Health – Three components of the
environment – Physical, Biological, and Social,
IV Occupational Health, Mental health, Health 12 CO4
Information, and Basic Medical Statistics –
Mapping of Diseases.
Health Care Planning and Management– Health
Organization – Hierarchy of Public Health Care
V System in India, health planning in India– Health 12 CO5
Policies and Schemesin India – International health -
WHO, UNICEF, UNDP.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Recalls the importance of health., Understands the relationship between. Health
I and environment., Define health. Distinguish.-Development and health.
Realisespopulation dynamics with health
Understands the impact of Environmental Quality and health., Analyses the
impact of human activities and environmental pressures., Compare the reasons
II
and influence level of climatic change and human health.
 35

Learns the disease patterns, understand the context of disease pattern with
Indian setup. Compare the types of disease and analysethe types of disease
III with regional concepts. Differentiate the communicable and non-
communicable diseases.Summarisesthe biological agents in the spread of
diseases.
Understands the relationship between the Environment and Health and also assess the
IV
influence of the various components of environments on health.
Categorises, the various healthcare planning. Examines the role of WHO show
in the healthcare planning. Understands- healthcare centres in India. Classifies
the importance of voluntary health agencies. Evaluate the need for the family
V
and community healthcare planning. Understands and list the various health
schemes of India.

VI Assessment Unit
TEXT BOOK:
1 K.Park XX edition, 2009Park’s Textbook of Preventive and Social Medicine.M/s
Banarisdas.Bhanot Publishers, India
2 Avon Joan L. and Jonathan A Patzed.2001: Ecosystem Changes and Public
Health,Baltimin,JohnHopling UNIT Press(ed).
3 Christaler George and HristopolesDionissios, 1998: Spatio Temporal Environment
Health
Modelling, Boston Kluwer Academic Press.
4 Cliff, A.D. and Peter,H., 1988 : Atlas of Disease Distributions, Blackwell Publishers,
Oxford.
WEB SOURCE:
1 https://jhpn.biomedcentral.com/
2 https://www.researchgate.net/
3 https://www.healthgeography/
 Avg
CO5
CO4
CO3
CO2
CO1

Total
CO/PO/PSO

1 Disciplinary

3
3
3
3
3
3
knowledge

15
and skill

10
2 Skilled

2
2
2
2
2
2

communicators

3 critical thinkers

8
2
1
1
2
2
2

and problem solver

4 Sense of

6
2
2
1
1
1
1
36

inquiry

5 Team players/
3
1
1
1
1

worker
PO

6 Skilled project
5
1
2
1
1
1

managers

7 Digitally
7
2
1
1
1
2
2

efficient
8 Ethical
5
1
1
1
1
1
1

awareness/
reasoning

9 National and
5
1
1
1
1
1
1

International
perspective
10 Life long
5
1
1
1
1
1
1

learners
 37

SEMESTER –III
SKILL ENHANCEMENT COURSE SEC-5
REPRESENTATION OF SOCIO ECONOMIC AND CLIMATIC DATA
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the representation of Climatic Data
CO2 To illustrate the Symbols used to interpret the Weather maps
CO3 To differentiate the Socio-economic data using the different methods of Mapping
techniques.
CO4 To elaborate on the different methods and techniques of map representation
CO5 To summarize diagrammatic representation of mapping techniques using computer
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Representation of climatic data- Climatic graph –
I Taylor’s Climograph – Hyther graph – Ergo graph – 12 CO1
simple wind rose diagrams.
Weather symbols – Synoptic weather chart -
II Interpretation of Indian weather report - Weather In sat - 12 CO2
Cyclonic track.
Representation of socio-economic data- Distribution
III maps – Dot map – Mono- Circle-Square- Sphere- block 12 CO3
pile - Simple pyramid – Flow diagram.
Maps - Isopleth – Choropleth – Choro-schematic –
Choro-chromatic - Index of concentration – Rainfall
IV 12 CO4
dispersion diagram – co-efficient of variation- Lorenz
curve-Gini coefficient.
Diagrammatic representation using computer: Bar
diagram ( Vertical –Horizontal- Compound and
V 12 CO5
Multiple) – Graphs( simple and poly graph) -Pie –
Pictorial-Star diagram.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Define the climatic data and its representation in geography. List out its importance climatic data in
I Geography, and to explore their knowledge to plot graphical representation from climatic and socio
economic data for all types of climatic graphs, ergo and hyther graph
Understand the Weather elements. Outline the Temperature. Distinguish the Pressure belts . Illustrate
II the significance of Wind. Categories the Humidity and classify the types of Rainfall.

Understanding of facts and basic concepts of socio economic data to represent the proper
III distribution maps. Develop the skills to develop apt map for the given data.
Understands the Concept of socio economic data to choose apt map to depict. Index of concentration
and dispersion diagram has different criteria., hence need to show unique way of drawing maps for
IV each and every particular data. Lorenz curve and Gini coefficient has a close connection with
comparing variable with grand total data.
Explore the Statistical Methods with connection of geographical study to evaluate the mean and
V median centre for locational analysis and appreciate the featured criteria elaborately
 38

VI Assessment Unit
TEXT BOOK:
1 SahaPijushkanti (2010): Advanced Practical Geography, Books and Allied pvt Ltd.
2 Bagulia A.M (2006):Practical Geography, Anmol Publishers.
3 Zulfequar Ahmed Khan M.D (1997): Text book of Practical Geography, Concept
Publishing Company , New Delhi.
WEB SOURCE:
1 http://youtu.be/2hxUKRo1qQU
2 https://youtu.be/gmTXQFxwuLE

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

reasoning
managers

8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 1 1 1 1 1 1 1 1

CO2 3 1 1 1 3 2 1 1 1 1

CO3 3 1 2 1 2 1 2 1 1 1

CO4 3 2 2 2 2 1 2 1 1 1

CO5 3 2 3 3 2 1 2 1 1 1

Avg 3 2 2 3 2 1 2 1 1 1

Total 15 7 9 8 10 6 8 5 5 5
 39

SEMESTER – IV
CORE COURSE – CC VII
GEOGRAPHY OF INDIA
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To elaborate on the Location and Physiography of India
CO2 To understand the climate and soil distribution of India
CO3 To illustrate the agricultural distribution of India and the need for geographical
factors for crop production.
CO4 To distinguish the metallic and non metallic minerals, and understand the distribution
of Indian Industries.
CO5 To elaborate the distribution of population and transport in India
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Location – Frontiers- Neighbouring Countries-
Physiography -Himalayas, Western Ghats and the
I Eastern Ghats –Plateau - East Coastal Plain, West 12 CO1
coastal plain and Islands - Rivers :Northern
(Peninsular) and Southern (Non Peninsular).
Climate –Seasons, Monsoons, Rainfall Pattern and
Distribution of Rainfall. Soil- Types of Soil - Natural
II Vegetation- Tropical Forest, Sub Tropical Forest, 12 CO2
Evergreen Forest, Mangrove, Thorny Forest.
Agriculture – Geographical Requirements of Crops –
Rice - Wheat – Oilseeds – Sugarcane – Cotton - Jute -
III Tea – Coffee – Rubber - Livestock – Fisheries- 12 CO3
Irrigation – Types – Multipurpose Projects.
Minerals – Metallic and Non-Metallic Minerals - Iron –
Manganese – Bauxite- Copper- Mica- Illuminate-
Energy (Hydel, Thermal and Atomic) - Industries- Iron
IV & Steel – Textiles – Paper –– Shipbuilding – 12 CO4
Locomotives – Cement – Fertilizer- Major Industrial
Regions of India.
Population – Distribution - Density and growth –
Population Problems - Transport – Roadways –
V Railways – Water ways – Air ways – Ports and Harbors 12 CO5
- Trade – Export and Import.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Recall the geographic location and compare the neighbouring countries and compare its
strategic importance, classifying the nature and extent of Himalayan rages, identifying the
resource of various elevation, compare the northern perennial and southern non perennial
rivers, assess the coastal stretch and its importance, estimate island resource Indian seas
 40

and oceans
Distinguish the concept of climate and weather , explain the intensity of Indian Monsoon ,
II
Evaluate the amount and pattern of rainfall, analyse the tropical cyclones over Indian coasts,
the agricultural regions, classifying the food crops and non food crops of India, identifying
III the cropping pattern and its distribution, assess the production based on rainfall explain the
types of irrigation, assess the hydro electric power generation,
classifying the minerals- metallic and non metalic, estimates the hydel power generation
IV Assess the thermal power and atomic power generation , Analyse the major industrial
regions and its importance in economic growth
Identifies the demography of India, estimate the amount and pattern of rainfall in India ,
V discuss the problems of urbanization, compare the means of transport, understand the
strategic importance of sea routes evaluate the imports and exports
VI Assessment Unit
TEXT BOOK:
1 Khullar, D.R. (2014): India a Comprehensive Geography, Kalyani Publishers,
Edition 03.
2 Umesh Kumar (2012): Geography of India,Global Vision pub.
3 Chandra Vijay Purty (2011) :Geography of India, ABD Publishers.
4 Rupali Chatterjee (2010): Geography of India, Global Vision publishers
WEB SOURCE:
1 https://www.mapsofindia.com/geography
2 www.indianmirror.com/geography/geography.html
 Avg
CO5
CO4
CO3
CO2
CO1

Total
CO/PO/PSO

1 Disciplinary

3
3
3
3
3
3

15
knowledge
and skill

2 Skilled

7
1
2
2
1
1
1

communicators

3 critical thinkers

6
1
1
1
2
1
1

and problem solver

4 Sense of

6
1
2
1
1
1
1
41

inquiry

5 Team players/

8
2
2
2
2
1
1

worker
PO

6 Skilled project
5
1
1
1
1
1
1

managers

7 Digitally
7
2
1
1
1
2
2

efficient
8 Ethical
5
1
1
1
1
1
1

awareness/
reasoning

9 National and
5
1
1
1
1
1
1

International
perspective
10 Life long
5
1
1
1
1
1
1

learners
 42

SEMESTER –IV
Core COURSE – CC VIII
POPULATION AND SETTLEMENT GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To Enrich the knowledge on Scope and Significance of Population Geography
CO2 To illustrate on the Components of Demography
CO3 To elaborate on Rural and Urban Settlements
CO4 To understand the Functional classification of towns and villages
CO5 To acquire knowledge on Housing and House Types, Factors influencing house
types.
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Nature, Scope and Significance of Population
Geography –Theories of Population Growth – Malthus
I 12 CO1
theory, Optimum theory, theory of Demographic
Transition.
Components of Demography: Fertility, Mortality, Sex
II ratio - World Trend of Population Growth - World 12 CO2
Population Distribution - Density Patterns.
Rural and Urban Settlements : Site – Situation – Pattern
– Forms and Functions Planned Settlement – Rank Size
III 12 CO3
rule.Migration: Causes of Migration, Emigration versus
Immigration, Laws of Migration.
Functional classification of towns and villages: Size of
village, Size and distribution of hamlets, Character of
IV villages and village sites; Functional classification of 12 CO4
urban centers, Functional structure of cities, megacities
and megapolis in India.
Housing and House Types, Factors influencing house
type – Relief, Climate, Socio economic and other
V factors, Building materials for House types – Walls, 12 CO5
Roofing, Materials. Types of Houses in India-Types of
rural and urban houses in India.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Understanding the basic concepts and significance of population geography, scope of the study, its
history and development in Geography. It is important to explore student’s knowledge in world
I population distribution-. the Theories of Population Growth – Malthus – Ricaedo Demographic
Transition
Acquires the knowledge optimum population, over and under population. To develop the skills to
II work on factors affect in population distribution and-density patterns
Migration – Types – Determinants – Major consequences of Migration – understanding the major
consequence of migration he Urbanization – CBD: Functions and characteristics -. Understand the
III urban Morphology: Rural–Urban Fringe. Hierarchy of urban centers - central place theory - Urban
Problems - Slums - Urban Planning
 43

Identifies the different functions of towns and villages, differentiates the structures of
IV
cities. Analyses the Functional structure of cities, megacities and mega polis in India.
Understands the different Housing and House Types, Factors influencing house type
V
– Relief, Climate, Socio economic and other factors.
VI Assessment Unit
TEXT BOOK:
1 S.D.Maurya (2017) Population Geography ,Himalaya Publishing House, New Delhi.
2 Siddhartha, K & Mukherjee. S. (2016). Cities, Urbanisation and Urban
Systems(Settlement Geography). Kitabmahal Publishers.
3R.C.Chandana(2012) Geography of Population, Kalyani Publishing House, New
Delhi.
4 Mandal, R.B.(2001).Introduction to Rural Settlements. Concept Publishing House,
NewDelhi.
WEB SOURCE:
1 https://www.e-education.psu.edu/geog597i_02/node/814
2
3
4

CO/PO/PSO
1 Disciplinary knowledge

6 Skilled project manager

International perspective
2 Skilled communicator

5 Team player/worker

8 Ethical awareness/
3 critical thinker and

10 Life long learners

7 Digitally efficient
4 Sense of inquiry

9 National and

CO1 3 1 1 2 2 1 1 1

CO2 3 1 1 3 2 1 1 1

CO3 3 2 2 3 3 2 2 1 1 1

CO4 3 2 2 3 3 1 1 1

CO5 3 3 3 3 3 2 3 1 1 1

Avg 3 2 2 3 1 2 3 1 1 1

Total 15 9 9 14 6 4 12 5 5 5
 44

SEMESTER – IV
ELECTIVE GENERIC / DISCIPLINE SPECIFIC ELECTION – IV
REGIONAL PLANNING AND DEVELOPMENT
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire the conceptual and theoretical framework of Region
CO2 To Distinguish between the Physical regions, resource regions
CO3 To assess the approaches to delineation of different types of regions and their utility
in planning
CO4 To illustrate the Regional development strategies
CO5 To differentiate the Concept of Multi-level planning
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Regional concept in geography - conceptual and
theoretical framework, merits and limitations for
application to regional planning and development -
Types of regions: Formal and functional - uniform and
I 12 CO1
nodal - single purpose and composite region in the
context of planning- regional hierarchy - special purpose
regions.

Physical regions, resource regions, regional divisions

according to variations in levels of socio-economic
development- special purpose regions – river valley
II 12 CO2
regions, metropolitan regions, problem regions – hilly
regions, tribal regions, regions of drought and floods.

Approaches to delineation of different types of regions

and their utility in planning. Planning process –
sectoral, temporal and spatial dimensions- short-term
III and long term perspectives of planning. Planning for a 12 CO3
region’s development and multi-regional planning in a
national context.

IV Regional development strategies – concentration vs. 12 CO4

dispersal, case studies for plans of developed and
 45

developing countries, Regional plans of India.

Concept of Multi-level planning- decentralised

planning- peoples participation in the planning process-
Panchayati Raj system- role and relationship of
V Panchayati Raj Institutions (Village, Block and 12 CO5
District)/ Regional development in India- Problems and
prospects.

VI Assessment Unit CO6

UNIT LEARNING OUTCOMES
Recalls and memorize the framework of Regional planning, its concepts and
principles in geographical perspective., it is important to explore their knowledge in
I
changing concept of development which gives the real indication of economic, social,
and environmental aspects
Understands the facts and ideas of regions and regionalism. Compare the various
II classification of regions and its hierarchy. Applying acquired knowledge of various
resources and delineation of planning regions
Acquire through knowledge on regional planning in India. Activity given to list out
III
the important development aspects in five-year plans and annual plans
Understands the regional population analysis and population projection. Learn the
IV
impact of population on regional planning; learn the principles of location analysis
Acquire through knowledge on regional planning in India. Activity given to list out
the important development aspects in five-year plans and annual plans. Understands
V the Concept of block level and district level planning in Tamil Nadu, infer the
important ideology of panchayat raj and planning program to improve developing
regions.
VI Assessment Unit
TEXT BOOK:
1 Bhat, L.S. et al. Micro-Level Planning: A Case Study of Karnal Area, Haryana.
K.B. Publications, New Delhi, 1976.
2 Abler, R., et al. Spatial Organization: The Geographer’s View of the World.
Prentice Hall, Englewood Cliffs, N.J., 1971.
3 Chorley, R.J. and Hagget, P. Models in Geography, Methuen, London, 1967.
4 Christaller, W. Central Places in Southern Germany. Translated by C.W.Baskin,
Prentice Hall, Englewood Cliffs, New Jersey, 1966.
WEB SOURCE:
1 https://en.wikipedia.org/wiki/Regional_planning
2 https://en.wikipedia.org/wiki/regionalism_(international_relation)
3 www.tn.gov.in/tcp/activities.htm
4 www.slideshare.net/charujaiswal/planning-regions-of-india
 CO5
CO4
CO3
CO2
CO1
CO/PO/PSO

CO-PO-Avg

CO-PO-Total
3
3
3
3
3
3

15
1 Disciplinary knowledge

9
2
2
2
2
1
2

2 Skilled communicator

9
2
2
3
2
2

3 critical thinker and

2
3
2
2
2
2

11
4 Sense of inquiry

6
2
2
2
2
46

5 Team player/worker
3
1
1
1
1

6 Skilled project
manager
5
1
1
1
3

7 Digitally efficient
7
2
2
1
2
1
1

8 Ethical awareness/
6
2
1
1
1
1
2

9 National and
International
perspective
5
1
1
1
1
1
1

10 Life long learners

 47

SEMESTER –IV
Skill Enhancement CourseSEC-6
STATISTICAL APPLICATIONS FOR GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire the basic knowledge of data collection
CO2 To understand the need of basic statistical methods
CO3 To get the knowledge diagrammatic representation of statistical methods
CO4 To explore the basic knowledge of Time series and moving average
CO5 To acquire the knowledge of statistical analysis
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Collection of data and formation of statistical tables-
I 12 CO1
Importance of cross tabulation-
Measures of Central Tendency: Mean- Median- Mode-
Measures of Dispersion: Range- Mean Deviation-
II 12 CO2
Standard Deviation-Rank Correlation- Coefficient of
Variation.
Diagrammatic Representation of Data- Bar, Histogram –
III Frequency Polygon and Curve - Ogives- Lorenz Curve- 12 CO3
Gini Coefficient
Time Series – Graphical Method – Semi Average –
IV 12 CO4
Moving Average.
Hypothesis Testing – ‘T’ Test – ‘F’ Test – Chi-Square
V 12 CO5
Test.
VI Assessment Unit
UNIT LEARNING OUTCOMES
Understands the Purposes of data collection and its sources. Sampling is very
I
essential to choose according to the types of data types and the purpose of the study.
II
III
IV
Understands of facts of hypothesis testing and need of hypotheses in research
analysis. Explore the types of hypothesis and its significance and confidence level.
V
Examine the relationship between Parametric and Non-parametric procedures
through Chi-square test, ‘T’ test, ‘F’ test, Analysis of Variance (ANOVA).
VI Assessment Unit
TEXT BOOK:
1 SahaPijushkanti (2010): Advanced Practical Geography, Books and Allied pvt Ltd.
 48

2 Bagulia A.M (2006): Practical Geography, Anmol Publishers.

3 Zulfequar Ahmed Khan M.D (1997): Text book of Practical Geography, Concept
Publishing Company , New Delhi.
WEB SOURCE:
1 http://www.albert.io/blog/data-collection-methods-statistics/
2 http://sciencing.com/difference-between-cluster-factor-analysis-8175078.html
3
4

PO
3 critical thinker and problem

9 National and International

CO/PO/PSO
1 Disp knowledge and skill

6 Skilled project manager

2 Skilled communicator

5 Team player/worker

8 Ethical awareness/

10 Lifelong learners
7 Digitally efficient
4 Sense of inquiry

perspective
reasoning
solver

CO1 3 2 1 2 1 1 2 1 1 2

CO2 3 2 1 2 1 1 2 1 1 2

CO3 3 2 1 2 2 3 2 1 1 2

CO4 3 2 1 3 1 1 2 1 1 2

CO5 3 2 2 3 1 3 2 1 2 2

Copc5635 3 2 1 2 1 2 2 1 1 2

CO/PO/PSO

Pc5635 Average 3 2 1 2 1 2 2 1 1 2

Correlation
Average
 49

SEMESTER - IV
SKILL ENHANCEMENT COURSE SEC-7
SURVEYING AND PROJECTIONS FOR GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire the knowledge of Conical Projection
CO2 To get the knowledge of properties of cylindrical projection
CO3 To get depth knowledge to construct international projection and Choice of
Projection.
CO4 To acquire the basic knowledge of survey techniques
CO5 To get the knowledge of recent trends in Geographical Applications.
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Map projection - Construction – Properties and
utilities- Conical Projection – One standard Projection -
I 12 CO1
Two standard parallel Projection – Bonne’s projection
and Polyconic projection.
Construction of Cylindrical Projection - Equal area
II Projection – Equidistant Projection - Mercator’s 12 CO2
Projection.
Zenithal Projection (Polar case) Gnomonic,
Stereographic – Orthomorphic world projection –
III 12 CO3
Molleweide – Sinusoidal- International projection -
Choice of projection.
Simple Plane table survey-Open and Closed Travers –
Clinometer - Dumpy level methods of surveying –
IV 12 CO4
Chain (open and closed) – Prismatic compass (open and
closed).
GPS, Survey with GPS- Aerial and Satellite based
survey techniques (Photogrammetry, RADAR, LiDAR)
V 12 CO5
- Survey by GPS - Geographical applications such as
Google maps and Google earth pro.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 50

TEXT BOOK:
1 Saha, Pijushkanti (2010)”Advanced Practical Geography, Books and Allied pvt Ltd.
2 Bagulia A.M (2006) : Practical Geography , Anmol Publishers.
3 Khan, Zulfequar Ahmed M.D (1997):Text book of Practical Geography, Concept
Publishing Company , New Delhi.

PO

and problem solver

3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker
CO1 3 1 1 1 1 1 1 1 1

CO2 3 1 1 1 1 1 1 1

CO3 3 2 2 2 2 1 1 1 1 1

CO4 3 2 2 2 2 1 1 1 1 1

CO5 3 2 2 2 2 1 1 1 1 1

Avg 3 2 2 2 2 1 1 1 1 1

Total 15 8 8 8 7 3 5 5 5 5
 51

SEMESTER V
CORE COURSE – CC IX
WORLD REGIONAL GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To have wide knowledge on the physical and political divisions of North America
and South America
CO2 To have broad regional knowledge of Africa and its Cultural Aspects
CO3 To have depth regional knowledge of Australia and its Cultural Aspects
CO4 To acquire regional knowledge of Physical and political features of Europe
CO5 To acquire the regional knowledge of Asia and its Cultural Aspects
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
North America and South America: Political divisions–
Physical - Drainage – Soil – Agricultural – Natural
I 12 CO1
Vegetation – Animal Life – Transport and trade Cultural
Aspects.
Africa: Political divisions – Physical - Drainage – Soil
II – Agricultural – Natural Vegetation – Animal Life – 12 CO2
Transport and trade Cultural aspects.
Australia: Political divisions – Physical - Drainage –
III Soil – Agricultural – Natural Vegetation – Animal Life 12 CO3
– Transport and trade Cultural aspects.
Europe : Political divisions – Physical - Drainage – Soil
IV – Agricultural – Natural Vegetation – Animal Life – 12 CO4
Transport and trade Cultural aspects.
Asia: Political divisions – Physical - Drainage – Soil –
V Agricultural – Natural Vegetation – Animal Life – 12 CO5
Transport and trade Cultural aspects.
LEARNING OUTCOMES
I Assessment Unit
 52

TEXT BOOK:
1 Majid Hussain (2012): World geography, Rawat Publications, 4th Edition.
2 Majid Hussain (2011): Concise Geography, Tata Mc Graw Hill Education Private
limited, NewDelhi.
3 Alka Gautam (2007) :World geography, first edition, Sharda pustakbhawan,
Allahabad.
4 Gochenleong(2001): Certificate Physical and Human Geography, Oxford university
press, New Delhi.
WEB SOURCE:
1 World Regional Geography, Global pattern, local lives Third Edition,LydiaMihelic
Publisherwww.whfreeman.com/catalog/pulsipher3e.
2 examrace.com/.../Geography/.../Regional_Geography/Geography_Na..

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 2 1 1 1 1

CO2 3 1 2 1 1 1 1

CO3 3 2 2 2 2 1 1 1 1

CO4 3 2 3 1 2 2 1 1 1 1

CO5 3 2 2 2 2 2 1 1 1 1

Avg 3 2 2 1 2 2 1 1 1 1

Total 15 9 9 5 6 4 5 5 5 5
 53

SEMESTER V
CORE COURSE – CC X
GEOGRAPHY OF TAMILNADU WITH SPECIAL REFERENCE TO SPECIFIC
REGION
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To enrich wide and depth knowledge of Political and Physiography of Tamil Nadu
CO2 To elaborate the Soil profile, natural vegetation and the significant understanding
regarding wild life and bird sanctuaries
CO3 To elucidate the Distribution of Crops and the significance of livestock rearing and
Fisheries
CO4 To explore the knowledge of Minerals and Industries
CO5 To distinguish the distribution of population and its problems
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Tamil Nadu: Location – Districts of Tamil Nadu -
Physiography – Mountains, Plateaus, Plains - Climate –
I Seasons - South West and North East Monsoon - 12 CO1
Cyclonic Rainfall - Distribution of Rainfall- Rivers of
Tamil Nadu.
Soils – Types of Soil - Natural Vegetation- Forest and
II its types- Flora and Fauna -Wild life sanctuaries - Bird 12 CO2
sanctuaries - Botanical gardens.
Distribution of Crops: Food Crops - Paddy, Millets,
Pulses, Oilseeds- Cash Crops (Sugarcane, Cotton) -
III Plantation Crops (Tea, Coffee, Rubber and Spices ) – 12 CO3
Livestock (cattle, sheep and dairying) –
Fisheries( inland and deep sea fishing).
Distribution of Minerals and Industries-Metallic- Non-
Metallic (Iron, Manganese, Bauxite, Copper, Mica,
IV Illuminate and power resources) - Agro Based 12 CO4
Industries-(Textile, Sugar, Paper) – Cement –
Automobile.
V Population : Distribution – Growth – Density - 12 CO5
 54

Population Problems –Transportation- Roadways-

Railways- Airports- Ports- Trade (Import and Export)-
Special Economic Zones.
VI Assessment Unit
UNIT LEARNING OUTCOMES
VI Assessment Unit
TEXT BOOK:
1 Statistical Hand Book (2015) :Published by Tamil Nadu Government.
2 Geography of Tamil Nadu (2014) :Economic appraisal of Tamil Nadu
3 Sakthi Venkata Kumuraswamy (2003) :Tamilnadupuviyiyal, Sakthi Abirami
printers, kumbakonam.

4 Negi, B.S. (1998) : Agricultural Geography, Kedarnath&Ramanath, New Delhi.

WEB SOURCE:
1 https://www.mapsofindia.com/geography
2 www.indianmirror.com/geography/geography.html
3 www.mheeducation.co.in

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO
awareness/
knowledge

7 Digitally
4 Sense of

reasoning
managers

8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 2 2 1 1 2 1 1 1

CO2 3 1 2 2 2 1 2 1 1 1

CO3 3 1 2 2 1 1 1 1 1 1

CO4 3 1 1 1 1 1 1 1 1 1

CO5 3 1 1 2 2 1 1 1 1 1

CO-PO-Avg 3 1 2 2 1 1 2 1 1 1

CO-PO_Total 15 5 8 9 7 5 7 5 5 5

SEMESTER _V
 55

CORE COURSE – CCXI

BASICS OF GEOGRAPHICAL INFORMATION SYSTEM
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire the knowledge on the development of GIS
CO2 To distinguish between the significance of Spatial and non-spatial data
CO3 To understand the importance of DBMS
CO4 To update the recent trends on GIS analysis
CO5 To explore the application of GIS and its softwares
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Geographical Information System: Definition –
Historical development - Components of GIS- data
I 12 CO1
storage and manipulation – data transformation – data
output devices.
Spatial and Non- spatial Data, Raster and Vector Data

II Structure. Comparison of raster and vector 12 CO2

data.Geographical coordinate systems of earth: UTM.
DBMS – components - query - digitization – editing –
III 12 CO3
topology – layout preparation.
GIS analysis: Single layer analysis: butter –
IV interpolation, multilayer analysis: overlay analysis, 12 CO4
network analysis, WebGIS(A Basic Introduction).
Application of GIS and GIS Softwares; Land use/ Land
cover/ Urban sprawl /Agriculture and environment.
V 12 CO5
Disaster; Arc view, Arc GIS, ILWIS, GRASS, QGIS,
ENVIS.
VI Assessment Unit
UNIT LEARNING OUTCOMES
VI Assessment Unit
 56

TEXT BOOK:
1 Chandra A.M&Ghosh.S.K. (2016).Remote Sensing and Geographic Information
System.Narosa Publishing House
2 Bhatta,Basudeb(2011). Remote sensing and GIS, Oxford University Press/ Radha
press NewDelhi
3 Siddique,Dr. M.A.(2006).Introduction to Geographic Information
Systems.ShardaPustakBhawan, Allahabad
4 Anand,Dr. P.H. and V. Rajesh Kumar (2003). Principles of Remote Sensing and GIS.
Sri Venkateswara Publications, Kumbakkonam.
WEB SOURCE:
1 www.gdmc.nl/oosterom/PoGISHyperlinked.pdf
2 gisgeography.com › GIS Analysis
3 www.gisresources.com
4 www.researchgate.net

CO/PO/PSO
5 Team player/worker

8 Ethical awareness/
3 critical thinker and

10 Life long learners

knowledge and skill

7 Digitally efficient
6 Skilled project

9 National and
1 Disciplinary

International
perspective
CO1 3 1 1 1 1 1 1

CO2 3 1 1 1 2 1 1 1 1

CO3 3 1 1 2 2 1 1 1 1

CO4 3 2 2 2 3 2 1 1 1 1

CO5 3 3 2 2 2 1 1 1 1

Average 3 1 2 2 2 2 1 1 1 1

Total 15 8 7 7 5 6 5 5 5 5
 57

SEMESTER - V
ELECTIVE GENERIC / DISPLINE SPECIFIC ELECTIVE – V
RESEARCH METHODOLOGY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To elaborate the need for research and its types
CO2 To elucidate the different types of data collection in the field of Geography
CO3 To have empirical knowledge on hypothesis testing
CO4 To assess the need for quantitative techniques in Geographical Research
CO5 To design the research proposal and methodological procedures to conduct the
research
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Definition of Research - Aims and Objective of
Research - Types of Research - Qualitative,
Quantitative, Descriptive, Analytical, Applied,
I Fundamental, Conceptual, Empirical – Scientific 12 CO1
method - Multi disciplinary and inter disciplinary
approach.

Data Collection: Primary and Secondary data - Field

work - Aerial Photograph, Census data and satellite
II imageries as data sources - Sampling and sample survey 12 CO2
- Designing Questionnaires and schedules.

Hypothesis testing - formulation of Hypothesis - its

importance - Scientific Hypothesis- Null Hypothesis -
III Alternative Hypothesis - Hypothesis Testing - X2 Test, ‘t 12 CO3
‘Test, ‘F’ Test.

Need for Quantitative Techniques - Measurement of

Quantitative data - levels of measurement - Nominal,
Interval, Ordinal and Ratio scales - Data transformation
IV 12 CO4
-Measures of central tendency and dispersion
Correlation.

Selection of a Problem-Design of Project – Research

proposal - Scientific Writing - Methodological frame
V 12 CO5
work - Chapter organization – Appendix- Bibliography.

VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 58

TEXT BOOK:
1 Newman, Lawrence. (2015). Social Research Methods: Qualitative and Quantitative
Approaches. Pearson
2 Kothari.C.R& Gaurav Garg. (2012). Research Methodology Methods and
Techniques. New Age International Publishers
3 Johnn, Best.W&James.V(2006). Research in Education. Pearson
4 Cole and King (1989). Quantitative Geography Techniques and Theories in
Geography. John Wiley and sons Ltd., London.
WEB SOURCE:
1 www.fao.org/.../the...census...censuses...surveys/...survey-design/en/
2 www.researchconnections.org
3
http://www.scribbr.com
4 http://www.projectmanager.com

CO/PO/PSO

9 National and International

1 Disp knowledge and skill

6 Skilled project managers

2 Skilled communicator

5 Team player/worker

10 Life long learners

3 critical thinker and

8 Ethical awareness/
7 Digitally efficient
4 Sense of inquiry
problem solver

perspective
reasoning

CO1 3 2 2 2 2 1 1 1 1

CO2 3 2 2 3 2 2 1 1 1

CO3 3 3 3 3 3 2 2 1 3 2

CO4 3 2 2 3 2 2 1 2 2

CO5 3 3 3 3 3 3 2 1 3 2

PE5614/ Total 15 12 12 14 6 11 9 5 10 8
PE5614/Average 3 2 2 3 1 2 2 1 2 2
 59

SEMESTER – V
ELECTIVE GENERIC / DISPLINE SPECIFIC ELECTIVE – VI
RESEARCH ANALYTICAL TECHNIQUES
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To understand the need of data sources and significance of sampling in research.
CO2 To have empirical knowledge on types of hypothesis testing and also parametric and
non-parametric procedures.
CO3 To have depth understanding on the bivariate analysis
CO4 To assess the need for multivariate analysis in Geographical Research
CO5 To design and thorough understanding in trend surface and models
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Data Collection - Data Sources - Data Types - Primary,
I Secondary - Sampling - Simple Random - Stratified - 12 CO1
Nesting.
Hypothesis Testing - Needs and Types of hypotheses -
Goodness of fit and significance and confidence levels -
II 12 CO2
Parametric and Non-parametric procedures: Chi-square
test, ‘T’ test, ‘F’ test, Analysis of Variance (ANOVA).
Bivariate Analysis: Scatter diagram - Simple linear -
III Spearman’s Rank and Product Moment Correlation 12 CO3
Coefficients, Regression - Residuals and their Mapping.
Multivariate Analysis: Basic Principles and elements of
IV 12 CO4
Factor Analysis - Principal - Cluster Analysis.
Trend Surface and Models: Gravity Models- Population
V Potential - Index of Concentration- Growth rate- 12 CO5
Scalogram.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
TEXT BOOK:
1 David Unwin, (1981) Introductory Spatial Analysis, Methuen, London.
2 Gregory, S. (1978) Statistical Methods and the Geographer, Longman, London.
3 Peter Haggett, Andrew D. Cliff, and Allan Frey, (1977) Location Methods Vol. I and
II, Edward Arnold, London.
4 Maurice Yeats, (1974) An Introduction to Quantitative Analysis in Human
Geography, McGraw Hill, New York.
 60

WEB SOURCE:
1 http://www.albert.io/blog/data-collection-methods-statistics/
2 http://sciencing.com/difference-between-cluster-factor-analysis-8175078.html
3 http://transportgeography.org/?page_id=8565.
4 www.slideshare.net/parabprathamesh/primary-sec

CO/PO/PSO PO
Disciplinary knowledge and

6 Skilled project managers

National and International

5 Team player/worker
Skilled communicator

3 critical thinker and

7 Digitally efficient

Ethical awareness/
4 Sense of inquiry
problem solver

long learners
perspective
reasoning
skills

Life
10
1

9
CO1 3 2 2 2 2 1 1 1 2 2
CO2 3 3 2 2 3 1 2 1 3 3
CO3 3 2 2 2 2 1 3 2 1 2
CO4 3 2 3 3 3 1 3 2 2 3
CO5 3 3 3 3 3 1 3 2 2 3
EDE-AVG 3 2 2 2 3 1 3 2 2 3

EDE 15 12 11 12 13 5 12 8 10 13
TOTAL
 61

SEMESTER _VI
CORE COURSE – CC XIII
REMOTE SENSING AND GNSS
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To have basic knowledge on basics of Remote sensing
CO2 To elaborate on the fundamentals and significance of Aerial photographs and satellite
types
CO3 To have the deep knowledge on the types of resolution and marginal information of
Aerial photos and satellite images
CO4 To explore the application of Remote sensing
CO5 To have wide understanding on GNSS, Segments and Satellite tracking
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Remote Sensing – Definition and types- History of
Remote Sensing in India – Remote Sensing Processes –
I 12 CO1
Electromagnetic Spectrum, Atmospheric Window – Plat
Forms and its types.
Fundamentals of Aerial and Satellite Remote Sensing-
II Aerial Photography and Scale of Aerial Photographs 12 CO2
and its types – types of Satellites.
Resolution: Spectral, Spatial, Radiometric and
III Temporal- Marginal Information of Aerial Photographs 12 CO3
and Satellite Images.
Application of Remote Sensing ; Land use/ Land cover/
IV 12 CO4
Urban sprawl Agriculture and environment.
Global Navigation Satellite System: Segments: space
segment - GPS Satellite systems – New programmes –
IRNSS - Control segment - Satellite tracking - User
V 12 CO5
segment – Modern survey instruments – Error sources –
Satellite augmented systems - DGPS - GNSS
Applications.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
TEXT BOOK:
1 Siddique M.A.(2006): Introduction to Geographic Information Systems, Sharda
Pustak Bhawan, Allahabad.
2 Chandra A.M &S.M.Ghosh, (2006) Remote sensing and Geographical Information
System, Alpha Science Int’l limited, New Delhi.
3 Panda B.C(2005): Remote sensing principles and applications, Viva books private
limited.
4 Anji Reddy. M. (2001): Remote sensing and Geographical information system, BS
publication, Hyderabad.
 CO5
CO4
CO3
CO2
CO1

Total
2
1

Average
CO/PO/PSO
WEB SOURCE:

3
3
3
3
3
3

15
1 Disciplinary
knowledge and skill

8
1
3
2
1
1
1

7
2
2
2
1
1
1
3 critical thinker and

7
2
2
2
2
1

5
2
3
2
RSgeography.com › RS Analysis

5 Team player/worker
62

6
2
2
2
2

6 Skilled project
www.gdmc.nl/oosterom/PoGISHyperlinked.pdf

5
1
1
1
1
1
1

7 Digitally efficient

5
1
1
1
1
1
1

8 Ethical awareness/
5
1
1
1
1
1
1

9 National and
International
perspective
5
1
1
1
1
1
1

10 Life long learners

 63

SEMESTER -VI
CORE COURSE – CC XIV
SOCIAL AND CULTURAL GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire basic knowledge on the social structure and society
CO2 To elaborate the spatial distribution of Ethnicity, Language, Caste and Religion
CO3 To discuss the social welfare and well being
CO4 To distinguish on the races and cultural diffusion of the world
CO5 To assess the Human development indicators and its Index
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Introduction: Nature and Scope of Social Geography –
Concepts of Social Geography -Social Structure
I 12 CO1
(Family, Marriage, Kinship) and Processes - Rural and
urban society.
Spatial distribution of Ethnicity, Tribe, Dialect,
II Language, Caste and Religion in the World with special 12 CO2
reference to India.
Welfare and Social Well being : Quality of Life –
III Health- Education – Economic Status – Gender – 12 CO3
Wellbeing of Women.
Cultural geography :Concept of Culture, Evolution of
IV Human beings – Major Races of the world- Culture 12 CO4
Interaction and diffusion – Culture Exchange.
Measurement of Human Development – Social,
V Economic and Environmental Indicators –Human 12 CO5
Development Index.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 64

TEXT BOOK:
1 Jon Anderson, Taylor & Francis. (2021) Understanding Cultural Geography Places
and Traces
2 S.D.Maurya (2016) Cultural Geography, Sharda pustak bhavan, Allahabad
3 G.S. Mohanty (2007) Social and Cultural Geography
4 Ajjazuddin Ahmad (2004) Social Geography, Rawat Publications, Jaipur
WEB SOURCE:
1 https://en.wikipedia.org/wiki/Cultural_geography
2 https://en.wikipedia.org/wiki/Race_(human_categorization)
3 https://en.wikipedia.org/wiki/Clothing_in_the_ancient_world
4 https://books.google.co.in/books?isbn=8180690741

CO/PO/PSO PO
3 critical thinker and problem
Disciplinary knowledge and

6 Skilled project managers

National and International

5 Team player/worker
Skilled communicator

7 Digitally efficient

Ethical awareness/
4 Sense of inquiry

Lifelong learners
perspective
reasoning
solver
skills

10
1

CO1 3 2 2 3 1 2 2
CO2 3 1 2 2 2 2 1 1 1 1
CO3 3 2 2 2 2 2 3 2 1 2
CO4 3 2 3 2 2 2 2 2 1 2
CO5 3 2 2 3 3 2 3 2 1 2
PC7628- 3 2 2 2 2 2 3 2 2 2
AVG

PC-7628 15 9 9 11 9 8 12 8 6 9
TOTAL
 65

SEMESTER -VI
CORE COURSE – CC XV
POLITICAL GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire basic knowledge on the Political Geography
CO2 To elaborate the spatial distribution of Core Areas of Political Geography
CO3 To discuss the importance of Boundaries and Frontiers
CO4 To elaborate on Geography of Elections
CO5 To illustrate the Political Geography of India
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Political Geography: Definition, Scope, Content and
I Development – Geopolitics - State: Categories -Powers 12 CO1
and Functions - Nations and Nationalism.
Core Areas: Types – Capitals: Types - Morphological
classification - Factors of Development, Federal
II 12 CO2
Capitals – New and Neutral Capitals – Capitals in Post -
1945 federations.
Boundaries and Frontiers: Definition – Classification:
Genetic and Functional – Morphological Classification
III 12 CO3
(Buffer Zone – Land locked Countries) – Border
Disputes.
Electoral Geography: Geography of Elections – Election
IV Campaigning - Voting Pattern - Voters’ Participation – 12 CO4
Gerry Mandering – Election Commission.
Political Geography of India: Integration of Indian
States: Integration of Sikkim – India’s Bilateral
V 12 CO5
Relationship with Pakistan and Sri Lanka – SAARC
Countries - India’s Foreign Policies.
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
TEXT BOOK:
1 Dwivedi, R.L. (2014). Fundamentals of Political Geography. Chaitanya Publishing
House, Allahabad.
2 Adhikari, Sudeepta. (2009). Political Geography of India- A Contemporary
Perspective. Sharada Pustak Bhavan, Allahabad.
3 Sudeeptha Adhikari, (2004), Political Geography, Rawat publications, New Delhi.
4 Dikshit, R.D. (1982). Political Geography: A contemporary perspective, McGraw Hill
Publishing co., New Delhi.
 66

WEB SOURCE:
1 www.geography.about.com/od/politicalgeography
2 www.electoralgeography.com/new/en/category/countries/i/india
3 https://en.wikipedia.org/wiki/Political_geography

CO/PO/PSO PO

International perspective
Disciplinary knowledge

5 Team player/worker
Skilled communicator

3 critical thinker and

7 Digitally efficient

Ethical awareness/
4 Sense of inquiry

Life long learners

6 Skilled project
problem solver

National and
reasoning
managers
and skills

10
1

9
CO1 3 2 2 3 1 2 2
CO2 3 1 2 2 2 1 1 1 1
CO3 3 2 2 2 2 3 2 1 2
CO4 3 2 3 2 2 2 2 1 2
CO5 3 2 2 3 3 3 2 1 2
PE7613- 3 2 2 2 2 3 2 2 2
AVG

PE- 7613 15 9 9 11 9 12 8 6 9
TOTAL
 67

SEMESTER –VI
ELECTIVE GENERIC / DISPLINE SPEICIFIC ELECTIVE – VII
GEOGRAPHY OF TOURISM
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To elaborate the Concept of Leisure and Tourism
CO2 To discuss the history of tourism and discuss on the Determinants and Motivation of
Tourism.
CO3 To elaborate on Elements of Tourism
CO4 To illustrate the Role of Transport in Tourism Development
CO5 To discuss the importance of Tourist Organization of India
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Concept of Leisure and Tourism – Principles and
Purpose – Types of Tourism–Significance of Tourism
I development in Modern society – Tourism 12 CO1
development in the World - Tourism development in
India.
History of Tourism – Ancient, Medieval and Modern
II 12 CO2
periods – Determinants and Motivation of Tourism
Elements of Tourism – Attraction, Accessibility and
Amenities – Classification of Tourist spots -
III 12 CO3
Accommodation – Primary and Supplementary
Accommodation– Hotels, Inns and Motels.
Role of Transport in Tourism Development – Travel
Formalities – Tour Itinerary– Travel Agency – Travel
IV Restriction – Passport, Visa and Bank restriction - 12 CO4
Traveler’s cheques – Credit and Debit cards – Tourism
and Environment – Eco Tourism.
Tourist Organization – WTO – ITDC and subsidiaries –
Tourism promotion –Advertisement – Tourism planning
V and development –Tourist spots in India –Potential of 12 CO5
Tourism in India – Problems of Tourism development –
Field Trip (for 5 or 7 days).
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 68

TEXT BOOK:
1 A.K.Bhatia(2015), Sterling Publishers (P) Ltd. Sterling Publishers, New Delhi.

2 Girish, Revathy(2010): Tourism Product II, Wisdom Press, Daryagang, New Delhi

3 R.E.Sinha 1996 ‘Tourism Strategies, Planning and Development’, Common Wealth

Publishers.

WEB SOURCE:
1 https://en.wikipedia.org/wiki/Hospitality_management_studies
2 study.com/directory/category/Business/Hospitality_Management.html
3 http://www.wisegeek.org/

PO
and problem solver
3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled
and skill

learners
efficient
inquiry

worker

CO1 3 1 1 1 1 1 1 1

CO2 3 1 1 1 2 1 1 1 1 1

CO3 3 1 1 1 2 1 1 1 1 1

CO4 3 2 2 1 1 1 1 1 1

CO5 3 2 2 2 2 1 1 1 1 1

Avg 3 1 1 1 2 1 1 1 1 1

Total 15 7 7 6 7 4 5 5 5 5
 69

SEMESTER – VI
ELECTIVE GENERIC / DISPLINE SPEICIFIC ELECTIVE – VIII
TRANSPORT GEOGRAPHY
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire basic knowledge and Scope of Transport Geography
CO2 To elaborate the Types of Transport
CO3 To discuss the importance of Network Characteristics of transport
CO4 To elaborate on Theories related to freight rate structure
CO5 To illustrate the Transport system in India
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Nature and Scope of Transport Geography - Importance
of Transport - Development of Transport Geography –
I 12 CO1
Associated factors - Transport Development - Physical,
Economic, Technology.
Types of Transport – Railways, Roads, Airways and
II Waterways, Pipelines. 12 CO2

Network Characteristics – Topology - Graph Theory -

Binary Matrix - Measures Of Connectivity and
III 12 CO3
Accessibility.

Theories related to freight rate structure - Bases of

Spatial interaction – Complementarily - Intervening
IV 12 CO4
Opportunity and Transferability.

Transport system in India - Role of Transport in

Regional development In India - Problems and
prospects of Role of Transport in Regional
V 12 CO5
development In India - Urban and Rural Transportation
Planning and Management.

VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 70

TEXT BOOK:
1 Transport and Developing Countries - Hillings, H., Routledge, 1996
Geography of Transportation, Naresh Kumar, Concept Publication, 1991.
2 White H.P. and Senior 1983 ‘Transport Geography’, Longman, London.
3 Transport for the Space Economy: A Geographical Study -Hay, A, Macmillan, 1973
4 Transportation Geography: Comments and Readings - Eliot Hurst, M.E.,1971
WEB SOURCE:
1 https://transportgeography.org/?page_id=40,
2 https://www.e-education.psu.edu/geog597i_02/node/814

PO

and problem solver

3 critical thinkers

6 Skilled project
5 Team players/
communicators

9 National and
1 Disciplinary

International

10 Life long
perspective
CO/PO/PSO

awareness/
knowledge

7 Digitally
4 Sense of

managers

reasoning
8 Ethical
2 Skilled

Efficient
and skill

learners
inquiry

worker
CO1 3 1 1 1 1 1 1 1

CO2 3 1 1 1 1 1 1 1

CO3 3 2 1 2 2 1 1 1 1 1

CO4 3 2 2 2 1 2 1 1 1 1

CO5 3 2 2 2 1 2 1 1 1 1

CO-PO-Avg 3 2 2 2 1 2 1 1 1 1

CO-PO_Total 15 8 7 8 5 5 5 5 5 5
 71

SEMESTER -VI
SKILL ENHANCEMENT
GEO SPATIAL TECHNIQUES
TEACHING HOURS : 60
UNIT LEARNING OBJECTIVES
CO1 To acquire basic knowledge and Scope of Geoinformatics
CO2 To elaborate the sources of Spatial database
CO3 To discuss the importance of Software Sources and methods of acquiring Geo data
CO4 To elaborate on GIS and Spatial Decision Support
CO5 To illustrate the Application of Geo spatial data.
CO6 Assessment Unit
UNIT DETAILS NO. OF COURSE
HOURS OBJECTIVES
Meaning and Scope of Geoinformatics – Science and
Technologies involved in producing Maps -
I Cartography- Remote Sensing- Photogrammetry - 12 CO1
Digital Image Processing- Geographical Information
System-Global Positioning System- GNSS.
Spatial database: Survey of India – NRSC - BHUVAN -
NATMO – Geological Survey of India - Census of India
II –National Informatics Centre - Cadastral maps – open 12 CO2
street map – foreign sources of data - Physical surveying
- GPS and Total station- GPR
Software Sources and methods of acquiring geodata -
user interfaces - application programs - Operating
III systems - network computing - Information Technology 12 CO3
in Remote Sensing - GIS Applications of IT in
Cartography - Applications of IT in Real Time GIS.
Spatial Process : Maps as output – Thematic Maps -
non-cartographic outputs – spatial multimedia – GIS
IV 12 CO4
outputs delivery mechanism - GIS and Spatial Decision
Support - map as a decision tool.
Application of Geo spatial data: Rural Development,
Geosciences, agriculture, Forestry, Soil Studies,
V 12 CO5
Meteorology, Military, Transport, Environmental
studies, Banking and Health Civil Engineering etc.,
VI Assessment Unit
UNIT LEARNING OUTCOMES
I Assessment Unit
 72

TEXT BOOK:
1 Ian Heywood, Sarah Cornelivs and Steve Carver, An Introduction to Geographical
Information System, Pearson Education Pvt .Ltd., New Delhi, 2007.
2 Lillesand M. Thomas and Ralph W.Kiefer, Remote Sensing and Image
Interpretation, John Wiley & Sons, New York, 2007.
3 LO. C.P., and Albert K.W.Yeung, Concepts and Techniques of Geographic
Information Systems, Prentice-Hall of India, New Delhi, 2006.
4 Geographic Information Systems and Science. Second Edition. John Wiley,
Chichester, 2005.
WEB SOURCE:
1 www.slideshare.net/parabprathamesh/primary-sec
2 http://youtu.be/zxHP2Qhw5vl
3 http://youtu.be/Se28XHI2_xE

CO/PO/PSO
5 Team player/worker

8 Ethical awareness/
3 critical thinker and

10 Life long learners

knowledge and skill

7 Digitally efficient
6 Skilled project

9 National and
1 Disciplinary

International
perspective
CO1 3 1 1 1 1 1 1

CO2 3 1 1 1 2 1 1 1 1

CO3 3 1 1 2 2 1 1 1 1

CO4 3 2 2 2 3 2 1 1 1 1

CO5 3 3 2 2 2 1 1 1 1

Average 3 1 2 2 2 2 1 1 1 1

Total 15 8 7 7 5 6 5 5 5 5

