Semester 1

Credit
S. #. Course Code Title of the Course
Hours
SEMESTER-I
1 BSED101 English –I (Language in Use) 3
2 BSED102 Foundations of Education 3
3 BSED103 General Methods of Teaching 3
Any Three Content Courses according to Subjects Studies at F. Sc. Level
4 BSED104 Botany-I (Plant Diversity) 3+1
5 BSED105 Chemistry-I (Inorganic Chemistry) 3+1
6 BSED106 Zoology-I (Animal Diversity-I: Classification, 3
Phylogeny & Organization)
OR
4 BSED107 Physics-I (Elementary Mechanics) 3+1
5 BSED108 Mathematics A-I (Calculus-I)/ Mathematics B-I (Vector 3
& Mechanics-I)
6 BSED109 Computer 1-Programming Fundamental 1 3+1
Total semester Credit Hours 20

Compulsory English 1: Language in Use

Course code: EDU101 Credit Hours: 03
Aims:
1. To develop the ability to communicate effectively

2. To enable the students to read effectively and independently any

Intermediate level text

3. To make the experience of learning English more meaningful and enjoyable

4. To enable the students to use grammar and Language Structure in text

Objective: (Contents)

Topic SLO
A: Listing and o Understand and use English to Express ideas and
Speaking Skills * opinions related to Students real life experience inside
To develop the and outside the classroom.
ability to: o Give reasons (subs tainting)

o Justify their view

 o Understand and use signal markers

o Extract information and make notes from lectures

o Ask and answer relevant questions to seek information

clarification etc

B: Reading o Identify main idea /Topic sentences

comprehensions
skills o Find specific information quickly
To enable the
o Distinguish between relevant and irrelevant information
students to read a
according to purposes for reading
text to:
o Recognize and interpret cohesive devices

o Distinguish between facts and opinion

C: Vocabulary o Guess the meaning of unfamiliar words using context

Building Skills clues
To enable the o Use word formation rules for enhancing vocabulary
students to:
o Use the dictionary for finding out meaning and use of
unfamiliar words

D: Writing Skills o To enables students to write descriptive, narrative and a

argumentative texts with and without stimulus

o Input

E: Grammar in o Tenses: meaning & Use

Context:
o Models

o Use of active and passive voice

*Listening and speaking skills will be assessed informally only using formative
assessment methods till such time that facilities are available for testing these skills
more formally.

Methodology
These focus will be on teaching of language skills rather than content using a variety of
techniques such as guided salient reading ,communication tasks etc ,Moreover , a
 process approach will be taken for teaching with a focus on composing ,editing and
revising drafts both individually and with peer and tutor support.
Recommended Reading:
1. Howe, D.H, Kirkpatrick, T.A.,& Kirkpatrick, D. L (2004). Oxford English for
undergraduates. Karachi: Oxford University Press.

2. Eastwood, j. (2004) . English practice Grammar (New edition with tests and
answers) .Karachi: Oxford University press.

3. Murphy, R.(2003) Grammar in use . Cambridge: Cambridge university press.

4. Books and Materials complied by Lahore College For women University Lahore.

Compulsory English: Language in Use

Course Guidelines for Teachers
Course Code: EDU101 Year I Semester I
Topic Description
Listing and Speaking  OUP Kirkpatetick lessons 1,3,8,10
Skills
 Dialogue picture practice from the above lessons

 Teacher prepares input (visual /Text )Pre teaching

vocabulary + Appropriate structure

 Teacher conducts role play activities on the pictures given in

the book .
Objectives Listening +Speaking :Get students tongue rolling pair work: teacher
to ensure each pair participating in acting .
ENG.303 OUP

Reading and  Complete ENG 305 .Cover all genres

comprehension
Skills:  ENG 301 to be covered partially (pg 39-51)

Vocabulary Building  ENG 301 (Partial ) Using a dictionary (Pg10-38)

Skills:
 ENG 305 (Partial ) Ch.6(Pg107 -156)
 Writing Skills:  Dialogue writing

 Picture Story writing

 Descriptive and Narrative

Grammar: (OUP  Tenses ; Meaning +Use (Pg 08-82)

Eastwood .ENG 302):
 Qs ,Nags +Answer(Pg 84-106)

 Models (Pg108-128)

 Active/Passive (Pg130-142)

 Eng .301 ,305 –Complied by Lahore College for women

Books Recommended: University

 Oxford Practice Grammar Eng 302

 Material from English for undergraduate OUP Eng 303.

Compulsory English: Language in Use

Weekly Teaching Plan
Course Code: CC/Eng-101 Year I Semester I
Week 1 Vocabulary Building Skills
 ENG 301 using a Dictionary (Pg 10-38)
Listening and speaking Skills
 ENG 303 OUP English for Undergraduates.(Unit 1/ Pg 2-19)
 Kirkpatrick lessons. Dialogue/Picture Practice from the
. above lesson
Week 2  ENG 301 using a Dictionary (Pg 39 44).
 ENG 303 OPU FOR UNDERGRADUATES (Unit 3, Pg 36-51)

Week 3  ENG 301 using Dictionary (Pg 45-51).

 ENG 303 OUP FOR UNDERGRADUATES (Unit 8, Pg 36-51) Class
test on Picture Practice.

Week 4  ENG 303 OUP FOR UNDERGRADUATE (Unit 10.Pg 142-161)

 Reading and comprehension Skills
 ENG 305 LEGENDS: legends no 1 (Pg 1-9)

Week 5  Grammar ENG 302 OUP Eastwood.

 Tenses , Meaning and use.(Pg 8-25) Till 2Test

Week 6  ENG 305 Legend 2,3 (Pg 10-28)

Note: Towards the end of Mid term, before of Mid term exams an internal
assessment will be conduct on dialogue/quiz or picture conversation of 10
marks as class test or assignment.
Week 7 ENG 305
 Myths (Pg 30-45)
Week 8 ENG 305
 (Vocabulary Development Chapter) Pg 107-114
 Revision Work
MID TEST
Week 9 GRAMMAR: ENG 302 OUP EASTWOOD
 Tenses (Pg 26-49) till test 4.
 ENG 305 (Tales/folklore) Pg 48-68.
Week 10 GRAMMAR :ENG 302 OUP EASTWOOD
 Tenses (PG 50-69) till test 6.
Week 11  ENG 305 (Parables) Pg 69-80
Note: Class test on grammar exercise.
Week 12  ENG 305: Short Stories (81-88)
Week 13 GRAMMAR: ENG 302 OUP EASTWOOD
 Pg(70-82)
 ENG 305 SHORT STORIES (Pg 89-96)
Week 14 QUESTIONS NAGATION AND ANSWER
 GRAMMAR:ENG 302 OUP EASTWOOD (Pg 84-97)
 ENG 305 SHORT STORIES(Continued) (Pg 97-106)
Note: Internal assessment of 10 marks on genres from 305.
Week 15 MODALS
 GRAMMAR: Eng 302 OUP EASTWOOD. (Pg 130-142)
VOCABULARY DEVELOPMENT
 ENG 305 (Pg 115-124)
 Week 16 ACTIVE AND PASSIVE
 GRAMMAR: ENG 302 OUP EASTWOOD (Pg 130-142)
 ENG 305 (Pg 125-156)
Note: Quiz on Exercises from ENG 305 Vocabulary Development Chapter.
FINAL EXAMINATION

Course Title Foundations of Education

Credit Hours 3
Course description
The purpose of this course is to help Student Teachers recognize the worth of the foundations of
education, and examine their role and significance in the whole process of education in Pakistan. Student
Teachers will develop a comprehensive understanding of the terms foundations and education in light of
the various ideological, philosophical, psychological, sociological, and historical perspectives that have
influenced education. Foundations are essentially basic ways of thinking about schooling and the formal
processes of education. The course will inform them about the influence of social forces, such as politics,
social structure, culture, history, and economics, on the selection of content, the methods of teaching, and
the aims of education. Student Teachers will examine the classical and contemporary philosophical
perspectives on education, the significance of societal culture and its social structure in education, and
how education in return strengthens both, as well as the significance of psychology in the teaching-
learning process.
Learning Outcomes
At the end of this course, Student Teachers will understand the following:
• the concepts of foundations and education
• the influence of the disciplines that constitute the foundations of education on educational thought and
practice
• the interaction of the social, political, and economic structures of Pakistani society
• how social structure and culture cause individual action
• how these structures and cultures interact with the disciplines of the foundations and actually bear on
instruction.
Student Teachers will be able to:
• differentiate between the various schools of thought that have influenced education on the whole and
education in Pakistan in particular
• explain the idea of education and the social and philosophical influences on it
• evaluate the social structure of Pakistani society and the role of education in strengthening it.
COURSE CONTENT
Weeks Topic/Field
Week 1 Introduction
Definition of Education
The Aims of Education
Nature and Scope of Education
Elements of Education
Week 2 The ideological foundations of education
The Islamic foundation (objectives) in light of the Quran and the Hadith
The Islamic concept of peace
The interaction of other religions with Islam in an Islamic state
The roles and expectations of the teacher
Week 3 The philosophical foundations of education
The nature, scope, and function of the philosophy of education
The role of educational philosophy
Main philosophical thoughts or schools of thought
Idealism
Realism
Pragmatism
Reconstructionism

Week 4 Educational Philosophies

Philosophical theories in education
• Perennialism
• Essentialism
• Progressivism
• Existentialism

Week 5 The psychological foundations of education

Relationship of Psychology and Education
The behaviourist perspective on education
The Cognitive Perspective on Education
Week 6 The Psychological Foundations of Education
The constructivist perspective on education
The social cognitivist perspective on education
The humanist perspective on education Instruction, learning process, and assessment
strategies in light of the psychological perspective
Week 7 The sociological foundations of education
The functionalist perspectives on education
The conflict perspectives on education
The interactionist perspectives on education

Week 8 Historical Foundations of Curriculum

The Colonial Period
The education system before the British invasion of the subcontinent
Darul Uloom Deoband
Darul Uloom Nadwat-ul-Ulma
Mohammedan Anglo Oriental College
Mid Term
Week 9 Historical Foundations of Curriculum
The National Period
• Post-independence developments and challenges in education
• The emergence of the existing education system and the forces that caused it
• The state of elementary education
• The state of secondary education
The state of tertiary education and the role of the HEC
The influence of the 18th amendment on education and thereafter
Week 10 The State of Education in Pakistan
Religious conditions and Education
Social Conditions and Education
Economic Conditions and Education
Psychological Conditions and Education
Historical Conditions and Education
Week 11 Pakistan’s education system (in light of education policies)
Educational Conference 1947
National Education Commission 1959
National Education Policy 1970
Week 12 National Education Policy 1972-1980
National Education Policy 1978
National Education Policy 1992
Week 13 Constitution of Islamic republic of Pakistan 1973 (37-b)
National Education Policy 2009
National education Policy Framework 2018
Week 13 Practices of Education in Pakistan
Introduction to Various Practices of Education in Pakistan
Connecting Practices to Educational Foundations
Week 14 Challenges and Prospects of Education in Pakistan
The Islamization of Knowledge
Low literacy rates
High dropout rate
Implementation and continuation of educational policies
Gender disparity
Week15 Political Involvement
Segregation in the education system
Uniform System of Education
Out of School Children
Quality of Education
Skill based Higher Education
Week16 Final Examination

Recommended Reading
1. Canestrari, A. & Marlowe, B. A. (eds.) (2009). Foundations of education: An anthology of
critical readings. New York: Sage
 2. Semel, S. F. (2010). Foundation of education: The essential text. New York: Routledge.
3. Holt, L. C. & Kysilka, M. (2005). Instructional patterns: Strategies for maximizing student
learning. New York: Sage Publications. Moore, R. (2004). Education and society: Issues and
explanation in the society of education. Cambridge: Cambridge Press.
4. Sharma, A. (1999). Modern educational technology. New Delhi: Commonwealth Publishers
5. Siddiqui, B. H. (n.d.) Evolution of philosophical activity in Pakistan. Retrieved from
http://www.allamaiqbal.com/publications/journals/review/apr89/9.htm
6. Boeree, C. G. (2000). The Ancient Greeks, Part Two: Socrates, Plato, and Aristotle. Retrieved
from http://webspace.ship.edu/cgboer/athenians.html
7. Goldblatt, P. F. & Smith, D. (eds.) (2005). Cases for teacher development: Preparing for the
classroom. Thousand Oaks, CA: Sage Publications.
8. Murphy, D. (2005). Foundations: Introduction to Teaching. New York: Prentice Hall.
9. Provenzo, E. F. (2005). Critical issues in education: An anthology of reading. New York: Sage
Publications.
10. Shahid Siddiqui (2016). Education Policies in Pakistan Politics, Projections, and Practices.
Oxford University Press
11. Hafiz Muhammad Iqbal (2011).Education in Pakistan: Developmental Milestones. Paramount
Publishers

General Methods of Teaching

Credit Hours: 3
Learning Outcomes
At the end of this course the students will be able to

 Explain the basic concepts used in teaching;

 Demonstrate the essential attributes of an effective teacher;

 Describe the importance and different types of teacher planning;

 Practice different teaching approaches in the classroom.

Course Content:
Unit 1 Introduction
1.1 Definition of Teaching
1.2 The concept of Effective Teaching
 1.3 Role of teacher in conductive learning environment
1.4 Personal Characteristic of an Effective Teacher
1.5 Professional Characteristic of an Effective Teacher
1.6 The concept of Teaching method, Strategies and Techniques

Unit 2 Lesson Planning in Teaching

2.1 The need for lesson planning
2.2 Approaches to lesson planning
2.3 Weekly planning
2.4 Daily planning
2.5 Unit planning
2.6 Course planning

Unit 3 Steps in Lesson Planning

3.1 Introduction
3.2 Presentation
3.3 Generalization
3.4 Application
3.5 Recapitulation
3.6 The Lesson Plan Format

Unit 4 Pedagogy by Level

4.1 Pedagogy of early childhood education
4.2 Pedagogy of elementary education

Unit 5 Inquiry Methods

5.1 The individual Method
5.2 Deductive Method of inquiry
5.3 Scientific Method
5.4 The problem Solving Approach
5.5 Advantage and Limitation of Inquiry Method

Unit 6 Activity Methods and Cooperative learning

 6.1 Individual Project
6.2 Group Project
6.3 Research Projects
6.4 Cooperative learning
6.5 Technique of cooperative learning
6.6 Advantages and Limitation of Discussion Method

Unit 7 Demonstration Method

7.1 What is Classroom Discussion
7.2 Planning the Discussion
7.3 Organizing the Discussion
7.4 Practicing in asking questions
7.5 Practicing in answering questions
7.6 Accessing the discussion
7.7 Advantages and Limitations of Discussion Method

Unit8 Student Motivation

8.1 Concept of Motivation
8.2 Intrinsic Motivation
8.3 Extrinsic Motivation
8.4 Theories of Motivation
8.5 Strategies to Motivate Students

Unit 9 Teaching Skills

9.1 Set induction
9.2 Presentation
9.3 Identify learning difficulties of student
9.4 Prepare lesson according to individual needs
9.5 Students evaluation

Unit 10 Teaching Tools

10.1 Selecting the Audio Visual Material
 10.2 Planning to Use the Material
10.3 Preparing for the Visual Activity
10.5 Kinds of AV Material
 White Board / Marker
 Charts, Posture, Maps, Graphs and Models
 Text Books
 Hand Outs
 Projections
 Multimedia

Recommended books:
 Allen, Mendler, (2009). “Motivating Students Who Don't Care”. Successful Techniques for
Educators. Amazon.com
 Arends. R.I. (2007) “Learning to Teach (7th Edition McGraw Hill International Edition)
Boston: McGraw Hill.
 Bhatt B.D. (1995) Modern Methods of teaching: Concepts and techniques. New Delhi
Kanishka.
 Borich G.D. (2000) Effective teaching methods. Upper Saddle River, M.J. Merrill
 Cruickshank, D.R.Jenkins, D.B., Metcalf, K.K. (1995). The act of teaching. New York:
McGraw-Hill.
 Ellington, H et al. (2005) “Hand Books of Educational Technology” (3rd Edition). London:
Kogan Page Limited.
 Feldman, J.A.& McPhee. (2008) “The science of learning and Art of teaching” Clifton Park,
NY: Thomson Delmar Learning.
 In Peterson, A.D.C. (1965) “Techniques of teaching”. Oxford Pergamon Press.
 Kochhar, S.K. (1967). “Methods and Techniques of teaching” Delhi: Sterling Publishers.

COURSE TITLE: BOTANY -1 (PLANT DIVERSITY)

CREDIT HOURS: 3
Introduction
Students will learn about comparative study of the different plants groups with representative
examples, including Viruses, Bacteria, Algae, Fungi, Lichens, Bryophytes, Pteridophytes and
Gymnosperms.
Specific Objectives of course:
To introduce the students to the diversity of plants and their structures and significance

Plant Diversity:
Comparative study of life from, structure, reproduction and economic signification of.
1. Viruses (RNA and DNA types) with special reference to tobacco Mosaic Virus
(TMV).
2. Bacteria and Cyanobacteria (Nostoc, Oscillatoria)
3. Algae; (Chlamydomonas, spirogyra, Chara, Pinnularia, Ectocarpus and
Palysiphonia)
4. Fungi (Mucor, Penicillium, phyllactinia, Ustilago, puccinia and Agaric),their effects
on crop production and industrial applications
5. Lichens ( Physcia)
6. Bryophytes
a. Riccia
b. Ant hoceros
c. Funaria
7. Pteridophytes
a. Fossils and fossilization
b. Psilopsida (psiatum)
c. Lysopsida (Selaginella)
d. Sphenopsida (Equisetum)
e. Pteropsida (Marsilea)
f. Seed Habit
8. Gymnosperms (Cycas, Pinus, Ephedra)

Assessment Strategies (Theory):

The student will be assessed according to the following criteria

Class Participation 05%

Assignment/Project/Presentation 20%

Mid-term Test 35%

Final Test 45%

TITTLE: BOTANY –LAB-1 (PLANT DIVERSITY)

CREDIT HOURS: 1
Syllabus Outline:
Culturing, Preservation and staining of microorganisms. Study of morphology and reproductive
structures of the plant types mentioned in theory. Identification of various plant types mentioned
from prepared slides and fresh specimens.
Syllabus:
1. Culturing and staining of microbial types
2. Maintenance and preservation of cultures of microbes (Bacteria/ Cyan Bacteria /
Algae / Fungi)
3. Identification of various types mentioned in the syllabus from fresh and, preserved
specimens and prepared slides.
4. Study of morphology and reproductive structures of the type mentioned in theory
(Specimens/Prepared slides)

Assignment Strategies (Practical):

The student will be assessed according to the following criteria
Class participation/ practical performance 15%

Practical copy 10%

Mid-term test 35%

Final Test 40%

Books Recommended:
1. Lee, E.R. (2007) Phycology (4th Ed) Cambridge University press U.K.
2. Sambamurty, A.V.S.S (2005). A textbook of bryophytes, Gymnosperms and pale botany.
1. K. International PVT. Ltd. New Delhi, Bangalore, Mumbai.
3. Agnos.G.N. (2004) Plant pathology (8th Ed.) Academic Press London.
4. NIauseth J.D (2003). Botany and Introduction to Plant Biology (3rd Ed.), Jones & Bartlett
Pub. UK
5. Prescott, I.M, Harley, J.P, and Klein, A.D. (2004), Microbiology. (3rd Ed.) WM. C.
Brown Publishers.
6. Giswas, C and john, G.M. (1999). The Gymnosperm&Narosa Publishing house. New
Delhi and London.
7. Alexopoulos, C.J., Mims, C.W. and Blackwell, M. (1996).Introductory Mycology. (4th
Ed.) John Wiley and Sons, UK.

COURSE TITLE: CHEMISTRY-I (PHYSICAL CHEMISTRY)

CREDIT HOURS: 3
COURSE OBJECTIVES

The objective of the course is for students

1. Understand and apply the laws of thermodynamics and kinetics.

2. Understand the role that thermodynamics and kinetics play in chemical

equilibrium.

3. Understand how mathematics, models and approximations are used to explain

chemical phenomena and fundamental properties of matter.

4. Use concepts of thermodynamics/kinetics/equilibrium to make predictions and

give explanations about chemical systems and fundamental properties of
matter.

5. Develop skills in making decisions in the lab, in data acquisition, and critical
evaluation of data.

6. Appreciate the role physical chemistry plays in chemical (physical, biological,

etc. systems.

COURSE CONTENT:

1. STATES OF MATTER
A. Gases:
Law of equipartition of energy, Collision diameter, collision number,
collision frequency and mean free path; Viscosities of gases,
measurements, effect of temperature and pressure on viscosities of gasses;
Critical phenomenon of gases and experimental determination of Pc, Vc
and Tc; Concept of molecular velocities of gasses according to Maxwell’s
distribution law and comparison of various velocities.
B. Liquids:
The properties of liquids like surface tension, viscosity, refractive index
and dipole moment; Parachor, reheochor and molar refraction as additive
and constitutive properties; Measurement of refractive index and dipole
moment; Magnetic susceptibility and its measurement by Gouys balance.
C. Solids:
Symmetry operations and Bravis lattices; Concept of X-Ray diffraction,
Bragg’s equation and crystal structure analysis; Powder method of crystal
structure analysis; X-ray crystallography of sodium chloride crystal; Heat
capacities of solids.
 2. CHEMICAL THERMODYNAMICS:
Heat capacity as Cp and Vc; Difference in Cp and Cv and ration of Cp
and Cv towards atomicity; Temperature dependence of heat capacities;
Quantitative effect of temperature over enthalpy change and internal energy
change; Types of thermodynamical processes; Isothermal reversible expansion
of ideal gases; Adiabatic process of ideal gasses; Second law of
thermodynamics, Carnot cycle, efficiency of heat engine and concept of
entropy; Thermodynamics scale of temperature entropy for phase transition,
spontaneity and reversibility; Entropy change in reversible and irreversible
processes; Temperature dependence of entropy, Variation of entropy with
pressure and volume; Concept of free energy; Derivation of Gibbs and
Helmholtz equation; standard free energy of formation; Partial molar quantities,
Chemical potential, variation of chemical potential with pressure and
temperature fugacity; Thermodynamic of equilibrium, Reaction isohore;
Calusius-Clapeyron equation; Molecular basis of entropy and probability.
3. CHEMICAL KINETICS:
Derivation of kinetic expression of zero order, first order, second order (with
same and different concentration) and third order reactions (with same
concentrations) with suitable examples; Equation for half life periods and
determination of rate constants; Methods of measurements of order of reactions
giving examples with different techniques; Derivation of Arrhenius equation
and measurements of Arrhenius parameters, Measurement of slopes of
Arrhenius plots for some important reactions Bimolecular collision theory of
reaction rates and its failures; Collision theory of unimolecular, gas phase
reactions (Lindeman mechanism); Introduction transition state theory of
reaction rates.
4. SOLUTION:
Thermodynamics derivation of colligates properties as lowering of vapor
pressure, elevation of boiling point, depression of freezing point;
Relationship between lowering of vapor pressure with ∆Tb and ∆Tf; Osmotic
pressure and their determination; Concept of semi permeable membrane,
Isotonic solution, theory of osmotic pressure, relationship between vapor
pressure and osmotic pressure, Abnormal colligative properties describing
association and disassociation of solutes;
Fractional distillation and idea of azotropes in detail; Concept of colloids;
Classification of Colloids; their properties with reference to dialysis, electro
dialysis, sedimentation, precipitation, ultra filtrations, Suspensions and gels;
Tyndal cone effect; Macromolecules and micelles.
5. SURFACE CHEMISTRY:
Introduction to adsorption; Difference between physical and chemical
adsorption; Adsorption of gases by solids; Different types of adsorption
 isotherms with special reference to Langmuir adsorption isotherm and its
applications; Freundlich adsorption isotherm giving some important
applications; Brief introduction to catalysis; Theories of Catalysis; Activation
energy for catalyzed reactions; Kinetics of enzyme catalysis; Theories of
catalysis; Activation energy for catalyzed reactions; Kinetics of enzyme
catalysis.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:
1. Adamson A. W. “Understanding Physical Chemistry” 3 rd Ed., Benjamin
Cummings Publishing Company Inc.
2. Akhtar M.N.& Ghulam Nabi, “Textbook of Physical Chemistry”, ilmi Kutab
Khana, Lahore.
3. Bhatti H.N. and K.Hussain, “Principles of Physical Chemistry”; Carwan Book
House, Lahore.
4. Maron S.H. & B. Jerome, “Fundamentals of Physical Chemistry”, Macruthan
Publishing Co., Inc. New York. (Also published by National Book Foundation).
5. Atikins P.W.& M.J.Clugston, “Principles of Physical Chemistry” Pitman
Publishing Company (1988).
6. Moore W.J. “Physical Chemistry”, 5th Ed. Longmans Publishers.
7. Jones M. “Elements of Physical Chemistry” Addison-Sesky Publishing Company.
8. G.M.Barrow, International six Edition “Physical Chemistry”.
9. IRA. N. Levine fourth edition “Physical Chemistry”
10. Alberty and Danials, “Physical Chemistry”
11. Castallon, “Physical Chemistry”
12. Laidler & Meiser “Physical Chemistry”
13. Friemental “Chemistry in Action”

CHEMISTRY LAB-I (PHYSICAL CHEMISTRY)

CREDIT HOURS: 1
1. Determination of percentage composition by surface tension, viscosity and refractive
index method.
2. Determination of heat of solution for solids and liquids.
3. Quantitative measurement of colored salt of KMnO4, K2Cr2O7 in colorimeter.
4. Study of first order reaction:
a) Study of hydrolysis of methylacetate
b) Measurement of rate constant
5. Measurement of molecular weight by; Depression of freezing point.
6. Determination of transition temperature of Na2SO4 10 H2O ; Na2CO3 10 H2O; MgSO4 7
H2O
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:
1. Crocleford H.D., H.W.Biard, F.W. Getzen & J.W. Nowell, “Laboratory Manual of
Physical Chemistry”, 2nd Ed., John Wiley & Sons London.
2. Das R.C. and B. Behera, “Experimental Physical Chemistry”, Tata McGraw Hill
Publishing Company Limited.
3. Levitt B.P., “Findlay’s Practical Physical Chemistry”, 9 th Ed., Longman Group
Limited.

Course Title: Zoology -1 Animal Diversity

Credit hours: 3

Course Objectives

The objectives of this course are to make the students to:

1. Explain the organizational hierarchies and complexities of invertebrates.

2. Describe the evolutionary trends in external morphology and internal structure

Learning Outcomes

At the end of the course, students shall be able to:

 1. Analyze the various modes of adaptations in animals
2. Identify and classify with examples the invertebrates

Course Outline

1. Introduction
Classification of organisms
A Taxonomic Hierarchy, Molecular approaches to animal systematic, Evolutionary
Relationships and tree diagrams, Radial and Bilateral Symmetry

2. Multicellular and tissue levels of organization

Animal origins, Cell types and skeleton, Body forms

3. Phylum Porifera
 Evolutionary Perspective
 Structure and function of poriferans, Water circulation system, Reproduction, Diversity
in oceans, Coral reefs and coral symbiosis
4. Diploblastic body plan

5. Phylum Cnidaria
The body wall and nematocysts, Alternation of generation, Maintenance functions, Reproduction
o Class Schyphozoa
o Class Anthozoa
o Class Hydrozoa
6. Phylum Ctenophora
Alternation of generation, Maintenance functions, Reproduction, Feeding Mechanism, Diversity
in oceans

7. Protostomate Animals

Protostomate animals Account for More Than Half of All Described Species

8. The Triploblastic body plan

Lophotrochozoans
 Simple Lophotrochozoans
 Phylum Phoronida
 Phylum Ectoprocta
 Phylum Brachiopoda

9. Advanced Lophotrochozoans
Evolutionary Perspective, General charcteristics
 Phylum Rotifera
 Phylum Platyhelminthes
 10. Molluscan Success
Evolutionary perspective, Relationships to other animals, Origin of coelom
Molluscan characteristics
 Class Gastropoda
 Class Bivalvia
 Class Cephalopoda

11. Annelida: The Metameric Body Form

Evolutionary perspective, Relationship to other animals, Metamerism and Tagmatization
 Class Polychaeta
 Class Hirudinea
 Class Oligocheta
12. Ecdysozoans
General Characters, Life Histories, Process of Molting
 Phylum Kinorhyncha
 Phylum Nematoda
 Phylum Nematomorpha
 Phylum Acanthocephala
 Phylum Loricifera
 Phylum Priapulida

13. Arthopoda: Blueprint for Success

Arthopoda: Blueprint for Success
Evolutionary perspective, Classification and relationships to other animals
The Exoskeleton, Metamorphosis, Class Merostomata, Class Arachnida
 Order Scorpionida
 Order Araneae
 Order Opiliones
 Order Acarina
 Class Pycnogonida
 Class Malacostraca
 Class Branchiopoda
 Class Maxillopoda
14. Hexapods and Myriapods: Terrestrial Triumphs
Phylum Myriapoda
 Class Chilopoda
 Class Pauropoda
 Class Hexapoda
PHYSICS – I (ELEMENTARY PHYSICS)
Course outline for BS.Ed (Hons)
Upon the completion of this course, the student should be able to:
a. Acquire the skill to understand the basic mechanics of applied motion.
b. Develop simple mathematical formalisms to analyze such motions.
c. Understand the applications of Newton’s laws.
d. Understand the rotational kinematics.
e. Describe the energy changes occurring in a system.
f. Apply acquired knowledge on solving numerical problems.

1. Units and Dimensions

 Physical quantities, Standards and Units
 System International Units
 Dimensional Analysis

2. Vectors
 Scalars and Vectors
 Adding vectors by Graphical method
 Adding vectors by Component method
 Multiplying vectors
i. Dot Product
ii. Cross Product

3. Dynamics
 One Dimensional Kinematics
i. Position and Displacement
ii. Velocity and Acceleration
iii. Motion under constant Acceleration
 Two and Three Dimensional Kinematics
i. Motion under constant Acceleration
 Projectile Motion
 Uniform Circular Motion
i. Centripetal Force
 Relative Velocity and Acceleration

4. Newton’s Laws
 Newton’s first, second and third law of motion
 Weight and Mass
 Tension and Normal Force
 Frictional Forces
  Newton’s law of Gravitation
 Gravitational Potential Energy
i. Escape Velocity
 Kepler’s Laws
i. Energy Considerations in Planetary and Satellite motion

5. System of Particles
 Linear Momentum
 Impulse and Momentum
 Conservation of Momentum
 Two-Body Collision
 Two-Particle System
 Many-Particle System
 Center of Mass of Solid Objects

6. Rotational Motion
 Rotational Motion
 Rotational Variables
i. Angular Displacement
ii. Angular Velocity
iii. Angular Acceleration
 Rotation with Constant Angular Acceleration
 Relationship between Linear and Angular Variables
 Torque
 Rotational Inertia and Newton’s second law
i. Parallel Axis Theorem
 Rotational Inertia of solid bodies
 Equilibrium Applications of Newton’s Laws for Rotation

7. Angular Momentum
 Angular Momentum of a Particle
 Systems of Particles
 Conservation of Angular Momentum
 The Spinning top
i. Precession of Gyroscope

8. Work and Kinetic Energy

 Work and Energy
 Work done by Constant force
 Work done by Variable force
 Power
  Work and kinetic energy in rotational motion
 Conservative and Non-Conservative forces
 Work and Potential Energy
 Conservation of Mechanical Energy
 Work done on a system by External forces
i. Frictional Work
ii. Conservation of Energy

Physics Lab (General Physics -I)

1. To determine the height of an inaccessible object by sextant.

2. Time measurement of the Simple Pendulum.
3. To find the value of g by Free Fall Method.
4. Verification of law of moment by using Bell Crank lever.
5. To determine the frequency of A.C supply by Melde’s apparatus.
6. Study the Compound Pendulum and determine the value of g.
7. To determine the modulus of rigidity of a wire by a spiral spring.
8. To determine the Young’s Modulus of wire.
9. To determine the Modulus of Rigidity of wire by Dynamic Method.
10. To determine the Modulus of Rigidity of wire by Maxwell needle.

Reference Books:

1. Physics Vol. I & II (extended) by Resnick, Halliday and Krane, 4th Edition, John Wiley
& Sons Inc., New York, 1992.
2. Physics Vol. I & II by Resnick, Halliday and Krane, 5th Edition, John Wiley & Sons
Inc., New York, 2002.
3. Fundamentals of Physics by Resnick, Halliday and Krane, 5th Edition, John Wiley &
Sons Inc., New York, 1999.
4. University Physics by Sears, Zemansky and Young, 8th Edition, Addison-Wesley, USA,
1999.
5. Physics by Alonso and Finn, Addison-Wesley, USA, 1999.
Course Title: Mathematics A-I [Calculus ]
Credit hours: 3 Cr. Hours

Course Learning Goals

Students will:

1. explain the concepts of limit and continuity and evaluate limits and derivatives of
algebraic and trigonometric function;
 2. use implicit differentiation to find a derivative and apply concepts of differentiation
to problems in curve sketching, related rates, straight-line motion, science, business,
and economics;
3. find indefinite integrals;
4. solve elementary differential equations;
5. apply the definition of the definite integral and its properties, evaluate definite
integrals, and use the definite integral for applications involving topics, such as
average values, areas, volumes of solids of revolution, lengths of plane curves;
Chapter 1 Preliminaries

 Real numbers and the real line

 Functions and their graphs

 Shifting and scaling graphs

 Solution of equations involving absolute values

 Inequalities

 Complex numbers system.

 Polar form of complex numbers,

 De Moivr's theorem

 Circular function, hyperbolic functions logarithmic

Chapter 2 Limit and Continuity

 Limit of a function, left hand and right hand limits,

 Theorems of limits

 Continuity, Continuous functions

Chapter 3 Derivatives and its Applications

 Differentiable functions

 Differentiation of polynomial, rational and transcendental functions

 Mean value theorems and applications

 Higher derivatives, Leibniz's theorem
 L Hospitals Rule\
 Intermediate value theorem, Rolle's Theorem

 Taylor's and Maclaurin's theorem with their remainders

Chapter 4 Integration and Definite Integrals

 Techniques of evaluating indefinite integrals

 Integration by substitutions, Integration by parts
 Change of variable in indefinite integrals
 Definite integrals, Fundamental theorem of calculus
 Reduction formulas for algebraic and trigonometric integrands
 Improper integrals, Gamma functions
Recommended Books

1. Thomas, B. G, Weir, D. M., Hass, J., & Giordano R. F: (2005). Thomas Calculus (11th Ed.)
Addison Wesley Publishing Company,
2. H. Anton, I. Bevens, S. Davis, (2005). Calculus, 8th Edition, John Wiley & Sons,
3. Hughes-Hallett, Gleason, Mccallum, et al, Calculus Single and Multivariable,3rd
Edition. John Wiley & Sons, Inc. 2002.

4. Frank A. Jr, Elliott Mendelson, Calculus, Schaum's outlines series, 4th Edition, 1999
5. C.H. Edward and E.D Penney, Calculus and Analytics Geometry, Prentice Hall, Inc. 1988
6. E. W. Swokowski, Calculus and Analytic Geometry, PWS Publishers, Boston, 1983.

Course Title: Mathematics B-1 [Vectors & Mechanics (I)]

Course Rating: 3 Cr. Hours

Intended Learning Outcomes

Upon successful completion of this course, students should be able to

1. Identify and manipulate forces and their resultants in one- two- and three dimensions.

2. Recognise and classify moments and couples created by forces.

3. Centre of mass and inertia tensor of mechanical systems.

4. Application of the vector theorems of mechanics and interpretation of their results.

 5. Analyse and demonstrate the stability conditions of mechanical equilibrium.

Chapter 1 Vector Algebra

Introduction to vector algebra Scalar and vector product

Scalar triple product and vector triple product

Applications to geometry

Chapter 2 Vector Calculus

Limit, continuity and differentiability of vector point functions Partial derivatives of vector
point functions

Scalar and vector fields

The gradient, divergence and curl Expansion formulas

Chapter 3 Forces

 Fundamental concepts and principles

 Inertial-non-inertial frames, Newton's laws

 Resultant of several concurrent forces
 The parallelogram law of forces
 Resolution of a forces, triangle of forces
 Lamy' s theorem, polygon of forces
 Conditions of equilibrium for a particle

 External and internal forces, principle of transmissibility

 Resultant of like and unlike parallel forces

 Moment of forces about a point, Varigon's theorem

 Moment of a couple, equivalent couples, composition of couples
 Reduction of coplanar forces to a force or a couple
Chapter 4 Friction

 Dry friction and fluid friction

 Laws of dry friction, coefficients of friction, angle of friction

 Equilibrium of a particle on a rough inclined plane

 Particle on a rough inclined plane acted on by an external force

 Conditions for sliding or titling·

Chapter 5 Virtual Work

 Principle of virtual work

 Problems involving tensions and thrust

Recommended Books

1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company, 2005

2. Jafferson, B. Beasds worth, T. Further Mechanics, Oxford University Press, 2001
3. Joseph F, Shelley. Vector Mechanics, Mc-Graw Hill Company, 1990
4. Murray R. Spiegel, Theoretical Mechanics, Schaum's Outline Series, Mc Graw Hill Book
Company
5. HweiP. HSV:Applied Vector Analysis, San Diego, New York, 1984.
6. Murray R. Spiegel, Vector Analysis, Schaum's Outline Series, McGraw Hill Book Company,
1959 .

7. D.K. Anand and P.F. Ctmn.if, Statics and Dynamics, Allyn and Becon, Inc. 1984

Course Title: Programming Fundamentals I

Credit hours 3+1
Course Goals
 Understands fundamentals of programming such as variables, conditional and iterative
execution methods
 The main aim of this course is to introduce the fundamental concepts necessary for
designing, using, and implementing programming languages and its applications.
 Students are able to write computer program to solve specified problems.

Week 1 Topics Covered

1 Introduction to Programming
 Introduction to Procedural and non-Procedural Programming

Problem solving

Algorithm, Flowchart

Programming languages

Programming techniques

Language Processors

Computer program

Practice Exercise

2 Introduction to C++

History of C++

Features of C++

Basic Structure of C++ program

C++ complier

Creating , editing ,linking, execution and debugging of C++ program

Practice Exercise
3 Basic Elements of C++ Program

Alphabets, keywords, token, Identifier, data types. Variables, Constants,

Operators Expression ,Assignment statement Compound Assignment
Operators, Type casting

Practice Exercise

4 Input and Output Statements

C++ predefined stream objects

 Cout object ,C++Manipulators(endl, setw, setfill, setprecesion)

Cin object

Practice Exercise
5 Selection Statements

Relational Operators Logical Operators

If statement If-else statement

Nested if statement If else if structure

Switch structure, Go to statement

Programs

Practice Exercise

6 Loop structures

While loop ,Do While loop

For loop,

Practice Exercise
7 Nested loops, Continue statement, Break statement, Exit function,Programs

Practice Exercise

8 MID EXAMINATIONS

9 Arrays

Arrays , One dimensional array, Declaration, Assigning Data, Accessing data

Programs

Practice Exercise

10 Arrays (continued)

Searching in one dim array

 Deleting in one dim array

Sorting in one dim array

Programs

Practice Exercise

11 Arrays(continued)

Two dimensional array

Declaration, Assigning Data

Accessing data Programs

Practice Exercise

12 Arrays(continued)

Searching in two dim array

Deleting in two dim array

Sorting in two dim array

13 Introduction to Functions

Introduction to definition and declaration of functions

14 Functions

Passing constant, passing variable

15 Practice Exercise

Practice Exercise

Final Exams

Assessment Instruments
(Homework, quizzes, midterms, final, programming assignments, lab work, etc.) Sessional
Exam, Home Assignments, Quizzes, Report Writing, Presentation, Final Exam
Recommended Readings
Textbook (or Laboratory Manual for Laboratory Courses)
• C++ How to Program, Paul Deitel and Harvey Deitel, Prentice Hall; 9th edition
• Object Oriented Programming in C++ by Robert Lafore, 4th Edition
• C++ Programming: For the Absolute Beginner by Dirk Henkemans, Course Technolog Publications,
2009.
• C++ Programming Language by BjarneStroustrup, 3rd Edition, Addison-Wesley Publication, 2000
• C++: A Beginner’s Guide by Herbert Schildt, 2nd Edition, McGraw-Hill Publications, 2003.

Semester 11

SEMESTER-II
1 BSED110 English-II (Academic Reading & Writing) 2
2 BSED111 Information and Communication Technology in Science 3
Education
3 BSED112 Human Development & Learning 3
Any Three Content Courses according to subject studied at F. Sc. Level
4 BSED113 Botany-II (Plant Systematic Anatomy & Development 3
Theory)
5 BSED114 Chemistry-II (Physical Chemistry) 3+1
6 BSED115 Zoology-II (Animal Diversity-II: Classification, 3+1
Phylogeny & Organization)
 OR
4 BSED116 Physics-II (Waves & Oscillation) 3+1
5 BSED117 Mathematics A-II (Plane Curves & Analytic Geometry)/ 3
Mathematics B-II (Mechanics-II)
6 BSED118 Computer II-Programming Fundamental II 3+1
TOTAL SEMESTER CREDIT HOURS 19

English (Academic Reading & writing)

Course Code: EDU104 Credit Hours: 03 Semester II
Aims:
To enable the students to:
 Read the lines (literal understanding of text), read between the lines (to interpret text) and
read beyond the lines (to assimilate, integrate knowledge etc)

 Write well organized academic texts including examination answers with topic/thesis
statement/supporting details

 Writing argumentative essays and course assignments

Topic SLO
A: Reading & o Using appropriate strategies for extracting information
Critical thinking
o Identifying main points supporting details and conclusion
Eng 404 & Eng 301
in a text. Eng 404 (02-67)
(Teachers to choose 02 expository and 01 literary text).

o Identifying the writer’s intent such as cause and effect,

reason, comparison, contrast and exemplification.
Eng301(53-68)

o Interpreting Chart & diagram Eng 301(69-80)

o Making notes using strategies such as mind maps, tables,

list and graph. Eng 301 (93-96)

o Reading and carrying out instructions for assignment

exam questions. Eng 301 (102-103)

o Enhance Academic vocabulary:

o Apply techniques of Vocabulary development of

 semester on selected reading text. Dictionary skills: Eng
301(02-09)

B: writing o To plan their writing, collecting and ordering

Academic Text-Eng information.
404
To enable the o Write argumentative and descriptive forms of writing
students to
o Write good topic and supporting sentences and effective
conclusions. Use appropriate cohesive devices.

o Redraft checking content, structure and language, edit

and proof read.

o Illustration and exemplification (89-process analysis/31-

definition/144-Devision and classification/151-
Comparison and contrast/166-cause and effect/174-
argumentative/181)

Grammar-Eng 401 o Sentence structure/Analysis/Synthesis/Reported Speech

Methodology
In this curriculum, students will be encouraged to become independent and efficient readers
using appropriate skills and strategies for reading and comprehending texts at intermediate level.
Moreover, writing is approached as a process. The students will be provided opportunities to
write clearly in genres appropriate to their disciplines.
Recommended Reading:
1- Eastwood, j. (2004) . English practice Grammar (New edition with tests and
answers) .Karachi: Oxford University press.

2- Books and Materials complied by Lahore College For women University Lahore.

3- Course Books

4- Eng 301, Eng 401 and Eng 404 Compiled by Lahore College for Women University

Course Guidelines for Teachers

Course Code: Year I Semester II Credit hours: 3(3+0)
Week Description
1 Eng 301
 Using the dictionary
Class Quiz on using dictionary (pg-2-9)
2
Eng301
Reading skills (pg53-60)
Eng 403/404
Reading comprehension
Text1: A car chase from “Mooraker” (pg 2-4)
3 Eng 301
Skimming to Identifying main point or important information, to
predict, to draw inferences. (pg 61-68)

4 Eng301
Interpreting charts and diagrams (pg69-80)
Eng 403/404
Reading comprehension
Text 2: Pitying animals from “King Solomon’s Ring” (pg 5-9)

5 Eng 401
Analyzing English, Sentence structure, Types of sentences, Main and
Subordinate clauses (pg2-6)
Eng 301
Making notes (pg 93-96)

6 Eng 401
Auditing B2 clauses, Class activity (exercises)
Reinforcement work.
Eng 301
Reading and Carrying out instructions for assignment and exam
questions (pg 102-103)

7 Class Assessment on Sentence Analysis.

Eng 403/404
Reading comprehension
Text 3 sleep from “Sleep and Dreams” (pg10-13)
Text 4 Washoe from “Language and Animal Signals” (pg 14-16)
8 Discussion on class assessment (Sentence Analysis)
Eng 403/404
Reading Comprehension
Text5 ‘The World Food Programme (pg 17-26)
Text 6 ‘The History of the Tulip (pg27-37)

Mid Term Exam

9 Eng 403/404
Reading Comprehension
Text 7 ‘The History of advertising (pg 38-50)
Eng 401
Synthesis (Combination of Simple Sentences into a simple sentence)

10 Eng 403/404
Reading Comprehension
Text 8 Ducks (pg51-61)
Eng 401
Class discussion on Exercises (pg15)

11 Eng 401
Synthesis (Combination of Simple Sentences into a compound sentence)
pg 15-17
Eng 403/404
Reading Comprehension
Text 9 From “ Pride and Prejudice” (pg 62-64)
Text 10 From “ Wuthering Heights” (pg 65-67)

12 Eng 403/404
Introduction to the essay (pg 69-70)
The Elements of an essay (Thesis, Unity, Organization) pg 71-75
Eng 401
Synthesis (combination of single sentence into a complex sentence) (pg
17-19)
 13 Eng 403/404
Elements of an essay (Beginnings and Endings) pg 76-79
Eng 401
Synthesis (Combination of single sentences into a compound complex
sentence)

14 Eng 403/404
Elements of an essay (paragraphs and Transitions) pg 80-84
Eng 401
Class Assessment on Synthesis
Reported Speech (pg 22-25)

15 Eng 401
Reported Speech (pg 26-29)
Eng 403/404
Practice on essay writing

16 Eng 403/404
Practice on essay writing
Eng 401
Reported Speech (pg 29-30)
Reinforcement + Class test on Reported Speech

Final Exam

Human Development and Learning

Course Description

This course has been developed to introduce graduates to the domains of teaching and learning as they
relate to and are influenced by the continuous processes of human development from childhood through
adolescence and adulthood. Learners will study some major developmental theories and their impact
upon human development and learning. In this course prospective teachers will explore a range of ways
children develop and learn. Importantly, this course will explore individual differences of children so that
prospective teachers can deal with all types of students. This in turn develops student teachers’
understanding of the diverse learning styles according to the needs of children from birth to adulthood.
Foremost emphasis of this course is on understanding about learning within the contexts of rapidly
changing environments.

Learning Outcomes

After studying this course, students will be able to understand:

 1. Basic concepts in human development, growth and learning
2. Process of human development and its classroom application
3. Various aspects and stages of human development
4. Different approaches to human learning
5. Individual differences and their effect on teaching learning
Unit 1 Concept of Human Development
1.1 Definition of Human Development and Growth
1.2 Difference between Growth and Development
1.3 General Principles of Human Development
1.4 Factors influencing Human Development

Unit 2 Aspects of Human Development

2.1 Human Growth and Maturation
2.2 Difference between Intelligence, Heredity and environment
2.3 Aspects of Human Development
2.3.1 Physical Development
2.3.2 Social Development
2.3.3 Emotional Development
2.3.4 Intellectual Development: Intelligence and its measurement
2.3.4.1 Definition and theories of intelligence
2.3.4.2 Measurement of intelligence
2.3.4.3 Metacognition
2.3.4.4 Theories of Forgetting
2.4 Personality definition
2.5 Theories of personality
2.6 Personality assessment techniques

Unit 3 Theories of Human Development

3.1 Developmental task Theory
3.2 Erikson: Neo-Freudian Psychoanalytic Theory
3.2.1 Psychosocial Stages
3.2.2 Strengths and weaknesses
3.3 Learning Theories
3.3.1 Classical conditioning
 3.3.2 Operant conditioning
3.3.3 Social learning theory
3.3.4 Strengths and weaknesses
3.4 Cognitive developmental theory
3.4.1 Stages of cognitive development
3.4.2 Constructivism
3.5 Sociocultural View of Development
3.5.1 Comparing the development theories of Piaget and Vygotsky
3.6 Humanistic approach
3.6.1 Maslow’s need hierarchy
3.7 Moral Development
3.7.1 Kohlberg’s Theory of Moral Development
3.7.2 Gilligan’s Theory of Moral Development
3.7.3 Morality as the adoption of social norm
3.8 Language Development 3.8.1
What is language?
3.8.2 Components of language
3.8.3 The sequence of language development
3.8.4 Biological and environmental influences on language development

Unit 4 Developmental Characteristics

4.1 Preschool and Kindergarten (2-4 Years)
4.1.1 Physical Characteristics
4.1.2 Social Characteristics
4.1.3 Emotional Characteristics
4.1.4 Intellectual Characteristics
4.2 Primary Grades: 1,2 and 3 (5-7 Years)
4.2.1 Physical Characteristics
4.2.2 Social Characteristics
4.2.3 Emotional Characteristics
4.2.4 Intellectual Characteristics
4.3 Elementary Grades: 4,5 and 6 (7-12 years)
4.3.1 Physical Characteristics
4.3.2 Social Characteristics
4.3.3 Emotional Characteristics
4.3.4 Intellectual Characteristics
4.4 Junior High School Grades: 7,8 and 9 (12-14 years)
4.4.1 Physical Characteristics
4.4.2 Social Characteristics
4.4.3 Emotional Characteristics
4.4.4 Intellectual Characteristics
4.5 Senior High School Grades: 10,11 and 12 (15-18 years)
4.5.1 Physical Characteristics
4.5.2 Social Characteristics
4.5.3 Emotional Characteristics
4.5.4 Intellectual Characteristics

Unit 5 Transfer of Learning and Instruction

5.1 Definition and concept of learning
5.2 Process of learning
5.3 Definition and significance of transfer of learning
5.4 Theories of transfer of learning
5.5 Types of transfer of learning
5.6 Contemporary view of transfer of learning

Unit 6 Facilitating Complex Thinking

6.1 Forms of Thinking
6.1.1 Critical thinking
6.1.2 Creative thinking
6.1.3 Problem solving
6.2 Measurement of Creativity
6.3 Creativity in classroom
6.4 Instructional strategies that stimulate complex thinking

Unit 7 Individual Differences

7.1 Sources and Types of Individual Differences
7.2 Types of Exceptional Children
7.2.1 Gifted and talented
7.2.2 Mentally retardation
7.2.3 Physical impairments
7.2.4 Emotional impairments
7.2.5 Attention deficit/ Hyperactivity disorder
7.3 Disadvantaged Students
7.4 Learning Disabilities
7.5 Effects of individual differences on learning
7.6 Cognitive view of transfer of learning

Recommended Readings
Arif, H. A. (2003) Human Development and Learning. Lahore: Majeed Book Depot.
Berk, E. L. (2006) Child Development. (7th Ed). New York: Pearson Education, Inc
Crain, W. (2010)Theories of Development: Concepts and Applications, (6th Ed). Pearson

Education, Inc: ISBN-10: 0-205-81046-2

Moreno, R. (2010) Educational Psychology. (1st Ed). New Maxico: John Wiley & Sons, Inc.
Nagel, M. & Scholes, L. (2017) Understanding Development and Learning: Implications for
Teaching. (1st Edition). Oxford University Press
Santrock, J.W. (2001) Educational Psychology. Boston: McGraw Hill.
Sigelman, K. C. & Rider, A. E. (2015) Life-Span Human Development. (8th Ed). USA:
Cengage Learning.
Slaven, E. R. (2006) Educational Psychology Theory and Practice. (8th Edition). New York: Pearson

Education, Inc

Vander Zanden, J. W. (1997) Human Development. (6th Ed). New York: The Mc Graw-Hill Companies,
Inc.

Ormrod, J.E. (1998) Educational Psychology Developing learners. New Jersey; Prentice Hall.
Santrock, J. W. (2001) Educational Psychology. Boston: McGraw Hill.

Woolfolk, A (2004) Educational Psychology (9th Ed.). Singapore: Pearson Education. Inc.

Course Title ICT in Education

Course Code
Credit Hours 3

Course Description

This course will help you, the Student Teacher, understand, use, and apply a range of information
Communications Technologies (ICTs)—such as computers and the Internet, other audio and video
equipment, mobile phones, and online resources and tools—as part of the teaching and learning process.
During this course, you will collaborate with your peers to develop a learning activity that uses digital
tools and resources to support student-centered learning.

The focus of this course is to provide you with the knowledge and skills regarding how ICTs can be used
to engage students in the learning process, improve understanding of content as well as instructional and
assessment practices, and enhance communication and collaboration in the classroom. By ‘student’, we
mean here children in primary or lower secondary grades. To attain this end, Student Teachers will design
and create instructional units in which technology plays a central role and implement these units with
students.

The course focuses on teaching with technology. Technology in this course largely means
computers/laptops, though instruction is largely similar whether a teacher is using a laptop or cell phone.
As such, it looks at policy guidelines, the research on teaching and learning with technology, standards
for teaching and learning with technology, and how technology can support content knowledge,
instruction, assessment, and collaboration. The course also examines other non-computer technologies
and looks at current technology trends.

After completing this course, Student Teachers will be able to:

• Explain why technologies are appropriate (and not appropriate) for certain types of learning
(knowledge)
• Utilize a range of technologies (radio, video, computer, online tools, and others) to create, plan, and
deliver instruction (application)
• Model effective use of ICTs to locate, analyse, create, and evaluate information resources to
support teaching and learning (application)
• Engage children in using digital tools and resources as part of an authentic or collaborative learning
activity (integration)
• Provide a well-articulated perspective on ICTs in education informed by personal experience and
critical examination of resources, curriculum, and educational practice (evaluation)
 COURSE CONTENT

Weeks Topic/Field
Week 1 Unit 1: Technology for teaching and learning: An examination of
Pakistan’s national educational priorities
Introduction of information and communication Technology
Role and need of ICT in Education
National Educational Policy 2009 (NEP)
Week 2 • National ICT Strategy for Education in Pakistan
• National Professional Standards for Teaching in Pakistan
(NPSTP):
Week 3 Unit 2:
National Educational Technology Standards for Teachers and Students
• Teachers (NETST):
• UNESCO ICT Competency Framework for Teachers

Week 4 National Educational Technology Standards for Students

Week 5 Unit 3: Technology and active learning

Week 6 Technology and learner centered instructions

Week 7 Unit 4: Teaching with technology: Using technology to find and evaluate
content

Week 8 Developing Content’ in Distance Education for Teacher Training: Modes,

Models, and Methods’
Week 9 Unit 5: Technology and instruction

Integrating technology into teaching and learning

Singapore’s 21st-Century Teaching Strategies:

• The Power of Collaborative Learning:

• Real-world Problem Solving: Designing an iPad Case:

Week 10 Managing the Limited Computer Classroom’

• ‘One Computer Classroom: The Possibilities’:

• One-computer classroom activity with learning stations

Week 11 Unit 6: Technology and assessment

Tools for Assessment:

• Online rubric maker:

Week 12 ‘Technology and Learning: Defining What You Want to Assess’:

• ‘From Questions to Concepts’ (clickers and peer instruction):

Week 13 Unit 7: Alternatives to computers and the Internet: Interactive Radio
 Weeks Topic/Field
Instruction
Interactive Radio Instruction
Interactive Audio Instruction
Week 14 Unit 8: Emerging technologies and technology trends
Robotics
Tablets
Mobile phones
Digital games
Week 15 Unit 8: Emerging technologies and technology trends
Flipped learning
Blended learning
Massively Open Online Courses (MOOCs)
Optional resource (Web 2.0)
Recommended Reading
 National Educational Policy 2009 (NEP):
http://unesco.org.pk/education/teachereducation/files/National%20 Education%20Policy.pdf
 National ICT Strategy for Education in Pakistan
 National Professional Standards for Teaching in Pakistan (NPSTP):
http://unesco.org.pk/education/teachereducation/files/National%20 Professional%20Standards
%20for%20Teachers.pdf
 Success, Failure or No Significant Difference: Charting a Course for Successful Educational
Technology Integration’ (this is a free article but registration is required): http://online-
journals.org/i-jet/login?source=%2Fi-jet%2Farticle%2Fview %2F2376%2F2522
 ‘Case Study: Dana Elementary School’: http://p21.org/exemplar-program-case-studies
 ‘Framework for 21st Century Learning’: http://www.p21.org/overview
 ‘Technology in Education: Debate between Sir John Daniel and Robert Kozma’:
http://www.economist.com/debate/days/view/120
 National Educational Technology Standards for Students (NETS*S):
http://www.iste.org/docs/pdfs/nets-s-standards.pdf ?sfvrsn=2
 UNESCO ICT Competency Framework for Teachers (Appendix 1 only):
http://unesdoc.unesco.org/images/0021/002134/213475E.pdf
 Connecting Student Learning and Technology: http://www.sedl.org/pubs/tec26/flash.html
 Finland: Discovery through Technology: https://www.teachingchannel.org/videos/discovery-
through-technology
 Active Learning with Technology video series (watch three of the videos in this series):
https://www.teachingchannel.org/videos/discovery-through-technology
 Developing Content’ in Distance Education for Teacher Training: Modes, Models, and Methods’
(Open Educational Resources, pp. 233–241): http://idd.edc.org/resources/publications/modes-
models-and-methods
 M. Barak, D. Ben-Chaim, and U. Zoller, ‘Purposely Teaching for the Promotion of HigherOrder
Thinking Skills: A Case of Critical Thinking’, Research in Science Education, 37 (2007), 353–
369. doi: 10.1007/s11165-006-9029-2
 B. S. Bell and S. W. J. Kozlowski, ‘Active Learning: Effects of Core Professional Development
Design Elements on Self-Regulatory Processes, Learning, and Adaptability’, Journal of Applied
Psychology, 93(2) (2008), 296–316.
 J. D. Bransford, A. L. Brown, and R. R. Cocking (eds.), ‘How People Learn: Brain, Mind,
Experience, and School’, Washington, DC: National Research Council (2000).
 S. M. Brookhart, C. M. Moss, and B. A. Long, ‘Professional Development in Formative
Assessment: Effects on Teacher and Student Learning’. Paper presented at the annual meeting of
the National Council on Measurement in Education, New York, N.Y. (March 2008).
 Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic
Books, 1983).
 L. S. Vygotsky, Mind and Society: The Development of Higher Mental Processes (Cambridge,
MA: Harvard University Press, 1978).
 D. William and M. Thompson, (2007). ‘Integrating Assessment with Instruction: What Will It
Take to Make It Work?’ In C. A. Dwyer (ed.) The Future of Assessment: Shaping Teaching and
Learning (Mahwah, NJ: Lawrence Erlbaum Associates, 2007).
COURSE TITLE: BOTANY-II (PLANT SYSTEMATIC ANATOMY &
DEVELOPMENT THEORY)
CREDIT HOURS:3
Specific Objectives of the course:

To understand:
1. Various systems of classification, identification and nomenclature of Angiosperms, Basis of
Classification, Different units of classification.
2. Structures and functions of tissues and organs at embryonic level.

Syllabus outline:
Introduction to plant Systematics, aims and objectives .History of classification, introduction to
nomenclature, International code Morphological study of families, Anatomical study of cell wall
and the internal structure (tissues) of the plant body Simple and complex tissues structure,
function and relationship. Developmental embryology.

1. Plant Systematics:
Introduction to Plant Systematics: aims, objectives and importance.

2. Classification:
Brief history of various systems of classification (Artificial, Natural and phylogenetic) with
emphasis on Takhtajan’s System of Classification.

3. Nomenclature:
Introduction: Importance of Latin names and binomial nomenclature with an introduction to
International code of Botanical Nomenclature with an introduction to International code of
Botanical Nomenclature ICBN),St. Luis Code.

4. Morphology:
Brief account of various morphological characters of root, stem and leaf, inflorescence, flower,
placentation and fruit types.

5. Diagnostic Characters:
Economic importance and distribution patterns of the following families:
1. Ranuculacea
2. Brassicaccae (Cruciferae)
3. Fabaccae (Leguminosae)
4. Rosaccae
5. Euphorbiaccae
6. Solanaccae
7. Lamiaccae (Labiatae)
8. Apiaccae (Umbelliferae)
9. Asteraccae (Composite)
10. Liliaccae (Sen.Lato)
11. Poaccae (Graminae)

6. Anatomy:
Cell wall structure and chemical composition.

7. Simple Tissues:
Parenchyma, Collenchyma, Sclerenchyma

8. Epidermis:
Epidermis and epidermal appendages including stomata.

9. Complex tissues:
Xylem, Phloem

10.Meristem:
Types of meristem, stem and roots apices, secondary meristem, vascular cambiurm and peridem.
Structure and development of primary root and stem, structure of leaf. Developmental
embryology: Capsella bursa/ pastoris, structure of anther, microsporogenesis,
Microgametophyte, structure of ovule, megasporogenesis, Megagametophyte, Endosprem
formation

Assessment Strategies (Theory):

The students will be assessed according to the following criteria

Class Participation 05%

Assignment/Project/Presentation 20%

Mid Term Test 35%

Final Test 45%

Books Recommended:
 Raven .P.H, Even, R.E. and Eichhom, S.E. ( 2010). Biology of plants. W.H. Freeman and
company worth publisher.
 Stuessy, T.F. (2009). Plant Taxaonmy Columbia University Press. USA.
 Lawerence, G.H.M. (2007). Taxaonmy of Vascular Plants (2nd ED) MacMillan And Co
New York.
 Raymond, F, and Eiebhorm, S.E,(2005). Esau’s Plant anatomy. Meristerms cells and
tissue of the plants body, (3rd E.D.) John Wiley And sons and sons Inc.
 Panday, B.P. (2004). A text Book of botany (Angiosperms). S. Chand and Co New
Delhi.
 Morre, R.C., W.D. Clark and Vodopich, D.S. (2003). Botany McGraw Hill company,
U.S.A.
 Mauseth, J.D. (1998). An Introduction to plant Biology Multimedia Enhanced. Jones and
Bartlett Publisher UK.
 Fahn, A. (1990) Plant Anatomy. Pergamon Press Oxford.
 Maheshawari, P. (1971). Embryology of Angiosperms. McGraw Hill, New York.
 Esau, K. (1960). Anatomy of Seed Plants John Wiley and sons, New York.

COURSE TITLE: BOTANY LAB- II (PLANT SYSTAMETIC

ANATOMY DEVELOPMENT THEORY)

CREDIT HOURES:1

Syllabus outline:
Identifications of families, Technical description of the flowers, Field trips, Specimen
collection, Epidermis. Epidermal appendages, study of stomata, study of xylem,
transverse section of and stem.
Identification of families:
With the help of keys description of flower (in technical- terms) of the families
Ranunculac Brassicaceae, Fabaceae Rosaceae, Euphorbiaceae, Cucurbitaceae,
Solanaceae, Apiaceac, Asteraceae, Liliaceae and Poaceae.
Field Trips:
Field trips shall be undertaken to study and collect local plants. Students are requires to
forty fully identified herbarium specimens.
Anatomy:
Study of epidermis, stomata and trichomes.
Tissues:
Study of simple tissues from fresh material and prepared slides as well. Study of tissues,
xylem, maceration and study of xylem from macerated material.
 Stem and leave:
Make a transverse section of stem and leaf angiosperm.
Assessment Strategies (Practical):
The students will be assessed according to the following criteria.

Class Participation 15%

Practical performance

Practical Copy 10%

Mid Term Test 35%

Final Test 40%

Books recommended:
 Raven .P.H, Even, R.E. and Eichhom, S.E. ( 2010). Biology of plants. W.H. Freeman and
company worth publisher.
 Stuessy, T.F. (2009). Plant Taxaonmy Columbia University Press. USA.
 Lawerence, G.H.M. (2007). Taxaonmy of Vascular Plants (2nd ED) MacMillan And Co
New York.
 Raymond, F, and Eiebhorm, S.E,(2005). Esau’s Plant anatomy. Meristerms cells and
tissue of the plants body, (3rd E.D.) John Wiley And sons and sons Inc.
 Panday, B.P. (2004). A text Book of botany (Angiosperms). S. Chand and Co New
Delhi.
 Morre, R.C., W.D. Clark and Vodopich, D.S. (2003). Botany McGraw Hill company,
U.S.A.
 Mauseth, J.D. (1998). An Introduction to plant Biology Multimedia Enhanced. Jones and
Bartlett Publisher UK.
 Fahn, A. (1990) Plant Anatomy. Pergamon Press Oxford.
 Maheshawari, P. (1971). Embryology of Angiosperms. McGraw Hill, New York.
 Esau, K. (1960). Anatomy of Seed Plants John Wiley and sons, New York.

CHEMISTRY-II (INORGANIC CHEMISTRY)

CREDIT HOURS: 3
COURSE OBJECTIVES

The program is aimed that the student should learn:

1. The Development of periodic law and properties of elements in a systematic way.

 2. The principal of chemical bonding

3. The Chemistry of acid and bases

4. The Chemistry of p-block Elements

5. The Chemistry of d- block Elements

6. The fundamental principles of industrial process

COURSE CONTENT:

1. The Structure of the Atom

Inner picture of an atom: Subatomic particles, models of the atom described by Rutherford and Bohr,
Energy of an electron, Radius of an orbit, Origin of spectral lines in different: elements.
Summerfield’s modification.

2. Periodicity

Modern periodic table; Similarities and differences in first row elements, their diagonal and vertical
relationship with other elements; Electro negativity of elements (Pauling and Mullikan scales);
Polarizability and polarizing power of ions; Periodicity in the properties of transition and inner
transition elements.

3. Theories of Chemical Bonding

Nature and types of chemical bonding; Modern concept of valence bond theory (VBT), molecular orbital
theory (MOT) and their applications to homo and hetero di-and polyatomic inorganic molecules,
explaining the conventional and modified MO diagrams; Valence shell electron pair repulsion theory
(VSEPR), explaining the shapes of inorganic molecules (i.e. AB2, AB3, AB2E, AB4, AB3E, AB2E2, AB5,
AB4E, AB3E2, AB2E3, AB6, AB5E, AB4E2) and directed valence theory (Hybridization), Metallic bonds
(detailed concept).

4. Acid-Base Concept

General concept of acids and bases. Detail of Lewis concept of acids and bases; Soft and hard acid-base
(SHAB) concept and its applications. Relative strength of acids and bases based on Pk values. Reactions
of acids and bases. Relationship between redox reactions and acid base reactions. Indicators and theory of
indicators.

5. Chemistry of d-Block Elements

Electronic configuration and oxidation states of transition elements. Metallurgy of chromium, nickel and
copper. Theories of coordination compounds, valence bond theory (VBT), molecular orbital theory
(MOT) and crystal field theory (CFT) for tetrahedral and octahedral complexes. Nomenclature and
Isomerism in coordination compounds. Chelates. Application of coordination compounds.

6. Nuclear Chemistry
Phenomena of radioactivity; Natural radioactivity, Radioactive disintegration series, rate of disintegration
and half life period, Mass defect and binding energy, nuclear stability; measurement of nuclear radiation,
Wilson cloud chamber and GeigerMuller counter, Carbon dating; Artificial radioactivity and nuclear
transformations, Nuclear reactions (fission and fusion), Uses of radioactive isotopes; Biological effect of
nuclear radiation.

7. Chemical Industries

Glass, Soda ash and Soap.

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Recommended Books:
1. Cotton, F, Albert, Goeffrey Wilkinson and Paul L. Gaus, “Basic Inorganic Chemistry”, John,
Wiley & Sons Ine, 3rd Edition (1995).
2. Lee, J.D., “Modem Inorganic Chemistry”, Champan & Hall, 5th Edition (1996).
3. Jolly, William, L., “Modem Inorganic Chemistry”, McGraw Hill, 2 nd Edition (1991).
4. Shriver, D.F., P.W. Atkins and C.H. Langford, “Inorganic Chemistry”, Oxford, 2 nd Edition
(1996).

5. Sharp, A.G. “Inorganic Chemistry”, Longman, 3rd Edition (1992).

6. Rayner Canham, Geiof., “Descriptive Inorganic Chemistry” & Co. (1995). 7. Jefferey, G.H., j.
bassett, J.Mendham and R.C. Denney, “Vogel’s text book of Quantitave Chemical analysis”, 5 th
Education, Benjamin Cummings, (1989).

TITLE: CHEMISTRY LAB-II (INORGANIC CHEMISTRY)

CREDIT HOURS: 1
PAPER CHROMATOGRAPHY
Separation & identification of cations/basic radicals of group I, II.A, II.B & III. Also calculate their Rf
values.
ARGENTOMETRY
MOHR’S METHOD
1) Determine the %age purity of NaCl (rock salt)
2) Determine the amount of NaCl in the commercial sample of soda ash.
VOLHARD’S METHOD
1) Determination of %age purity of HCl.
2) Determination of silver in the given sample, using KSCN or NH4SCN. REDOX TITRATIONS
(By using both internal and external indicators) 1) Determination of amount/dm3 of
FeSO4.7H2O with K2Cr2O7.
2) Determination of %age purity of K2Cr2O7 by using standard solution of Mohr’s salt.
3) Determination of number of water molecules (x) in FeSO4. xH2O using K2Cr2O7.
4) Determination of Ca2+ by KMnO4.
5) Determination of %age of iron in ferric alum (NH4)2SO4.Fe2(SO4)3.24H2O using K2Cr2O7.
COMPLEXOMETRY
1) Standardization of EDTA solution by magnesium/zinc sulfate solution.
2) Find out the amount of Ca2+ in the given sample of marble (lime stone).
3) Determination of Ca2+ and Mg2+ in the sample by using EDTA.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Books Recommended:
1. Vogel, “A.I.A. Text Book of Macro and Semi micro-qualitative Inorganic Analysis”, Longamn
Green & Co., (1995).
2. Skoog, D.A., D.M. West and F.J. Holler, “Analytical Chemistry”, 6 th Edition, Saunders College
Publications, (1994).
3. Javed Iqbal, Amin, “Theory and Practice of chromatography”, Higher Education Commission,
Islamabad, (2002).
Course outline: Animal Diversity-II (Zoology-II)

Student Learning Outcomes

 1. Describe the origin of animals, the characters that define "animal", and the major trends in the
diversification of invertebrates and vertebrates through evolutionary history.

2. Characterize and differentiate the structural and functional characteristics of major animal
phyla and how these have led to a natural, phylogenetic grouping of animal clades.

3. Describe the major evolutionary changes that have occurred in past and present animal
assemblages over time and across oceans and continents

Biological principals and science of zoology; Fundamental properties of life: Evolution,

Complexity, Hierarchic organization, Reproduction. Organization of cells: Prokaryotic and
Eukaryotic Cells, Symmetry. Functions of cellular organelles

1. Phylum Chaetognatha; Evolutionary Perspective, Form and Functions

2. Phylum Echinodermata; Characteristics of Phylum Echinodermata

I. Class Asteroidea; Form and Function, Water Vascular system, Endoskeleton, Coelom,
Excretion and Respiration, Haemal System, Sea daisies: General characters

II. Class Ophiuroidea; Form and Function

III.Class Echinoidea; Form and Function

IV.Class Holothuroidea; Form and Function, Behavior and Ecology

V.Class Crinoidea, Form and Function

3. Phylum Hemichordata; General Characteristics

I.Class Enteropneusta; Form and Function, Branchial System

II.Class Petrobranchia; Form and Function

4. Phylum Chordata; Traditional and Cladistic Classification of Chordates, Five Chordate

Hallmarks: Notochord, Dorsal Tubular Nerve cord, Pharyngeal pouches and slits, Postanal tail,
Endostyle or Thyroid gland, Ancestry and Evolution

5. Sub phylums of Chordates

I.Sub-Phylum Urochordata (Tunicata): General characters

II.Sub-phylum Cephalochordata: General Characters

III.Sub-phylum Vertebrata (Craniata): General Characters

6. Craniates; Adaptations that have guided vertebrate evolution, Muscloskeletal modifications,

Physiology upgrade, Head, Brain, Sensory systems
7. The Chordates; The earliest vertebrates, Early Jawed vertebrates, Origin of coelom
Chordates:
8. The Fishes; Evolutionary perspective, Living Jawless Fishes: Class Myxini (Hagfishes),
Class Petromyzontida (Lampreys), Class Chondrichthyes: Cartilaginous Fishes, Sub-Class:
Elasmobranchii (Sharks, Stakes, Rays): General Characters, Life Histories; Sub-Class
Holocephali: Chimeras, General Characters; Class Osteichthyes: Bony Fishes. I.Class
Actinopterygii. II.Class Sarcopterygii
9. Structural and Functional Adaptations of Fishes; Locomotion in water, Natural
buoyancy and Swim bladder, Respiration, Migration
10. Early Tetrapods and Modern Amphibians, Devonian origin of Tetrapods, Modern
Amphbians; Order Urodela (Caudata), Order Anura (Frogs and Toads), Order Apoda
11. Amniote origins and Nonavian Reptiles: Class Reptilia; Evolutionary perspective,
Classification and relationships to other animals, Characteristics and Natural History of
Reptilian Orders: Order Testudines: Turtles, Order Squamata: Lizards and Snakes,
Suborder Sauria:Lizards, Suborder Serpentes, Order Crocodilia Chordata:
12. Birds; Class Aves: Origin, Structural and Functional Adaptations for Flight: Feathers,
Molting, Skeleton, Food, Feeding and Digestion, Flight, Flapping flight, Migration and
Navigation, Reproductive Systems, Nesting and Care of Young Phylum Chordata:
13. Mammals; Characteristics of Class Mammalia: Structural and Functional Adaptations
of Mammals: Hair, Horns and Antlers, Glands, Food and Feeding, Migration, Flight and
Echolocation, Reproductive Patterns; Humans and Mammals, Human Evolution, The first
Humans and Origin of Bipedalism, Tool making and Migration out of Africa, Modern
humans

Course Title: Mathematics A-II [ Plane Curves & Analytic Geometry]

Course Rating: 4 Cr. Hours
COURSE OBJECTIVES
The aim of this course is to introduce the geometry of lines and conics in the Euclidean plane. Students
can develop geometry with a degree of confidence and will gain fluency in the basics of Euclidean
geometry. In this course, foundational mathematical training is also pursued.
Plane Analytics Geometry
 Conic section and quadratic equations
 Classifying conic section by eccentricity
 Translation and rotation of axis
 Properties of circle, parabola, ellipse, hyperbola
 Polar coordinates, conic sections in polar coordinates
 Graphing in polar coordinates
 Tangents and normal, pedal equations, parametric representations of curves
Applications of Integration
 Asymptotes
 Relative extrema, points of inflection and concavity
 Singular, points, tangents at the origin
 Graphing of Cartesian and polar curves
 Area under the curve, area between two curves
 Arc length and intrinsic equations
 Curvature, radius and centre of curvature
 Involute and evolute, envelope
Analytic Geometry of Three Dimensions
 Rectangular coordinates system in a space
 Cylindrical and spherical coordinate system
 Direction ratios and direction cosines of a line
 Equation of straight lines and planes in three dimensions
 Shortest distance between skew lines
 Equation of sphere, cylinder, cone, ellipsoids, paraboloids, hyperboloids
 Quadric and ruled surfaces
 Spherical trigonometry. Direction of Qibla

Recommended Books
1. Thomas, Calculus, 11th Edition. Addison Wesley publishing company, 2005
2. H. Anton, I. Bevens, S. Davis, Calculus, 8thEdition, John Wiley & Sons, Inc. 2005
3. Hughes-Hallett, Gleason, McCallum, et al, Calculus Single and Multivariable, 3rdEdition John
Wiley & Sons, Inc. 2002.
4. Frank A. Jr, Elliott Mendelson, Calculus, Schaum’s outlines series, 4th edition, 1999
5. C.H. Edward and E.D Penney, Calculus and Analytics Geometry Prentice Hall, Inc. 1988
6. E. W. Swokowski, Calculus and Analytic Geometry PWS Publishers, Boston, Massachosetts,
1983.
7. Dennis G. Zill & Patric D. Shanahan, Complex Analysis, Jones & Barlett Publishers, 2003
Course Title: Mathematics B-II [ Mechanics (II)]
Course Ratings: 4 Cr. Hours

LEARNING OUTCOMES
On completion of the course the student shall be able to:
 use vector algebra in three dimensions in different bases, length, addition and
multiplication of vectors, inner product, cross product, for calculations in mechanics.
 use properties of the inner product and the cross product, geometric and physical
interpretations, differentiation of vector functions, differentiation of coordinates and basis
vectors in different coordinate systems, for calculations in mechanics.
 use vectors to describe geometric quantities as curves, area and volume elements, as well
as physical quantities as velocity, acceleration, force and torque.
 describe and explain fundamental quantities in kinematics and dynamics of particles and
particle systems in inertial and non-inertial systems.
 explain and use the theory of classical mechanics, consisting of relations between the
fundamental quantities based on Newton's laws, in simple given examples.
 apply the fundamental quantities and the theory of classical mechanics by analysing
physical processes and construct mathematical models for statics and dynamics of
objects.
 show analytical problem solving skills for mechanical and engineering applications and
account for relevant approximations.
 carry out physical experiments and present, explain and defend the results.
Kinematics
 Rectilinear motion of particles
 Uniform rectilinear motion, uniformly accelerated rectilinear motion
 Curvilinear motion of particle, rectangular components of velocity and acceleration
 Tangential and normal components
 Radial and transverse components
 Projectile motion
Kinetics
 Work, power, kinetic energy, conservative force fields
 Conservation of energy, impulse, torque
 Conservation of linear ad angular momentum
 Non-conservation forces
Simple Harmonic Motion
  The simple harmonic oscillator, amplitude, period, frequency,
 Resonance and energy
 The simple harmonic oscillator, over damped, critically damped and under damped
 Motion, forces vibrations
Central Forces and Planetary Motion
 Central force fields, equations of motion, potential energy, orbits
 Kepler’s law of planetary motion
 Apsides and apsidal angles for nearby circular orbits
 Motion in an inverse square field
Centre of Mass and Gravity
 Discrete and continuous systems, density of rigid and elastic bodies
 Centroid: Discrete and continuous systems, solid region, region bounded by planes
 Semi-circular regions, sphere, hemisphere, cylinder and cone
Recommended Books
1. Fowles, G.R, Cassiday, G.L. Analytical Mechanics, 7th Edition, Thomson Brook Cole,
2005
2. Jafferson, B. Beasdsworth, T. Further Mechanics, Oxford University Press 2001
3. Murray R. Spiegel, Theoretical Mechanics, Schaum’s Outline Series, Mc Graw Hill
Book Campany

PHYSICS – II (WAVES AND OSCILLATIONS)

Course outline for Bachelor of Science Education Program

Course Learning Outcomes
Upon the completion of this course, the student should be able to:
a. Describe wave motion and the energy associated with it.
b. Calculate formulae and apply it on various waves.
c. Apply the acquired knowledge on solving problems.
d. Perform lab work based on physics manual and guidelines given by the lab instructor.
1. Harmonic Oscillations
 Oscillating Systems
o Mass-Spring System
 Simple Harmonic Oscillator
 Simple Harmonic Motion
 Energy in Simple Harmonic Motion
  Applications of Simple Harmonic Motion
i. Torsional oscillator
ii. Simple pendulum
iii. Physical pendulum
 Damped Harmonic motion
 Forced Oscillations
 Resonance
2. Wave Motion
 Mechanical waves
 Types of waves
i. Transverse wave
ii. Longitudinal waves
 Travelling waves
i. Sinusoidal waves
ii. Transverse velocity of a particle
iii. Phase and phase constant
 The Wave Equation
 Energy in wave motion
 Principle of Superposition
 Interference of waves
 Standing waves
 Standing waves and Resonance
3. Sound Waves
 Properties of sound waves
 Power and Intensity of sound waves
 Beats
 Doppler’s Effect
4. Interference
 Reflection and Refraction
o Derive Law of Reflection with Huygens principle
o Derive Law of Refraction with Huygens principle
 Two-Source interference
 Double Slit interference
 Coherence
 Intensity in Double-Slit interference
 Interference from Thin Films
 Michelson’s interferometer
 Fresnel biprism and its uses
5. Diffraction
 Diffraction and the wave theory of light
 Single-Slit diffraction
 Intensity in Single Slit diffraction
6. Grating and Spectra
 Multiple Slits
 Diffraction Grating
 Dispersion and resolving power
 X-ray Diffraction
i. Structure of matter
7. Polarization
 Polarization of Electromagnetic waves
 Polarizing sheets
 Holography

Physics Lab (General Physics -II)

1. The Harmonic Oscillation of Helical springs parallel and series connection of spring.
2. Measurement of the speed of sound in air.
3. Coherence and width of spectral lines.
4. Diffraction intensity at slit of double slit system.
5. Interference of light Fresnel Biprism.
6. Measurement of wavelengths of sodium light, difference of wavelengths and thickness of
thin film e.g. mica using Michelson interferometer.
7. The determination of Cauchy’s constants using spectrometer.

Reference Books:

6. Physics Vol. I & II (extended) by Resnick, Halliday and Krane, 4th Edition, John Wiley &
Sons Inc., New York, 1992.
7. Physics Vol. I & II by Resnick, Halliday and Krane, 5th Edition, John Wiley & Sons Inc.,
New York, 2002.
8. Fundamentals of Physics by Resnick, Halliday and Krane, 5th Edition, John Wiley & Sons
Inc., New York, 1999.
9. University Physics by Sears, Zemansky and Young, 8th Edition, Addison-Wesley, USA,
1999.
10. Physics by Alonso and Finn, Addison-Wesley, USA, 1999.

Course Title: Programming Fundamentals II

Credit hours 3+1
Course Goals
 Understands fundamentals of programming such as variables, conditional and iterative
execution methods
 The main aim of this course is to introduce the fundamental concepts necessary for
designing, using, and implementing programming languages and its applications.
 Students are able to write computer program to solve specified problems.
Week Topics Covered
NO.s

1 Functions:

Introduction to definition and declaration of functions

Practice Exercise

2 Passing Arguments to functions:

Passing constant, passing variable

Practice Exercise

3 Pointers/ Passing Pointers to Function

Return values from functions, Passing values by arguments and by reference

Practice Exercise

4 Function Overloading

Different number of arguments, different kinds of arguments

5 Inline Function, Local variables, Global Variables and Static variables

6 Introduction to Arrays:
 Definition and declaration, accessing array elements, two dimensional array

7 Passing Arrays to function:

Passing Single element of Array, passing complete array

8 Mid Term

9 Search:

Linear and binary search

10 Sorting/ Different types of sorting

11 Introduction to Structures:

Declaration and Definition, Defining the structure variables, Accessing

structure Members

12 Passing Structure to functions

13 Introduction to Strings:

Different input methods, operations on strings, Built-in functions

14 Built In Functions for String Handling

15 File Handling

16 Revision and Term Project

Final Exams

Recommended Readings

Textbook (or Laboratory Manual for Laboratory Courses)

• C++ How to Program, Paul Deitel and Harvey Deitel, Prentice Hall; 9th edition

• Object Oriented Programming in C++ by Robert Lafore, 4th Edition

 • C++ Programming: For the Absolute Beginner by Dirk Henkemans, Course Technolog Publications,
2009.

• C++ Programming Language by Bjarne Stroustrup, 3rd Edition, Addison-Wesley Publication, 2000

• C++: A Beginner’s Guide by Herbert Schildt, 2nd Edition, McGraw-Hill Publications, 2003.

Semester 111
SEMESTER-III
1 BSED201 English-III (Communication Skills) 3
2 CC/PS-102 Pakistan Studies 2
3 BSED 202 Critical Thinking & Reflective Practices 3
Any Three Content Courses according to subject studied at F. Sc. Level
4 BSED203 Botany-III (Cell Biology, Evolution & Genetics) 3+1
5 BSED204 Chemistry-III (Organic Chemistry) 3+1
6 BSED205 Zoology-III (Animal Form & Function I: A Comparative 3
Perspective)
OR
4 BSED206 Physics-III (Electricity & Magnetism ) 3+1
5 BSED207 Mathematics A-III (Linear Algebra)/ Mathematics B-III 3
(Calculus-II)
6 BSED208 Computer 1II- Object Oriented Programming 3+1

Course Title: Communication Skills

Course code:

Aims

To enable the students to meet their real life communication needs Contents:-

 Oral presentation skills (prepared and unprepared talks)

 Writing different kinds of application (leave, job, complaint, etc.)
 Preparing a curriculum vitae (CV), (bio-data)
 Writing short reports

Weekly Teaching Schedule

Week 9 Introduction to CV writing (Bio-data, Resume) (Teaching) Types of CVs:
• Chronological type
• Functional type
• Combination type
Source: English for undergraduates, OUP (pages from 194-198 and 156-
Week 1 157)
Introduction to verbal communication:(teaching and class nativities)
Source English
Assignment: 503 : (verbal
Students asked tocommunication-pages from
prepare their individual 1-10)
CVs
Week 10
Week 2 Types of non
Interview Skillsverbal communication(teaching
(Teaching) Types of interviews:continued) Source;Eng-
• Interviews for Scholarship activity 11.2)
503;(pages from 11-21 up till
(Some of
Source: the activities
English given in the OUP
for undergraduates, book (pages
to be done
fromin156-157)
class, others to
be given for homework)
Week 11 Interview Skills (Teaching continued)
Week 3 •Homework activities
Interviews fortoplacement
be checked/discussed in class
for internship
•Interpreting
Job body
interview
Language Through Pictures
Source: English for
Sources Eng-503©FROME undergraduates,
ActivityOUP (pages from
11.3-pages from 21-37)
144-145 and 148-
149)
(Somework
Home of thefor
activities giventoinmock
preparation the book to be done
interviews to beinheld
class
in in groups,
week 12
others to be given for homework.)
Week 12 • CVs to be returned after marking (Assignment on CV writing to
be allocated 10 marks, which will be added to the final exam
Week 4 Homework activities to be checked/discussed in class
result)
Activities (continued) 11.11 Proximity to Activity
• Language
11.15 Mock interviews
for use-11assigned in week 11 to be conducted in class
Week 13 Writing
Effectiveletters of Application
Speaking (Teaching)
(teaching and Types of Application
Activities)
•Source:Eng-503:(Unit
Job Application pg from 38-57)
• Leave application
Week 5 •Making an academicforpresentation
Application (teaching) Source : ENG-503: (pg
a fee concession
from 58 to 65)
Source: English for undergraduates, OUP (pages from 150-153)
End of the week : Topics would be assigned to the students for 3-4
Week 14 Writing Application
minute long (Teaching
presentation continued)in week 8.
to be conducted
• Complaints to Go
Week 6 Formal letter
vernment writing ( (WASA,WAPDA,
departments teaching) CoveringGas,Telephone)
Letter
•Complaints
Letter to the about
editor defected
Businessitems
letterpurchased
Source: English
Source ENG forfor undergraduate,
under graduate OUPOUP (pages
(Pages from
from 203-204 and 209)
199-209)

Week 7 formalactivity:
Class letter writing(continued) Letter for request
Groups assigned
Activity: topics
students to to
asked write application
write in class.
applications Translation:
in groups in the Oral
class.
internship/translation
Discussion on students work
Source: Eng-503 (pages from 84-38)Activities in the book to be given for
Week 8 Internal
class assessment on oral presentation assigned in week 5
work/homework
(assignment to be allocated 10 marks, which will be added to the final
Week 15 Short academic
examination report writing (Teaching)
result).
Source: English for undergraduates OUP (pages from 116-117 and 36-44)
Feed back on internal assessment/discussion of identified problems
Week l6 Types of Reports
Eye witness accounts Mid term Exam
(incidence/accident, spots match, road accident, crime.
college event)
Descriptive reports (college canteen, hostel, library, literary society, social
work society)
Topics will be assigned to students on eye witness accounts/descriptive
reports. Student can prepare written accounts but present them orally in the
class
Final Exam
Marks Distribution and Paper Pattern for Mid- Term and Final Examination

Most Important: There is no choice in semester system. Students have to attempt all questions.

Mid- Term Examination:

Mid-Term Paper: 30 Marks

Internal Assessment: 10 Marks
Time Allowed: 02 Hours
Final- Term Examination:
Final- Term Paper: 50 Marks
Internal Assessment: 10 Marks
Time Allowed: 03 Hours
Note: The Final- Term Paper will contain 25% of the total marks from course of pre-mid
examination.

PAKISTAN STUDIES
Course Code:
Credit Hours: 02

COURSE OBJECTIVES
1. To provide the basic knowledge of the events leading up to the creation of Pakistan; unfolding
events to describe why Pakistan is what it is today, possible threats and opportunities facing
Pakistan.

2. To develop an understanding of National Ethics; Culture and Civil Rights (Constitution of

Pakistan) and Codes of Ethics and Codes of Conduct.

1. Pakistan Movement: Historical and Ideological Perspective

• Muslim Revivalist Movements in India
• The Two-Nation Theory: From Sir Syed Ahmed Khan to Allama Iqbal
• Quaid-i-Azam Muhammad Ali Jinnah and the Struggle for Pakistan
Creation of
Pakistan: Early Challenges
2. Land and People of Pakistan
• Physical features and Geo-Strategic Location of Pakistan
• Culture and Traditions: Regional Dimensions
• Social Issues and Challenges to Pakistan
3. History and Politics in Pakistan (1947-2008)
 • Early Parliamentary Phase
• Ayub and Yahya’s Era
• Democratic Era (197 1-1977)
• Zia Era(1977-88) •
• Civil Rule (1988-99)
• Musharaf Era (1999-2008)
4. Contemporary Pakistan
• The Constitution of 1973: Salient Features
• Foreign Policy and Relations with neighboring countries
• Salient Features of Economy, Agriculture and Industry, National
Resources
Weekly Teaching Schedule

Week Description
Two nation Theory:
1 st
 Definition and its Significance in the Ideology of Pakistan
 Contributions of Sir Syed Ahmed Khan, Allama Iqbal, Quiad-e-Azam
Lahore Resolution:
2nd  Introduction
 Significance
 August Offer 1940
 Civil Disobedience Movement
 Cripps Mission
3rd  Quit India Movement
 Gandhi-Jinnah Talks 1943
 Wavell Plan
4th  Shimla Conference 1945
 Elections 1945-46
 Delhi Convention 1946
5th  Cabinet Mission Plan
 Interim Government
 3rd June Plan
6th  Independence act of 1947
 Red Cliff Award
7th  Features of 1956 Constitution
 Features of 1962 Constitution
8th  Features of 1962 Constitution
 Features of 1973 Constitution
 MID TERM EXAMS
9th  Geo-Political importance of Pakistan
 Geo-Strategic importance of Pakistan

10th  Salient Characteristics of Pakistan Culture

 Salient Characteristics of Pakistan Culture
11th  Features of Pakistan Economy
 Features of Pakistan Economy
12th Foreign Policy of Pakistan:
 Principles and objective
 Relation with USA
13th  Relation with China and Russia
 India-Pakistan Relations
14th  India-Pakistan Relations
 Relations with Muslim world
15th  Pakistan and Sudia Arabia
 Pakistan and Iran
16th  Pakistan and Afghanistan
 Pakistan and Bangladesh and Turkey
FINAL TERM EXAMS
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:
1. Muhammad Raza Kazrni, Pakistan Studies Core Texts far Colleges and universities,
Oxford University Press (2006)
2. Ishtiaq Hussain Qureshi, The Struggle for Pakistan, Karachi, University of the Karachi,
1974 I
3. Khalid Bin Sayeed, Pakistan the Formative Phase (185 7-1948), Karachi, Oxford
University Press, 1968.
4. Choudhary M. Au, The Emergence of Pakistan, Lahore, Research Society of Pakistan,
2001
5. S. Qalb-i-Abid, Muslim Struggle for Independence (185 7-1947), Sang-c-Med
Publications, Lahore, 1997
6. M.R. Kazimi, A Concise History of Pakistan, Oxford University Press, 2009
7. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
8. Afzal, M. Rafique, Pakistan: History and Politics 1947-1971, Karachi, Oxford University
Press, 2007
9. Rizvi, Hasan-Askari, The Military State and Society in Pakistan, Lahore, 2002
10. Burke, S.M., and Qureshi, S.A.D., The British Rj in India, Karachi, Oxford University
Press, 1995
11. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical Analysis.
Karachi: Oxford University Press, 1993.
12. Akbar, S. Zaidi, Issues in Pakistan’s Economy, Karachi: Oxford University Press, 2000
13. Jinnah of Pakistan, Karachi, Oxford University Press, 1989
14. Zuifi Bhutto of Pakistan, New York, Oxford University Press, 1989
15. Shahid, M. Amin, Pakistan‘s Foreign Policy: A Reappraisal, (Second Edition), Karachi,
Oxford University Press, 2010
16. Abdul Sattar, Pakistan’s Foreign Policy: A Concise History 1947-2009 (2nd Edition),
Karachi, Oxford University Press, 2010
17. Hardy, Peter, The Muslims of British India, New Delhi, Cambridge University Press,
1998
Course: Critical Thinking and Reflective Practices
Credit Hours: 3
Objectives:
After- studying this course, the students will be able to:
 Differentiate between ‘Good’ and ‘Bad’ bent of mind
 Ask and analyze thought provoking Questions
 Understand the relationship of critical thinking with reading and writing
 Foster rational motivation among the students.
 Apply critical thinking in different Content areas
 Develop the habit of contributive thinking
 Understand the concept and role of reflection and reflective practice as a tool for raising
critical consciousness
 Use reflection as a tool of inquiry into practice

Course Content

Unit 01 Introduction
 1.1 Introduction to the fundamental of Critical Thinking
1.2 Why Critical Thinking Matters?
1.3 Critical Thinking and the Process of Analysis
A. Teaching Students to Think Theoretically
B. Teaching Students to Think Empirically

Unit 02 Strategies and Techniques to develop Critical thinking

2.1 Brain Storming
2.2 Concept Mapping
2.3 Generalization and Testing the Limits

2.4 Venn Diagram

2.5 Logical Reasoning

Unit 03 Critical Thinking and Art of Questioning

3.1 Critical Thinking and Socrating Questioning
3.2 Teaching students to ask Good Questions & Follow up the Implication of Thought
3.3 Teaching Students to narrate, analyze, and evaluate their own ‘Points’
3.4 View and of others
3.5 Open and Close ended Questions

Unit 04 Critical Thinking and its Application

4.1 Interrogating the Text
4.2 Primary and Secondary Sources
4.3 Characteristics of Academic Text
4.4 Status of Evidence
4.5 Status of the Author
4.6 Comparing and Contrasting Different Sources
Unit 05 Introduction to Reflection
5.1 Meaning of reflection on Practice/ educational issues
5.2 Significance of reflection for teacher

Unit 06 Major Proponents of Reflective Practice

6.1 John Dewey
6.2 L. Stanhouse
6.3 D,Schon

Unit 07 Process and Techniques of Reflection

7.1 Process of reflection
7.2 Major Techniques and startegies
 Critical incident analysis,
 Keeping reflective journals,
 Peer coaching
 Action research

Recommended Books
COURSE TITLE: BOTANY –III (CELL BIOLOGY, EVOLUTION AND GENETICS)
COURSE CODE: CREDIT HOURS: 3+1
Learning outcome
The course will provide an understanding of:
 How eukaryote and prokaryote cells are constructed

 How cells divide and communicate

 How genetic traits are transferred from parents to offspring

 How DNA and chromosomes are constructed, what genes are, how gene products are
produced, and how gene expression is regulated

 Genetic model organisms and the genetic basis for evolutionary biology

 DNA technology
Syllabus Outline:
An introduction to morphology and functioning of cell, cellular organelles and mechanism of
cell division. Study of genes and their inheritance patterns. Concept of evolution.
a) Cell Biology:
1. Structures and brief description of Bio-molecules

I. Carbohydrates
II. Lipids
III. Proteins
IV. Nucleic Acids
2. Cell: Physico- chemical nature of plasma membrane and cytoplasm.
3. Ultra structure of plant cell with a brief description and function of the following
organelles:
I. Endoplasma reticulum
II. Plastids
III. Mitochondria
IV. Ribosomes
V. Dictyosomes
VI. Vacuole
VII. Microbodies (Glyoxysomes and Perioxisomes)
4. Nucleus: Nuclear membrane, nucleolus, ultrastructure and morphology of chromosomes,
karyotype analysis.
5. Reproduction in somatic and embryogenic cell, mitosis and meiosis, cell cycle.
6. Chromosomal aberrations; Changes in the number of chromosomes Aneupoidy and
Euploidy. Changes in the structure of chromosomes, deficiency, duplication, inversion
and translocation.
b) Genetics:
1. Introduction, Scope and brief history of Genetics. Mendelian Inhertance; Laws of
Segregation and independent Assortment, Back cross, Test Cross, Dominance and
incomplete Dominance.
2. Sex linked inheritance, Sex in Drosophila and man (Colour blindness), XO, XY, WZ
mechanism, sex limited and sex linked characters, sex determination.
3. Linkage and crossing over, Definition, Linkage of groups, construction of Linkage Maps,
Detection of Linkage. Recombination
4. DNA Replication. Nature of gene, genetic code, transcription, translation, regulation of
gene expression.
5. Transmission of genetic material and bacteria: conjugation and gene recombination in co-
transduction and transformation.
6. Principles of genetic engineering/biotechnology; Basic genetic engineering techniques.
7. A brief introduction of gene Mutation.
8. Evolution
9. Assessment Strategies (Theory) :
10. The student will be assessed according to the following criteria

Class participation 05%

Assignment/Project/presentation 20%
Mid Term Test 35%
Final Test 45%

BOOKS RECOMMENDED:
1. Bretscher, A. (2007). Molecular Cell Biology. W.H. Freeman and company
2. Weaver, R.F. (2005. Molecular Biology. McGraw Hill, St. Louis.
3. Griffiths, J.f., Miller, J.H., Suzuki, D.T., Lewontin, R.C. and Gelbart, W.M. (2003). An
Introduction to Genetic Analysis. W.H. Freeman Company.
4. Sinha, U. and Sinha, S. (2003). Cytogenesis, plant Breeding and Evolutaion . Vini
Educational Books, New Delhi.
5. Strickberger, M.V. (2003). Genetics. MacMillan Press Ltd, London.
6. Karp, G. (2002). Cell and Molecular Biology. Concepts and Experiments. 4th Ed. John
Wiley and Sons. New York.
7. Gilmartin, P.M. and Bowler. C. (2002). Molecular Plant Biology. Vol 1 & 2. Oxford
University Press. UK.
8. Caroll, S.B., Grenier, J.k. and Velnerbee, S.D. (2001). From DNA to Diversity-
Molecular Genetics and the Evolution of Animal Design. Blackwell Science.
9. Hoelzel, A.R. (2001). Conversation Genetics. Kluwar Acadamic Publishers.
10. Lodish. H. (2001). Molecular Cell Biology. W.H. Freeman and Company.
11. Dyonsagar, V.R. (2000). Cytology and Genetics. (3rd Ed). Tata and McGraw Hill
Publication Co. Ltd, New Delhi.

COURSE TITLE: BOTANY LAB-III (CELL BIOLOGY, EVOLUTION AND

GENETICS)
CREDIT HOURS: 1
SYLLABUS OUTLINE:
Development of concepts about cell structure, chromosomal morphology, mechanism of cell
division, extraction of protein, DNA, RNA from planet sources, genetical problems related to
transmission and distribution of genetic material.
a) Cell Biology:
1. Study of cell structure using compound microscope and elucidation of ultra-structure
from electron microphotographs.
2. Measurement of cell size.
3. Study of mitosis and meiosis by smear/squash method and from prepared slides.
4. Study of chromosomes morphology and variation in chromosomes number.
5. Extraction and estimation of carbohydrates, proteins, RNA and DNA from plant material.
b) Genetics:
1. General problems related to transmission and distribution of genetic material.
2. Identification of DNA in Plant material. Carmine/Orcein staining.

Study of salivary gland chromosomes of Drosophila.

Assessment strategies (Practical):
The student will be assessed according to the following criteria
Class Participation/ Practical 15%
Performance
Practical Copy 10%
Mid Term Test 35%
Final Test 40%

Books Recommended:
1. Bretscher, A. (2007). Molecular Cell Biology. W.H. Freeman and company
2. Weaver, R.F. (2005). Molecular Biology. McGraw Hill, St. Louis.
3. Griffiths,J.F., Miller, J.H., Suzuki, D.T., Lewontin, R.C. and Gelbart, W.M. (2003). An
introduction to Genetic Analysis. W.H. Freeman and Company.
4. Sinha, U. AND Sinha, S. (2003). Cytogenesis, Plant Breeding and Evolution. Vini
Educational Books, New Delhi.
5. Strickberger, M.V. (2003). Genetics. MacMillan Press Ltd., London.
6. Karp, G. (2002). Cell and Molecular Biology Concepts and Experiments. 4th Ed. John
Wiley and Sons. New York.
7. Gilmartin, P.M and bowler. C. (2002). Molecular Plant Biology. Vol 1 & 2. Oxford
University Press. UK.
8. Carroll, S.B., Grenier, J.K and Velnerbee, S.D. (2001). From DNA to Diversity-
Molecular Genetics and the Evolution of Animal Design. Blackwell Science.
9. Holezel, A.R (2001). Conversation Genetics. Kluwar Academic Publishers.
10. Lodish.H. (2001). Molecular Cell Biology. W.H. Freeman and Company.
11. D and the Evolution of Animal Design. Blackwell Science.
12. Holezel, A.R (2001). Conversation Genetics. Kluwar Academic Publishers.
13. Lodish.H. (2001). Molecular Cell Biology. W.H. Freeman and Company.
 14. Dyonsager, V.R. (2000). Cytology and Genetics. (3rd Ed.), Tata and McGraw Hill
Publication Co. Ltd, New Delhi.

CHEMISTRY-III (ORGANIC CHEMISTRY)

CREDIT HOURS: 3+1

COURSE OBJECTIVES
The objective of the course is for students

1. To learn the fundamentals of organic chemistry.

2. To develop an understanding and appreciation of both structure and chemical transformations of
organic molecules.
3. Will acquire basic concepts of electronic structure and be able to apply them to solve problems
from various areas of organic chemistry, including stereochemistry, reactivity patterns and
synthesis.
4. Improvements in learning strategies, critical-thinking, and problem-solving skills are an expected
outcome.
COURSE CONTENT:
1. Basic Concepts in Organic Chemistry
Hybridization of orbitals of carbon atoms in alkanes, alkenes, alkynes and arenes. Hybridization
of orbitals of nitrogen, oxygen and sulfur atoms in various functional groups, Localized and
delocalized chemical bonding; Conjugation and hyper conjugation; Resonance, rules of
resonance, resonance energy, resonance hybrid, factor effecting the resonance; Inductive effect,
applications of inductive effect and resonance on various properties of organic compounds;
Steric effect and its applications, Hydrogen bonding and its effects on various properties of
organic compounds, Tautomerism.
2. Nomenclature of Organic Compounds
Nomenclature of alkanes, alkenes, alkynes, cycloalkanes, bicycycloalkanes, spiroalkanes,
Monofunctional and polyfunctional derivatives of open chain and cyclic compounds;
Polysubstituted benzenes; Polycyclic hydrocarbons such as naphthalene, anthracene,
phenanthrene and their derivatives; Heterocyclic compounds.
3. Hydrocarbons
a) Alkanes and Cycloalkanes
Preparation of alkanes from alkyl halides, coupling of alkyl halide and alkylboranes, reduction of
carbonyl compounds, Kolbe’s electro synthesis, Corey-house-synthesis, hydrogenation of
alkenes and alkynes.
Reactions of alkanes with halogens, their mechanism and comparison of reactivities of halogens;
combustion, isomerization, nitration and sulfonation.
 Preparations of cycloalkanes by Freund synthesis, Hydrogenation of cyclic alkenes,; Structure
and stability of cycloalkanes; Reaction of cycloalkanes.
b) Alkenes and Alkynes Preparation of alkenes from elimination reaction of alkyl halides and
alcohols; Mechanism and orientation of eliminations; Dehalogenation of vicinal dihalides with
mechanism; Pyrolytic eliminations. Reactions of alkene; relative stability and reactivity;
Addition of halogens, additions of halogen acids and the rules governing these reactions,
hydration reactions, oxidation reactions including epoxidation and hydroxylation,
polymerization; Simon-Smith and DielsAlder reactions. Preparation of alkynes by carbide
process, dehydrohalogenation of dihalides and alkylation of terminal alkynes. Reactions of
alkynes: addition reactions with mechanisms, hydration reactions, oxidation, reduction,
hydroboration, formation of metal acetylides, polymerization (linear and closed chain).
c) Aromatic Hydrocarbons
Structure of benzene, Resonance energy of benzene, Aromaticity, criteria for aromaticity,
Evidences of aomaticity; Natural sources of aromatic hydrocarbons; Preparation of aromatic
hydrocarbons by different methods.
Reaction of aromatic hydrocarbons: electrophilic aromatic substitution reactions i.e.
nitration, halogenation, Friedel-Crafts reaction and its limitations, sulfonation; Orientation and
reactivity of substituted benzenes;
Nucleophilic aromatic substitution reactions; reaction such as addition, hydrogenation, Birch
reduction, and oxidation reactions of side chains.
Polycyclic aromatic hydrocarbons like naphthalene, anthracence and phenantharene, their
resonance structures and relative stabilities; Synthesis of naphthalene;
Electrophilic substitution reactions of naphthalene; Oxidation and reduction reactions;
Brief description of orientation and reactivity of naphthalene
4. Isomerism
• Conformational isomerism: conformational analysis of ethane, n-butane, cyclohexane, mono-
and di-substituted cyclohexanes.
• Optical isomerism: optical activity; chirality and optical activity; enantiomers, diastreomers;
racemates and their resolution; D, L and R, S conventions; Optical Isomerism in cyclohexanes,
biphenyls and allenes
• Geometrical Isomerism: cis and trans isomers; E-Z convention; Determination of configuration
of the isomers; Inter-conversion of geometrical isomers; Geometrical isomerism in cyclic
compounds.
5. Alkyl halides
Preparation of alkyl halides from alcohols and carboxylic acids;

Chemical reactions: Aliphatic nucleophilic substitution reactions, SN 1 and SN2 mechanism,

effects of the nature of substrate, attacking nuclophile, leaving group and the nature of solvent.
 Elimination reactions, E1 and E2, mechanisms, orientation of elimination ( Hoffmann and Sytzeff
rules).

Grignard Reagents; synthesis, structure, and reactions with active hydrogen compounds,
carbonyl compounds such as aldehydes, ketones, esters, acid halides and CO2; Reactions with
nitriles, ethylene oxide, sulphur and oxygen.

6. Chemistry of Hydroxyl Group containing Compounds and Ethers

Alcohols: Physical properties; Preparation of alcohols by the reduction of carbonyl compound,;
Reactions of alcohol with metals, organic and inorganic acids; Oxidation of alcohols; Distinction
between primary, secondary and tertiary alcohols; Preparation of diols, triols and their important
reactions and uses.
Phenols: Physical properties; Synthesis of phenols; Reactions of phenols such as acylation,
Friedel-Crafts reaction, nitration, sulfonation, carbonation, formylation and diazo coupling.
Ethers: Physical properties; Preparation of ethers from alcohols, alkyl halides and alkenes;
Reactions of ethers; Brief introduction of crown ethers and polyethers.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Recommended Books:
1. C.K. Ingold, “Structure and mechanism in organic chemsitry”, C.B.S.
2. I.L.Finar, “Organic Chemistry”, Vol. I, Pearson Education, L.P.E.
3. I.L.Finar, “Organic Chemistry”, Vol. II, 5th Edition, L.P.E.
4. Jerry March, “Advanced Organic Chemistry, Reaction, Mechanism and Structure”, 5 th
Edition, Wiley Inter Science.
5. Morison and Boyd, “Organic Chemistry”, 6th Edition, Prentice Hall.
6. Seyhan N. Ege, “Organic Chemistry Structure and Reactivity”, 3 rd Edition, The
University of Michigan, A.I.T.B.S. Publishers & Distributors (Regd.).
7. Thomas H. Lowry, Kathleen Schueller Richardson “Mechanism and Theory in Organic
Chemistry”, 3rd Edition, Harper and Row Publishers, New York.
8. Alder, Baker, Brown, “Mechanism in Organic Chemistry”, Wiley Publishers.
9. Atkins Carey, “Organic Chemistry”, A Brief Course, 2nd Edition.
10. Peter Sykes, “A guide book to mechanism in organic chemistry”, 6 th Edition, Pearson
Education, Singapore.
11. Carruthers, “Modern Methods of Organic Synthesis”, Cambridge low Priced Edition,
Cambridge.
12. Harris, Wamser, “Fundamentals of Organic Reaction Mechanism”, Wiley Publishers.
13. G. Malcolm, Dyson, “A Manual of Organic Chemistry”, Vol. I.
14. Canant Blat, “The Chemistry of Organic Compound”, 5th Edition.
15. R. Panico, W.H.Powell, Jean-Claude Richer, “A guide to IUPAC Nomenclature of
Organic Compounds”, Blackwell Sci. Publication, 1993.

CHEMISTRY LAB-III (ORGANIC CHEMISTRY)

CREDIT HOURS: 1

1) Compound Analysis
Identification of organic compounds containing only one functional group with special
emphasis on compounds containing following functional groups.

-COOH, -OH, C=O, -NH2, and –CONH2

2) Basic Experimental techniques used in organic chemistry

1) Filtration
2) Simple and fractional distillation
3) Solvent extraction
4) Sublimation
5) Re-crystallization
6) Column Chromatography
3) Estimations (volumetric)
1) Determination of molecular weight of a carboxylic acid.
2) Estimation of amide group and glucose.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
 Recommended Books:
1. K.M.Ibne Raza, M.A. Rehman, Abdur Rehman, “Organic Chemistry”, The Carvan Book House,
Lahore.
2. B.S. Furniss, “Vogel’s T.B of Practical Organic Chemistry”, Addison Wesley Longman, Inc.
1989.
3. Frederick George Mann and Saunder, “Practical Organic Chemistry”, The English Language
Book Society, 1960.
4. Daniel R. Palleras, “Experimental Organic Chemistry , John Willey & Sons” Inc., 2000.
5. James A. Moore, “Experimental methods in Organic Chemistry”, HoltSaunders Int., 1983.
6. R.L. Shriner, R.C Fuson, D.V. Curtin and T.C Morrill “The systematic identification of organic
compounds, 6th ed. John Willey & sons, 1979.
ZOOLOGY III ANIMAL FORM AND FUNCTION-I (A COMPARATIVE
PERSPECTIVE)
CREDIT HOURS: 3

Objectives:

The course aims to teach the students about:

a. Animals diversity adapted in different ways for their functions through modifications in
body parts.

b. The diversity in integumentary, skeletal, muscular, nervous and sensory, endocrine,

circulatory, respiratory, nutritive,

c. Organ systems, their specialization and coordination with each other and constantly
changing internal and external environment, inside and outside the animal’s body.

d. The basic structure of each system that determines its particular function.

1. Protection, Support, and Movement

Protection: the integumentary system of invertebrates and vertebrates; movement and
support: the skeletal system of invertebrates and vertebrates; movement:
nonmuscular movement; an introduction to animal muscles; the muscular system
of invertebrates and vertebrates.

2. Communication I: Nerves

Neurons: structure and function; neuron communication: introductory accounts

of resting membrane potential, action potential (nerve impulse) and
transmission of the action potential between cells; invertebrate and vertebrate
 nervous systems: the spinal cord, spinal nerves, the brain, cranial nerves and the
autonomic nervous system.
3. Communication II: Senses
Sensory reception: baroreceptors, chemoreceptors, georeceptors, hygroreceptors,
phonoreceptors, photoreceptors, proprioceptors, tactile receptors, and
thermoreceptors of invertebrates; lateral-line system and electrical sensing,
lateral-line system and mechanoreception, hearing and equilibrium in air,
hearing and equilibrium in water, skin sensors of damaging stimuli, skin sensors of
heat and cold, skin sensors of mechanical stimuli, sonar, smell, taste and vision in
vertebrates.
4. Communication III: The Endocrine System and Chemical Messengers
Chemical messengers: hormones chemistry; and their feedback systems;
mechanisms of hormone action; some hormones of porifera, cnidarians,
platyhelminthes, nemerteans, nematodes, molluscs, annelids, arthropods, and
echinoderms invertebrates; an overview of the vertebrate endocrine system;
endocrine systems of vertebrates, endocrine systems of birds and mammals.
5. Circulation, Immunity, and Gas Exchange
Internal transport and circulatory systems in invertebrates: characteristics of
invertebrate coelomic fluid, hemolymph, and blood cells; transport systems in
vertebrates; characteristics of vertebrate blood, blood cells and vessels; the
hearts and circulatory systems of bony fishes, amphibians, reptiles, birds and
mammals; the human heart: blood pressure and the lymphatic system; immunity:
nonspecific defenses, the immune response; gas exchange: respiratory surfaces;
invertebrate and vertebrate respiratory systems: cutaneous exchange, gills, lungs,
and lung ventilation; human respiratory system: gas transport.
6. Animal Behaviour
Four approaches to animal behaviour; proximate and ultimate causes;
anthropomorphism; development of behavior; learning; control of behavior;
communication; behavioral ecology; social behavior.
7. Evolution: A Historical Perspective
Pre-Darwinian theories of change; Lamarck: an early proponent of evolution; early
development of Darwin’s ideas of evolution and evidences; the theory of
evolution by natural selection; evolutionary thought after Darwin;
biogeography.
8. Evolution and Gene Frequencies
The modern synthesis: a closer look; the Hardy-Weinberg theorem; evolutionary
mechanisms: population size, genetic drift, natural selection, gene flow, mutation,
and balanced polymorphism; species and speciation; rates of evolution;
molecular evolution; mosaic evolution.
Evaluation Criteria
 Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books:

 Campbell, N. A. (2002). Biology (6th ed). Menlo Park, California: Benjamin/Cummings

Publishing Company, Inc.
 Hickman, C. P. & Kats, H. L. (2000). Laboratory studies in integrated principles of
zoology. Singapore: McGraw Hill.
 Hickman, C.P., Roberts, L.S., & Larson, A. (2004). Integrated principles of zoology (12th
ed) (International). Singapore: McGraw Hill.
 Kent, G. C. & Miller, S. (2001). Comparative anatomy of vertebrates. New York:
McGraw Hill.
 Miller, S. A. (2002). General zoology laboratory manual (5th ed) (International).
Singapore: McGraw Hill.
 Miller, S. A., & Harley, J. B. (2000). Zoology (6th ed) (International). Singapore:
McGraw Hill.
 Pechenik, J. A. (2000). Biology of invertebrates, (5th ed) (International). Singapore:
McGraw Hill.

Zoology Lab-III
Credit Hour: 01
Practicals
1. Study of insect chitin, fish scale, amphibian skin, reptilian scales, feathers and mammalian
skin.
2. Study and notes of skeleton of Labeo, Rana tigrina, Varanus, fowl and rabbit.
Note: Exercises of notes on the adaptations of skeletons to their function must be done.
3. Earthworm or leech; cockroach, freshwater mussel, Channa or Catla catla or Labeo or any
other local fish, frog, pigeon and rat or mouse and rabbits are representative animals for
study in dissections.
4. Study of models or preserved brains of representative animals and notes on adaptations.
5. Study of nervous system of earthworm and a fish.
6. Study of endocrine system in an insect and a rabbit.
7. Study of different types of blood cells in blood smear of rabbit.
8. Study of heart, principal arteries and veins in a representative vertebrate (dissection of
representative fish/mammals). 9. Study of respiratory system in cockroach or locust and a
vertebrate representative (Model). Evaluation Criteria
 Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Title: Mathematics A-III [ Linear Algebra)

Rating: 4 Cr. Hours

Course Objective

The objective is to impart training to the students in this very important branch of
Mathematics. Students are expected to learn about system of linear equations, vector spaces,
inner products, Eigen values and linear transformations. Attempt will be made to introduce
the students to postulation and axiomatic approach in Mathematics. This course also
emphasizes the application of linear algebra in science and real life.

Chapter 1 Matrices, Determinants and System of Linear Equations

 Definition of matrix. various types of matrices

 Algebra of matrices

 Determinant of square matrix, cofactors and minors

 Laplace expansion of determinants

 Elementary matrices, adjoint and inverses of matrices
 Rank of a matrix·

 Introduction to systems of linear equations

 Cramer's rule, Guassian elimination and Gauss Jordan method

 Solution of homologenous and non-homogenous linear equations

 Net work flow problems

Chapter 2 Vector Spaces

 Real vector spaces, subspaces

  Linear combination and spanning set.
 Linear independence and linear dependence, basis and dimension, row space,
 Colum space and Null space
Chapter 3 Linear Transformations

 Introduction to linear transformation

 Matrices of linear transformations

 Rank and nullity

 Eigen values and Eigen vectors Diagonalization

 Orthogonal diagonalization
 Orthogonal matrices, similar matrices

Recommended Books
1. Howard Anton and Chris Rorres, El mentary Linear Algebra Applications Version, John

Wiley and Sons Inc. 9th Edition, 2005

2. W. Keith Nicholason, Elementary Linear Algebra, PWS-Kent Publishing Company,
Boston, 2004
3. Bernard Kohnan, David R. Hill, Introduction Linear Algebra with Applications, Prentice
Hall International, Inc. 7,J,. Edition, 2001

4. Stephen H. Friedberg Et al, Linear Algebra, Prentice Hall, Inc. 3rd Edition, 2000
5. Seymour Lipschutz, Theory and Problems of Beginning Linear Algebra, Schaum's
Outline Series, Mc-Graw Hill Company, New York, 199
Course Title: Mathematics B-III ( Calculus (II)]

Course Rating: 4 Cr. Hours

Specific Objectives of course:

This is second course of Calculus. As continuation of Calculus I, it focuses on techniques of

integration and applications of integrals. The course also aims at introducing the students to
infinite series, parametric curves and polar coordinates.

Chapter 1Sequence and Series

 Sequences, Infinite series, Convergence of sequence and series

 The integral test, Comparison tests, Ratio test, Root test Alternative series, Absolute
and conditional convergence

 Power series, Interval and radius of convergence

Chapter 2 Functions of Several Variables

 Functions of two variables, Graphs of :functions of two variables

 Contour diagrams, Linear functions, Functions of three variables

 Limit and continuity of a function of two variables

 The partial derivative, Computing partial derivatives algebraically

 The second-order partial derivative, Local linearity and the differential

 Tangent planes and normal lines

 Optimization, Maxima and minima of a function of two variables
 Lagrange multipliers
 Various methods for finding area and volume surface of revolution
Chapter 3 Multiple Integrals

 Double integral in rectangular and polar form

 Triple integral in rectangular, Cylindrical and spherical coordinates Substitutions

in multiple integrals
 Moments and centre of mass
 Recommended Books
1. Thomas, Calculus, 11th Edition . Addison Wesley Publishing Company, 2005
2. H.Anton, I. Bevens, S. Davis, Calculus, 8thEd ition, John Wiley & Sons, In. 2005

3. Hughes,.Hallet, Gleason, McCalum, et al, Calculus Single and Multivarible, 3rd Edition
John Wiley & Sons, Inc 2002
4. Frank A. Jr, EJ!iott Mendelson, Calculus, Schau.m's Outline Series, 4th Edition,1999
5. C.H. Edward and E.D Penney, Calculus and Analytical Geometry Prentice Hall, Inc.
1988
6. E.W.Swokoski, Calculus and An.alytical Geometry PWS Publishers, Boston, 1983

PHYSICS – III (ELECTROMAGNETISM)

Course outline for BS.Ed (Hons)
Upon the completion of this course, the student should be able to:
 Describe the ways in which various concepts of electromagnetism come into play in
given situation.
 Implement the electromagnetic phenomenon and fields mathematically in given
situations.
 Compare the outcomes of different scientific method to understand the enormous
variety of electromagnetic phenomenon in terms of simple laws.
 Perform lab work based on physics manual and guidelines given by the lab instructor.

1. Electric Charge and Coulomb’s Law

 Electric charge
 Coulomb’s law
 Continuous charge distributions
i. Uniform line of charge
ii. Ring of charge
iii. Disk of charge

2. The Electric Field

 Electric field
 The electric field of Point charges
i. Electric Dipole
 A Point charge in an electric field
 A Dipole in an electric field
3. Gauss Law
 The flux of the electric field
 Gauss law
 Applications of Gauss law
i. Infinite line of charge
ii. Infinite sheet of charge
iii. Spherical shell of charge
iv. Spherically symmetric charge distribution

4. Electric Potential Energy and Potential

 Potential energy
 Electric potential energy
 Electric potential
 Calculating the Potential from the Field
 Calculating the Field from the Potential

5. The Electrical Properties of Materials

 Types of materials
i. Semiconductors and Superconductors
 A conductor in an electric field: Dynamic condition
i. Current density and Drift speed
 Ohmic Materials
i. Ohm’s law

6. Capacitance
 Capacitors
 Capacitance
 Capacitor with Dielectric

7. The Magnetic Field

 Magnetic interaction and magnetic poles
 The Magnetic force on a moving charge
 The Magnetic force on a current carrying wire
 The torque on a current loop

8. The Magnetic Field of a Current

 The magnetic field due to a moving charge
 Magnetic field of a current
 Ampere’s law

9. Faraday’s law of Induction

 Faraday’s law of induction
  Lenz law
 Motional emf
 Induced Electric fields

10. Magnetic Properties of Materials

 The Magnetic Dipole
 Atomic and Nuclear magnetism
 Magnetization
 Magnetic Materials
 Gauss law for magnetism

11. Maxwell’s Equations and Electromagnetic Waves

 The basic equations of Electromagnetism
 Induced Magnetic fields and the displacement current
 Maxwell’s Equations
 Generating an electromagnetic wave
 Travelling waves and Maxwell’s equations
 Energy transport and the Poynting Vector

Physics Lab (General Physics -III)

1. To find out the equivalent resistance of unknown resistor.

2. Low resistance by carey foster bridge.
3. Measurement of resistance using neon flash lamp and capacitor.
4. Measurement of capacitance of capacitor using neon flash lamp and resistor.
5. To study the BH curve.
6. Conversion of galvanometer into ammeter.
7. Conversion galvanometer into voltmeter.
8. Calibration of voltmeter by potentiometer.
9. Calibration of ammeter by potentiometer.
10. A study of the oscilloscope and the audio generator.

Reference Books:

1. Physics Vol. I & II (extended) by Resnick, Halliday and Krane, 4th Edition, John Wiley &
Sons Inc., New York, 1992.
2. Physics Vol. I & II by Resnick, Halliday and Krane, 5th Edition, John Wiley & Sons Inc.,
New York, 2002.
3. Fundamentals of Physics by Resnick, Halliday and Krane, 5th Edition, John Wiley & Sons
Inc., New York, 1999.
 4. University Physics by Sears, Zemansky and Young, 8th Edition, Addison-Wesley, USA,
1999.
5. Physics by Alonso and Finn, Addison-Wesley, USA, 1999.
6. Introduction to Electrodynamics, David J. Griffiths, 3rd Edition.

Course Title Object Oriented Programming

Credit Hours 3+1, Theory 3, Lab 1 Hour
Course Description
The course consist of the following topics.
Introduction to object oriented design, history and advantages of object oriented design,
introduction to object oriented programming concepts, classes, objects, data encapsulation,
constructors, destructors, access modifiers, const vs non-const functions, static data members &
functions, function overloading, operator overloading, identification of classes and their
relationships, composition, aggregation, inheritance, multiple inheritance, polymorphism,
abstract classes and interfaces, generic programming concepts, function & class templates,
standard template library, object streams, data and object serialization using object streams,
exception handling
Course Goals At the end of the course the students will be able to:
• Understand principles of object-oriented paradigm.
• Identify the objects & their relationships to build object oriented solution.
• Model a solution for a given problem using object oriented principles.
• Examine an object-oriented solution.
Week lecture Topics Covered
Week 1 Introduction OOP
1  Difference between structure Programming & OOP
 Benefit of OOP
 Application of OOP
2  Characteristics of Object-Oriented Languages
 Objects
 Classes
 Inheritance
 Reusability
Week 1 Classes and Objects
2  Introducing to Classes
 Classes
 Class with Data Variable
  Integer Variables using Class
 Defining Integer Variables using Class
 Character Variables using Class
 Floating Point Types Using Class
 Arithmetic Operators Class
2 Classes and Objects
 Class with Decision Member Functions &Statement
 Class with Loop, For, While, Do While
 Class with Single-Dimension Arrays
 Class with Two-Dimensional Arrays
Week 1 Class and Object Using Function
3 Function Arguments
Call by Value, Call by Reference
 Creating a Call by Reference
 Calling Functions with Arrays
2 Class and Object Using Function
The return Statements
 Returning from a Function
 Returning Values

Week 1 Pointers
4  What Are Pointers
 Pointer Variables
 The Pointer Operators
 Pointer Expressions
 Pointer Assignments
 Pointer Arithmetic
2 Pointer Operators
 Address (&) Operator
 Indirection (*) Operator
 Using the Address (&) and Indirection (*)
 Pass by Reference with Pointer
Week 1 Structures, Unions, Enumerations, and User-Defined Types
5  Structures
 Accessing Structure Members
 Structure Assignments
 Arrays of Structures
 Passing Structures to Functions
 Passing Structure Members to Functions
2 Structure Pointers
 Declaring a Structure Pointer
 Using Structure Pointers
Arrays and Structures Within Structures
Enumerations
Week 1 Structures and Classes Are Related
6 Unions and Classes Are Related

2 Friend Classes
Inline Functions

Week 1 Constructor Concept

7 Parameterized Constructors

2 Destructor
When Constructors and Destructors Are Executed

Week 1 Static Class Members

8 Static Data Members
Static Member Functions
The Scope Resolution Operator
Nested Classes
2 Nested Classes
Local Classes
Passing Objects to Functions
Returning Objects
Object Assignment
Week MID EXAMINATIONS
9
Week 1 Function Overloading, Copy Constructors, and Default Arguments
10 Function Overloading
Overloading Constructors
Overloading a Constructor to Gain Flexibility
Allowing Both Initialized and Uninitialized Objects

2 Finding the Address of an Overloaded Function

Default Function Arguments
Default Arguments vs. Overloading
Using Default Arguments Correctly
Function Overloading and Ambiguity

Week 1 Operator Overloading

11 Creating a Member Operator Function
Overloading the Shorthand Operators
Operator Overloading Restrictions

2 Operator Overloading Restrictions

Operator Overloading Using a Friend Function
 Friend Operator Functions Add Flexibility
Overloading new and delete for Arrays
Overloading Some Special Operators

Week 1 Inheritance
12  Base-Class Access Control
 Inheritance and protected Members
 Protected Base-Class Inheritance
Inheriting Multiple Base Classes
2 Inheritance
 Constructors, Destructors, and Inheritance
 When Constructors and Destructors Are Executed
 Passing Parameters to Base-Class Constructors
 Granting Access
Virtual Base Classes
Compositions and Aggregations of Classes
Week 1 Virtual Functions and Polymorphism
13 Virtual Functions
Calling a Virtual Function Through a Base
Class Reference
2 Virtual Functions Are Hierarchical
Pure Virtual Functions
Abstract Classes
Using Virtual Functions
Week 1 Templates
14 Generic Functions
A Function with Two Generic Types
2 Generic Classes
Explicit Class Specializations
Week 1 Explicitly Overloading a Generic Function
15 Overloading a Function Template
Using Standard Parameters with Template Functions
2 The type name and export Keywords
The Power of Templates
Week 1 Exception Handling
16 Exception Handling Fundamentals
Catching Class Types
Using Multiple catch Statements
Handling Derived-Class Exceptions
2 Exception Handling Options
Catching All Exceptions
Restricting Exceptions
Exception Handling
Rethrowing an Exception
Understanding terminate () and unexpected ()
 Week 1 Revision & Project Evaluation
18 2 Revision & Project Evaluation
Week Final Exams
19
Assessment Instruments with Weights (homework, quizzes, midterms, final, programming
assignments, lab work, etc.)
• Sessional Exam,
• Weekly Practical Assignments,
• Quizzes,
• Project,
• Presentations,
• Final Exam
REOMMENDED READINGS
Textbook (or Laboratory Manual for Laboratory Courses) Java How to Program by Deitel and
Deitel, 10th edition
Reference Material Beginning Java 2, 7th edition by Ivor Horton

SEMESTER IV
SEMESTER-IV
1 CC/CS-101 Islamic Studies / Ethics 2
2 BSED209 Educational Leadership & Management 3
3 BSED210 Educational Assessment & Evaluation 3
Any Three Content Courses according to subject studied at F. Sc. Level
4 BSED211 Botany-IV (Plant Physiology & Ecology) 3+1
5 BSED212 Chemistry-IV (General Chemistry) 3+1
6 BSED213 Zoology-IV (Animal Form & Function II: A 3+1
Comparative Perspective)
OR
4 BSED214 Physics-IV (Modern Physics) 3+1
5 BSED215 Mathematics A-IV (Ordinary Differential Equations)/ 4
Mathematics B-IV (Metric Spaces & Group Theory
6 BSED216 Computer 1V-Data Structure & algorithm 3+1
TITLE: ISLAMIAT / ETHICS
CREDIT HOURS: 2
 ETHICS (FOR NON-MUSLIMS)
1- Definition of Ethics
2- Different concepts of Ethics (Ancient and contemporary)
3- Types of Ethics
a. Good Ethics
b. Bad Ethics
4- Importance of Ethics in Human Life
a. Individual Life
b. Family Life
c. Social Life
d. Importance of Ethics in Economic Life
e. Importance of Ethics in Politics
5- Ethical Teachings and Values in Different Religions
a. Hinduism
b. Buddhism
c. Zoroastrianism
d. Christianity
e. Judaism
f. Sikhism
g. Islam
6- Ethical Values of the above Religions
a. Truthfulness
 b.Trustworthiness
c. Service to Humanity
d. Tolerance, Endurance
e. Respect for others
f. Cooperation, Mutual Help, selflessness
g. Justice (Social Justice, Economic Justice)
h. Equality
7- Concept of virtue and Evil in different religions.
8- Concept of “Flah” in Different Religions. 9- Attitude towards other Religions.

Recommended Books:

1- J.S. Mackeuzie, A Manual of Ethics

2- Harold H.Titus, Ethics for Today
3- B.A. Dar, Quranic Ethics
4- Hameedullah, Dr. Introduction to Islam
5- Ameer Ali Syed, The spirit of Islam
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Course: Educational Assessment and Evaluation
Credit Hours: 3
INTRODUCTION
In this course, the students will study the theory and apply the same for test
development purposes. Thus they will understand the procedures, applications and
limitations of tests, techniques of administering individual/group tests and of
interpreting assessment instruments and profiles.
OBJECTIVES
Upon completion of this course, the student will be able to:
1. understand the concept and nature of testing & evaluation
2. develop and analyze test items for assessing different abilities of students;
3. recognize and describe the different types of measurement instruments;
4. differentiate between standardized and classroom tests;
5. define and apply introductory analytical terms and concepts, including basic
statistical knowledge;
6. analyze and explain student profiles based on various outcomes of testing;
interpret scores and results of different measurement techniques
COURSE CONTENT
Unit 01 Introduction
1.1 Nature and meaning of test, assessment, measurement and evaluation
1.1 Distinction between test, assessment, measurement and evaluation
1.2 Role of assessment in education
1.3 Role of evaluation in education
Unit 02 Different types of test
2.1 Concept of standardized and non-standardized test
2.2 Norm-referenced test
2.3 Criterion-referenced test
2.4 Performance assessment
2.5 Individual and group tests

Unit 03 Characteristics of Test

3.1 Reliability
Definition of reliability
Types of reliability
 Use of reliability
3.2 Validity
Definition of validity
types of validity
Evidence of validity
Reliability and validity
Unit 04 Designing Objectives
4.1 Selection of instructional objectives
4.2 Bloom Taxonomy
4.3 Solo Taxonomy
4.5 Methods of stating instructional objectives
4.6. Preparing a table of specification
4.7 - Use the table of specification as a basis for preparing test
Unit 05 Statistical concepts related with testing
5.1 Scales of measurement
5.2 Measures of central tendency
5.3 Indices of variability
5.4 Types of distributions
5.5 Correlation
Unit 06 Types of Tests
6.1 Supply type items
-Essay type
-Short answer
-Completion
-Advantages and limitations
6.2 Rules for constructing supply type questions
6.3 Methods of improvement and effective use (Rules for scoring
essay tests
6.4 Selection types test
-Multiple choice items
-True false items
 -Matching items
-Completion items
6.5 Rules for constructing various types of objective test items
Unit 07 Item Analysis
7.1 Test construction
7.2 Test administration
7.3 Item analysis
Unit 08 Assembling, Administering and Evaluating the Test
8.1 Reviewing and editing the items
8.2 Arranging the items in the test
8.3 Preparing directions
8.4 The problem of guessing
8.5 Reproducing the test
8.6 Administering the test
8.7 Scoring the test
8.8 Building test file
8.9 Item bank
Unit 10 Grading and Reporting
10.1 Concept of grading
10.2 Types of grading
10.3 Reporting results to different stakeholders

Unit 11 New Trends and Issues

• Portfolio Assessment
• Dynamic Assessment
• Computer assisted assessment and evaluation

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

Suggested Books
Anastasi, Ann. (1996). Psychological Testing. New York: Macmillan
Carey, L.M. (1988) Measuring and Evaluating School Learning. Boston: Allyn and
Bacon. Columbus: Merrill Publishing Co.
Cronbach, L.J. (1984. Essentials of Psychological Testing. New York. Harper & Row
Eble, Robert. L. & Frisbic, David A. (1986) Essentials of Educational Measurement.
Englewood Cliffs: Prentice Hall.
Gay, L.R. (1985). Essential Evaluation and Measurement: competencies for Analysis
and
Grunlund N.E. & Linn R.L. (1998) Measurement and Evaluation in Teaching.
London: McMillan.
Keeves, John P. (1988). Educational Research, Methodology and Measurement:
Linn, Robert L. and M. David Miller, (2005), Measurement and Assessment in
Teaching, 9th Ed., Upper Saddle River, N.J.: (Merrill) Prentice-Hall.
Lissitz, Robert and William Schafer. (2002), Assessment in Educational Reform: Both
Means and Ends, Boston, MA: Allyn and Bacon.
Lorber, Michael A., Adel AL-Bataineh, and Barbara Meyer, (2005), Objectives,
Methods, and Evaluation in Secondary Education, New York, Pearson Custom
Publishing Co.
McMillan, J. H. (2007), Classroom Assessment: Principles and Practice for Effective Standards-
Based Instruction (4th ed.). Boston, MA: Allyn and Bacon.
Mehran, W.A. and Lehman, I.J. Measurement and Evaluation in Education and
Oosterhof, Albert C. (1990). Classroom Applications of Educational Measurement.
Popham, W. James, (2000), Modern Educational Measurement: Practical Guidelines
for Educational Leaders, 3rd Ed. Boston, MA: Allyn and Bacon.

Course: Educational Leadership and Management

Credit hours: 3
Objectives
After studying the course, the students will be able to:
1. Explain the concept of school organization, management and discipline and factors
affecting school discipline
2. Organized school activities (curricular and co-curricular) affectively and manage
available resources (material, human and time) efficiently.
3. Different sheet between the concept of leadership and management utilizing the
major indicator of effective leadership management.
4. Maintain school record and activities according to the school mandate.
5. Explain the functions of basic rules of leave pay and allowances E & D, codes of
ethics
Course Content
Unit 01 Introduction to Management
1.1 Definitions of Management and Leadership.
1.2 Difference between leadership and management
1.3 Difference between general and educational management and
Leadership.
Unit 02 Process of Management
2.1 Planning
2.2 Organizing
2.3 Staffing
2.4 Communicating
2.5 Controlling
2.6 Budgeting
Unit 03 Resource Management
3.1 Human resources
3.2 Physical resources
3.3 Financial resources
3.4 Information and learning resources (Library, AV Aids and
instructional material)
Unit 04 Rules and Regulations
4.1 Rules regarding appointment, leaves, pay and allowances.
 4.2 Efficiency & Discipline rules
4.3 Terms of reference of various personals in the school
4.4 Code of ethics
Unit 05 Records in Educational Institutions
5.1 Attendance register
5.2 Leave register
5.3 Stock register
5.4 Cash register (fee, different kind of funds)
5.5 Personal files of teachers and other staff
5.6 Other academic record (students result, staff meetings etc.)
Unit 06 Theories of Leadership
6.3 Trait Theories
6.4 Contingencies Theories
Unit 07: Leadership Style
7.1 Democratic
7.2 Autocratic
7.3 Laissaiz-faire
7.4 Leadership style and Headship
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Recommended Books
Afridi, A. (1998). School organization: Ijaz Publishers.
Bovee, C.L. et al. (1995). Management. International Edition. New York: McGraw
Hill, Inc.
Burden, R.P. (1995). Classroom management and discipline: Methods to facilitate
cooperation instruction. New York: Longman.
Bush, T.B. et al. (1999). Educational management: Re-defining theory, policy and
practice. London: Longman.
Bush, T., & Bush, T. (2003). Theories of educational leadership and management.
 London: Sage Publications.
Bush, T., Bell, L., & Middle wood, D. (2010). The principles of educational
leadership and management. Los Angeles: SAGE.
Farooq, R.A. (1994). Education system in Pakistan. Islamabad: Asia Society for the
Promotion of Innovation and Reforms in Education.
Lumicbry, R.P. (1995). Classroom demonstration administration, concepts and
practice. Third Edition. London: Wadsworth
(2004). School and Family Partnership. Islamabad: Children’s Resources
International.
Gamage, D., & Pang, N. (2003). Leadership and management in education. Hong
Kong: Chinese University Press.
Razik, T., Swanson, A., & Razik, T. (2001). Fundamental concepts of educational
leadership. Upper Saddle River, N.J.: Merrill/Prentice Hall
COURSE TITLE: BOTANY–IV (PLANT PHYSIOLOGY AND ECOLOGY)
Credit hours: 3

Course objectives

Plant physiology is the study of how plants work. The emphasis of this course is plant function at
the level of the organism. To understand organisms, however, it is necessary to understand the
functions of their cells and biological molecules. We will spend most of our time considering
what cells and molecules do in the intact plant, which is the emphasis of modern plant
physiology.

Syllabus outline:
1. Plant physiology:

Water relations, mineral nutrition, photosynthesis, respiration, growth.

2. Ecology:

Introduction, soil, light and temperature, water, wind, population Ecology, community ecology.
3. Plant physiology:
1) Water relation (water potential, osmotic potential, pressure potential, matric potential),
absorption and translocation of water.
2) Mineral nutrition: soil as a source of minerals, passive and active transport of nutrients.
Essential mineral elements, role and deficiency symptoms of macronutrients.
 3) Photosynthesis: introduction, Oxygenic and non-oxygenic photosynthesis mechanism:
light reactions (electron transport and photophosphorylation) and dark reactions (Calvin
Cycle), differences between C2 and C3 plants, factors affecting photosynthesis.
4) Respiration: Definition and respiratory substrates. Mechanism of glycolysis, Krebs
cycle. Electron transport and oxidative phosphorylation. Anaerobic respirations Energy
balance in aerobic and anaerobic respiration
5) Growth: Definition; role of auxins, Cytokinins, Abscisic acid and Ethylene in controlling
growth, Gibberellins
6) Photoperiodism: Definition, historical background, classification of plants based on
photoperiodic response, role of phytocromes and hormones and metabolites in
photoperiodism.
7) Dormancy: Definition and causes of seed and bud dormancy; methods of breaking seed
dormancy. Physiological processes during seed germination.
8) Plant movements: classification, phototropism, mastic movements, gravitropism and
their mechanisms.

4. Ecology:
1) Introduction, aims and applications of ecology.
2) Soil: Physical and chemical properties of soil (soil formation, soil texture, pH, EC, organism
and organic matter etc) and their relationship of plants.
3) Light and temperature: Quality of light, diurnal and seasonal variations, Ecophysiological
responses.
4) Water: field capacity and soil water holding capacity. Characteristics of xerophytes and
hydrophytes, Effects of precipitation on distribution of plants.
5) Wind: wind as an ecological factor and its importance.
6) Population Ecology: introduction to population ecology
7) Community ecology,
i. Ecological characteristics of plants community
ii. Methods of sampling vegetation (quadrat and lint intercept)
iii. Succession
iv. Major vegetation types of the local area.
v. Ecosystem ecology,
vi. Definition and components of ecosystem,
vii. Food chain and food web,
viii. Biogeochemical cycle, definition, types with emphasis on nitrogen and hydrological
cycles.

Assessment Straggles (Theory)

The student will be assessed according to the following criteria
Class participation 05%

Assignment/projects/presentation 20%

Mid-term test 30%

Final test 45%

Books Recommended:
1. Tiaz, L. and Zeiger, E. (2010). Plant physiology. 5th Edition. Sinauers Publishing,
company. Inc. California
2. Illahi, I. (2009). Plant physiology. Biochemicam processes in plants. UGC press.
3. Witham F. W, and Devlin. Blaydes, D.F and Devline, R.M (1986) Exercise in plant
physiology. Prindle, Weber and Schmidt, Boston.
4. Schultz,E. (2005). Plant ecology. (2nd ED.)Springeer verlag, Berlin.
5. Smith, R. L. (2002). Ecology and field biologt. Harper and row publishers, New York.
6. Salisbury F.B. and Ross C.B (2002). Plant physiology. (7th Ed.), woedsworth publishing
Co. Belmont CA.
7. Ricklefs. R.E. (2001). The economy of nature. W.H.freeman and company. UK.
8. Hopkins, W.B(2000). Introduction to plants psyciology. 2nd Ed. John Wiley and sons.
New York.
9. Rick, R.E. (2000). Ecology. (1st Ed.) W.H. Freeman and company, U.k.
10. Smith R.L. (2000). Elents of Ecology. Harper and row publishers, New York.
11. Subrahmanyam , N.S. and sambamurthy.A.V.S.S. (2000). Ecology. Narosa Publishing
house, New Delhi.
12. Townsend, C.R., Harper, J.L. and Begon, M.E. (2000). Essentials of ecology. Blackwell
scienrific publications, U.K.
13. Barbour, M.O., Burke, H.J. and Pitts, D.W. (1999). Terrestrial plant ecology. The
Benjamin, cumming publishing Co. California, USA.
14. Hussain, F. (1999). Field and laboratory manual of plant ecology. National academy of
higher education, islamaBAD.
15. Krebs,C.J. (1997). Ecology and field biology. Addison Wesley longman Inc, New york.
16. Chapman, J.L. and reiss, M.J. (1995). Ecology. Principles and applications. Cambridge
university Press. U.K.
17. Odum, E.p.(1970). Basic Ecology. V/B. Sunders.Philadelphia.

COURSE TITTLE: BOTANY LAB–IV (PLANT PHYSIOLOGY AND

ECOLOGY)
Credit hours: 1
Syllabus outline:
Water Uptake By Swelling Seeds, Loss Of Permeability By Beet Root Cells, Rate Of
Transpiration By Mean Of Photometer, Cobalt Chloride Paper Methods, Extraction Of
Chlorophyll And Separation Of Component Pigments. Studies of Absorption Spectra, Winkler’s
Methods To Determine Oxygen Utilization By A Respiring Plant, Amylase From Germinating
Seeds And Its Effect On Starch Breakdown, Carbon Dioxide Evolution During Reparation By
Titration Method, Seed Germination.
a) Plant Physiology:
1) Determination of uptake of water by swelling seeds when placed in sodium chloride
solution of different concentrations.
2) Determination of trhe temperature at which best root cells lose their permeability.
3) Determination of the eeffftect of environmental factors on the rate of transpiration of a
leafy shoot by mean of a opotometer by cobalt chloride paper method.
4) Extraction of chlorophyll from the leaves and sepration of component pigments on a
paper chromatogram. Studyof absorption spectra using specturophotometer.
5) Estimation of oxygen utilized by a respiring plant by winkler’s methods.
6) Extraction of analysis from germinating wheat seeds and study of its effect on starch
breakdown.
7) Measurement of carbon dioide evolution during respiration of germinating seeds by the
titration method.
8) Effect of light and temperature on seed germination.
b) Ecology:
1. Determination of physical and chemical characteristics of soil.
2. Measurement of light and temperature
3. Measurement of vegetation by quadrat and line intercept methods
4. Measurement of wind velocity
5. Field trips to ecologically diverse habitats

Assessment Straggles (Practical)

The student will be assessed according to the following criteria
Class participation/practical 15%
performance
Practical copy 10%

Mid-term test 35%

Final test 40%

Books Recommended:
1. Tiaz, L. and Zeiger, E. (2010). Plant physiology. 5th Edition. Sinauers Publishing,
company. Inc. California
2. Illahi, I. (2009). Plant physiology. Biochemicam processes in plants. UGC press.
3. Witham F. W, and Devlin. Blaydes, D.F and Devline, R.M (1986) Exercise in plant
physiology. Prindle, Weber and Schmidt, Boston.
4. Schultz,E. (2005). Plant ecology. (2nd ED.)Springeer verlag, Berlin.
5. Smith, R. L. (2002). Ecology and field biologt. Harper and row publishers, new york.
6. Salisbury F.B. and Ross C.B (2002). Plant physiology. (7th Ed.), woedsworth publishing
Co. Belmont CA.
7. Ricklefs. R.E. (2001). The economy of nature. W.H.freeman and company. UK.
8. Hopkins, W.B(2000). Introduction to plants psyciology. 2nd Ed. John Wiley and sons.
New York.
9. Rick, R.E. (2000). Ecology. (1st Ed.) W.H. Freeman and company, U.k.
10. Smith R.L. (2000). Elents of Ecology. Harper and row publishers, New York.
11. Subrahmanyam , N.S. and sambamurthy.A.V.S.S. (2000). Ecology. Narosa Publishing
house, New Delhi.
12. Townsend, C.R., Harper, J.L. and Begon, M.E. (2000). Essentials of ecology. Blackwell
scienrific publications, U.K.
13. Barbour, M.O., Burke, H.J. and Pitts, D.W. (1999). Terrestrial plant ecology. The
Benjamin, cumming publishing Co. California, USA.
14. Hussain, F. (1999). Field and laboratory manual of plant ecology. National academy of
higher education, islamaBAD.
15. Krebs,C.J. (1997). Ecology and field biology. Addison Wesley longman Inc, New York.
16. Chapman, J.L. and reiss, M.J. (1995). Ecology. Principles and applications. Cambridge
University Press. U.K.
17. Odum, E.p.(1970). Basic Ecology. V/B. Sunders.Philadelphia.

TITLE: CHEMISTRY-IV (GENERAL CHEMISTRY)

CREDIT HOURS: 3
COURSE OBJECTIVES

The objective of the course is for students

1. To learn the fundamentals of all basic concepts of chemistry.

2. To develop an understanding and appreciation of both structure and chemical
transformation, chemical and physical properties of matter.
3. Will acquire basic concepts of electronic structure and be able to apply them to solve
problems from various areas of organic chemistry, including stereochemistry, reactivity
patterns and synthesis.
4. Improvements in learning strategies, critical-thinking, and problem-solving skills are an
expected outcome.
COURSE CONTENT:
1. Quantum Mechanics and Atomic Structure:
Elementary treatment of Compton effect and photoelectric effect; Brief discussion of
result of Bohr’s Model and its defects; Somerfield’s modification and evolution of
azimuthal quantum number; Dual nature of matter; Verification of dual nature by
Davisson and Germer’s experiment; Detail of Heisenberg’s uncertainty principle;
Postulates of quantum mechanics; Brief introduction of operators; Derivation of
time independent Schrodinger wave equation in terms of polar coordinates and
derivation of principle quantum number; Energy equation for free motion of
particle in onedimensional box; Eigen values and Eigen functions; normalization
of wave function; Probability functions; radial distribution, probability density
functions.
2. Electrochemistry:
Electrolytic conduction and its measurement; Specific, equivalent and molar
conductance, Determination of resistance; Cell content, conductance ratio,
conduction of strong and weak electrolytes; Ionic motilities and their
determination; Kohlrausch’s law and its applications; Faraday’s law (first and
second) and their significance; Transport number; Hittort’s rule; Determination of
transference number by Hittort’s method. Applications of conductance
measurement; EMF of the chemical cells; Electrode potential and its measurement
with reference to Weston standard, glass electrode, calomel electrode and
quinhydrone electrode; Nerst equation; Thermodynamics of cells; Concentration of
cells with liquid junction and without liquid junction.
3. Evaluation of Analytical Data and Essentials of Chemical Analysis:
Some fundamental concepts like mole, activity and activity co-efficient; Concepts
of mean, median, accuracy, precision, significant figures; Various types of errors,
their detection and elimination; Standard deviation; Relative standard deviation;
Confidence limits; Rounding off the analytical data. Law of mass action and its
applications; precipitation and solubility product; common ion effect;
Coprecipitation, fractional precipitation, concept of pH, buffers, working of
indicators.
4. Spectroscopy:
Electromagnetic radiation and its interaction with matter; Nature of different
transitions possible in atoms and molecules; Electronic, vibrational, rotational
and other possible transitions by absorption of radiation by molecules and
atoms. Development of spectroscopic analytical techniques employing
various transitions. Classification of spectroscopic techniques on the basis of
type of radiation, phenomenon occurring and the nature of the matter. Basic
introduction to atomic and molecular spectroscopic techniques including
flame emission, spectrophotometry, UV, IR spectroscopy.
 5. Chemistry of Carbonyl Compounds:
Preparation of aldehydes and ketones by pyrolysis of calcium salts of acids,
acylation of alkenes and arenas, reduction of acid halides and nitriles. Physical
properties of aldehydes and ketones; Structure and reactivity of carbonyl group;
Comparison of the reactivity of aldelydes and ketones; Nucleophilic additions of
water, alcohols, ammonia and its derivatives, hydrogen cyanide, bisulfite,
reduction and oxidation reactions; Aldol condensation and related reaction;
Cannizaro’s reaction; Witting reaction; Oxidation reactions, Chemical tests of
aldehydes and ketones.
6. Chemistry of Carboxylic Acids and Their Derivatives:
Physical properties of carboxylic acids; Effects of different parameters on the acid
strengths of aliphatic and aromatic carboxylic acids. Chemical properties like salt
formation nucleophilic acylt substitution, reduction of carboxylic acids,
decarbonylation, Hunsdicker reaction, Kochi reaction, substitution at a-carbon.
Preparations, properties and reactions of acids chlorides, acids anhydrides, amides,
cyanides, and esters; Malonic and acetoacetic esters syntheses.

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Recommended Books:
1. Adamson A. W. “Understanding Physical Chemistry” 3 rd Ed. Benjamin Cummings publishing
company Inc.
2. Akhtar M.N. & Ghulam Nabi, “Textbook of Physical Chemistry” ilmi kutab khana, Lahore.

3. Bhatti H.N. and K. Hussain, “Principles of Physical Chemistry”; Carwan Book House, Lahore.
4. Shriver, D.F., P.W. Atkins and C.H. Langford, “Inorganic Chemistry”; Oxford, 2nd Ed. (1996).

5. Snarp, A.G. “Inorganic Chemistry”, Longman, 3rd Edition (1992).

6. Rayner Canham, Gelof, “Descriptive Inorganic Chemistry” & Co. (1995).

7. Daniel R. Pallers, “Experimental Organic Chemistry, John Willey & Sons” Inc., 2009.
8. James A. Moore, “Experimental methods in Organic Chemistry” Holt-Saunders
Int. 1983.

9. R.L. Shriner, R.C. Fuson, D.lV. Curtin and T.C. Morrill “The systematic Identification of organic
compounds, 6th ed. John Willey & sons, 1979.
 CHEMISTRY LAB-IV (GENERAL CHEMISTRY)

CREDIT HOURS: 1
1) Verification of first law of Faraday by electroplating of CuSo 4, NiSO4, Cr2 (SO4)3,
Ag+ CN and Au+ CN.
2) Conductometeric and potentiometric titration using conductivity bridge and pH
meter.
3) Measurement of reduction potential using of Zn, Cu, Ag, Al etc. by using calomel
electrode.
4) Verification of Langmuir Isotherm.
5) Thin layer chromatography.
Preparations:
1) Ferric Alum
2) Potassium tri-oxalato aluminate
3) Sodium Thiosulfate 4) Amm. Coppr (II) Sulphate Iodometry:
1) Determination of iodide and Kl in the given sample solution.
2) Standardization of Na2S2O3. 5H2O solution.
3) Determination of amount/dm3 of Cu2+ in CuSo4. 5H2O using Na2S2O3 and Kl.
4) Determination of number water molecules (x) in CuSo4 xH2O.
Preparation of Organic Compounds:
Preparation and techniques of purification of tribrmophenol, nitrobenzene,
aspirin, ethyl benzoate and benzoic acid from toluene, butyl chloride,
acetanilide.
Estimations (volumetric):
1) Determination of molecular weight of a carboxylic acid.
2) Estimation of amide group and glucose.

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

Recommended Books:
 1. Crocleford H.D. H.W. Biard F.W. Getzen & J.W. Nowell,
“Laboratory Maual of Physical Chemistry” 2 nd Eddition John Wiley
& Sons London.
2. Skoog, D.A., D.M. West and F.J. Holler, “Analytical Chemistry” 6 th
Ed. Saunders College Publications (1994).
3. Javed Iqbal Amin, “Theory and Practice of Chromatography”,
Higher Education Commission, Islamabad. (2002).
4. James A. Moore, “Experimental methods in Organic Chemistry”,
HoltSaunders Int.,1983.
5. R.L. Shriner, R.C., Fuson D.V. Curtin and T.C. Morrill “The
systematic identification of organic compounds, 6th Ed. John Willey
& Sons 1979.
Course Title ANIMAL FORM AND FUNCTION-II (A COMPARATIVE PERSPECTIVE)
Credit Hours: 3+1
Aims and Objectives
The course aims to teach the students about:
 Animals diversity adapted in different ways for their functions through modifications in
body parts.
 The diversity in integumentary, skeletal, muscular, nervous and sensory, endocrine,
circulatory, respiratory, nutritive, excretory, osmoregulatory and reproductive systems
according to strategies to survive in their specific conditions.
 Organ systems, their specialization and coordination with each other and constantly
changing internal and external environment, inside and outside the animal’s body.
 The basic structure of each system that determines its particular function.

Course Contents
1. Protection, Support, and Movement
Protection: the integumentary system of invertebrates and vertebrates; movement and support:
the skeletal system of invertebrates and vertebrates; movement: non-muscular movement; an
introduction to animal muscles; the muscular system of invertebrates and vertebrates.
2. Communication I: Nerves
Neurons: structure and function; neuron communication: introductory accounts of resting
membrane potential, action potential (nerve impulse) and transmission of the action potential
between cells; invertebrate and vertebrate nervous systems: the spinal cord, spinal nerves, the
brain, cranial nerves and the autonomic nervous system.
3. Communication II: Senses
Sensory reception: baroreceptors, chemoreceptors, georeceptors, hygroreceptors,
phonoreceptors, photoreceptors, proprioceptors, tactile receptors, and thermoreceptors of
invertebrates; lateral-line system and electrical sensing, lateral-line system and
mechanoreception, hearing and equilibrium in air, hearing and equilibrium in water, skin sensors
of damaging stimuli, skin sensors of heat and cold, skin sensors of mechanical stimuli, sonar,
smell, taste and vision in vertebrates.
4. Communication III: The Endocrine System and Chemical Messengers
Chemical messengers: hormones chemistry; and their feedback systems; mechanisms of
hormone action; some hormones of porifera, cnidarians, platyhelminthes, nemerteans,
nematodes, molluscs, annelids, arthropods, and echinoderms invertebrates; an overview
of the vertebrate endocrine system; endocrine systems of vertebrates, endocrine systems
of birds and mammals.
5. Circulation, Immunity, and Gas Exchange
Internal transport and circulatory systems in invertebrates: characteristics of invertebrate
coelomic fluid, hemolymph, and blood cells; transport systems in vertebrates; characteristics of
vertebrate blood, blood cells and vessels; the hearts and circulatory systems of bony fishes,
amphibians, reptiles, birds and mammals; the human heart: blood pressure and the lymphatic
system; immunity: nonspecific defenses, the immune response; gas exchange: respiratory
surfaces; invertebrate and vertebrate respiratory systems: cutaneous exchange, gills, lungs, and
lung ventilation; human respiratory system: gas transport.
Books recommended
1. Hickman, C.P., Roberts, L.S. and Larson, A. INTEGRATED PRINCIPLES OF
ZOOLOGY, 11 Edition (International), 2004. Singapore: McGraw Hill.
2. Miller, S.A. and Harley, J.B. ZOOLOGY, 5 th Edition (International), 2002. Singapore:
McGraw Hill.
3. Pechenik, J.A. BIOLOGY OF INVERTEBRATES, 4th Edition (International),
2000.Singapore: McGraw Hill.
4. Kent, G.C. and Miller, S. COMPARATIVE ANATOMY OF
VERTEBRATES. 2001. New York: McGraw Hill.
5. Campbell, N.A. BIOLOGY, 6th Edition. 2002. Menlo Park, California:
Benjamin/Cummings Publishing Company, Inc.

Zoology IV Lab
Practicals
1. Study of insect chitin, fish scale, amphibian skin, reptilian scales, feathers and mammalian
skin.
2. Study and notes of skeleton of Labeo, Rana tigrina, Varanus, fowl and rabbit.
Note: Exercises of notes on the adaptations of skeletons to their function must be done.
3. Earthworm or leech; cockroach, freshwater mussel, Channa or Catla catla or Labeo or any
other local fish, frog, pigeon and rat or mouse and rabbits are representative animals for study
in dissections.
4. Study of models or preserved brains of representative animals and notes on adaptations.
5. Study of nervous system of earthworm and a fish.
6. Study of endocrine system in an insect and a rabbit.
7. Study of different types of blood cells in blood smear of rabbit.
8. Study of heart, principal arteries and veins in a representative vertebrate (dissection of
representative fish/mammals).
9. Study of respiratory system in cockroach or locust and a vertebrate representative (Model).
Books Recommended
1. Hickman, C.P. and Kats, H.L. LABORATORY STUDIES IN INTEGRATED
PRINCIPLES OF ZOOLOGY. 2000. Singapore: McGraw Hill.
2. Miller, S.A. GENERAL ZOOLOGY LABORATORY MANUAL. 5 Edition
3. (International), 2002. Singapore: McGraw Hill.
Course Title: Mathematics B-IV [Metric Spaces & Group Theory] .
Course Rating: 4 Cr. Hours

Learning Outcomes

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

 Demonstrate an understanding of metric spaces by proving unseen results using the
methods of the course.
 Correctly state the main definitions and theorems in the course.
 Produce examples and counterexamples illustrating the mathematical concepts presented
in the course.
 Explain their reasoning about rigorous Analysis clearly and precisely, using appropriate
technical language.
Metric Spaces

 Definition and various examples of metric spaces

 Ho l der's inequality, Cauchy-schwarz and minkowski's inequality
 Open and closed balls
 Neighborhoods
 Open and closed sets
 Interior, Exterior and boundary points
 Limit points, Closure of a set
 Convergence in metric spaces, Cauchy sequences
 Continuity in metric spaces
 Inner product and norm
 Orthonormal sets arid basis
 The Gram-Schmidt process
 Group Theory

 Binary operations

 Definition, Examples and formation of groups

 Subgroups

 Order of group, Order of an element

 Abelian groups

 Cyclic groups, Cosets, Lagrange's theorem

 Permutation, Even and odd permutations

 Symmetric groups
 Introduction to rings and fields
Recommended Books

1. Micheal, 0 . Searcoid, Metric Spaces, Springer, 2007

2. E. Kreyszig, Introduction to Functional Analysis with Applications, John Wiley and Sons, 1978
3. W.A. Sutherland, Introduction to Metric and Topological Spaces, Clarendon Press
Oxford, 1975

4. E.T. Copson, Metric Spaces,.Cambridge University, Press, 1968

5. G.F. Simmons, Introduction to Topology and Modern Analysis, McGraw Hill Company,
1963
6. 1.N. Herstein, Topics in Algebra, Xerox Publishing Company, 1964.
7. Vivek Sahai and Vikas Bist, Algebra, Narosa Publishing House, 1999
8. P.B. Bhattacharya, S.K. Jain and S.R. Nagpaul, Basic Abstract Algebra, C.U.P., 1986
Course Title: Mathematics A-IVl Ordinary Differential Equations] .

Course Rating: 4 Cr. Hours

Course Goals
By the end of the course students will be able to:

 Model a simple physical system to obtain a first order differential equation.

  Test the plausibility of a solution to a differential equation (DE) which models a physical
situation by using reality-check methods such as physical reasoning, looking at the graph
of the solution, testing extreme cases, and checking units.
 Visualize solutions using direction fields and approximate them using Euler's method.
 Find and classify the critical points of a first order autonomous equation and use them to
describe the qualitative behavior and, in particular, the stability of the solutions.
 Use known DE types to model and understand situations involving exponential growth or
decay and second order physical systems such as driven spring-mass systems or LRC
circuits.
Chapter 1 Introduction to Differential Equations

 Historical background and motivation

 Basic mathematical models: Directional fields

 Classification of differential equations

Chapter 2 First Order Differential Equations

 Separable equations

 Modeling with first order equations

 Differences between linear and nonlinear equations

 Exact equations and integrating factors

Chapter 3 Second Order Differential Equations

 Homogenous equations

 Homogenous equations with constant coefficients

 Fundamental solutions of linear homogenous equations

 Linear independence and the wronskian

 Method of undetermined coefficients, Variation of parameters

Chapter 4 Higher Order Linear Equations

 General theory of nth order linear equations

 Homogenous equations with constant coefficients

  The methods of undermined coefficients

 The method of variation of parameters

Chapter 5 Series Solution of Second Order Linear Equations and Special Functions

 Series solution near an ordinary point, Legendr's equation

 Regular singular points, Series solution near a regular singular point

Recommended Books

1. W.E. Boyce and Diprima, Elementary Differential Equations, 8th Edition, John Wiley &
Sons,2005 .

2. Erwin, Kreyszig, Advanced Engineering Mathematics, John Wiley and Sons, 2004
3. Ross, S.L, Differential Equations, John Wiley & Sons, 2004
4. Dennis G.Zill & Michael R. Cullen, Differential Equation With Boundary Value problems,
PWS Publihing Company, 2000
5. Richard Bronson, Differential Equations, 2nd Edition, Scbaum's Outline Series, Mc-Graw
Hill Company, New York, 1994
Title Physics IV Modern Physics
Credit Hours: 3+1

Learning Outcomes
On completion of this course it is intended that student will be able to:

- State the basic principles of special relativity and elementary quantum mechanics and the
regimes in which the different theories apply
- Apply these principles in conjunction with elementary mathematical techniques to solve simple
problems in relativistic and quantum mechanics
- Present a solution to a physics problem in a clear and logical written form
- Assess whether a solution to a given problem is physically reasonable
- Locate and use additional sources of information (to include discussion with peers where
appropriate) to facilitate independent problem-solving
- Take responsibility for learning by attending lectures and workshops, and completing
coursework

Course Content
1. Quantum Physics:
Thermal Radiations (Black body radiation); The quantization of Energy; The Photoelectric effect;
Einstein’s photon theory; The Compton effect; Line Spectra.
2. Wave Nature of Matter:
Wave behavior of particles; Testing De Broglie’s hypothesis; Waves, Wave packets and particles;
Heisenberg’s uncertainty principle (HUP); Wave Function; Schrödinger Equation.
3. States and Energy Levels:
Trapped Particles and Probability; Densities; The correspondence principles; Dual nature of matter
(waves & particles)
4. Atomic and Nuclear Physics Atomic Structure of Hydrogen:
Bohr’s Theory; Angular Momentum of Electrons; Electron Spin; X-ray Spectrum; X-Ray & Atomic
number; Development of periodic table; Laser.
5. Nuclear Physics:
Discovering the nucleus; Some nuclear properties; Radioactive decay; Alpha decay; Beta decay;
Measuring ionizing radiation (Units); Natural Radioactive; Nuclear Reactions; Energy from the
nucleus; Nuclear fission; Nuclear Reactors; Thermonuclear Fusion (T.N.F.); Controlled
Thermonuclear Fusion.

Recommended Books:
1. Physics Vol. I & II (extended) by Resnick, Halliday and Karne, 4th and Sons Inc, New York
2. Fundamentals of Physics by Halliday Resnick and Krane, John Wiley and Sons Inc, New
York.
3. University Physics 8th Edition by Sears, Zemansky and Young, Addison – Wesley, Reading
(MA), USA.
4. Physics by Alonso and Finn; Addison-Wesley, Reading (MA) USA.

Physics IV Lab Practical Paper:

Mechanics, Thermodynamics, Sound, Optics and Electricity or Magnetism: Special theory
of Relativity:
Trouble with classical Mechanics; Postulates of Relativity; The Lorentz Transformation inverse
transformation Consequences of Lorentz transformation; Relativistic momentum; Relativistic energy.

1. Variation of photo-electric current with the intensity of light

2. Measurement of Planck’s constant using spectrometer
3. Determination of e.m. of electron by deflection method
4. Determination of ionization potential of mercury
5. Acceptor circuit
6. Rejecter circuit
7. Characteristic curves of G.M. Counter
8. Setting up half and full wave rectifiers and the study of the waveshape on oscilloscope effect of
smoothing circuit on ripple voltage.
9. To set up a transistor as an oscillator and to measure its frequency by an oscilloscope
10. Triode valve as a single stage voltage amplifier and measurement of its gain by an oscilloscope
11. To draw the characteristics of a semi-conductor diode.
12. Setting up a single stage transistor amplifier and measurement of voltage gain
13. Determination of range of Alpha Particles
14. Stopping power for alpha particles in air equivalent of Mica, Ag, Cu and Al.
15. Absorption coefficient of Beta-particles, using and End-on-Geiger Counter
16. To study the voltage current characteristics of an electric Discharge in gases at low pressures
17. Production of vacuum and its rought measurement with a monometer
18. Production of X-rays and the demonstration of their effect on a fluorescent screen.
19. To set up a High-Frequency Oscillator and measure its frequency, with a wave meter.

Recommended Books:
1. Physics Vol. I & II (extended) by Resnick, Halliday and Karne, 4th and Sons Inc, New York.
2. Fundamentals of Physics by Halliday Resnick and Krane, John Wiley and Sons Inc, New
York.
3. University Physics 8th Edition by Sears, Zemansky and Young, Addison – Wesley, Reading
(MA), USA.
4. Physics by Alonso and Finn; Addison-Wesley, Reading (MA) USA.

Course Title Data Structures and Algorithms

Credit Hours 3+1
Prerequisites by Course(s) and Topics Programming Fundamentals
Course Goals
• To understand the design of fundamental data structures as well as algorithms that operate on
them
• To understand the fundamental tradeoffs in the design of the data structures
• To introduce tools for analyzing the time and space complexity of data structures
• To provide rigorous ‘hands-on’ experience with implementing different data structures in a
programming language
Date Duration Topics Covered
Week 1 Introduction
1
Introduction to Data Structures
2 Pointers, Memory Management
Week 3 Arrays
2
Lists, Array based implementation of List, One Dimensional Array, Two
Dimensional Array
4 Basic Operations on Arrays i.e. Insertion, Sorting, Deletion, Copying,
 Merging.
Week 5 Linked Lists
3
Singly linked list: Important terminologies, Structure of the node, Basic
Operations on Singly Linked List i.e. Insertion (at first, at last, at given
position/marker), Display.
6 Basic Operations on Singly Linked List i.e. Search, Deletion (from first/head,
from last/end, given node), Arrays Vs Singly Linked List
Week 7 Doubly linked list: Important terminologies, Structure of the node, Basic
4 Operations on Doubly Linked List, Singly Linked List Vs Doubly Linked List
8 Circular linked list Important terminologies, Structure of the node, Basic
Operations on Circular Linked List
Week 9 Stacks
5
Introduction, Array based implementation of stacks, Designing and building
stack class

10 Applications of stacks
Evaluation of postfix expression
Conversion of infix to postfix expression
Week 11 Queues
6
Introduction, Array based implementation of queues, Designing and building
queue class
12 Circular queue, Applications of queues i.e. Palindrome String identification,
Processor Job management
Week 13 Recursion
7
Introduction, Properties, Implementation, Iteration Vs Recursion
14 Practice: Factorial, Fibonacci Series, Sum of all array elements, Singly Linked
List traversal, Reverse a Singly Linked List
Week 15 Sorting
8
Insertion sort
Selection sort
16 Bubble sort
 Quick sort
Week 17 Revision
9
18 Revision
MID EXAMINATIONS
Week 19 Binary Trees
10
Introduction
Linked representation of binary trees
20 Binary search trees
Traversing a Binary Search tree
Week 21 Applications
11
Huffman codes
22 Finding duplicates from list of numbers
Week 23 Printing numbers in ascending order
12
Binary tree representation of numbers
24 Construction of expression trees
Conversion of postfix expression into expression tree
Week 25 Graphs
13
Introduction, Graph representation
26 Adjacency list
Adjacency matrix
Week 27 Topological sorting
14
Breadth first search
28 Depth first search
Week 29 Hashing
15
30 Memory Management
Week FINAL EXAMINATIONS
16
Assessment Instruments with Weights (homework, quizzes, midterms, final, programming assignments,
lab work, etc.) Theory ( 3 Credits)
Programming Assignment(s): 10 %
Home Tasks: 5%
Quizzes: 10 %
Midterm Exam: 25%
Final Exam: 50%

Recommended Readings
Textbook (or Laboratory Manual for Laboratory Courses)
Data Structures and Algorithms in C++ by Adam Drozdek
• C++: An introduction to Data Structures, Larry Nyhoff
S• Data Structures and Algorithm Analysis in C++, Mark Allen Weiss

SEMESTER-V
1 BSED 301 Curriculum Development 3
2 BSED 302 Creative Arts Crafts and Calligraphy 3
3 TPA320 Teaching Practice (Supervised School Visits) 3
Any One Courses according to Area of Specialization
4 BSED303 Teaching of Biology 3
4 BSED304 Teaching of Chemistry 3
4 BSED305 Teaching of Physics 3
4 BSED306 Teaching of Mathematics 3
Any One Courses according to Area of Specialization
5 BSED307 Advance Botany-I (Environmental Biology) 3+1
OR
5 BSED308 Advance Chemistry-I (Environmental Chemistry) 3+1
OR
5 BSED309 Advance Mathematics-I (Real Analysis) 4
OR
5 BSED310 Advance Physics-I (Mathematical Methods of Physics-I) 4
OR
5 BSED311 Advance Computer-1 (Data Communication and 3+1
Computer Network)
OR
5 BSED312 Advance Zoology-I (Developmental Biology) 3+1
Course: Curriculum Development
Credit hours: 3
Course Description
In the system of education, Curriculum is designed to provide desirable learning experiences
Curriculum is a total plan for an educational setting. Curriculum development is a process in
which choices of learning experiences are made and activated through coordinated activities. The
process starts from selection of Aims, Goals and Objectives, which guide the structure and
provide direction. The next stages are selection of Content and its organization, selection
instructional strategies and evaluation.
OBJECTIVES
On the completion of the course, the student will be able to:
l. understand the concept of curriculum;

2. explain the foundations of the curriculum;

3. elaborate the needs and principles of curriculum;

4. discuss the factors affecting curriculum development;

5. understand the process of curriculum development;

6. write curriculum objectives in behavioral term;

7. examine the elements/components of curriculum development;

8. differentiate between different types of curricula;

9. Identify the problems and issues of curriculum development in Pakistan.

10. explain the concept of teaching, teaching learning strategies, and relationship among
different elements
I l. examine the role of teacher in detail;
12. use various teaching learning strategies for effective classroom learning;
13. develop appropriate lesson plans according to nature of the subject matter
Course Content
Unit 01 Introduction to Curriculum
1.1Concept of Curriculum
1.2Difference between Curriculum and syllabus
1.3Need for curriculum development
1.4Principles of Curriculum development
1.5Elements of curriculum: Objectives, Content, Teaching methods and evaluation.
1.6Factors influencing curriculum development.
Unit 02 Foundations of Curriculum
2.1 Philosophical / ideological foundations
2.2 Historical Foundations
2.3 Psychological Foundations
2.4 Socio-economic & Cultural Foundations
2.5 Political Foundations
Unit 03 Curriculum Development Process
3.1 Situation analysis
l. Need Assessment
2. Phases of need assessment
3. Conducting situation analysis
3.2 Selection of aims, goals and objectives
l . Taxonomy of educational objectives
2. Objectives of education in the current education policy
3.3 Selection of Content
l. Organization of Content
2. Selection and organization of learning experiences
3. Selection of Instructional Strategies
3.4 Evaluation
l .Types of evaluation

2. Tools of evaluation

3. Reporting

4. Evaluating Curriculum and multiple textbooks

Unit 04 Curriculum Design
4.1 Definition of Curriculum Design
4.2 Criteria of selecting curriculum Design
4.3Types/pattern of curriculum
I Subject Centered Designs
2. Learner centered Designs
3. Problem or topic centered Designs
4. Integrated curriculum
Unit 05 Models of Curriculum Development
5.1 Tyler Model
5.2Hilda Model
5.3Lewis Model
5.4 Oliva Model
5.5 Wheeler Model
5.6 Dynamic Model
5.7 SkilBeck Model
Unit 06 Process and Problems of Curriculum Development in Pakistan
6.1 Curriculum development at elementary and secondary level
6.2 Curriculum revision and role of Curriculum Wing
6.3 Curriculum development at higher education level

6.4 Curriculum revision and role of HEC

6.5 Curriculum development of Adult Literacy
6.6 Role of teacher in curriculum development
6.7 Problems and issues of curriculum development in Pakistan
Unit 07 Patterns of curriculum
7.1 Conservative liberal art

7.2 Educational technology

7.3 Humanistic

7.4 Vocational

7.5 Social re-construction

7.6 De-schooling
Unit 08 Instructional Process
.1 Concept of teaching techniques and strategies with reference to their differences
8.2 Process of Teaching
8.3 Main features/ characteristics of teachin
8.4 Instructional Design
Unit 09 Approaches to Teaching/Methods and Techniques
9.1 Teaching led Approaches,
1 Lecture Method

2 Demonstration method
3 Lecture-cum demonstration method

9. 2 Child- centered approaches

1 Group work /Discussion
2 Problem solving strategy/ Inquiry
3 Use of ICT Computer Assisted Instructions
9.3 Questioning and feedback skill
Unit 10 Planning and Managing Teaching
10.1 APProaches to lesson planning
10 2 Types of effective lesson planning
10.3 Daily and weekly lesson plans
10.4 Time management
Unit 11 Teaching Aids and Instructional Technology
11.1 Concept of Instructional Technology and its Importance
11.2 Selection and use of appropriate teaching aids
11.3 Projected and non-projected aids
SUGGESTED BOOKs

Children Resource International (2004). Child centered Curriculum (Unit 3). Islamabad
David Minton (1997). Teaching skills in further and adult education. London. City and Guilds.
Farooq, R.A, (1993). Education System in Pakistan, Islamabad, Asia Society for promotion of
Innovation and Reforms in Education, Islamabadlm cu
Kelly, A. V. (1999).The Curriculum Theory and Practice, London, Paul Chapman
Mc Neil J D (1990). Curriculum: A comprehensive Introduction, 4th ed. Los Angeles: Harper
Collins.
Murry, P. (1993). Curriculum Development and Design 2nd Ed. Allen and Unwin
Saxena Swarp, N. R. and oberoi, S. C. (1994). Technology of Teaching, Merrut. Royal Book
Sharma, R. C. (2002). Modern Method of Curriculum Organization. New Delhi
Wiles J. &Bomdi. (1993). Curriculum Development. 5th edition. New York. Mc Millan
Publication Company

Course title Creative Arts, Crafts and Calligraphy

Credit Hours : 3
Course goals
By the end of the semester, Student Teachers will be able to:
 explain the importance of art education and its role in child development recognize and
appreciate artists, art styles, and artwork
 explain the origins and development of a variety of crafts in Pakistan use a variety of
tools and materials to make art, crafts, and calligraphy
 explain and apply elements and principles of design identify links between art and other
school subjects assess children s work in art, crafts, and calligraphy plan appropriate art,
craft, and calligraphy activities for children in elementary grades
 present a portfolio of their work that conveys their appreciation and interest in art,
crafts, and calligraphy and presents evidence of their knowledge, skills, and dispositions
for teaching this course

Chapter 1 Introduction
 Arts and learning praxis
 The role of creative arts in enabling larners to explore their world
 Contemporary theories of creative arts
 Techniques to increase a skills base in creative art appropriate for learner

Chapter 2 Creativity
 Art and creativity
 Importance of creativity and imagination in learning
 Creativity and Developmental Stages
 Methods of developing creativity
 Theories of Creativity

Chapter 3 Aesthetics

 Defining Aesthetics
  Aesthetic Development

Chapter 4 Colour

 Origin of Colour
 Classification of Colour
 Colour Wheel
 Colour Schemes:
 Related Colour Schemes:
Monochromatic Colour Schemes
Analogus Colour Schemes
 Contrasting Colour Schemes:
Complimentary Colour Schemes
Double Complimentary Colour Schemes
Split Complimentary Colour Schemes
Double-Split Complimentary Colour Schemes
Triad Colour Schemes
Tetrad Colour Schemes
 Use of Colour in our daily lives
 Poster Making:
Theme Selection
Design Development
Lettering
Execution of design and colouring
Practical:
1. To make a poster
2. To make a small project of leather
(Different materials and techniques for decorating leather can be used, such as paints,
beads, patchwork etc.)
3. Preparing a portfolio of year’s work

Chapter 5 Design

 Definition and Types of Design

 Elements of Design:
Line, Shape, Form, Space, Texture, Colour
 Principles of Design:
Balance, Harmony, Rhythm, Proportion, Emphasis

 Chapter 6 Applied Arts-Crafts:

 Definition of Applied Arts

 Learning through applied arts
 Collage:
 Types of Collage
Important things to consider while making a collage
Collage designing and rendering
Types of materials used in collage
Creative collage
 Weaving:
Introduction to weaving
Types of weaves and materials used in weaving
‘Off the Loom’ creative weaving
Practical:
 To make a piece of collage
 To make a small project of weaving
 Preparing a portfolio of year’s work

 Techniques of Printing:
Vegetable printing
Block printing
Tie& Dye
Stenciling
Chapter 7 Calligraphy
 World Traditions in Calligraphy
 Calligraphy in Islamic Art
 Famous styles in writing
 Importance of calligraphy in teaching and learnin g process
Practical:
1. To make two projects in any of the following Printing techniques on fabric, paper or
piece of pottery:
a) Vegetable printing,
b) Block printing,
c) Tie & Dye
d) Stenciling,
e) Mixed media printing
Chapter 6 Creative Arts Assessment
 Preparing a portfolio of year’s work Visual Arts

Course: Supervised School Visits

Credit Hours: 2
Introduction: This course provides the prospective science teachers an opportunity
to embark on your teaching practice by meeting reality of life in the classroom.
Observation of other teachers is an excellent way of helping oneself to become more
aware of options and possibilities. The most significant theories and basic principles
underlying teaching alone never produce competent teachers. This course provides
an alignment between theory and practice so that students may closely observe and
record the limitations and potentials of real world science classroom to get an
experience which will serve their teaching practices in the days to come.
Objectives:
Student teachers will be able to:
1. Observe classroom dynamics
2. Identify the limitations of various teaching methods
3. Learn to prepare teaching plans

4. Understand the students’ behaviors

5. Learn classroom management strategies

Student Activities during School Visits

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

a. Guidelines for writing the Teaching Journal

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

Course: Teaching of Biology

Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science

teachers with the latest pedagogical knowledge required to teach the contents of
Biology at secondary level. In addition, the course will also provide the prospective
science teachers an acquaintance with the modern assessment techniques and use of
laboratory and computers in the field of teaching of Biology.

Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Biology.
Identify most suitable method to teach diverse topics.
 Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Biology.
Demonstrate the use of low cost no cost materials for teaching of Biology.
Apply the computer technology for teaching of Biology.
Use the laboratory apparatus effectively for disseminating biological
knowledge.

Course Contents
1. Teaching of Biology

Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of Biology

Importance of Biology in everyday life

Why teach Biology

2. Aims and Objectives of teaching Biology

Aims of teaching Biology

Criteria for selection of aims

Objectives of teaching Biology

Writing objectives
 Difference between aims and objectives

3. Methods of teaching Biology Various methods of teaching Biology

Lecture method

Demonstration method

Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

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

5. Lesson Planning

Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in Biology

Importance of teaching aids

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

Different types of teaching aid material

7. Apparatus and Equipment

Introduction

Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Biology Teacher

Duties and Responsibilities of a Biology teacher

Effective use of Biology Laboratory

Making Biology teaching more Interesting

9. Evaluation in Biology Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Biology

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

References
Barke, H.-D., Hazari, A., & Yitbarek, S. (2009). Misconceptions in Physics: Addressing
perceptions in chemical education. Berlin: Springer.
Eilks, I., & Hofstein, A. (2013). Teaching Physics-- a studybook: A practical guide and
textbook for student teachers, teacher trainees and teachers. Rotterdam:
SensePublishers.
Eilks, I., Byers, B., Royal Society of Physics (Great Britain), & European Physics
Thematic Network. (2009). Innovative methods of teaching and learning
Physics in higher education. Cambridge, UK: RSC Publishing.

Gallagher-Bolos, J. A., & Smithenry, D. W. (2004). Teaching inquiry-based Physics:

Creating student-led scientific communities. Portsmouth, NH: Heinemann

In García-Martínez, J., & In Serrano-Torregrosa, E. (2015). Physics education: Best

practices, opportunities and trends.

Niaz, M. (2008). Teaching general Physics. New York: Nova Science Publishers.

Pauling, L. (2014). General Physics. Newburyport: Dover Publications.

Peterson, A. D. C. (1965). Techniques of Teaching: Volume 1. Oxford: Pergamon Press.

Course: Teaching of Chemistry
Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science

teachers with the latest pedagogical knowledge required to teach the contents of
Chemistry at secondary level. In addition, the course will also provide the prospective
science teachers an acquaintance with the modern assessment techniques and use of
laboratory and computers in the field of teaching of Chemistry.

Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Chemistry.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Chemistry.
Demonstrate the use of low cost no cost materials for teaching of Chemistry.
Apply the computer technology for teaching of Chemistry.
 Use the laboratory apparatus effectively for disseminating chemical
knowledge.

Course contents
1. Teaching of chemistry

Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of chemistry

Importance of chemistry in everyday life

Why teach chemistry

2. Aims and Objectives of teaching chemistry

Aims of teaching chemistry

Criteria for selection of aims

Objectives of teaching chemistry

Writing objectives

Difference between aims and objectives

3. Methods of teaching chemistry Various methods of teaching chemistry

Lecture method

Demonstration method
 Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

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

5. Lesson Planning

Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in chemistry

Importance of teaching aids

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

Different types of teaching aid material

7>. Apparatus and Equipment

Introduction
 Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Chemistry Teacher

Duties and Responsibilities of a Chemistry teacher

Effective use of Chemistry Laboratory

Making Chemistry teaching more Interesting

9. Evaluation in Chemistry Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Chemistry

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

References

Computer applications in teaching of Chemistry Barke, H.-D., Hazari, A., & Yitbarek, S.
(2009). Misconceptions in chemistry: Addressing perceptions in chemical
education. Berlin: Springer.
Eilks, I., & Hofstein, A. (2013). Teaching chemistry-- a studybook: A practical guide and
textbook for student teachers, teacher trainees and teachers. Rotterdam:
SensePublishers.
Eilks, I., Byers, B., Royal Society of Chemistry (Great Britain), & European Chemistry
Thematic Network. (2009). Innovative methods of teaching and learning
chemistry in higher education. Cambridge, UK: RSC Publishing.

Gallagher-Bolos, J. A., & Smithenry, D. W. (2004). Teaching inquiry-based chemistry:

Creating student-led scientific communities. Portsmouth, NH: Heinemann

In García-Martínez, J., & In Serrano-Torregrosa, E. (2015). Chemistry education: Best

practices, opportunities and trends.
Niaz, M. (2008). Teaching general chemistry. New York: Nova Science Publishers.

Pauling, L. (2014). General Chemistry. Newburyport: Dover Publications.

Peterson, A. D. C. (1965). Techniques of Teaching: Volume 1. Oxford: Pergamon Press.

Course: Teaching of Mathematics

Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science

teachers with the latest pedagogical knowledge required to teach the contents of
Mathematics at secondary level. In addition, the course will also provide the
prospective science teachers an acquaintance with the modern assessment
techniques and use of modern equipment and computers in the field of teaching of
Mathematics.

Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Mathematics.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Mathematics.
Demonstrate the use of low cost no cost materials for teaching of
Mathematics.
Apply the computer technology for teaching of Mathematics.
Course Contents
1. Teaching of Mathematics
 Introduction

Mathematical literacy and its importance

Physical sciences and limitations of science

Definition of Mathematics

Importance of Mathematics in everyday life

Why teach Mathematics

2. Aims and Objectives of teaching Mathematics

Aims of teaching Mathematics

Criteria for selection of aims

Objectives of teaching Mathematics

Writing objectives

Difference between aims and objectives

3. Methods of teaching Mathematics Various methods of teaching Mathematics

Lecture method

Project method

Inductive method

Deductive method

Scientific method

Problem solving method

Choice of best method

4. Lesson Planning
Advantages of the Lesson Planning

Feature of a lesson plan

 Steps in lesson plan

Distinguishing features of mathematics lesson plan

5. Teaching aids in Mathematics

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

Different types of teaching aid material

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

6. The Mathematics Teacher

Duties and Responsibilities of a Mathematics teacher

Effective use of Mathematics Laboratory

Making Mathematics teaching more Interesting

7. Evaluation in Mathematics Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Mathematics

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

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

Brooks. Donovan, S. & Bransford, J.(2005). How Students Learn: History,

Mathematics, and Science in the Classroom Washington DC: National Academies

Press. Also available at ww.nap.edu/catalog.php?record_id=10126#toc

Haylock, D. (2010) Mathematics Explained for Primary Teachers, CA: SAGE

Publications.
Protheroe, N.‘What Does Good Mathematics Instruction Look Like?’ available at

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

National Council of Teachers of Mathematics, ‘Illuminations.

http://illuminations.nctm.org

New Zealand Ministry of Education, ‘New Zealand Maths’,

Curriculum.http://nzmaths.co.nz

University of Cambridge, ‘NRICH: Enriching

Mathematics’.http://nrich.maths.org Van de Walle J. A., Karp, K. & Williams,

J. Bay (2013)Elementary and Middle School Mathematics: Teaching

Developmentally. Boston: Pearson Education.

Course: Teaching of Physics

Credit Hours: 3

Introduction: This course is designed specifically to equip the prospective science teachers with
the latest pedagogical knowledge required to teach the contents of Physics at secondary level.
In addition, the course will also provide the prospective science teachers an acquaintance with
the modern assessment techniques and use of laboratory and computers in the field of
teaching of Physics.

Objectives:
Students will be able to
Differentiate between method, technique and strategy in context of teaching.
Describe various methods for teaching of Physics.
Identify most suitable method to teach diverse topics.
Extend their knowledge of teaching to implement various methodologies.
Recognize the importance of teaching of Physics.
Demonstrate the use of low cost no cost materials for teaching of Physics.
Apply the computer technology for teaching of Physics.
Use the laboratory apparatus effectively for disseminating physical
knowledge.

Course contents
1. Teaching of Physics

Introduction

The Nature of science

Scientific literacy and its importance

Definition of sciences: Science as product and process

The products of science

Processes of science

Scientific attitudes

The nature of scientific laws, facts, concepts and theories

Physical sciences and limitations of science

Definition of Physics

Importance of Physics in everyday life

Why teach Physics

2. Aims and Objectives of teaching Physics

 Aims of teaching Physics

Criteria for selection of aims

Objectives of teaching Physics

Writing objectives

Difference between aims and objectives

3. Methods of teaching Physics Various methods of teaching Physics

Lecture method

Demonstration method

Heuristic method

Assignment method

Project method

Inductive method

Deductive method

Scientific method

Problem method

Choice of method

4. The Nature of Children and Science Teaching

Piagetian theory of cognitive development

Stages of cognitive development

Characteristics of individual in various stages of cognitive development

Piaget’s theory and science curriculum

Implications of Piagetian theory in facilitating learning of science

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

5. Lesson Planning
 Advantages of the Lesson Planning

Feature of a lesson plan

Steps in lesson plan

6. Teaching aids in Physics

Importance of teaching aids

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

Different types of teaching aid material

7Apparatus and Equipment

Introduction

Locally produces low cost equipment

Chemicals

Charts, Diagrams, Pictures and Bulletin board

Improvised Apparatus

Text books

8. The Physics Teacher

Duties and Responsibilities of a Physics teacher

Effective use of Physics Laboratory

Making Physics teaching more Interesting

9. Evaluation in Physics Introduction

Designing of Test

Evaluation of Functional skills

The Assessment of Practical work

Recent Trends in Teaching of Physics

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

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

Hassard, J. (1992). Minds of Science: Middle and secondary methods. New York:
Harper Collins Publishers.
Levinson, R. (2005. Teaching Science, London; Open University Press.
Monier, M. (Ed.) (1995). Learning to Teach Science. London: Falmer Press.
Postlethwaite, K. (1993). Differentiated Science Teaching. Philadelphia: Open
University Press.

COURSE TITLE: ADVANCE BOTANY–I (ENVIRONMENTAL BIOLOGY)

Credit Hours: 3+1
Learning Outcomes
Students will be able to have:
 An understanding of the scientific method as the means to increase understanding of
the natural world through hypothesis-testing. Our BS programs require more
background in chemistry and physics in support of this outcome, while our BA program
allows for greater breadth.
 An aptitude for critically reading scientific literature, including primary research journals.
 Proficiency in writing, especially in scientific format.
 An ability to present scientific information orally with emphasis on clear interpretation
of scientific data.
 Proficiency in techniques specific to a subdiscipline of biology, including but not limited
to laboratory, field, and statistical techniques.
 An understanding of the critical issues facing the environment at local, regional,
national, and global scales.
 Biological literacy allowing for the evaluation of new information and emerging issues.
 Readiness for post-graduate experiences in graduate school, professional school, or
biology employment.

Syllabus Outline:
1. Introduction: Aim and Scope, Interdisciplinary Approach.
 2. Natural Resources: Nature and Conservation of the following: energy, Water, Mineral
and land resources, Agriculture, forestry, range land, wild life and aquaculture.
3. Environmental pollution: Nature and classification
4. Air pollution: Sources and effects of pollutants on plant growth viz; fluoride, sulphur
dioxide (S02), Ozone, pan and smog, Ammonia, chlorine, ethylene, Dusts Etc.. Nature,
Causes, Prevention and control of air pollution (Vehicular pollution and industrical
chimney wastes).
5. Water pollution: sources of water pollution, nature of pollutants. Ground water and
marine pollutiobn, impoact of water pollution, prevention of waster pollution.
6. Radiation pollution: nuclear concepts and terminology, comparative radiosensitivity of
organism, radiation effect at ecosystem level. Fate of radio nuclides in the environment.
The fall out problem, nuclear waste disposal. Sources, nature and impact of solid waste
pollution, noise and thermal pollution.
7. Pesticides and Agro chemicals: Herbicides, insecticides and fungicides as plant poisons
and their impact on ecosystem.
8. Environmental crises: Major courses and solutions, Ozone Hole, Greenhouse effect,
Acid rains, Chemical and biological welfare.
9. Biodiversity and conversation: Evaluation, criteria and values; inventory and measuring
of biodiversity; insitu and e situ conservation of plants.
10. Module Aims: Completion of this program will produce a working knowledge pf
ecological sampling, analysis and interpretation of biological data and pre[are graduates
to study and resolve the ecological consequences of environmental problems.

Learning strategies:
1. Lectures
2. Group discussion
3. Laboratory Work
4. Seminar/workshop

Learning outcome:
The student will acquire knowledge about the hazardous effects of different environmental
pollutants and relative measures for their control/prevention.
Assessment straggles (theory)
The student will be assessed according to the following criteria
Class participation 05%

Assignment/projects/presentation 20%
Mid-term test 30%

Final test 45%

Books Recommended:
1. Koziol, M.J. and whatley, F.R.(2009). Gaseous air pollution and plant Metabolism.
Butterworths. U.k.
2. Goodstein, E.S. (2008). Economics and the environment. Prentice Hall publishers. New
jersey.
3. Mitsa, W.J. and Gosselink, A. (2007). Wetlands. Johan wiley and sons, me.New York.
4. Simmons, I.G. (1981). The ecology of natural resources. Edward Arnold.
5. Emery, M. (2005). Promoting nature in cities and town.
6. Varshney, C.K. (2005). Water pollution an, management, Wiley Eastern Limited.
7. Johansin, C.E. (2004) Eco crises. John Wiley and Sons. Me.. New York.
8. Agrawal, K.C. (2001). Environmental bilogogy, Agro Botanical Publishers, india.
9. Chhatwal, D.R., Mehra, M.C., Satake, M., Katyal, T., Katyal, M. and Nagahiro. T. (2001).
Encyclopedia of environkemtal population and its control. (6 Vols.), Anmol Publication,
New Delhi, India.
10. Moriarty, F. (2001) Ecotonocology. Academic press Inc.
11. Nobel, B.J. and Kormond, Y. (2001). Environmental science. Prentice Hall Inc. New
Jersey.USA.
12. Treshow, M. (2001) Environmental and plant response. McGraw Hill New York.
13. Usher,M. (2001). Wildlife conservation Evaluation. Chapman and Hall.
14. Rao, D.N., Ahmad, K.J., Younas, and Singh, S.N. (2000). Perspectives In Environmental
botany (Vol. I,) Print House, Locknow, India.
15. Smith, L. and graham, A. (2000). Impact assessment and stainable resource
management. John Wiley and sons, New York.
16. Jeffrey, A.M. (1999) Economics abd biological diversity. International union for
Conversation of Nature and Natural resources in Gland, Switzerland.
17. Natural Resources Conservation. An Ecological approach. MacMilian Co., New York.
18. Southwich, C.H. (1997). Global Ecology, Sinauer Associates Inc. Sunderland,
Massachusetts. USA.
19. MAnsfied, T.A. (1990). Effect of air pollutants on lands. Cambridge University Press,
London, New York, Melbourne.
20. Duffey, E. (1980|). The Conservation of Nature, McGraw Hill Book Company, New York.
21. Odum, E.P. (1971) Fundamentals of Ecology. W.B.Saunders Company, Philadelphia, PA.

Title: Advance Botany–Lab–I (Environmental Biology)

Credit Hours: 1
Syllabus Outline: The course include difference laboratory techniques used for soil and water
analysis from industrial waste and visits to different industries.
Course outline:
1. Examination of industrial waste water and municipal sewage for
i. Total Dissolve Solid (IDS)
ii. pH and EC
iii. BOD and COD
iv. Chlorides, Carbonates, Bicarbonates and nitrates
2. Examination of water samples from different sites for the presence and diversity of
organisms.
3. Examination of the Effect of Automobile Exhaust on the Adjacent Vegetation.
i. Lead Count
ii. Chlorophyll content
iii. Symptoms
iv. Soot and Participant Matter.
4. A visit to EPA to study the instruments used for monitoring pollution.
5. A visit to the Industrial Organizations to examine their Effluent Treatment System.
6. A visit to the municipal Organization to study their sewage treatment system.
7. A study tour to a National Park and a wetland site to evaluate attribute criteria and
values of the area concerned.
8. Irradiation of Seeds and study the effects of Seed Irradiation on Seed Germination,
Growth and yield of plants.
9. Field Observation on the sources and impact of various air pollutants.

Module Aim: Completion of this program will produce a working knowledge of ecological
sampling, analysis and interpretation of biological data and prepare graduate to study and resolve
the ecological consequences of environmental problems.
Assessment straggles (Practical)
The student will be assessed according to the following criteria
Class participation/practical 15%
performance
Practical copy 10%

Mid-term test 35%

Final test 40%

Learning outcome:
The student will acquire knowledge about the hazardous effects of different environmental
pollutants and relative measures for their control/prevention by using different laboratory
techniques.
Books Recommended:
1. Koziol, M.J. and whatley, F.R.(2009). Gaseous air pollution and plant Metabolism.
Butterworths. U.k.
2. Goodstein, E.S. (2008). Economics and the environment. Prentice Hall publishers. New
jersey.
3. Varshney, C.K. (2005). Water pollution an, management, Wiley Eastern Limited.
4. Chhatwal, D.R., Mehra, M.C., Satake, M., Katyal, T., Katyal, M. and Nagahiro. T. (2001).
Encyclopedia of environmental population and its control. (6 Vols.), Anmol Publication,
New Delhi, India.
5. MAnsfied, T.A. (1990). Effect of air pollutants on lands. Cambridge University Press,
London, New York, Melbourne.
6. Odum, E.P. (1971) Fundamentals of Ecology. W.B.Saunders Company, Philadelphia, PA.

Advance Chemistry-I (Environmental Chemistry)

Course outline for BS.ED (Hons)

This course will enable the students to:-
1) Understand the fundamental principles of environmental chemistry.
2) Apply these principles in pollution related subjects.
3) Demonstrate the understanding of environmental chemistry principles via
experimental exercises in the laboratory.
4) Various sources and types of environmental pollution.
5) Health hazards caused by environmental pollution
6) Global warming and climate changes.
Course outline

1. Atmospheric Chemistry
i Meterology
ii Composition of air around us
i Atmospheric temperature and pressure
ii Temperature inversion and photochemical smog
iii Particulate matter in the atmosphere
iv Industrial pollutants, radioactivity and atmospheric aerosols
v Acid rain and Global warming
vi The stratospheric ozone- the ozone hole
2. Water pollution and water treatment
i Sources of water pollution
ii Heavy metals contamination of water
iii Eutrophication
iv Detergents and phosphates in water
v Water quality criteria
vi Water purification
vii Removal of nitrogen and phosphorus compounds from polluted water
viii Organic matter in water and its decomposition

3. Soil pollution
i Soil and mineral resources
ii Heavy metals contamination of soil, toxicity of heavy metals and its bio-
accumulation
iii Organic matter in soil
iv Macro and micro nutrients in soil
v Ion exchange in soil
vi Soil pH and nutrients availability

4. Green revolution
i. Pest control
ii. Pesticides
iii. Toxicity of pesticides
iv. Integrated pests management

5. Energy production and environment

i Liquid and gaseous fuel

ii Hydrogen economy

6. Renewable energy
i Nuclear energy
ii Solar energy
iii Geothermal energy
iv Tidal energy

Reference Books:

1. Anil Kumar De, Environmental Chemistry, Wiley Eastern Ltd. New Delhi, 1989.
2. Shreve’s Chemical process industries by George T. Austin, 5th edition.
3. John W. Moore and Elizabeth A. Moore, Environmental Chemistry, Academic Press Inc.,
New York, 1976.
 4. Collin Baird, Environmental Chemistry, W.H. Freeman and company, New York, 1995.

Course Title: Advance Mathematics I [Real Analysis]

Course Rating: 4 Cr. Hours

On successful completion of this course, students will be able to

1. Describe the fundamental properties of the real numbers that underpin the formal
development of real analysis;

2. Demonstrate an understanding of the theory of sequences and series, continuity,

differentiation and integration;

3. Demonstrate skills in constructing rigorous mathematical arguments;

4. Apply the theory in the course to solve a variety of problems at an appropriate level of
difficulty;

5. Demonstrate skills in communicating mathematics.

Course Content

Chapter 1 Real Number System

 Ordered Sets, Fields, Completeness property of Real numbers

 The extended real number system
Chapter 2 Sequences and Series

Sequences, Subsequence, Convergent sequence, Cauchy sequence



Monoton
 e and bounded sequences, Balzano Weierstrass theorem

 Seri.es, Convergence of series, series of non-negative terms, Cauchy condensation test

 Partial sums, The root and ratio tests, Integral test, Comparison test
 Absolute and conditional convergence ·
Chapter 3 Limit and Continuity
 The limit of a function, Continuous functions, Types of discontinuity
  Uniform continuity, Monotone functions
Chapter 4 Differentiation

 The derivative of a function

 Mean value theorem, Continuity of derivatives
 Properties of differentiable functions.
Chapter 5 Functions of Several Variables

 Partial derivatives and differentiability, Derivatives and differentials of composite

functions

 Change in the order of partial derivative, Implicit functions, Inverse functions,

Jacobians

 Maxima and minima, Lagrange multipliers

Chapter 6 The Riemann-Stieltjes Integrals

 Definition and existence of integrals, Properties of.integrals

 Fundamental theorem of calculus and its applications

 Change of variable theorem Integration by parts
Chapter 7 Functions of Bounded Variation

 Definition and examples

 Properties of functions of bounded variation

Chapter 8 Improper Integrals

 Types of improper integrals

 Tests for convergence of improper integrals

 Beta and gamma functions

 Absolute and conditional convergence of improper integrals

Chapter 9 Sequences and Series of Functions

 Definition of point-wise and uniform convergence

 Uniform convergence and continuity

  Uniform convergence and integration

 Uniform convergence and differentiation

Recommended Books
1.. W.Rudin, Principles of Mathematical Analysis (McGraw Hill 1976)

2. R. G. Bartle, Introduction to Real Analysis, (John Wiley and S ns, 2000)

3
T. M. Apostol, Mathematical Analysis, (Addison-Wesley Publishing Company, 1974)

4
A. J. .Kosmala, ntroductory Mathematical Analysis, (WCB Company, 1995)

5. W.R. Parzynsk1 and P. W. Zipse, Introduction to Mathematical Analysis, (McGraw Hill

Company, 1982)

6. H. S. Gaskill and P. P. Narayanaswami, Elements of Real Analysis, (Prentice Hall,

1988)

ADVANCE PHYSICS - I (MATHEMATICAL METHOD - I)

Course outline for Bachelor of Science Education Program
Course Learning Outcomes:
Upon the completion of this course, the student should be able to:
1. Describe the special functions, vector analysis, tensors and legendere polynomials.
2. Identify the mathematical techniques for solving differential equations and their uses in
physics.
3. Perform calculations on boundary value problems.
4. Solve various problems
1. Vector Analysis
 Vectors and scalar
 Vector algebra
 Laws of vector algebra
 Unit vectors
 Rectangular unit vector
  Components of a vector
 Scalar field and vector field
 Dot or scalar products
 Cross and vector products
 Triple product
 Reciprocal sets of vectors
2. Vector Differentiation
 Ordinary derivatives of vectors
 Space curves
 Continuity and differentiability
 Differentiation formula
 Partial derivative of vectors
 Differentials of vectors
3. Gradient, Divergence and Curl
 The vector differential operator del
 Gradient
 Divergence
 Curl
 Laplacian
4. Vector Integration
 Ordinary integrals of vector
 Line integral
 Surface integral
 Volume integrals
5. Integral Theorems
 Divergence theorem
 Stokes theorem
6. Curvilinear Coordinates
 Transformation of coordinates
 Orthogonal curvilinear coordinates
 Unit vectors in curvilinear systems
 Arc length and volume elements
 Gradient, divergence and curl
 Special orthogonal coordinate system
 Cylindrical coordinates
 Spherical coordinates
7. Tensor Analysis
 Physical laws
  Spaces of N dimensions
 Coordinate transformation
 The summation convention
 Contravariant and covariant vectors
 Contravariant, covariant and mixed tensors
 Kronecker delta
 Tensors of rank greater than two
 Scalars or invariants
 Tensor fields
 Symmetric and skew symmetric tensors
 Fundamental operations with tensors
 Matrices
 Matrix algebra
 The line element and metric tensor
 Conjugate or reciprocal tensors
 Christoffel’s symbols
 Transformation of Christoffel’s symbols
8. Bessel Functions
 Bessel function of first kind
 Nuemann functions
 Modified Bessel function
 Spherical Bessel function
9. Legendere Functions
 Generating function
 Recurrence relation
 Associated Legendere function
 Spherical Harmonics
10. Boundary value problem
 Boundary value problem in physics
 Sturm-Liouville problem

Reference Books:

7. Mathematical methods for Physics and Engineering by F. Riley, M. P. Hobson and S. J.

Bence, Cambridge University press, 1997,
8. Mathematical Physics by E. Butkov, Addison-Wesley publishing company, 1968.
9. Mathematical methods for Physicists by G. Arfken and H. J. Weber, Academic press,
1995.
10. Applied Mathematics for Engineers and physicists by L. A. Pipes and L. R. Harvill,
McGraw-Hill Book Company, 1970.
11. Mathematics of Classical and Quantum physics Volume II by F. W. Byron Jr and R. W.
Fuller, Addison-Wesley publishing company, 1970
12. Complex Variable by M. R. Spiegel, Schuam publishing company, 1970.
ADVANCE ZOOLOGY I (DEVELOPMENTAL BIOLOGY)
CREDIT HOURS: 3
Objectives:
• The course will provide detailed knowledge about the principal features of development,
cellular basis of morphogenesis, mechanisms of cellular differentiation and concepts of
induction in development.
• It will provide understanding of the mechanisms of organogenesis, factors controlling
growth and oncogenesis.
• The concept related to the theory in Developmental Biology will be practically
demonstrated in this course.
• In the continuity of the animals during reproduction following the union of the traits from
the parents in their gametes, the zygote proceeds through enormous phenomena of
development up to their emergence resembling to the parents.
• The concepts of all these developmental mechanisms will be communicated to the
students in this course.
Course Contents
Introduction:

Principal features of development, Origin of sexual reproduction, Developmental

patterns, Spermatogenesis, Oogenesis
Fertilization:
Recognition of sperm and egg, Fusion of gametes, Activation of egg metabolism,
Rearrangement of egg cytoplasm
Cleavage:
Patterns of embryonic cleavage, Mechanism of cleavage
Gastrulation:
Fate maps, Gastrulation in Sea urchin, Amphibians, Birds, Mammals
Early Vertebrate Development:
Neurulation, Ectoderm, Mesoderm, Endoderm
Cellular Basis of Morphogenesis:
Differential cell affinity, Cell adhesion molecules
Mechanism of Cellular Differentiation:
 RNA processing, Translational regulation of developmental process, Cell-
fate by progressive determinants, Autonomous cell specification by
cytoplasmic determinants, Establishment of body axes and mechanism of
teratogenesis, Secondary Induction
Organogenesis:(A brief account):
Origin and migration of germ cells in vertebrates
Factors, controlling growth and oncogenesis
Hormones as mediators of development
Regeneration in vertebrates.

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

Recommended Books:
Balinsky, B. I. (1985).An Introduction to Embryology. Saunders.
Gilbert, S. F. (2006). Developmental Biology, Sunderland: Sinauer Associates.
Ham, R. G., &Veomett, M. J. (1980).Mechanism of Development. C. V. Mosby Co.
Klaus, K. (2001). Biological Development (2nded.). New York: McGraw Hill.
Oppenheimer, S. S. (1984). Introduction to Embryonic Development.Allen and Bacon.
Saunders, J. W. (1982). Developmental Biology.McMillan and Company.
ADVANCE ZOOLOGY I (DEVELOPMENTAL BIOLOGY) PRACTICALS
1. Study of structure of gametes in some representative cases, i.e., frog, fish, fowl and
mammal.
2. Study of cleavage and subsequent development from prepared slides and/or whole
mounts in various animals i.e., frog, chick etc.
3. Study of fertilization, early development of frog through induced spawning under
laboratory conditions.
4. Preparation and study of serial sections of frog or chick embryos.
5. Application of microsurgical techniques on chick embryos in vitro.
6. Preparation and staining of histological slides.

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

Recommended Books:
Balinsky, B. I. (1985).An Introduction to Embryology. Saunders.
Gilbert, S. F. (2006). Developmental Biology, Sunderland: Sinauer Associates.
Ham, R. G., &Veomett, M. J. (1980).Mechanism of Development. C. V. Mosby Co.
Klaus, K. (2001). Biological Development (2nded.). New York: McGraw Hill.
Oppenheimer, S. S. (1984). Introduction to Embryonic Development.Allen and Bacon.
Saunders, J. W. (1982). Developmental Biology. McMillan and Company.

Course Title Data Communication & Networks

Credit Hours 3+1
Prerequisites by Course(s) and Topics
Students should have a solid mathematical foundation and be familiar with basic programming
concepts, data structures, Operating System and Algorithms.

Course Goals
The main aim of this exam is to provide an introduction to the field of Computer Networks. The
students learn about the technical as well as the management side of Computer Networks. They
acquire knowledge about fundamental principles of network and about practical approaches of
Computer Networks.
Detailed weekly plans and schedule
Week lecture Topics Covered
Week 1 1 Course introduction, contents, grading policy, introduction to computer
networks and applications, Network overview, prospective of network
user, designer and operator, Network component, Networking media,
devices and applications, Types of connections (point to point and
multipoint), Classification of networks (LAN, WAN and MAN),
Internet, Protocol and standards
2 Networks Topologies (bus, star, ring and mesh), Network division
( client-server, peer to peer and hybrid network), Computer network
models, Layered tasks, ISO, OSI network reference model
Week 2 1 OSI network reference model (Physical, data link, network, transport,
session, presentation and application layer
2 TCP/IP protocol suite, Network Addressing (physical, logical, port and
specific)
Week 3 1 Data Link Layer purpose, function and Services, packets and Frames,
Framing protocols including character count,
2 Flag bytes with byte stuffing, starting and ending flags with bit stuffing
Week 4 1 Error Detection and Correction, Types of an error, Cyclic Redundancy
Check (CRC)
2 Hamming Distance, Hamming Code (7,4) and (11,7)
Week 5 1 Codeword’s, 1 bit error detection with parity and voting, Two
dimensional parity
2 Reliable Transmission: Automatic Repeat request (ARQ) algorithms
Week 6 1 : stop and wait, concurrent logical channel and sliding window
2 The medium access sub-layer: Pure ALOHA, Slotted ALOHA
Week 7 1 Carrier Sense Multiple Access (CSMA), CSMA/CD and CSMA/CA
protocol
2 Ethernet Standard 802.11 : Frame format, Addressing, changes in the
Ethernet standard, Fast Ethernet, Giga Ethernet Changes in the Standard
Week 8 1 Network Connecting devices (passive hub, active hub, repeater, ,
Extended LAN Bridge , Bridges, Spanning Tree algorithm , bridged
network
2 switches, router, gateway, Switched Ethernet and Full-Duplex
Ethernet ,Packet switching, Introduction to wireless LAN, 802.11 and
Bluetooth
Week 9 MID EXAMINATIONS

Week 10 1 Internetworking: IPv4 Addresses, Class full addressing, Classless

Addressing
2 IPv6, Differences between IPv4 and IPv6, Networks Address Translation
(NAT)
Week 11 1 ARP, RARP, ICMP,
2 DHCP, Fragmentation
Week 12 1 Routing Protocols
2 Routing Protocols
 Week 13 1 Sub-Netting
2 Sub-Netting
Week 14 1 Transport Layer Protocols: UDP,TCP
2 Connection Establishment, Ports and Sockets
Week 15 1 Flow and Congestion Control
2 Flow and Congestion Control
Week 16 1 Internetworking: IPv4 Addresses, Class full addressing, Classless
Addressing
2 IPv6, Differences between IPv4 and IPv6, Networks Address Translation
(NAT)
Week 17 1 Application Layer Protocols
2 Application Layer Protocols and Discussion about Final Exam
Week 18 1 Latest trends in computer networks
2 Summary and Discussion about Final Exam
Week 19 Final Exams

Assessment Instruments with Weights (homework, quizzes, midterms, final, programming

assignments, lab work, etc.)
SESSIONAL (Quizzes, Assignments, Presentations) =25 %
Midterm Exam =25 %
Final Exam = 50%
Recommended Readings
Textbook (or Laboratory Manual for Laboratory Courses)
•Data Communications and Networking, by Behrouz A. Forouzan, 5th edition, 2013…..
•Computer Networks: A Systems Approach by Larry L. Peterson, Bruce S, Morgan Kaufmann;
5th Edition (March 25, 2011). ISBN-10: 0123850592.
•Unix Network Programming, Richard Stevens, 2nd Edition
•Internetworking with TCP/IP Vol –I by Douglas E. Comer, Addison- Wesley; 5th Edition (July
10, 2005). ISBN-10: 0131876716
•High Performance Communication Networks by Jean Walrand and Pravin Varniya, Morgan
Kaufmann; 2nd Edition (October 25, 1999). ISBN-10: 1558605746
•Metro Ethernet by Sam Halabi Publisher: Cisco Press ISBN: 158705096X
•Computer Networks by A. S. Tanenbaum, Prentice Hall; 5th Edition (October 7, 2010). ISBN-
10: 0132126958
 1 BSED313 Research Methods in Education 3
2 BSED314 Islamic Culture interfaith harmony & Ideology of 3
Pakistan
3 TPB330 Students Teaching & Observation (short term) 3
Any Two Courses according to Area of Specialization
4 BSED315 Advance Botany-II (Plant Anatomy) 3+1
5 BSED316 Advance Botany-III (Palynology) 3+1
OR
4 BSED317 Advance Chemistry-II (Physical Chemistry) 3+1
5 BSED318 Advance Chemistry-III (Applied/Industrial Chemistry) 3+1
OR
4 BSED319 Advance Mathematics-II (Algebra-Group Theory & 4
Linear Algebra)
5 BSED320 Advance Mathematics-III(Complex Analysis & 4
Differential Geometry)
OR
4 BSED321 Advance Computer-II Operating System 3+1
5 BSED322 Advance Computer-III Data Base systems 3+1
OR
4 BSED323 Advance Physics-II (Quantum Mechanics-I) 3+1
5 BSED324 Advance Physics-III (Electronics) 3+1
OR
4 BSED325 Advance Zoology-II (Cell & Molecular Biology) 3+1
5 BSED326 Advance Zoology-III (Physiology) 3+1
ISLAMIC CULTURE, INTERFAITH HARMONY& IDEOLOGY OF
PAKISTAN
Credit Hours: 3
Course Description
Islamic Culture and Ideology of Pakistan engages with the world of Islam from Muhammad
(PBUH) to the present on the basis of knowledge of the languages of the Islamic civilisation. The
course will provide an overview of the doctrine, the rituals, the values and the morals of Islam; a
brief review of the Quran, its characteristics, its main themes, and its relationship to the prophetic
tradition; the history and development of Islamic thought and movements will be discussed the
diversity in understanding Islamic thoughts and teachings, and the cultural differences across the
Muslim nations will be explored; modern expressions of Islamic thought and practices will be
reviewed.
Thematically, the course covers a wide range of methods and topics deriving from the close
investigation of the history, religions, languages, politics, societies, economies, legislations,
philosophy, art, archaeology and historical area studies of the Islamic world.
This course also provides the purpose of the creation of Pakistan which is based on the ideology
of Islam which provided legitimacy to the leadership and established a monolithic Islamic
affinity transcending the political, economic and social realms.
Learning Outcomes
By the end of the course, students should have improved their ability in:
l. Developing an understanding of the diversity in Islamic and different cultures
2. Identifying major events and themes in Islamic History
3. Critically evaluating and interpreting a variety of cultures ancitheir impacts on Islam
4. Developing writing insights to the Islam and Ideology of pakistan
5. Developing awareness and apperception among students towards Islamic Culture and
Islamic Ideology and all great struggles for achieving independent homeland
Course Content
l. Major Doctrine: Brief Contents of the of faith
2. Rituals: Brief description of the rituals.
3. Manners: Contents of the recommended behaviour of Muslims in their daily life
4. Early Islam: A brief biography of the Prophet, the rightly guided successors.
5. Examples of Christian Muslim Relations.
6. Identity: Different approaches to Islamic identity and implications for social integration
7. Spirituality: Different approaches to Islamic spirituality and how it becomes separate from or
manifested in daily life.
8. Proselytizing: Calling others to Islam, different emphases and approaches by different groups
and communities.
9. Activism: Muslims working for social justice, fighting poverty, humanitarian work, the
environment, and other causes relevant to their societies and humanity
10. Islam and other societies: Comparative analysis
11. Interfaith Harmony
12. Need and importance of interfaith harmony
13. Education as a tool for promoting interfaith understanding and cooperation
14. Role of school community and teacher in promoting interfaith harmony
15 . Definition of Ideology
16. Ideology of Pakistan
17. Two nation theory
18. Factors creating the Idea of a separate homeland
I 9. Anti-Muslim Campaign
20. In acceptance of British Rule
21. Hindus Muslim Politics
22. Refusal of Muslim identity
23. . Basic points of Ideology of Pakistan
24. Analysis of relation between Islamic culture and Ideology of Pakistan
Teaching-learning Strategies
The instructional strategies will focus on constructionist learning approach. These strategies will
be diverse in line with the contents. Therefore, these strategies will include but not limited to
demonstration, cooperative learning, collaborative learning, teacher and student-led discussion,
individual and group presentations, reflective practices and classroom activities.
Assessment and Examinations
The students will be assessed according to the following criteria.
Examination Marks Distribution
Sessional work 25 %
Mid Semester 35%
Final Semester 40%
Suggested Readings
Medoodi. A. (2013). Islami tehzeeb aur us k asool o mubadi. Lahore: Islamic Publications
Nadvi, S. A. (2005). Islami Tehzeeb o Saqafat.lslamabad: Dawat Academy.
Mujahid, S. (2001). Ideology of Pakistan Islamabad: International Islamic University:
Islamic Research institute.
Rab Nawaz ,P. (2002). Islami culture aur uska maadi-o-rohani culture: Taqabli jaiza.
Lahore: Ejaz Publications.
Gondal, A. (201 8). Pakistan ki nazriyati buniyaden. Lahore: Islamic Reearch Index.
Iqbal. J . (197l).ldeology of Pakistan. Lahore: Ferozesons.
Sayeed, K. B. (2003). Pakistan the formative phase. Karachi: Oxford University Press.
Ohen, S. P. (2005). The idea of Pakistan.Karachi: Oxford University Press.

Course: Research Methods in Education

Credit Hours: 3
Introduction
This course is designed for B.S. Ed honors candidates to prepare them to situate themselves
researching professionals and at the same time enhance their own professional practice. Students
engage in a critical analysis of different research work and relate it to their own context. The
provides students with the opportunity to engage with the research literature and to establish
different researchers technique help to improve the overall classroom situation.
Objectives
At the end of the course, the learners will be able to
 Discuss the meaning, nature &scope of research in education
 Situate themselves as research professionals
 Conduct research in different educational settings
 Write research report and present it effectively

Course Content
Unit 1 The Nature of Educational Research
1.1. Definitions of Educational Research
1.2. Scope and importance
1.3. Scientific method
1.4. Research problem and topic
1.5. Characteristics of research problem
Unit 2 The Researching professional
2.1. Qualities of a researcher
2.2. Teacher as researcher
2.3. Research ethics
Unit 3 Types of Educational Research
3.1. Descriptive Research
3.2. Experimental Research
 3.3. Historical Research
3.4. Action Research
Unit 4 Techniques of Reviewing Literature
4.1. Primary sources
4.2. Secondary sources
Unit 5 Methodology
5.1. Population
5.2. Sampling
5.3. Instrument
5.4. Data collection procedure
Unit 6 Data Analysis
6.1. Descriptive
6.2. Inferential
Unit 7 Report Writing
7.1. Writing formats & Presentation
7.2. Referencing
Recommended Readings

1. Gay, L. R. (1999). Educational Research: Competencies for Analysis and Application

Prentice Hall.
2. Best, John W., Kahn, James V. (2016). Research in Education. Pearson. India.
3. Mills, G. (2007). Action research: A guide for the teacher researcher 3rd Ed. Upper Saddle
River, NJ: Pearson.

Course: Students Teaching and Observation (PRACTICAL)

Credit Hours: 4 (Short Term: 4-6 Weeks) Introduction:
This course provides the experience secondary school, science teachers with carefully
sequenced and supervised field experiences in all subject areas related to science
disciplines. Opportunities to work with secondary level students are provided. As a student
teacher it is required that they will work with students of various backgrounds and of
different capabilities.
Objectives:
Student teachers will be able to:
1. Reflect on and learn from connecting theory to their teaching practice.
2. Collaborate with peers, cooperating teachers, other school staff and university supervisor,
establishing professional relationships.
3. Invite, accept and utilize formative feedback from the cooperating teaching, peers, and
the university supervisor in a non-defensive manner
4. Produce plans for teaching and learning that reflects the use of appropriate instructional
methods and strategies to meet the needs of all students.
5. Utilize appropriate instruments or techniques informally and formal accessing students’
learning needs
6. Recognize cognitive and affective need of students and establish learning environment
and use activities appropriate to meet those needs,
7. Maintain their lesson plan and use it effectively.
Course Activities.

Week No Activities
1 Introduction to the school and Classroom context
• Complete school based assignments
• Complete classroom observations
• The classroom environment, placement of materials,
arrangement of workspaces and traffic patterns
• Classroom interactions
• Assist the cooperating teacher as requested
• Small administrative tasks
• Helping individuals or small groups of children
• Preparation of lesson planner
• Reflection on learning of this week
2 Becoming more involved in the classroom
• Complete school based assignments
• Complete classroom observations
• Assist the cooperating teacher as requested
• Reflection on learning of this week

3 Taking an active role in co planning and co teaching section of a

lesson alongside your cooperating teacher
 Complete school based assignments
• Complete classroom observations
• Assist the cooperating teacher as requested
• Reflection on learning of this week
4 Assuming responsibility for co planning and co teaching as amany
classes as a student can
• Complete school based assignments
• Complete classroom observations
• Assist the cooperating teacher as requested
• Reflection on learning of this week

5 Assuming responsibility for planning, teaching and assessing in at

least one subject
• Complete school based assignments
• Complete classroom observations
• Assist the cooperating teacher as requested
• Reflection on learning of this week

6 Assuming responsibility for planning, teaching and any additional

responsibilities as negotiated with the cooperating teacher and
university supervisor
• Complete school based assignments
• Complete classroom observations
 • Assist the cooperating teacher as requested
• Reflection on learning of this week

Evaluation Criteria (For Practical Activity in Schools)

Examination Type Marks

Internal Examination Department Supervision 40%
in Schools
External Examination Examination of Model 60%
Lessons Delivered by
each student in Schools
and Evaluation by
University
Panel of Examiners
COUSE OUTLINE: ADVANCE BOTANY–II (PLANT ANATOMY)

Course credit: 3
Syllabus outline: An introduction of primary internal structure of tissues of root, stem, leaf
flower and secondary growth of stem and analysis related to it.
Course aims: to introduce basic concept of primary plant body a learning idea of Root Shoot
Transition, secondary growth and anomalies, types of stem, root and Leaf.
Course Outline:
1. Secondary Xylem: Axial and ray system, Growth Layers, Reaction Wood, Gymnosperm
Wood, Angiosperm wood ,differentiation in xylem, strength of wood in relation to
structure.
2. Stem: Tissue system, Leaf Traces, Leaf Gaps, Branch Traces and branch Gaps, Vascular
bundles, Concept of stele delimitation of vascular region, Endodermis, Pericycle, Origin
of vascuklar cambium, common forms of secondary growth.
3. Anomolous Secondary Growth: Secondary Growth in Monocots, Grafting and wound
healing.
4. Types of Stems: conifer. Woody dicotyledons, Dicotyledonous vine, Herbaceous
Dicotylendons, Herbaceous Moncotylendons.
5. Leaf: Histology of angiosperm, Leaf, Mesophyll, vascular System , Bundle Sheaths,
Supporting structure, Secretary structures, petiole, histology of Gymnosperm leaf,
 Development of leaf, growth of leaf lamina, Monocotyledonous leaf, Development of
vascular Tissues, Abscission of leaves.
6. Root: Concept, origin , Morphology, Primary Structure, Root Cap, Vascular Cylinder,
Development of Histogens, Primary and secondary Growth, Development of Lateral
Roots, Development of Adventitious Roots, Development of Buds on Roots, Structure in
relation to Function. Root Shoot Transition: Secretary Structure, Glands, Nectaries,
Hydathodes, Intrernal Secretary Structures, Laticifers.
7. Flowers: concept, structure, vescular system, different parts, sepals, petals, stamen,
carpel, ovule, organogenesis, histogenesis, Abscission.

Learning Strategies:
1. Lectures
2. Group discussion
3. Laboratory work
4. Seminar/ workshop

Learning Outcome: Student will understand basic anatomical concepts of primary structure of
root, Stem, Leaf and Flower. They will be able to discuss the idea of secondary growth.
Assessment straggles (theory)
The student will be assessed according to the following criteria
Class participation 05%

Assignment/projects/presentation 20%

Mid-term test 30%

Final test 45%

Book Recommended:
1. Evert, R.F and easu, K. (2006). Esau’s Plant Anatomy john Wiley and Sons, Inc., New
York.
2. Fahn, A. (2001). Plant Anatomy (5th Ed). Ergamon Press. Oxford.
3. Dickinson, W.C. (2000). Integrative Plant Anatomy. Academic Press. London.
4. Esau, K. (2000). Anatomy of Seeds Plants. John Wiley and Sons Inc. New York.
5. Robson, N.K.B., Cutler, D.F. and Gregory. M. (2000). New Research in plant anatomy.
Academic press, London.
6. Eames, E. (1990). An introduction to Plant anatomy. McGraw Hill Book Co.Inc. New
York.
 TITLE: ADVANCE BOTANY–LAB–II (PLANT DIVERSITY)
Credit Hours: 1
Syllabus Outline: Concept of Leaf vascular bundle, Mesophyll Tissue Distribution, Primary
Structure of Root, Stem and Leaf, Structure of Wood.
Course outline: Study of Tissues From the living and preserved Material of Stems, Roots and
leaves.
Module Aims: This course is designed to provide understanding about primary and secondary
plant body, Secondary growth and primary and secondary anomalous structure in plants, leaf,
stem, root and flower anatomy, basic structure of roots, stem and leaf and wood structure.
Learning Strategies:
1. Lectures
2. Group discussion
3. Laboratory work
4. Seminar/ workshop

Learning Outcome:
Student will be able to understand the tissue arrangement in root, Stem, Leaf in secondary plant
body.
Assessment Strategies (Practical)
The student will be assessed according to the following criteria
Class participation/practical 15%
performance
Practical copy 10%

Mid-term test 35%

Final test 40%

Book Recommended:
1. Evert, R.F and easu, K. (2006). Esau’s Plant Anatomy john Wiley and Sons, Inc., New
York.
2. Fahn, A. (2001). Plant Anatomy (5th Ed). Ergamon Press. Oxford.
3. Dickinson, W.C. (2000). Integrative Plant Anatomy. Academic Press. London.
4. Esau, K. (2000). Anatomy of Seeds Plants. John Wiley and Sons Inc. New York.
5. Robson, N.K.B., Cutler, D.F. and Gregory. M. (2000). New Research in plant anatomy.
Academic press, London.
 6. Eames, E. (1990). An introduction to Plant anatomy. McGraw Hill Book Co.Inc. New
York.

COURSE TITLE: ADVANCE BOTANY-III (PALYNOLOGY)

CREDIT HOURS: 3
Introduction:
This course is designed to understand the Importance, Scope and Applications of Palynology in
other Fields, Techniques used to Isolate Palynomorphs, their Technical Description and
Evaluation ofPalynological Data.
Learning Outcome: After getting through this course students would be able to know about
Palynology, its Branches and their Importance, they would be able to Isolate Palynomorphs
from Sedimentary Rock samples through different Maceration Techniques. Field Study Tour
would enhance their knowledge of theory and better understanding of the subject.
Course Outline:
1. Neopafynology:
2. Production and Dispersal of Spores and Pollen Ultra structure and Stratification of Exine.
3. Spore and Pollen Diversity, Morphology and Omamentational Pattern, Technical Description.
4. Environmental Palynology, Occurrence and Significance of Airborne Pollen with respect to
Allergies and Asthma, Control Measures.
5. Mellitopalynology, Aeropalynology and Archaeopalynology. Palynology in Medicine and
Criminology. Palaeopalynology:
6. Ultra-structure and Chemical composition of Fossil Exine.
7. Palynomorphs as Sedimentary Particles, Preservation in Sediment, Post Depositional Hazards.
8. Palynomorphs in Oil and Gas Exploration, Geochronology, Stratigraphic Correlation,
Reconstruction of Past Plant communities. Index Palynomorphs, Organic Thermal
Maturity.
9. Technical Description of Palynomorphs.
Maceration Techniques and Field Work.

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

Books Recommended:
1. Agashe, S.N., & Caulton, E. (2009). Pollen and Spores: Applications with Special Emphasis on
Aerobiology and Allergy. Enfield, NH: Science Publishers.
 2. Brooks, J. (2010). Organic Maturation Studies and Fossil Fuel Exploration.
London: .Academic Press,
3. Erdtman, G. ( 2008). An introduction to pollen analysis. New York: Morison Press.
4. Scott, A.C. (2009). Coal and Coal-bearing strata; recent advances. Blackwell Scientific
Publishers, Oxford. 260pp. ISBN-13: 978-1443723077.
5. Traverse, A. (2007). Paleopalynology: Topics in Geobiology. (2 nd Ed.), Springer Link Publishers.
813pp. ISBN-13: 978-1402066849.
6. Harley, M., Morton, C.M. and BIackmore, S. (2000). Pollen and Spores: Morphology and
Biology, Royal Botanic Gardens, Kew. 530pp.
7. Kapp, P.O., Davis, O.K. and King, J.E. [Illustrated by Hall, R.C.] (2000). Ronald Kapp's Pollen
and Spores. (2nd ed.), AASP Found. 279 pp. ISBN 931871-05-0.
8. Kurmann, M.H. and Doyle, E. (1994). Ultrastructure of Fossil Spores and Pollen. Royal
Botanic Gardens, Kew. 227pp. ISBN-13: 978-0947643607.
9. Collinvaux, P.A., De Oliveira, P.E. and Moreno, E. (1999). Amazon: Pollen Manual and
Atlas. Harwood Academic Publishers. 344pp. ISBN-13: 978-9057025877.
10. Traverse, A. (1996). Nomenclature and Taxonomy: Systematics. In: Jansonius, J. and
McGregor, D.C. Eds., Palynology: Principles and Applications, American Association
of Stratigraphic Palynologists Foundations, 11-28, Publishers Press.
11. Jones, G.D., (1995). Pollen of the Southeastern United States: with Emphasis on
Melissopalynology and Entomopalynology. AASP Foundation Contribution Series No.
30: 76 pp., 104 photographic plates. ISSN 0160-8843.
12. Punt, W., BIackmore, S., Nilsson, S. and Thomas, A.L. (1994). Glossary of Pollen and
Spore Terminology. LPP Contributions Series No. 1: 71pp. LPP Foundation, Laboratory
of Palaeobotany and Palynology, University of Utrecht, Utrecht, The Netherlands. ISBN
90-393-0230-8.
TITLE: ADVANCE BOTANY-LAB-III (PALYNOLOGY)
CREDIT HOURS: 1
Syllabus Outline: Extraction of Pollen and Spores, Preparation of Strew Mount Slides,
Single Grain Manipulation and their Technical Description, Field Study Tour for the
Collection of Rock Samples from Salt Range, Pakistan and a Comprehensive Field
Report of Study Tour.
Course Outline:
1. Extraction of pollen and spores from Anther/Strobili/Sori, their Identification and Technical
Description.
2. Palynologieal Analysis of Paleozoic, Mesozoic and Cenozoic Rock samples through Standard
Procedures.
3. Preparation of Strew Mount Slides and Single Grain Manipulations).
4. Field Tour to the Salt Range, Pakistan to study Paleozoic, Mesozoic and Cenozoic Outcrops
including Sample Collecting Techniques. Each student shall be required to submit a
comprehensive Field Tour Report at the time of Practical Examination. Specific marks shall
also be allocated for such a report.
Module aims:
 This course is designed to understand the Importance, Scope and Applications of
Palynology in other Fields, techniques used to Isolate palynomorphs, their Technical
Description and Evaluation of Palynologieal Data.
Learning Strategies:
1. Lectures
2. Group Discussion
3. Laboratory work
4. Seminar/ Workshop
Learning Outcome: After getting through this subject, students would be able to study
Extant and Extinct Palynomorphs extracted through different Standard Techniques, to
describe the Data Technically and Preparation of Permanent Mounts of this material.
Field Study Tour would enhance their knowledge pertaining to the Preparation of
Comprehensive Field Report and presentation of the data scientifically. Evaluation
Criteria
Examination Type Marks
Internal Sessional Work 15%
Examination
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:
1. Hesse, M., Halbritter, H., Weber, M., Buchner, R., Frosch-Radivo, A. and Ulrich, S. (2010).
Pollen Terminology: An Illustrated Handbook. (1 st Ed.), Springer Link Publishers. 264pp.'ISBN-
13: 978-3211999356.
2. Icon Group International, (2010). Microtechnique: Webster's Timeline History, 1893 - . 2005.
24pp. ICON Group International, me. ASIN: B003L5DP80.
3. Phipps, D. and Playford, G. (2010). Techniques for Extracting Palynomorphs from Sediments.
Department of Mineralogy and Geology, sp. pub. Univ. Queensland, Brisbane, Australia.
4. Shah, S.M.I. (1977). Stratigraphy of Pakistan. Memoirs of the Geological Survey of Pakistan, v.
22, pp. 381.
5. Traverse, A. (2007). Palaeopalynology: Topics in Geobiology. (2 nd Ed.), Springer Link
Publishers. 813 pp. ISBN-13:978-1402066849.
6. Punt, W., Blackmore, S., Hoen, P.P., Nilsson, S. and Thomas, A. Le (2007). Glossary of Pollen
and Spore Terminology. Review ofPalaeobotany and Palynology, 143(1): 1-81.
7. Armstrong, H. and Brasier, M. (2005). Microfossils. (2 nd Ed.). J. WileyBlackwell Scientific
Publishers. 304pp. ISBN-13: 978-0632052790.
8. Harley, M., Morton, C.M. and Blackmore, S. (2000). Pollen and Spores: Morphology and
Biology, Royal Botanic Gardens, Kew. 530pp.
9. Gee, E R. (2000). Geological Maps of Salt Range. Geological Survey of Pakistan.
10. Kurmann, M.H. and Doyle, E. (1994). Ultrastructure of Fossil Spores and Pollen. Royal Botanic
Gardens, Kew. 227pp. ISBN-13: 978-0947643607.
11. Soil Survey of Pakistan (2000). Topographic Sheets of Salt Range, Pakistan.
12. Collinvaux, P.A., De Oliveira, P.E. and Moreno, E. (1999). Amazon: Pollen

ADVANCE CHEMISTRY- III (APPLIED/INDUSTRIAL CHEMISTRY)

CREDIT HOURS: 3+1

Course Objectives: Students will gain understanding about the importance of water and its
quality requirements for the industrial uses in addition to learning about water treatment
techniques. They will also learn about the composite materials.

Course Content
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
 ADVANCE CHEMISTRY LAB- III (APPLIED/INDUSTRIAL CHEMISTRY)

CREDIT HOURS: 1

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
ADVANCE CHEMISTRY-II (PHYSICAL CHEMISTRY)
CREDIT HOURS: 3+1
COURSE OBJECTIVES

The objective of the course is for students:

1. Understand and apply the laws of thermodynamics and kinetics.

2. Understand the role that thermodynamics and kinetics play in chemical equilibrium.
3. Understand how mathematics, models and approximations are used to explain chemical
phenomena and fundamental properties of matter.

4. Use concepts of thermodynamics/kinetics/equilibrium to make predictions and give explanations

about chemical systems and fundamental properties of matter.

5. Develop skills in making decisions in the lab, in data acquisition, and critical evaluation of data.
6. Appreciate the role physical chemistry plays in chemical (physical, biological, etc. systems.
COURSE CONTENT:
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
ADVANCE CHEMISTRY LAB-II (PHYSICAL CHEMISTRY) CREDIT
HOURS: 1
 Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Course Title: Advance Mathematics- II [Algebra (Group Theory and Linear

Algebra)]

Course Rating: 4 Cr. Hours

Specific Objectives of course:

This course introduces basic concepts of groups . The main objective of this course is to prepare
students for courses which require a good back ground in group theory like Rings and Modules,
Linear Algebra, Group Representation, Galois Theory etc.

Chapter 1 Groups

 Definition and examples of groups

 Subgroups lattice, Lagrange's theorem

 Cyclic groups
  Groups and symmetries, Cayley's theorem
Chapter 2 Complexes in Groups·

 Complexes and coset decomposition of groups

 Centre of a group
 Normalizer in a group
 Centralizer in a group
 Conjugacy classes and congruence relation in a group
Chapter 3 Normal Subgroups

 Normal subgroups

 Proper and improper normal subgroups

 Factor groups
 Isomorphism theorems

 Automorphism group of a group

 Commutator subgroups of a group

Chapter 4 Permutation Groups

 Symmetric or permutation group

 Transpositions
 Generators of the symmetric arid alternating group

 Cyclic permutations and orbits, The alternating group

 Generators of the symmetric and alternating groups

Chapter 5 Sylow Theorems

 Double cosets

 Cauchy's theorem for Abelian and non-Abelian group

 Sylow theorems (with proofs)

 Applications of Sylow theory

  Classification of groups with at most 7 elements .
Chapter 6 Ring Theory

 Definition and examples of rings

 Special classes of rings
 Fields
 Ideals and quotient rings

 Ring Homomorphisms

 Prime and maximal ideals

 Field of quotients
Chapter 7 Linear Algebra

 Vector spaces, Subspaces

 Linear combinations, Linearly independent vectors

 Spanning set

 Bases and dimension of a vector space

 Homomorphism of vector spaces

 Quotient spaces
Chapter 8 Linear Mappings

 Mappings, Linear mappings

 Rank and nullity

 Linear mappings and system of linear equations
 Algebra of linear operators
 Space L( X, Y) of all linear transformations
Chapter 9 Matrices and Linear Operators

 Matrix representation of a linear operator

 Change of basis

 Similar matrices
  Matrix and linear transformations
 Orthogonal matrices and orthogonal transformations
 Orthonormal basis and Gram Schmidt process
Chapter 10 Eigen Values and Eigen Vectors

 Polynomials of matrices and linear operators

 Characteristic polynomial

 Diagonalization of matrices

Recommended Books
1. J. Rose, A Course on Group Theory, (Cambridge University Press, 1978)
2. I. N. Herstein, Topics in Algebra, (Xerox Pub.ij13};ling Company, 1964)
3. G. Birkhoff and S. Maclane, A Survey of Modern Algebra, (Macmillan, 1964)
4. Seymour Lipschutz, Linear Algebra, (McGraw Hill Book Company, 2001)
5. Humphreys, John F. A Course on GroupTheory, (Oxford University Press, 2004)
6. P· M. Cohen , Algebra, (John Wiley and Sons, 1974)
7. J. B. Fraleigh , A First Course in Abstract Algebra, (Pearson Education, 2002)

Course Title: Advance Mathematics- III (Complex Analysis and Differential Geometry)

Course Rating: 4 cr. hours

Course Introduction

This subject introduces the theory of groups, which is at the core of modern algebra, and
which has applications in many parts of mathematics, chemistry, computer science and
theoretical physics. It also develops the theory of linear algebra, building on material in
earlier subjects and providing both a basis for later mathematics studies and an introduction
to topics that have important applications in science and technology.
Chapter 1The Concept of Analytic Functions

 Complex numbers, Complex planes, Complex functions

 Analytic functions

 Entire functions
  Harmonic functions

 Elementary functions: Trigonometric, Complex exponential, Logarithmic and

hyperbolic functions
Chapter 2 Infinite Series

 Power series, Derived series, Radius of convergence

 Taylor series and Laurent series

Chapter 3 Conformal Representation

 Transformation, conformal transformation

 Linear transformation
 Mobius transformations
Chapter 4 Complex Integration

 Complex integrals

 Cauchy-Goursat theorem
 Cauchy's integral formula and their consequences
 Liouville's theorem
 Morera's theorem

 Derivative of an analytic function

Chapter 5 Singularity and Poles

 Review of Laurent series

 Zeros, Singularities

 Poles and residues

 Cauchy's residue theorem
 Contour Integration
Chapter 6 Expansion of Functions and Analytic Continuation

 Mittag-Leffler theorem

 Weierstrass' s factorization theorem

  Analytic continuation
Chapter 7 Theory of Space Curves

 Introduction, Index notation and summation convention

 Space curves, Arc length, Tangent, Normal and binormal

 Osculating, Normal and rectifying planes

 Curvature and torsion

 The Frenet-Serret theorem

 Natural equation of a curve

 Involutes and evolutes, Helices

 Fundamental existence theorem of space curves

Chapter 8 Theory of Surfaces

 Coordinate transformation

 Tangent plane and surface normal

 The first fundamental form and the metric tensor
 The second fundamental form
 Principal, Gaussian, Mean, Geodesic and normal curvatures
 Gauss and Weingarten equations
 Gauss and Codazzi equations
Recommended Books

1. H. S. Kasana, Complex Variables: Theory and Applications, (Prentice Hall, 2005)

2. M. R. Spiegel, Complex Variables, (McGraw Hill Book Company, 1974)
3. J. W. Brown, R. V. Churchill, Complex Variables and Applications, (McGraw Hill, 2009)
4. Louis L. Pennisi, Elements of Complex Variables, (Holt, Linehart and Winston, 1976)
5. W. Kaplan, Introduction to Analytic Functions, (Addison-Wesley, 1966)
6. R. S. Millman and G.D. Parker, Elements of Differential Geometry, (Prentice-Hall,
1977)
7. E. Kreyzig, Differential Geometry, (Dover Publications, 1991)
8. M. M. Lipschutz, Schaum's Outline of Differential Geometry, (McGraw Hill, 1969)
9. D. Somasundaram, Differential Geometry, (Narosa Publishing House, 2005)

Course Title Database Systems

Credit Hours 4(3+1)
Course Goals
Student must be able to understand the requirements for any system and after analysis of
requirement, they should develop ER diagrams, use cases and develop a complete system with
front and backend database.

Week lecture Topics Covered

Week 1 1 The Need for Databases, Data Models, Relational Databases
2 Database Design, Storage Manager, Query Processing, Transaction
Manager
Week 2 1 . View of Data, Database Languages, Relational Database, Data
Storage and Querying
2 Specialty Databases, History of Database Systems, Database Users
and Administrators
Week 3 1 Structure of Relational Databases, Relational Query Languages,
Relational Operations
2 Database Schema, Keys, Schema Diagrams
Week 4 1 Overview of the SQL Query
Language, SQL Data Definition, Basic Structure of SQL Queries
2 Additional Basic Operations, Set Operations
Week 5 1 Aggregate Functions, Null Values
2 Modification of the Database
Week 6 1 Overview of the Design Process, The Entity-Relationship Model
2 Constraints, Removing Redundant Attributes in
Entity Sets,
Week 7 1 Entity-Relationship Diagrams, Reduction to Relational Schemas
2 ER Case Studies 1, 2
Week 8 1 Alternative Notations for Modeling
Data
2 Entity-Relationship Design Issues+ ER Case Studies 3, 4
Week 9 MID EXAMINATIONS

Week 10 1 Nested Subqueries

2 Nested Subqueries
 Week 11 1 Extended E-R Features explained
2 Discussion of Join Expressions
Week 12 1 Join Expressions with SQL queries

2 Case Study on Extended E-R Features

Week 13 1 Advanced Aggregation Features
2 Functions and Procedures
Week 14 1 Front end development in secondary language (Android, PHP etc)
2 Accessing SQL From a Programming
Language
Week 15 1 Decomposition Using Multivalued
Dependencies
2 Data Normalization
Week 16 1 Case study on data normalization
2 Case studies
Week 17 1 Revision of SQL queries
2 Revision of nested sub queries
Week 18 1 Revision
2 Revision
Week 19 Final Exams

Assessment Instruments with Weights (homework, quizzes, midterms, final, programming

assignments, lab work, etc.) homework, quizzes, midterms, final, programming assignments,
lab work

Recommended readings
Textbook (or Laboratory Manual for Laboratory Courses) Database System Concepts 6th
edition
Modern Database Management: 8th Ed; Jeffrey A. Hoffer, Mary B Prescott. Pearson
Reference Material A Practical Approach to Design Implement
Database Systems - Design, Implementation, and Management (9th Edition)

Course Title Operating Systems

Course Code:
Credit Hours 3+1
Course Goals
This course is to provide a combined applied/ theoretical background in Operating
Systems and Systems Programming to improve students’ understanding:
 Systems software design
 Systems programming
 Performance analysis
 Performance tuning
Weeks Lecture no. Contents
Lecture 1 Operating systems basics

Week 1 Lecture 2
system calls

Lecture 3 process concept and scheduling

Week 2 Lecture 4
inter-process communication

Lecture 5 multithreaded programming

Week 3 Lecture 6
multithreading models

Lecture 7 threading issues

Week 4 Lecture 8
process scheduling algorithms

Lecture 9
thread scheduling
Week 5
Lecture 10
multiple-processor scheduling

Lecture 11 synchronization

Week 6 Lecture 12
critical section
Week 7 Lecture 13 synchronization hardware, synchronization problems

Lecture 14
deadlocks

Week 8 MIDTERM EXAM

Lecture 1 detecting and recovering from deadlocks
Week 9
Lecture 2 memory management

Lecture 3 swapping
Week 10
Lecture 4 contiguous memory allocation

Lecture 5 segmentation & paging

Week 11
Lecture 6 virtual memory management

Lecture 7 demand paging

Week 12
Lecture 8 thrashing

Lecture 9 memory-mapped files

Week 13
Lecture 10 file systems, file concept

Lecture 11 Directory and disk structure

Week 14 directory implementation
Lecture 12 free space management

Lecture 13
Week 15 disk structure and scheduling, swap space management

Lecture 14 system protection

Week 16 Lecture 15
virtual machines
Lecture 16

Lecture 17
Week 17 operating system security
Lecture 18

Week 18 Final Exam

Assessment Instruments with Weights (homework, quizzes, midterms, final, programming
assignments, lab work, etc.) Quizzes, Assignments
Textbook (or Laboratory Manual for Laboratory Courses)
o Operating Systems Concepts, 9th edition by Abraham Silberschatz
Reference Material
o Modern Operating Systems, 4th edition by Andrew S. Tanenbaum
o Operating Systems, Internals and Design Principles, 9th edition by William Stallings

ADVANCE PHYSICS 2 (QUANTUM MECHANICS-1)

PRE-REQUISITE: Undergraduate level Mechanics and Mathematics

INTRODUCTION: CREDITE HOURS: 4

This course covers the experimental basis of quantum physics. It introduces wave mechanics,
Schrödinger's equation in a single dimension, and Schrödinger's equation in three dimensions.

COURSE OBJECTIVE:

It covers fundamental concepts of quantum mechanics: wave properties, uncertainty principles,

Schrödinger equation, and operator and matrix methods. Basic applications of the following are
discussed: one-dimensional potentials (harmonic oscillator), three-dimensional centro symmetric
potentials (hydrogen atom), and angular momentum and spin. The course also examines
approximation methods: variational principle and perturbation theory.

COURSE OUTLINE:

1. Breakdown of Classical Concepts and Old Quantum Theory:

Particle aspects of radiation and Planck’s hypothesis, wave aspects of matter and de Broglie’s
hypothesis, discrete levels and Bohr’s hypothesis.
2. Farmulation of Quantum Mechanics:
Mathematical preliminaries, quantum mechanical wave function, Hilbert space, observables and
operators, operator equations, the eigenvalue equation, commutation relations, expectation
value, postulates of quantum mechanics, correspondence principle, complimentarity principle,
Schrodinger equation and discrete energy levels, state functions and overlap integral,
uncertainty principle.
3. One Dimensional Systems:
The potential step, reflection and transmission coefficients, potential well and bound states,
potential barrier, tunneling, tunneling through thin films, alpha decay, one dimensional models
of molecules and delta function potential, Kronig-Penny model, harmonic oscillator, raising and
lowering operators.
4. Angular Momentum:
5. Angular momentum operator, z-component, total angular momentum; eigen valves,
eigen functions and vector diagram, parity.

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

REFERENCE BOOKS:

1. Introductory Quantum Mechanics by R. L. Lieboff` Holden-Day, San Francisco (1980)

2. Qunatum Mechanics Vol I,II by C.Cohen-Tannoudji, B. Diu, F. Laloe, Wiley (1977).
3. Quantum Physics by S. Gasiorowicz, Wiley (1996).
4. Introduction to Quantum Mechanics by Dicke, Wittke, Addison-Wesley (1974).
5. Quantum Mechanics by Sokoev, Ternou, Holt, Rinehart & Winston (1996).
6. Quantum Mechanics by J. L. Powell and B. Crasemann, Addison-Wesley, (1961).

Advance Physics Lab II (Electronics):

Note: The candidate must perform at least EIGHT experiments from the list given below.
50% weightage must be given to viva-voce about apparatus, theory of experiments and
estimation of errors.

1. To construct a power supply and study the rectified wave form (measurement of
peak value), ripple factor and regulation (without regulator). 2. To construct a
voltage-regulated power supply with Zener diode.
3. To construct a single stage CE transistor voltage amplifier and study gain, input impedance,
output impedance, half power points by sine/square wave testing and effect of bias on the
output and measurement of distortion.
4. To construct a source follower FET voltage amplifier and study gain, input impedance,
output impedance, half power points by sine/square wave testing.
5. To construct an R-C oscillator and compare it with a standard frequency.
6. To construct a Hartley or Colpitts oscillator and measure its frequency.
7. To construct and study the wave forms at the base and collector of the transistors of a free
running a multivibrator.
8. To construct and study of the height, duration and time period of the output pulses in a
monostable and bistable multivibrators with reference to the input Trigger.
9. To construct from discrete components OR, AND, NOT, NAND, NOR exclusive OR
Circuits and verify their truth tables.
10. Study of wave shaping circuits of diode, integrators and differentiators.
 11. To construct the operational amplifier (741) by using discrete components and study its
frequency response.

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

REFERENCE BOOKS:

1. Electronic Circuits and Systems by J.D. Ryder/Charles M. Thomson, (1976).

2. Electronics devices and Circuits by Millman and Halkies (1978).
3. Electronics Devices by Thomos L. Floyd, Prentice-Hall Inc., Englewood Cliffs, (1996).
4. Electronic Principles by Albert P. Malvino, Glencoe McGraw-Hill Book Co. (1993).
5. Digital Fundamentals by Thomas L. Floyd, Prentice-Hall International Inc.
Englewood Cliffs, (1994).

6. Electronic Devices and Circuit Theory by Boylestad and Nashhelsky, 7th Edition A.
Published by Prentice-Hall, (1997).
7. Electronic Devices and Circuits, by Theodre F. Bogart, Jr. 4th Edition, PrenticeHall, Upper
Saddle River, NJ (USA) 1997.

ADVANCE PHYSICS 3(ELECTRONICS)

PRE-REQUISITE: Undergraduate level Physics and Mathematics

CREDITE HOURS: 3+1

INTRODUCTION:

This course provides physics students with the fundamental electronic principles needed for
advanced study in physics laboratories and graduate school. An introduction to digital electronics,
the physics of semiconductors, p-n junctions, transistors and integrated circuits.

COURSE OBJECTIVE:

Upon successful completion of the course material, students will be able to: Qualitatively and
quantitatively describe the operation of operational amplifiers in a variety of signal processing
applications. Demonstrate the ability to use and to analyze circuits containing digital to analog
(DAC) and analog to digital converters (ADC). Learn the proper use of modern test equipment
and be able to write simple computer programs which will interface the computer (transfer data
to and from) to ADC's, DAC's and registers. Build and analyze the basic digital circuits which
become the building blocks for more complex circuits which are used in computers and digital
instruments. Demonstrate basic knowledge of the physics of semiconductors, diodes and
transistors.

COURSE OUTLINE:

1. The Semiconductor Diode:

The junction diode, the diode voltage-current equation, Zener diode, light-emitting diodes,
capacitance effects in the pn diode.
2. The Diode as Rectifier and Switch:
The ideal diode model, the half-wave rectifier circuit, the full-wave rectifier circuit, the bridge
rectifier circuit, measurement of the ripple in the rectifier circuit, the capacitor filter, the filter; -r
filter, regulated power supply.
3. Models for Circuit:
The black box concept; active one-port models: the voltage-source circuit; active one-port models,
the current-source circuit: the two-port network, the h-parameter equivalent circuit, power in
decibels.
4. Junction Transistor as Amplifier:
The junction transistor, the volt-ampere curves of a transistor, the current amplification factors,
relations between the amplification factors, the load line and Q point, the basic transistor
amplifiers, simplification of the equivalent C-E circuit, the transconductance, g, the common-
emitter amplifier, conversion of the h parameters, the common-collector amplifier,
performance of the C-C amplifier, comparison of amplifier performance.
5. DC Bias for the Transistor:
Choice of the quiescent point, variation of the Q point: fixed transistor bias, the fourresistor bias
circuit, design of a fixed-bias circuit, design of the bias-stabilized C-E amplifier, voltage feedback
bias, design of voltage-feedback bias circuit, bias for the emitter follower, design of the emitter
follower circuit.
6. The Field Effect Transistor:
The junction field-effect transistor; the MOS field-effect transistor, the load line for the FET,
obtaining bias for the FET, the FET as an amplifier.
7. Frequency Response of RC Amplifiers:
Cascaded amplifier, the amplifier passband, the frequency plot, low-frequency response, the low-
frequency limit, the unbypassed emitter resistor, high-frequency equivalent circuits and the Miller
effect, high-frequency response, the frequency limit of the transistor, the common-base
connection at high frequencies, bandwidth of cascaded amplifiers.
8. Negative Feedback in Amplifiers:
The black box with feedback, stabilization of gain by negative feedback, bandwidth improvement
with negative feedback, reduction of nonlinear distortion, control of amplifier output and input
resistances, a current series-feedback circuit, voltage shutfeedback circuit, voltage feedback with the
FET.
9. Integrated Amplifiers:
The integrated amplifier, the differential amplifier, the Darlington compound transistor,
introduction to operation amplifier.
10. Power Amplifiers:
Classification of power amplifier, power relations in the class a amplifier, voltage limitations,
determination of output distortion, the push-pull circuit and glass B operation, performance of a
 class B push-pull amplifier, output circuits without transformers, phase inverters for push-pull
input.
11. Oscillators:
Oscillator feedback principles, the Hartley and Colpitts oscillators, practical transistor oscillators, crystal
control of frequency, resistance-capacitance feedback oscillator.
12. Waves Shaping and Switching Circuits:
Diode clipper, diode clamper, differentiator, integrator. Multivibrators, the bistable multivibrator, the one-
shot or monostable multivibrator and astable multivibrator.
13. Digital Circuits:
Binary numbers, Binary codes, Logic switches and gates, Logic Circuits.

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

REFERENCE BOOKS:

2. Electronic Circuits and Systems by J.D. Ryder/Charles M. Thomson, (1976).

3. Electronics devices and Circuits by Millman and Halkies (1978).
4. Electronics Devices by Thomos L. Floyd, Prentice-Hall Inc., Englewood Cliffs, (1996).
5. Electronic Principles by Albert P. Malvino, Glencoe McGraw-Hill Book Co. (1993).
6. Digital Fundamentals by Thomas L. Floyd, Prentice-Hall International Inc. Englewood Cliffs,
(1994).
7. Electronic Devices and Circuit Theory by Boylestad and Nashhelsky, 7th Edition A. Published by
Prentice-Hall, (1997).
8. Electronic Devices and Circuits, by Theodre F. Bogart, Jr. 4th Edition, PrenticeHall, Upper Saddle
River, NJ (USA) 1997.

COURSE TITLE: ADVANCE ZOOLOGY II (CELL & MOLECULAR BIOLOGY)

Credit Hours: 3

Aims and Objectives:

Objectives of the course are to impart knowledge about

• The animal cell and its complex organization of architecture
• The unified role it plays for the ultimate sustainability of the organisms
• The various ultra- structural
• Molecular and functional aspects of the cells
 Course Contents
1. Introduction to prokaryotic and eukaryotic cells:

Plasma membrane, Chemical composition, structure and functions of plasma membranes

cell permeability, active transport, endocytosis, phagocytosis.

2. Cytoskeleton:

Microfilaments, Microtubules, Intermediate filaments

3. Cytoplasmic Organelles:

Membrane system, Structural Commonalities, Functional Commonalities

Ultrastructure Chemical Composition And Functions Of Endoplasmic Reticulum (with special
reference to their role in protein synthesis and drug metabolism)
Golgi Apparatus (with reference to its role in synthesis of glycoprotein)
Mitochondria (with reference to its role in cellular respiration, and its significance as semi-
autonomous organelle)
Lysosome (with reference to its diverse roles due to hydrolytic activity of enzymes)
Peroxisome (with reference to metabolism of hydrogen peroxide) Glycoxysome (with
reference to glyoxylic acid cycle).
4. Nucleuschromatin, heterochromatin, euchromatin, chromosome structure with
reference to coiling and nucleosome during different phases of cell cycle, Replication
(mechanism, DNA replication in prokaryotes specially with reference to variety of DNA
polymerases and other proteins involved, DNA replication in Eukaryotes with special
reference to DNA polymerases, concept of Replicons etc.), Transcription (variety of RNA
and their characteristics, synthesis of mRNA, rRNA and tRNA with special reference to
enzymes, involved, RNA splicing, split genes, concept of Ribozymes and
posttranscriptional processing), RNA transduction, Genetic code, point mutations,
Translation (with reference to the specific role of Ribosomes, various factors, and
posttranslational processing).Control of Gene expression in Prokaryotes.

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

Books Recommended
Alberts, B., Bray, D., Lewis, J., Raff, M., Roberts, K., & Watson, J. D. Molecular Biology of the Cell. New
York: Garland Publishing Inc.

Damell, Jr. J., Lodisch, H., &Balimore, D. (1990). Molecular Cell Biology. New York:
Scientific American Inc.
DeRobertis, E. D. P., &DeRobertis, Jr. E. N. F. (1987).Cell and Molecular Biology. New York: Lea
&Febiger.

Geoffrey, M. C., & Robert, E. H. (2007).The Cell: A Molecular Approach. Sunderland: Sinauer
Associates, Inc.

Karp, J. (2005). Cell and Molecular Biology: Concepts and Experiments. United States of America: John
Wiley and Sons, Inc.

ADVANCE ZOOLOGY Lab-II (CELL & MOLECULAR BIOLOGY)

Credit Hour-I

1. Detection and quantitative determination of chromosomal DNA and RNA.

2. Cultural and staining of bacteria and yeast.
3. Identification of different type of blood cells in human blood through smear technique.
4. Countingof prokaryotic cells (bacteria) and blood cells by using haemocytometer.
5. Isolation and characterization of proteins on polyacrylamide gel electrophoresis (native and sub-unit
molecular weights).
6. Separation of different sized DNA fragments on agarose gel.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended
Alberts, B., Bray, D., Lewis, J., Raff, M., Roberts, K., & Watson, J. D. Molecular Biology of the Cell. New
York: Garland Publishing Inc.

Damell, Jr. J., Lodisch, H., &Balimore, D. (1990). Molecular Cell Biology. New York:
Scientific American Inc.

DeRobertis, E. D. P., &DeRobertis, Jr. E. N. F. (1987).Cell and Molecular Biology. New York: Lea
&Febiger.

Geoffrey, M. C., & Robert, E. H. (2007).The Cell: A Molecular Approach. Sunderland: Sinauer
Associates, Inc.

Karp, J. (2005). Cell and Molecular Biology: Concepts and Experiments. United States of America: John
Wiley and Sons, Inc.

COURSE TITLE: ADVANCE ZOOLOGY III (PHYSIOLOGY)

 Credit Hours: 3+|1
Aims and Objectives:

• The basic functional expression in animals is the membrane irritability understood in the form
of nerve impulse.
• This course particularly imparts the concepts and mechanisms of integration in the different
functional systems of the animals.These mainly constitute the mechanisms of nervous system
and the hormonal system for the coordination. The motility and locomotion also contributes in
the integration of the animal to its environment, therefore, also included in this section.

Course Contents
1. Central themes in Physiology: Structure-function relationship, Adaptations, Homeostasis,
Conformity and Regulation.

2. Physiological basis of Membrane Function: Mechanisms in resting membrane potentials:

Electrogenic ion pump, Donnan equilibrium, Diffusional potentials, Ion channels, Ionic
mechanisms in action potentials: Roles of ion channels, Properties of action potential.
Propagation of action potential in neurons; Synaptic transmission; Structure and function of
electrical synapse structure and function of chemical synapse; Neurotransmitters; Synaptic
receptors; Excitatory postsynaptic potentials; Inhibitory postsynaptic potentials; Presynaptic
inhibitions; Integration at synapses: Facilitation, Posttetanic Potentiation.

3. Receptors Physiology: Transduction; Sensory coding; Range fractionation; Sensory

adaptations; Mechanoreception: Hair cell mechanism particularly in acoustico-lateralis system
of vertebrates; Cutaneous receptors; Cellular and molecular mechanisms in taste and olfactory
reception; Photoreception: Ultrasttructure of photoreceptors, Photochemistry, Phototransduction
and physiological basis of color vision; Physiological mechanisms in electroreception.

4. Chemical Messenger and Regulators/Endocrine Physiology: Types and functions of

secretions. An overview of invertebrate endocrine structures, their hormones and physiological
roles. An overview of hormones, their chemistry and physiological roles of Hypothalamus,
Pituitary, Thyroid, Parathyroid and associated structures, Endocrine pancreas, Gastropancreatic
system, Adrenal medulla (Chromaffin Tissue), Adrenal cortex, Ovary, Testis and Placenta. A
generalized model account of hormone synthesis, storage and secretion (a peptide hormone
model and steroid hormones); Hormonal interactions in metabolic and developmental function;
Water and electrolyte balance and reproduction. Integrated endocrine and neural responses in
glycemia and calcium homeostasis and reproductive cycles; General account of hormonal
regulations, hormonal turnover, recognition; Mechanisms of action in hormones involving
membrane receptors and nuclear modulated gene expression; Endocrine functions of kidneys,
heart and pineal gland.
 5. Movements and Muscles: Structural basis of muscle contraction: molecular structures of
contractile components and their interaction, sarcoplasmic reticulum, calcium and membrane
mechanisms in regulation of contraction.

6. Cardiovascular Mechanisms: Electrical activity of heart: Automaticity, Rhythmicity,

Electrocardiography, Kymography; Hemodynamics, Blood flow, pressures and resistance and
their interrelationships. Control of cardiac activity (cardiac output) and peripheral circulation.

7. Exchange of Gases: Transport of O2 and CO2 between respiratory surface (the lungs) and body
cells. Regulation of lungs respiration; Gas transfer in water (gills) and its regulation. Respiratory
responses in extreme conditions as hypoxia; Hypercapnia in air breathing divers.

8. Excretion and Osmoregulation: Osmoregulation in aquatic and terrestrial environment.

Vertebrate nephron as osmoregulatory organ: Physiological anatomy, Glomerular filtration,
Tubular absorption and secretion; Nitrogenous waste products; Patterns of nitrogenous excretion
and their phylogenetic development.

9. Nutrition: Regulation of digestive secretions; Physiological anatomy of digestive tract

(mammalian model), Absorption of water, ions and nutrients; Potential and Movements in
gastrointestinal tract; Control of motility.

10. Temperature Relations: Temperature classification of animals; Temperature relation of

ectotherms in freezing and cold and warm and hot environment; Costs and benefits of
ectothermy; Temperature relations of heterotherms and endotherms; Dormancy: Sleep, Torpor,
Hibernation, Estivation.

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

Books Recommended
Berne, R. M. & Levy, M. N. (2000).Principles of Physiology. (3rded.). Mosby: St. Lious.

Bullock, J., Boyle, J., & Wang, M. B. (2001).Physiology. (4thed.). Philadelphia: Lippincott, Williams and Wilkins.

Guyton, A. C. & Hall, J. E. (2000).Textbook of Medical Physiology. (10thed.). Philadelphia: W.B. Saunders
Company.

Randall, D., Burggren, W., French, K., & Fernald, R. Eckert Animal Physiology:
 Mechanisms and Adaptations (5thed.). New York: W.H. Freeman and Company.

Schmidt-Nelsen, K. (1997). Animal Physiology, Adaptation and Environment. Cambridge: Cambridge University
Press.

Withers, P. C. (1992).Comparative Animal Physiology. Philadelphia: Saunders College Publishing.

ADVANCE ZOOLOGY Lab-III (PHYSIOLOGY) PRACTICALS

1. Muscle and Neuromuscular Activity: Nerve muscle preparation, Muscle twitch, Comparison
of muscle and nerve irritability, effect ofstimulus strength, effect of stimulus frequency
(tetany), effect of load or stretch, effect of prolonged activity (fatigue), neuromuscular fatigue,
stimulation of motor points in human.

2. Excitability, Sensation and Behaviour: Recording of action potential by oscilloscope and

demonstration of its various features. Experiments to demonstrate characteristic of reflex arc.
Experiment in human (students themselves) to demonstrate some aspect of sensory physiology.

3. Cardiovascular Activity: Normal cardiac activity, effect of temperature, effect of drug, heart
block, tetanization of heart. Measurement of blood pressure.

4. Respiration and Exercise: Oxygen consumption in fish and effect of temperature (by dissolved
oxygen meter) and terrestrial animal (mouse). Oxygen consumption (by respirometer), heart
rate, blood pressure glycemia altered by exercise.

5. Endocrine and Reproductive Mechanisms: Effect of insulin on glycemia, study of stages in

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

Books Recommended
Tharp, G., &Woodman, D. (2002).Experiments in Physiology.(8thed.). London: Prentice Hall.

SEMESTER-VII
1 BSED401 Contemporary Issues & Trends in Science Education 3
2 BSED402 Educational Statistics 2
 3 BSED430 Research Project 3
Any TWO Courses according to Area of Specialization
4 BSED403 Advance Botany-IV (Soil & Agricultural Microbiology) 3+1
5 BSED404 Advance Botany-V (Plant Nutrition & Soil Fertility) 3+1
OR
4 BSED405 Advance Chemistry-IV (Inorganic Chemistry) 3+1
5 BSED406 Advance Chemistry-V (Organic Chemistry) 3+1
OR
4 BSED407 Advance Mathematics-IV (Topology & Functional 4
Analysis)
5 BSED408 Advance Mathematics-V (Advance Analysis) 4
OR
4 BSED409 Advance Computer-IV Human Computer Interaction 3+1
5 BSED410 Advance Computer-V Web Development and Design 3+1
OR
4 BSED411 Advance Physics-IV (Mathematical Methods of Physics- 3+1
II)
5 BSED412 Advance Physics-V (Quantum Mechanics-II) 3+1
OR
4 BSED413 Advance Zoology-IV (Evolution & Principles of 3+1
Systematic)
5 BSED414 Advance Zoology-V (Biochemistry) 3+1
TOTAL SEMESTER CREDIT HOURS 16

Course TITLE: Contemporary Issues and Trends in Science Education Credit Hours: 3

Course Introduction
Competent teachers are usually knowledgeable in their respective Content areas. Being part of the
education system, teachers need to be aware of the contemporary issues and trends in education.
Issues such as population explosion, HIV/AIDS, Gender Development, sustainable development require
a broad based knowledge approach for teacher preparation. Therefore, a course on contemporary
issues and trends in education is considered significant to develop an insight among teachers.
Learning Objectives
At the end of this course, the students will be able to:
 argue on the positive and negative impact of the information
explosion
 explore the gap between madrassah and mainstream education and identify appropriate
government responses
  identify barriers to the achievement of universal literacy and how these may be removed at the
local level
 discuss the gradually reducing gender disparity in education in Pakistan and its likely
consequences
 analyze the relationship between national curriculum structure and career opportunities
consider how best environmental awareness can be enhanced through schools consider the
consequence of the growing privatization of education

Course Content
Unit 01 Education as a Complex Enterprise
1.1 Diversity of aims and approaches in education.
1.2 Variety of philosophical approaches to education.
1.3 Education in different periods and societies
Unit 02 Madrassah Education
2.1 Madrassah: origin, aims and objectives
2.2 Role of madrassah in 21st century
2.3 System of education in madrassah
2.4 Madrassah reforms in Pakistan
Unit 03 Universal Literacy
3.1 Literacy and individual rights
3.2 Factors affecting program for universal literacy: medium of instruction
3.3 Formal and Non formal education: Advantages and disadvantages
Unit 04 Gender Disparity
4.1 Concept of gender equality
4.2 Factors affecting the status and role of women
4.3 Steps towards reducing gender disparity.
Unit 05 Population Education:
5.1 Concept of Population Education.
5.2 Factors affecting Population Education.
5.3 Impact of Population Growth on National Development.
5.4 Roles and responsibilities of family, school, mosque and community in population education.
5.5 Steps towards population planning and welfare.

Unit 06 Environmental Awareness

6.1 Types of pollution

6.2 Causes of pollution
6.3 Environmental education
Unit 07 Privatization of Education
7.1 Government resources and multiple demands
7.2 Need of private sector education
7.3 Challenges of quality education
Unit 08 Information in Education
8.1 New concept of information explosion
8.2 Expanding learning resources
8.3 Information and communication technology (ICT) literacy
8.4 Technology in education

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Recommended Books
AIOU, (2006) Population Education Course MA EPM 584, Islamabad: AIOU.
Badran, M. (2005). The Gender of Islam, Al-Ahram: Cairo.
Haltak, J. (1990). Investing in the Future, Setting Educational Priorities in the Developing World, Paris,
UNESCO. McGraw-Hill Kogakusha.
Ministry of Education, Curriculum Wing (2010), 13 Modules on Various Core Themes of Population
Education, Islamabad.
Modhukar Indira (2003). Changing Demands of Technical and Vocational Education, Annual Publication
New Delhi.
 Mohantry, Jagannath. Primary and Elementary Education, Deep & Deep Publication Private Ltd.
Pakistan, Govt: (2003). Education for All, Ministry of Education Curriculum Wing Islamabad.
Rao, V. K. (2004). Population Education efficient Printer, New Delhi.
Sylvester, C. (1994). Feminist Theory and International Relation, in Post Modern Era, Cambridge
University Press.
UNESCO, Pakistan (2004). Quality of education in Pakistan, UNESCO Office, Islamabad.
Course Title: Educational statistics
Credit hours: 2

Introduction: Educational researchers are facing very demanding research questions now
which need to be explored to greater depth as compared to few decades ago. Statistical
techniques are a tool for analyzing the results in empirical research, which is increasingly used
in present educational research. Understanding of such methods and techniques has become
an integral part of conducting educational research. This course is designed to provide
understanding of basic statistical concepts as they are used in educational research. It is also
intended to develop the sense of selecting appropriate statistical test for appropriate research
question. As a result of this course the participants will become better interpreters of
educational data by mastering the statistical concept and techniques.

Learning Objectives
At the end the course students will be able to:
1. understand descriptive statistics
2. differentiate different test of statistics
3. use statistical test in educational research
4. interpret result of data analysis
5. explore new techniques in statistics research purpose

Course Content
1. Introduction to statistics
1.1 Introduction
1.2 Basic concepts
1.3 Historical development of statistics 1.4 Types of Measurement Scale
2. Frequency Distributions and Graphs
2.1 Introduction
2.2 Frequency distributions
2.3 Introduction to graphs
2.4 Graphs for qualitative variables
2.5 Graphs for quantitative variables
2.6 Shapes of distributions
3. Measures of central tendency
3.1 Introduction
3.2 Mean
3.3 Median
3.4Mode
4. Measures of dispersion, skewness, and kurtosis
4.1 Introduction to measures of dispersion
4.2 Measures of dispersion (Range, Quartile Deviation, Standard Deviation, variance)
4.3 Dispersion and the normal distribution
4.4 Skewness and kurtosis
5. Correlation
5.1 Introduction to correlation
5.2 Pearson Product-Moment correlation coefficient
5.3 Spearman Rank correlation
5.4 Other kinds of correlation coefficients
6. Statistical inference: one sample
6.1 Introduction to hypothesis testing
6.2 One-sample t-test for a mean
7. Statistical inference: two samples
7.1 Introduction to hypothesis testing for two samples
7.2 Two- sample t test and confidence interval for means using independent & dependent
samples
8. Introduction to the analysis of variance and covariance
8.1 Introduction to analysis of variance
8.2 Basic concepts in ANOVA
8.3 Multiple comparison procedures
9. Statistical inference for frequency data
9.1 Chi-Square test
9.2 Testing Goodness of Fit
9.3 Testing independence
10. Statistical Inference for Ranked Data
10.1 Introduction to Assumption-Free tests
10.2 Mann- Whitney U Test for two independent samples
10.3 Wilcoxon test for dependent samples

Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Reference Books
Bartz, A.E (1999). Basic statistical concepts (4th ed.). New Jersy: Printice-Hall
Bluman, A. G. (2009). Elementary statistics: A step by step approach. Boston: McGraw-Hill.

Garrett. & Henry E (1995). Statistics in psychology and education. London: Longman

Heiman, G. W. (2011). Basic statistics for the behavioral sciences. USA: Wadsworth
Howel, D. C. (2013). Statistics for psychology. USA: Wadsworth

Howel, D. C. (2011). Fundamentals of statistics for behavioral sciences. USA: Wadsworth

Kutz, Albert K. (1980). Statistical method in education and psychology. New Delhi, Narosa publishing
House.
Larson, R., & Farber, B. (2012). Elementary statistics: Picturing the world. Delhi: Prentice Hall.

Mangal, S.K (2002). Statistics in psychology and education. New Delhi: Printice-Hall of India Pvt.
Ltd.

Weiss, N.A. (2012). Elementary statistics. Boston: Addison-Wesley

Course Title: Research project

Credit Hours: 03

Goals and Objectives

The objectives of the course are:

• To provide students with the tools and skills required to understand research terminology and assess
published research.
• To identify the types of methods best suited for investigating different types of problems and
questions
• To develop research questions that are based on and build upon a critical appraisal of existing
• To design a research proposal
• To begin initial preparation for embarking on a new research project.
• To accomplish and learn all stages of research
• To complete research and learn the skills of writing research thesis technically.

Course details

Planning a good research project

1. How to choose a good research topic?

Stage 1: What are the broad themes? , Stage 2: What are the interesting topics within
those themes? , Stage 3: What questions might can be asked about those topics? Stage 4:
Choose a question and check its viability, Stage 5: Making final choice. The last stage is to
making final choice of project. Start project with a research question.

2. Administration of the research project

Ist most important step is approval of the topic

I- Making the research proposal

Components of the research proposal.
1- Research title/problem and justification.
2- Research hypothesis/ Question.
3- The main research question that the student will be focusing on, with, perhaps, a number
of sub-questions.
4- The background to the study – why it is an important and interesting topic to study.
5- A brief background literature review. This should show that the student have read a
number of relevant books and papers so that student understand how his topic relates to the
current knowledge and issues in the field.
6- A proposed methodology, that is, how student intend to undertake the study, what
methods he will use, what data he will collect and how he will analyse the data. If this includes
any form of experimental work or the use of any data collection or analysis equipment you need
to provide a detailed and precise list of what he will need. He also needs to explain why this
methodology and this instrument is the best way to study this topic.
7- A proposed time schedule for the project, with key dates and the timing of each phase of
the project.
NOTE: What if student’s proposal is rejected? He should regard a rejection as saving him
from big problems later on. Teachers have a very good idea of what will ‘work’ and what
will not, what is achievable and what is not. If they suggest student think again it is
because they believe he cannot produce a thesis or dissertation of the required standard
from what he is proposing. So, take the advice they give, and submit another proposal.

I- Stages of the Research (process of the project)

Student need to start by thinking through what are the stages of his project. For most research
projects there are ten stages:

Stage 1 – Choosing the project / Introduction

Topic has already been selected. Introduction related to the research topic briefly will be
given in this section.

Stage 2 – Initial literature review

The literature review is a critical early stage in students’ project. A literature review has
many purposes. It enables student to find out what research has been undertaken in the
field, what is ‘known’ and what the important questions are that others are investigating or
have suggested for research. It helps student to understand the history of his field, to know
how ideas have developed, changed, appeared and disappeared over time. Student will
become aware of the range of methodologies that have been used to research his field,
both in the past and in the present, and he should start to develop a critical view of the
advantages and disadvantages of different approaches. It will also enable the student to
discover who else is working in the field and what they are working on. Most importantly,
though, it will help the student to look at his initial ideas for his research and develop and
refine them to produce the project that he will undertake. It is almost the most important
stage of the project, for if he does this thoroughly and well he will be saved many potential
problems later on.

Stage 3 – finalize the research questions

Ideally student’s research questions will emerge from the literature review. The literature
review will have shown him what is already known in the field and what important topics
need to be researched.

Stage 4 – Choosing and developing the methodology

Whatever his subject and field, there will be a range of different research methods
available to him. At this stage he needs to choose the best approach to enable him to
answer his research question. Many students though, unfortunately, start with an idea of
the methods they want to use and then apply them to their research question whether or
not they are the best way forward. The correct way forward, of course, is to read and
reflect very broadly on possible research methods and then choose what is most
appropriate, even if this involves him in learning new approaches or techniques.

Stage 5 – Piloting the methodology

Whatever method the student use, he will need to his methodology. Piloting is practising, checking
that he can use the method correctly and that it will work in the circumstances in which he is using it
to provide usable data. Piloting usually suggests changes and modifications to the methods he is using,
sometimes large, sometimes small, and so is an essential process.

Stage 6 – Organising the data collection

Do not be put off by the word ‘data’. By “data” it is meant is the evidence the student will
use to arrive at his conclusions, and there are many types of data. His data could be
experimental results, field data or survey data or they could come from direct observations
of social situations. The data could be quantitative, qualitative or a combination of both
types. Stage 6 involves making the arrangements to collect that data.

Stage 7 – Data collection

Collecting the data can be a short or a long process – for example a project on the
behaviour of kindergarten students may take many months of detailed observation and
recording, while some experimental projects may take only a few weeks or even days to
complete.

Stage 8 – Data analysis

Data analysis includes the systematic organising of the data and its presentation in a form
that readers of the students’ project can understand. It also includes the interpretation of
the data to identify the important ideas or new bits of knowledge that they reveal. Each
discipline will have descriptive and analytical techniques, ranging from statistical analysis
to computer modelling to presentational methods to qualitative analysis. Student will need
to choose the methods best suited to the data he has collected, and will need to be able to
justify his choice of methods.

Stage 9 – Drawing conclusions and interpretations

Stage 8 involved very detailed analysis and interpretation, working with the detail of the
data and drawing out important ideas about every part of the topic that has been studied.
Stage 9 is the ‘big picture’ stage of the research, where the detailed interpretations are
drawn together to try to ‘answer’ the overall research question. It will certainly involve a
critical reflection on the conclusions student has drawn and the methods he has used, and
will probably make recommendations for future research in
the field. In social science fields it may include recommendations for policy-makers and practitioners
about future practice and policy.

Stage 10 – Preparing the final thesis

Writing of the thesis is covered in more detail in writing a thesis. The final stage of the
project, though, is assembling the final version of the thesis. Student will produce drafts of
individual chapters throughout the project, and these can be assembled into the first draft
of the overall thesis or dissertation. At this stage, though, the work needs to be prepared
for submission – making sure the whole work is coherent; writing, re-writing and editing;
assembling diagrams, tables or charts; completing and checking the bibliography and
appendices; preparing the contents and the abstract; printing and binding the work. This
all takes a significant amount of time, which needs to be built into the planning of the
project.
Student will see from reading through the stages of the project that there is much to plan
and prepare for. While it is not possible to plan precisely how long each stage will take, and
unforeseen things may arise, it is very helpful to plan as carefully as student can.
There are two simple techniques student can use to plan his time and his project – a time line and a
Gantt chart.

Points to remember
This looks a straightforward path to understand and follow, but there are a number of
important points to remember with this model. First, real project will not follow this path
in a neat sequence:
• Some stages will overlap – for example, student will certainly start to develop
interpretations and conclusions as soon as he starts collecting data, and he may of course
want to test some of his conclusions by collecting further data.

• Student may need to return to earlier stages – for example, piloting may indicate
his need to make changes to the methodology.
• Some stages will continue throughout the project – for example, student will need
to keep reviewing the literature throughout the project to be sure that he has not missed
anything important or that there have not been new publications on the topic. Even while
student is preparing the final thesis he will need to do a last-minute literature check so that
he dose not miss the latest publications.

Secondly, student will need to be writing the thesis/dissertation from as early in the
project as possible. Stage 10 is preparing the final version, not starting to write. It is very
important to recognise that student must start writing as soon as he can, otherwise it may
become a major psychological barrier for him

Evaluation Criteria

Examination Type Marks

Internal Examination Internal Examiner 40%
(Supervisor/s)

External Examination External Examiner 60%

RECOMANMDED BOOKS

Berry, R. (2004), The research project: how to write it. London: Routledge. Nicholas S. R.
Walliman (2005), Your research project: a step-by-step guide for the first-time researcher,
SAGE publication, London.
Dr. A. K. Khan (2008), Research Methodology, APH publishing Corporation,New Delhi.
Thomas, G. (2013), How to do your research project: a guide for students in education ,
SAGE publication, London.
Yogesh Kumar Singh (2006), Fundamental Of Research Methodology And Statistics, New Age
International Publishers Ltd.-new Delhi.

COURSE TITLE: ADVANCE BOTANY-IV( SOIL AND AGRICULTURAL MICROBIOLOGY)

CREDIT HOURS: 3+1

Syllabus Outline: Study of Soil Microbes in relation to Soil Formation and Plant Microbes nitration.

Course aims:
Course is designed to provide essential knowledge about soil structure and composition and
learning about soil biodiversity.

Learning Outcomes:
 Students are expected to have knowledge about Soil Microflora and then-effects on Soil Composition
and Information about Agriculture Soils of Pakistan.

Course Outline:
1. Elements of Soil Formation and Conservation,
2. Soil Microbial Population and Methods of Study with their Advantages and
Disadvantages,
3. Role of Microorganisms in Mineral Transformations with special and detailed
emphasis on Carbon and Nitrogen Transformations,
4. Brief Introduction to Sulphur and Phosphorus Transformation,
5. Introduction to Soil Ecology, Plant Microbe Interactions and Microbe-Microbe
Interactions and their Impact on Soil Fertility,
6. Biotechnological Potentials of Soil Microorganisms,
7. Importance of the Subject in the Agricultural Development of Pakistan,
8. Problems of Salinity and Water Logging and the Methods of their Reclamations,
Microbial Activities in Saline Soil.
9. Biochemical, Physiological, Genetic, Ultra-Structural and Molecular Aspects of
interaction between Plants and their Beneficial and Harmful Symbionts,
10. Microbe's Role in Regulatory Mechanism of Plant Gene Expression.

Learning Strategies:
1. Lectures
2. Group Discussion
3. Laboratory work
4. Seminar/ Workshop

Assessment Strategies (Theory) :

The student will be assessed according to the following criteria

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
 External Examination Final Semester 60%

Books Recommended:
1. Berthelin, J., Bollag, J.M., Page, A.L., Huang, P.M., McGill, W.B. and Huang, P.M. (1999).
Environmental Impacts of Soil Component Interactions: Natural and Anthropogenic Organics.
Vol.1, Lewis Publishers.
2. Wang, K., EstreUa, A.H. and Montagu, M.V. (2004): Transformation of Plants and Soil
Microorganisms (Plant and Microbial Biotechnology Research). No.3, Cambridge University Press.
3. Charles, J., Delecluse, A., Lerou, N. and Roux, C.N. (2000). Entomopathogenic
Bacteria: From Laboratory to Field Application (1st Ed.), Kluwer Academic Publishers.

4. Rao, N.S.S. and Dommergues, Y.R. (2001). Microbial Interactions in

Agriculture and Forestry. (2nd Ed.), Science Publishers

5. Glick, B.R., Patten, C.L., Holguin, G. and Penrose, D.M. (1999). Biochemical and Genetic
Mechanisms Used by Plant Growth Promoting Bacteria. Imperial College Press.
6. Rao, N.S.S. and Dommergues, Y.R, (2000). Microbial Interactions in
Agriculture and Forestry. (1st Ed.), Science Publishers.

TITLE: ADVANCE BOTANY-LAB-IV ( SOIL AND AGRICULTURAL MICRO BIOLOGY)

CREDIT HOURS: 1
Syllabus Outline: Study of Soil Microbes in Relation to the Formation of Soil, Interaction with Plants
and Enhancement of Soil Fertility.

Course Outline:
1. Study of role of Microbes in Soil Structure and Improvement.
2. Symbiotic and Antagonistic effects of microbes.
3. Sou/Crop improvement by microbes.
4. Reclamation of Saline and Water Logged Soils.
5. Determination of Genetic and Biochemical Molecular Aspects of Microbial Interaction with plants.
6. Use of Azospwittum and Azospirillum as Natural Fertilizers.
Module Aims: The course designed to guide Laboratory Techniques for study of Soil
Microflora and their Interaction. Parameters and Spillers are provided for Study of Types of
Soils and Their Composition.

Learning Strategies:
1. Lectures
2. Group Discussion
3. Laboratory work
4. Seminar/ Workshop
Learning Outcome: Students are expected to have knowledge about Soil Microbial Population, their
Role for Enrichment Soil Composition and its Productivity.

Assessment Strategies (Practical) :

The student will be assessed according to the following criteria
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
Books Recommended:
1. Berthelin, J., Bollag, J.M., Page, A.L., Huang, P.M., McGiIl, W.B. and Huang, P.M. (2005).
Environmental Impacts of Soil Component Interactions: Natural and Anthropogenic Organics.
Vol.1, Lewis Publishers. ,
2. Wang, K., Estrella, A.H. and Montagu, M.V. (2004): Transformation of Plants and Soil
Microorganisms (Plant and Microbial Biotechnology Research No. 3, Cambridge University Press.
3. Charles, J., Delecluse, A., Lerou, N. and Roux, C.N. (2001). Entomopathogenic
Bacteria: From Laboratory to Field Application (1st Ed.), Kluwer Academic Publishers.

4. Rao, N.S.S. and Dommergues, Y.R. (2001). Microbial Interactions in

Agriculture and Forestry. (2nd Ed.), Science Publishers

5. Glick, B.R., Patten, C.L., Holguin, G. and Penrose, D.M. (2000). Biochemical and Genetic
Mechanisms Used by Plant Growth Promoting Bacteria. Imperial College Press.
6. Rao, N.S.S. and Dommergues, Y.R. (2000). Microbial Interactions in
Agriculture and Forestry. (1st Ed.), Science Publishers.

COURSE TITLE: ADVANCE BOTANY-VI (PLANT NUTRITION & SOIL FERTILITY)

CREDIT HOURS: 3

Course Aims: The students will be able to get an update on issues related to Plant Nutrition and Soil
Fertility Integrated on Sustainable Land Use and Natural Resource Management.

Learning Outcome: The students will develop an insight into the Mineral Requirements, Media
Preparations and Mineral Metabolism. All Agriculture Practices based on fertilization will be
analyzed.
 Course Outline:

 Introduction, Scope and History of Mineral Plant Nutrition.

 The Inorganic Components of Plants, Water, Dry Matter, Mineral Competition,
 Essential and other Mineral Elements, Macronutrient and Micronutrient Elements,
Comparative Macronutrient and Micronutrient Elements; Comparative Elemental
Requirements of Higher Plants; Deficiencies and Tissue Analysis, Deficiency
Symptoms of Individual Elements.
 The Media of Plant Nutrition, The Variety of Nutrient Media: Soil; Solution Culture;
 Chemical Composition of Nutrient Solutions; Modified Solution Culture, Culture Solutions
compared with Soil Solutions.
 The Acquisition of Nitrogen Absorption of Nitrate and Ammonium Ions; Nitrogen
Fixation, Physiology of Formation of Root Nodules, Physiology of Symbiotic
Nitrogen Fixation.
 Mineral Metabolism, The Functions of Nutrients, Nutrient Elements as
Constituents of Metabolites and Complexes, Nutrient Elements as Activators,
Cofactors or Regulators of Enzymes, Nutrient Elements in Physiological Processes.
 Ecological Aspects of Plant Nutrition, Phenotypic Plasticity, The Concept of the
Ecotype, Role of Mineral Elements in Plant Ecology, Interplay between Plants and
their Mineral Media.
 Soil Fertility Evaluation.
 Soil and Fertilizer N, P, K, Ca, Mg, S, Fe and Trace Elements. Liming and Use of
Gypsum. Fertilizers and Efficient Use of Water.

Learning Strategies:

1. Lectures

2. Group Discussion

3. Laboratory Work ,

4. Seminar/ Workshop

Assessment Strategies (Theory) :

The student will be assessed according to the following criteria

 Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. Taiz, L.D. and Zeiger, E. (2010). Plant Physiology. (5th Ed.), Sierauer Associates.

2. Barker, A.V. and Pilbeam, D.J. (2007). Hand Book of Plant Nutrition. CRC Press Washington D.C.

3. Epstein, E. and Bloom, J.A. (2005) Mineral Nutrition of Plants: Principles and Perspectives. (2 nd
Ed.), Sierauer Associates.

4. Tisdale, S. and Nelson, W. (2005). Soil Fertility and Fertilizers. (3rd Ed.), Mchillans.

5. Wallace, T. (2005). The Diagnosis of Mineral Deficiencies in Plants. Her Majesty's Stationery
Office, London.

TITLE: ADVANCEBOTANY-LAB-VI (PLANT NUTRITION AND SOIL FERTILITY)

CREDIT HOURS: 1

Syllabus Outline: Study of different media for plant growth, macro and micronutrients,
determination of total water requirements.

Course Outline:

1. Sand and Water Culture Methods.

2. Study of Deficiency Symptoms of Macro and Micronutrient Elements.

3. Phenotypic Adaptations of plants to Nutrients, Deficiency and Methods of Growth Analysis.

4. Plant Tissue Analysis for Principle Inorganic Ions.

5. Determination of P, Ca and Mg Content of Soil.

6. Preparation of Fertilizer Mixtures.

7. Determination of total Water Requirements of a Crop by using Climatic Data (Blaney and Criddle
Formula will be used).

8. Preparation of Standard Acid, Alkali and Indicator Solutions.

Module Aims: This Laboratory Course will help students to solve problems related to Soil
Fertility and Fertilizers. Students will learn about various techniques of growing plants.

Learning Strategies:

1. Lectures

2. Group Discussion

3. Laboratory Work

4. Seminar/ Workshop

Learning Outcome: Experiments based on Theory Syllabus will be explored. Students will be able to
grow plants in different media. Students will be able to observe different symptoms due to
deficiency of various nutrients in the media

Assessment Strategies (Practical) :

The student will be assessed according to the following criteria

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. Taiz, L.D. and Zeiger, E. (2010). Plant Physiology. (5th Ed.), Sierauer Associates.

2. Barker, A.V. and Pilbeam, D.J. (2007). Hand Book of Plant Nutrition. CRC Press Washington
D.C.

3. Epstein, E. and Bloom, J.A. (2005) Mineral Nutrition of Plants: Principles and and
Perspectives. (2 Ed.), Sierauer Associates.

4. Tisdale, S. and Nelson, W. (2005). Soil Fertility and Fertilizers. (3rd Ed.), McMillans.

5. Wallace, T. (2005). The Diagnosis of Mineral Deficiencies in Plants. Her Majesty's Stationery
Office, London.

ADVANCE CHEMISTRY- IV (INORGANIC CHEMISTRY)

CREDIT HOURS: 3

Course Objectives: Students will acquire knowledge about the physical and chemical
properties of d- & f- block elements on the basis of their electronic configurations and will
be able to work out structures of coordination compounds through development of
understanding of coordinate compounds and chemical bonding.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
ADVANCE CHEMISTRY LAB- IV (INORGANIC CHEMISTRY)

CREDIT HOURS: 1
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

ADVANCE CHEMISTRY- VI (ORGANIC CHEMISTRY)

CREDIT HOURS: 3+1

Course Objectives: Students will gain knowledge about the stereochemical behavior of organic
molecules and acquire an ability to propose mechanism of simple reactions.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
ADVANCE CHEMISTRY LAB- VI (ORGANIC CHEMISTRY)

CREDIT HOURS: 1

Evaluation Criteria
Examination Type Marks

Internal Examination Sessional Work 15%

Mid-Semester 25%
External Examination Final Semester 60%
Course Title: Advance Mathematics- V (Topology & Functional Analysis)

Course Rating: 4 Cr. Hours

Course Learning Outcomes

1. Demonstrate an understanding of the concepts of metric spaces and topological spaces,

and their role in mathematics.
2. Demonstrate familiarity with a range of examples of these structures.
3. Prove basic results about completeness, compactness, connectedness and convergence
within these structures.
4. Apply the theory in the course to solve a variety of problems at an appropriate level of
difficulty.
5. Demonstrate skills in communicating mathematics orally and in writing.

Chapter 1 Topology

 Definition and examples

 Open and closed sets

 Subspaces

 Neighborhoods
 Limit points, Closure of a set

 Interior, Exterior and boundary of a set

Chapter 2 Bases and Sub-bases

 Base and sub bases

 Neighborhood bases
  First and second axioms of countablility
 Separable spaces, Lindelof spaces
 Continuous functions and homeomorphism
 Weak topologies, Finite product spaces
Chapter 3 Separation Axioms

 Separation axioms

 Regular spaces

 Completely regular spaces

 Normal spaces
Chapter 4 Compact Spaces

Compact topological spaces

Countably compact spaces

Sequentially compact spaces

Chapter 5 Connectedness

 Connected spaces, Disconnected spaces

 Totally disconnected spaces

 Components of topological spaces

· Chapter 6 Metric Space

 Review of metric spaces

 Convergence in metric spaces

 Complete metric spaces

 Completeness proofs
 Dense sets and separable spaces

 No-where dense sets

 Baire category theorem

· Chapter 7 Normed Spaces

 Normed linear spaces

 Banach spaces

 Convex sets
 Quotient spaces
 Equivalent norms
 Linear operators
 Linear functionals
 Finite dimensional normed spaces
 Continuous or bounded linear operators
 Dual spaces
Chapter 8 Inner Product Spaces

 Definition and examples

 Orthonormal sets and bases

 Annihilators, Projections

 Hilbert space
 Linear functionals on Hilbert spaces

 Reflexivity of Hilbert spaces

Recommended Books

1. J. Dugundji, Topology, (Allyn and Bacon Inc., 1966)

2. G. F. Simmon, Introduction to Topology and Modern Analysis, (McGraw Hill Book Company, 1963)
3. Stephen Willard, General Topology, (Addison-Wesley Publishing Co., 1970)
4. Seymour Lipschutz, General Topology, (Schaums Outline Series, McGraw Hill Book Company, 2004)
5. E. Kreyszig, Introduction to Functional Analysis with Applications, (John Wiley and

Sons, 2006)

6. A. L. Brown and A. Page, Elements of Functional Analysis, (Van Nostrand'Reinhold, 1970)

7. G. Bachman and L. Narici, Functional Analysis, (Academic Press, 1966)
8. F. Riesz and B. Sz. Nagay, Functional Analysis, (Dover Publications, Inc., 1965)

Course Title: Advance Mathematics- VI (Advanced Analysis )

Course Rating: 4 Cr. Hours

Course Learning Outcomes

 Upon successful completion of this course, students should be able to:

 use set theory to construct mathematical proofs
 examine the structure and properties of the real number system
 use the definition of convergence of a sequence to determine the limit of a sequence
 prove and work with theorems relating to properties of convergent sequences
 define the limit of a function and continuity of a function
 prove and work with theorems relating to continuous functions beyond those found in
elementary calculus
 define the derivative of a function and establish properties of differentiable functions
 define the Riemann integral and establish properties of integrable functions
 define infinite series and develop tests to determine whether an infinite series is
convergent or divergent
 define a power series and establish basic convergence properties of power series

Chapter 1 Advanced Set Theory

 Equivalent Sets

 Countable and Uncountable Sets

 The concept of a cardinal number

 The cardinals no. and c

 Addition and multiplication of cardinals

 Cartesian product, Axiom of Choice, Multiplication of cardinal numbers

 Order relation and order types, Well ordered sets, Transfinite induction

 Addition and multiplication of ordinals

 Statements of Zorn's lemma, Maximality principle and their simple implications
Chapter 2 Measure Theory
  Outer measure, Lebesgue Measure, Measureable Sets and Lebesgue measure, Non measurable
sets, Measureable functions
Chapter 3 The Lebesgue Integral

 The Rieman Integral, The Lebesgue integral of a bounded function

 The general Lebesgue integral

General Measure and Integration

 Measure spaces, Measureable functions, Integration, General convergence theorems

 Signed measures, The Lp-spaces, Outer measure and measurability

 The extension theorem

 The Lebesgue Stieltjes integral, Product measures

Recommended Books

1. D. Smith, M. Eggen and R. ST. Andre, A transition to Advanced Mathematics, (Brooks Cole,
2004)
2. Seymour Lipschutz, Set Theory and Related Topics, (McGraw Hill, 1964)
3. Frankel, A. Abstract Set theory, (North Holland Publishing Co., 1961)
4. Royden, H. L. Real Analysis, (Prentice Hall, 1988)
5. Suppes, P. Axiomatic Set Theory, (Dover Publications Inc.,May 1973)
6. Halmos, P.R. Naive Set Theory, (Springer, 1974)
7. Halmos, P. R. Measur_e Th eory, (Springer, 1974)
8. Rudin, W. Real and Complex Analysis, (McGraw-Hill Higher Education, 1987)

ADVANCE PHYSICS 4 (MATHEMATICAL METHOD OF PHYSICS-2)

PRE-REQUISITE: Mathematical Method of Physics I

INTRODUCTION: CREDITE HOURS: 4

A Course in Mathematical Methods for Physicists helps students understand the mathematical
techniques needed for their future studies in physics. It provides an accessible account of most of the
current, important mathematical tools required in physics these days. It is assumed that the reader has
an adequate preparation in general physics and calculus. The course contents bridge the gap between
an introductory physics course and more advanced courses in classical mechanics, electricity and
magnetism, quantum mechanics, and thermal and statistical physics. It contains a large number of
worked examples to illustrate the mathematical techniques developed and to show their relevance to
physics.

COURSE OBJECTIVE:

To give the understanding of Differential equations and their uses in Physics, Introduction to
special functions, Fourier series, Fourier Transforms, Solution of Boundary value problems and
their uses.

COURSE OUTLINE:

1. Green’s Function: Definition, Green’s functions for the Strum-Liouville operator

Green’s functions in electrodynamics.
2. Functions of Complex Variable:
Complex functions, analyticity,
Cauchy-Riemann equations, multivalued functions,
Cauchy’s integral formula,
Taylor and Laurent series, the residue theorem and its applications.
3. Fourier Series and Transforms:
Fourier series and its complex form,
applications of Fourier series,
representations of a function,
properties of Fourier transforms,
Fourier integral theorem, Fourier sine and cosine transforms,
applications of Fourier transforms,
 Laplace transform.

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

REFERENCE BOOKS:

1. Mathematical Methods for Physics and Engineering, F. Riley, M. P. Hobson and S. J. Bence,
Cambridge University Press, (1997).
2. Mathematical Physics by E. Butkov, Addison-Wesley Publishing Company, (1968).

3. Mathematical Methods for Physicists by G. Arfken and H. J. Weber, Academic Press, (1995).

4. Applied Mathematics for Engineers and Physicists by L.A. Pipes and L.R. Harvill, McGraw-Hill
Book Company, (1970).

5. Mathematics of Classical and Quantum Physics Volume II, By F.W. Byron Jr. and R.W Fuller
Addison-Wesley Publishing Company, (1970).
6. Complex Variable by M. R. Spiegel, Schaum Publishing Company, (1970)

Course Title Human Computer Interaction

Credit Hours 3+1

Prerequisites by Course(s) and Topics Software Engineering

Course Goals

 Students will learn the basic physiological, perceptual, and cognitive components of human
learning and memory.
 To gain theoretical knowledge of and practical experience in the fundamental aspects of
designing and implementing user interfaces.
  To analyze interaction problems from a technical, cognitive, and functional perspective.
 To develop an awareness of the range of general human-computer interaction issues that must
be considered when designing information systems.

Date Lectures Topics Covered

Week 1 1 What is HCI?
The Human
2 Psychology of usable things
Week 2 3 Processes for User-Centered Design
4 Metrics and Measures for Evaluation
Week 3 5 Usability heuristics and principles of Usability testing
6 Physical capabilities
Week 4 7 Cognitive and social models for interaction design
8 Principles of good interaction design
Week 5 9 Accessibility
10 Principles of GUI
Week 6 11 Visual design elements
12 Data gathering
Week 7 13 Task analysis
14 Design Rules
Week 8 15 Prototyping
16 Help and user documentation
Week 9 17 Testing Methods
18 Design and Colors
MID EXAMINATIONS
Week 10 19 Internationalization
20 Usability Testing Methods
Week 11 21 Usability Inspection Methods
22 New Interaction Technologies
Week 12 23 Usability in practice
24 Information Processing Model
Week 13 25 Task Analysis
 26 Hierarchal Task Analysis
Week 14 27 Visual Design and Typography
28 Icon Design
Week 15 29 Ubiquitous
30 Groupware/Presentations

Week 16 31 Groupware/Presentations

32 Summary and Revision

Final Examination

Assessment Instruments with Weights (homework, quizzes, midterms, final, programming

assignments, lab work, etc.)

SESSIONAL (Quizzes, Assignments, Presentations) =25 %

Midterm Exam =25 %

Final Exam = 50%

Recommended readings

Textbook (or Laboratory Manual for Laboratory Courses)

• Human-Computer Interaction”, Alan Dix, Computing Department, Lancaster University

Janet E. Finlay, Leeds Metropolitan University, Gregory D. Abowd, Georgia Institute of
Technology, Russell Beale, University of Birmingham ISBN-10: 0130461091

• Designing the User Interface: Strategies for Effective Human-Computer Interaction,Ben

Shneiderman and Catherine Plaisant, 6th Ed, Pearson Inc, 2016.

• Designing Interactive Systems: A Comprehensive Guide to HCI, UX and Interaction

Design, Benyon, D. 3rd Ed., Pearson. 2013

• About Face: The Essentials of Interaction Design, Alan Cooper, Robert Reimann,David
Cronin, Christopher Noessel, 4th Ed, Wiley, 2014
Course Title Web Design and Development
Credit Hours: 3+1
Learning Outcomes
 Master the tools and concepts needed to properly format a web page

 Know the conventions and languages or scripts commonly used today

 Learn how to design a web page using Hypertext Markup Language (HTML)

 Learn how to plan a site, using text editors versus HTML and WYSIWYG editors, basic
tags, editing, viewing and linking documents

 Learn how to control the appearance and design fundamentals of a web page using
Cascading Style Sheets (CSS) including internal, external and in-line style

 Master control of attributes and appearance of graphics

Weeks Lecture Topics Covered Evaluation Signature

Instruments
used

1 1 Introduction to Web Design and

Development

 HTML, DHTML, XHTML

 CSS, clients side scripting
 server side scripting, dynamic
website development
2 HTML Introduction

 The <!DOCTYPE
html> declaration defines this
document to be HTML5
 The <html> element is the root
element of an HTML page
 The <head> element contains
meta information about the
 document
 The <title> element specifies a
title for the document
 The <body> element contains
the visible page content
 The <h1> element defines a
large heading
 The <p> element defines a
paragraph

2 3 HTML Basics

 HTML img
 HTML Buttons
 HTML Lists
 Nested HTML elements
 HTML ending tags
 HTML empty Elements
 HTML case sensitive

4 HTML Attributes
 The HREF attribute
 The src attribute
 The width and height
attribute
 The alt attribute
 The styling attribute
 The title attribute
3 5 HTML Headings and paragraphs
 DIV tags Assignment # 1
 Heading Tags
 Image Tag
6 HTML paragraphs and styling

 HTML Display
 Line breaks
 HTML pre Element
 HTML style attribute
  Text and Background style colors
 HTML Fonts and Text Size
 Text Alignment
4 7  What is HTML?
 What are Tags?
 Do all HTML tags have an end tag? Quiz #1
 What is formatting in HTML?
 How many types of heading does
an HTML contain?
 How to create a hyperlink in HTML?
 Which HTML tag is used to display
the data in the tabular form?
 Who is making the web standards?
 Explain the working of DIV tag.
8 HTML quotation and citation elements

 HTML short quotation

 HTML block quote
 HTML abbr
 HTML address
 HTML cite
 HTML bdo
 HTML comments
5 9 Styling HTML with CSS

 Cascading styling sheet

 Inline styling
 Internal styling
 Ecxternal styling
 CSS Fonts
 CSS border
 CSS padding
 The ID attribute
 The class attribute
 External references
10  HTML Links
 5Local Links
 Link colors
 Link Bookmarks
 Image as Link
6 11 HTML Images

 Images alt
 Image map
 Background images
  The picture Element
 Image size- width and height
 Images in Another folder
12 Tables

 HTML Tables
 Creating borders
 Collapsed Borders
 Adding cell padding
 Left-align Headings
7 13 HTML Lists

 Unordered and ordered lists

 HTML Description Lists
 Nested HTML lists
 Control list counting
14 HTML Blocks

 The span element

 HTML Grouping Tags
 The div Elements
 Inline Element
 Block-level Element
8 15  Difference between paragraph
and span
Quiz# 2
 Working of DIV element
 Analyze the difference between
padding and margin
 Attributes and properties of CSS
16 HTML Forms

 HTML Forms
 Form element
 Input type
 Input element
 Form attribute
 Radio buttons
 The submit button
 Action attribute
 Target attribute
 POST and GET method

MID EXAMINATIONS
9 17 HTML media and APIs

 HTML media
 Video
 Audio
 HTML Geo location
18 Cascading styling sheet

 Introduction
 CSS syntax
 CSS Id selector
 Class selector
 CSS colors, margins, padding
 CSS opacity
10 19 CSS Navigation bar and Dropdowns

 Navigation bar
 Vertical Navbar
 Horizontal Navbar
 Basic Dropdown
 Right-aligned Dropdown

20 CSS Website Layout

 Header
 Main content
 Footer
 Navigation bar
 Unequal and Equal column
11 21 CSS Pagination

 Active and Hoverable pagination

 Rounded active and hoverable
pagination
 Hoverable Transition Effect
 Bordered Pagination
 Rounded Borders
 CSS Transition
 CSS slideshow

22 MYSQL
 Installation program
 SQL basics
 What SQL can do
  Standard of Structured query
language
 Using structured query language in
websites
 RDBMS

 Creating Facebook login

and signup page
Assignment # 2

SQL basics
 Database tables
 SQL common commands
 The SQL SELECT statement
 SELECT column
 SELECT distinct

12 23 The SQL WHERE clause

 WHERE syntax
 Text fields vs numeric fields
 Operators in WHERE clause
 SQL AND, OR, NOT operators
 SQL ORDER-BY statements
 ORDER BY DESC order
 ORDER BY several columns
 INSERT INTO syntax
24 SQL NULL Values

 NULL value
 How to test NULL values
 IS NOT NULL syntax
 The IS NULL Operator
 The IS NOT NULL Operator
13 25  SQL basic commands Quiz # 3
 SQL operators
 Testing NULL values
 RDBMS
26 SQL UPDATE statement

 The SQL UPDATE statement

 UPDATE Table
 UPDATE multiple Records
 The SQL DELETE statement
  SQL MIN and MAX functions
14 27 SQL COUNT,AVG and SUM functions
 COUNT syntax
 AVG syntax
 SUM syntax
 LIKE syntax
 SQL wildcards
 SQL In
 SQL between
 SQL aliases
 SQL joins
MYSQL string functions

 ASCII
 CHAR LENGTH
 CHARACTER LENGTH
 CONCAT
 CONCAT WS
 FIELD
 FIND IN SET
 FORMAT
 INSERT
 INSTR
 LOWER
 LPAD
 LTRIM
15 29  Using MYSQL string function Quiz # 4
 Concatenation
 Inserting data into database
 LTRIM
30 Introduction To Server Scripting
language (PHP)

 PHP introduction
 Downloading and Installation
 PHP syntax
 PHP comments
 PHP Echo
 PHP data types and string
 Switch, loops, Arrays
 PHP constants, Numbers,
Operators
 PHP forms
 16 FINAL EXAMINATION

ADVANCE PHYSICS 5 (QUANTUM MECHANICS-2)

PRE-REQUISITE: Quantum Mechanics I

CREDITE HOURS: 3+1

INTRODUCTION:

This course covers the experimental basis of quantum physics. It introduces wave
mechanics, Schrödinger's equation in a single dimension, and Schrödinger's equation in three
dimensions.

COURSE OBJECTIVE:

It covers fundamental concepts of quantum mechanics: wave properties, uncertainty

principles, Schrödinger equation, and operator and matrix methods. Basic applications of the
following are discussed: one-dimensional potentials (harmonic oscillator), three-dimensional
centro symmetric potentials (hydrogen atom), and angular momentum and spin. The course
also examines approximation methods: variational principle and perturbation theory.

COURSE OUTLINE:

Central Potential:
Motion in a central potential, the hydrogen atom, energy spectrum, quantum numbers
and degeneracies.
Spin and Statistics:
The Zeeman effect, matrix operators, spin statistics and exclusion principle, Pauli’s two
components formalism, identical particles, fermions and bosons, symmetry and
antisymmetry of wavefunctions.
Approximation Methods in Quantum Mechanics:
Time independent perturbation theory, simple applications, damped linear harmonic
oscillator, hydrogen like atoms in magnetic field, time dependent perturbation theory,
 transition probability, emission and absorption of radiation, WKB approximation and its
applications, variational method and its applications.
Formal Theory of Quantum Systems:
Hilbert space, operators and state vectors, bras and kets, orthonormality, Dirac deltafunction,
completeness, expectation value, degeneracy, compatible and incompatible observables, discrete
and continuous spectra generalized uncertainty relation, harmaonic oscillator, ladder operators,
Schrodinger’s equation of motion,
Heisenberg’s equations of motion, constants of motion, parity, conservation laws and
invariance.
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

REFERENCE BOOKS:

1. Introductory Quantum Mechanics by R. L. Lieboff` Holden-Day, San Francisco (1980)

2. Qunatum Mechanics Vol I,II by C.Cohen-Tannoudji, B. Diu, F. Laloe, Wiley (1977).

3. Quantum Physics by S. Gasiorowicz, Wiley (1996).

4. Introduction to Quantum Mechanics by Dicke, Wittke, Addison-Wesley (1974).

5. Quantum Mechanics by Sokoev, Ternou, Holt, Rinehart & Winston (1996).

6. Quantum Mechanics by J. L. Powell and B. Crasemann, Addison-Wesley, (1961).

ADVANCE ZOOLOGY IV (EVOLUTION AND PRINCIPLES OF SYSTEMATICS)

CREDIT HOURS: 3+1 Objectives:

• The course is designed to provide in depth knowledge or origin of life, and about forces
responsible for evolutionary changes.
• The students will be taught basic rules and regulations about the identification and
naming of organisms.
Note: Evolution and Principles of Systematic Zoology 60% and 40% weightage, respectively. Three
questions from Evolution and two questions from Systematic will be attempted by the
students.

Course Contents

Evolution: The nature and origin to life. Evidences of evolution. (molecular, embryological
& paleontological). Theories to explain the diversity of life - Modern synthetic
theory.Factors initiating elementary evolutionary changes (micro-evolution) by changing
gene frequencies, mutation pressure, selection pressure, immigration and crossbreeding,
genetic drift. Role of isolation in evolution. Factors of large evolutionary changes
(macro/mega evolution)- allometry, orthogenesis, adaptive radiation.

Modern concept of Natural Selection: Levels of selection, selection patterns, laboratory

and field example regarding action of Natural Selection. Action of Natural Selection leading
to convergence, radiation, regression and extinction, Batesian mimicry, Mullerian mimicry.
Sexual selection: Darwin’s concept, Fisher’s view, Zahavi’s handicap theory. Recapitulation
theory, Trend and rates in evolution.

Systematic Zoology: Contribution of systematics to Biology: History of Taxonomy

(Downward classification, upward classification, impact of the origin of species, population
systematics, current trends); Microtaxonomy, phenon, Taxon; Taxonomic categories:
specificcategory, infraspecific category, higher categories; species concepts (Typological
concept; nominalistic concept, Biological concept, evolutionary concept), species mate
recognition concept; non- dimensional species concept; Multidimenstional species
concept; Cohesion species concept; Difficulties in the application of biological species
concepts; polytypic species, subspecies, super species, sibling species; study of major type
of variation within a single population. Speciation and taxonomic decision, various types of
characters, cladistic analysis, Macrotaxonomy; different kinds of taxonomic characters;
Taxonomic collection and identification; definitions of Synonym, Homonym, Keys;
Evolution of the theory of Nomenclature; interpretation and application of the code
(stability, priority, first revisor principle) range of authority of code; concept of availability,
type method formation of specific names.

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

 Dobzhansky, T. (1951).Genetics and the Origin of Species, New York: Columbia University
Press.
 Dobzhansky, T., Ayala, F. J., Stebbins, G. L., & Valentine, J. W. (1973).Evolution. W.H.
Freeman and Company.
 Mayr, E. (1965). Populations, Species and Evolution.Harvard University Press.
 Moody, P. A. (1989). Introduction to Evolution. New York: Harper and Row
Publishers.
 Ridley, M. (1993).Evolution.Blackwell Scientific Publications.
 Strickberger, M. W. (2000). Evolution.Jones & Barrett Publishers.

Systematic Zoology

 Heywood, V. H. (1975). Taxonomy and Ecology. London: Academic Press.

 Mayer, E. &Asblock, P. D. (1991).Principles of Systematic Zoology. New York: McGraw
Hill.
 Mayer, E. (1994). Principles of Systematic Zoology. New York: McGraw Hill.
 Mayr, E. (1985). Animal Species and Evolution.Harvard University Press.
 Whili, M. J. D. (1978). Modes of Speciation. San Francisco: W.H. Freeman and Co.

ADVANCE ZOOLOGY IV (EVOLUTION AND PRINCIPLES OF

SYSTEMATICS) PRACTICALS

1. Study of preserved invertebrate species and their classification upto class level.
2. Collection, preservation and identification of common species with the help of keys.
Methods of statistical analysis of samples frompopulations T-test, Analysis of variance etc.
3. Preparation of keys for the identification of specimens.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

ADVANCE ZOOLOGY V (BIOCHEMISTRY)

CREDIT HOURS: 3+1

Learning Objectives:

The course will provide in depth knowledge about the polymerized organic compounds of life. The
dynamism of the life proceeds with inter- conversion of the chemicals from feeding to the liberation of
energy for work. It will deal with the inter-conversion is performed by various tools called as enzymes.
Thus, in this course the concepts of the chemical basis of life and all the mechanisms involved in
harvesting of energy for growth, duplication etc., are given.

Course Contents

Amino acids, peptides and proteins: standard amino acids, their structure and
classification; acid/base properties of amino acids and their titration curves; natural
modifications of amino acids in proteins; non- standard amino acids, their structure and
role; peptides, their ionic behavior and amino acid composition, cytochrome c;
Macromolecular separation techniques in biochemistry; ion exchange chromatography;
isoelectric focusing; density gradient centrifugation.

Enzymes: introduction; important characteristics of enzymes; immobilized enzymes; how

enzymes work; example of enzymatic reaction; enzyme kinetics, enzyme rate of reaction
and substrate concentration, how ph and temperature effect enzyme activity; kinetics of
bisubstrate and multisubstrate reactions.

Carbohydrates: classification, types, important characteristics and structure of

carbohydrates; history of developments in structure of glucose; monosaccharides;
cyanohydrin formation; disaccharides their types structure and function; polysaccharides,
storage and structural types; structure and major functions of polysaccharides.

Lipids: fatty acids, their types and major characteristics; storage lipids, acylglycerols;
waxes; structural lipids in membranes; major functions of lipids; lipoproteins, their types
and major functions.
Vitamins and cofactors: occurrence, structure and biochemical function of vitamins of b-
complex group.

Bioenergetics: concept of free energy; standard free energy change: energy rich compounds.

Metabolism: detailed description of glycolysis and catabolism of other hexoses; regulation and
bioenergetics of glycolysis. Anabolic role of glycolysis; fate of pyruvate under aerobic and anaerobic
conditions,lactate, acetyl CoA and ethanol formation; alcoholic fermentation; gluconeogenesis, its
regulation and significance in the tissues; feeder pathways in glycolysis; utilization of other
carbohydrates in glycolysis; phosphorolysis of glycogen and starch; regulation of glycogen metabolism;
utilization of dietary polysaccharides (starch) and disaccharides (sucrose and galactose). Biosynthesis of
glycogen, starch and sucrose.

Citric acid (TCA) cycle: conversion of pyruvate to acetyl CoA, pyruvate dehydrogenase, a
multi-enzyme complex; detailed description of citric acid cycle; bioenergetics and
conservation of energy produced in the cycle. Anabolic or biosynthetic role of citric acid
cycle intermediates; replenishing or anaplerotic reactions and their role; regulation of citric
acid cycle

Lipid metabolism: oxidation of fatty acids; digestion, mobilization and transport of fats;
biosynthesis of triacylglycerol; utilization of triacylglycerol; activation of fatty acids and
their transportation to mitochondria; beta-oxidation; bioenergetics of betaoxidation;
oxidation of unsaturated and odd chain fatty acids; omega oxidation pathway; biosynthesis
of saturated fatty acid, supply of raw material for palmitic acid synthesis; fatty acid
synthetase (FAS) multienzyme complex; biosynthesis of unsaturated fatty acids. Ketone
bodies their biosynthesis, utilization and role in the tissues; cholesterol metabolism:
cholesterol biosynthesis and its regulation; steroid hormones.

Nitrogen metabolism: metabolic fate of amino acids; catabolism of amino acids;

deamination and transamination; nitrogen excretion and urea cycle; regulation of urea
cycle; Biosynthesis of some amino acids; incorporation of ammonia in glutamate and
glutamine; purine and pyrimidine.

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended

th
Lubert, S. (1995).Biochemistry,(4 ed.),New York: W.H. Freeman & Company.

rd
McKee, T. & McKee, J.R. Biochemistry, (2003).The molecular basis of life.(3 ed.), McGraw Hill.

Murray, R. K., Granner, D.K., Mayer, P.A. &Rodwells, V.W. (2000).

 th
Harper’sBiochemistry,(25 ed.), New York: McGraw Hill.

rd
Nelson, D. L. &Cox, M.M. Lehninger, (2000).Principles of Biochemistry,(3 ed.), New York: McMillan
Worth Publishers.

Voet. D., Voet, J.G., & Pratt, C.W. (1999). Fundamentals of Biochemistry, New York: John Wiley
and Sons, Inc.

th
Zubay, G. (1995). Biochemistry,(4 ed.), Oxford, England: Wm. C. Brown Publishers, Inc.

ADVANCE ZOOLOGY V (BIOCHEMISTRY) PRACTICALS

1. Preparation of standard curve for glucose by ortho-Toluidine method.
2. Tests for detection of carbohydrates in alkaline and acidic medium.
3. Tests for detection of Disaccharides.
4. Detection of Non-Reducing sugars in the presence of Reducing sugars.
5. Demonstration of Acid Hydrolysis of Polysaccharide.
6. Separation and identification of various types of sugars, fatty acid and amino acid ThinLayer
Chromatography (TLC).
7. Determination of pKa values of an amino acid by preparation of titration curves.
8. Biochemical tests for detection of different amino acids.
9. Separation of various protein fractions by precipitation method.
10. Demonstration of differential solubility of lipids in various solvents.
11. Quantitative analysis of phospholipids by estimation of inorganic phosphorous.
12. Quantitative analysis of Amylase activity from blood serum or liver.
13. Study on the effect of temperature on the enzymatic rate of reaction

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%
 Books Recommended

Plummer, David T.(1990). An introduction to practical biochemistry, (4thed.), London:

McGraw-Hill Book Company.

Wilson,K&Walker, J.(1994).Practical Biochemistry: Principles and Techniques,(4thed.),

Cambridge University Press.
SEMESTER-VIII
1 BSED 415 School, Community & Teacher 2
2 TPC310 Students Teaching & Observation (Long Term) 6
Any TWO Courses according to Area of Specialization
3 BSED416 Advance Botany-VI (Plant Breeding & Horticulture) 3+1
4 BSED417 Advance Botany-VII (Salinity & Water Logging) 3+1
OR
3 BSED418 Advance Chemistry-VI (Bio-Chemistry) 3+1
4 BSED419 Advance Chemistry-VII (Agricultural Chemistry) 3+1
OR
3 BSED421 Advance Mathematics-VI (Methods of Mathematical 4
Physics)
4 BSED422 Advance Mathematics-VII (Numerical Analysis) 4
OR
3 BSED423 Advance Computer VI Computer Architecture and 3+1
Organization
4 BSED424 Advance Computer VII Artificial Intelligence 3+1
OR
3 BSED425 Advance Physics-VI (Nuclear Physics) 3+1
4 BSED426 Advance Physics-VII (Solid State Physics) 3+1
OR
3 BSED427 Advance Zoology-VI (Genetic & Wildlife) 3+1
4 BSED428 Advance Zoology-VII (Zoogeography & Paleontology) 3+1
TOTAL SEMESTER CREDIT HOURS 16
Course: School, Community and Teacher

Credit Hours: 2

Introduction: The purpose of this course is to provide Student Teachers with a strong
foundation for understanding the between and among teachers, the school, and the families and
community that support the school. Basic conceptualizations of educational institutions and the
role of the teacher in relating to these institutions will be considered. Student Teachers will also
explore how cultural, social and historical forces have shaped their understanding of the
relationship teachers have with schools, communities, and families in Pakistan. The course will
explore the social context of schooling and examine how the work of teachers is nested within
school and community. It will provide orientation to the process of socialization in schools and
how social factors affect education.

Objectives: Student Teacher are expected to have opportunity to put this knowledge into
practice in the accompanying one-credit laboratory by studying a school and its community, so
that as teachers, they can mobilize support for educational programs and contribute positively to
their communities. Practical application of the course will be emphasized as Student Teachers
explore teaching and learning within both the school and the community. They will identify
strategies, practices, and relationships that have proven fruitful within familiar contexts, and
learn how to identify and respond to challenges in school, community, and teacher relationships.
Student Teachers will identify how culture, gender, special needs, equity and equality, and
collaborative working conditions affect the school and community.

1.Society, Community, and Education

1. Introduction and overview of the course, Introduction to society, community, and

education

Handout + Article + Discussion One page reflective note

S.B.Carrington, Home, School and Community Relationships', in A.Ashman and J.Elkins(eds.),

Education for Inclusive and Diversity (Frenchs Forest, NSW: Pearson Education Australia,
2008)

2. Structures and functions of community and schools in Pakistan

(Article reading and discussion)

Causes of Deteriorating Standard of Education in Balochistan: A Review of "Jabeen and Malik"

(2003)

Assignment

(Article) Quality of Primary Education in Pakistan

From this article find out the answers of following questions:

What is quality?

What is the meaning of quality in the Context of EFA?

Quality of Education in Pakistan?

Which Quality Improvement Initiatives and Projects are introduced in this article?

3. Impact of education on society

(Article) Problems in Universalization of Primary Education in

Pakistan: A Review of Khan (2010)

4. Role of education in strengthening Pakistani communities

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

5. Understanding social interaction in schools and communities

6. Meaning of social interaction and socialization

Lecture + Discussion

Assignment

Video Sense of Self and Self-Socialization : The Development of Self-Views on

hpttp://education-portal.com/academy/lesson/sense-of-self-and- self-socializationthe-
development-of-self-views.html

7. Level of social interaction, Elements of social interaction

8. mSocial contacts, Communication, Social attitudes and values

Article reading and discussion on "Models of the Communication Process".

Assignment
Make posters of communication models and display these on a wall.

9. Types of social interaction: Cooperation, Competition, Conflict Accommodation,

Assimilation

Read 'Assimilation Models, Old and New: Explaining a Long-Term Process' by Susan K. Brown
and Frank D. Bean from the University of California, Irvine

10. Social groups and individual and group behaviour

Textbook introduction to sociology such as chapter 5 of Essentials of Sociology (8th edn) by

Brinkerhoff, Ortega, White, and Weitz (2011)

Chapter 7 of Introduction to Sociology by Cohen and Orbuch (1990).

11. Meaning of social interaction and socialization

Peace Education: Working Paper

12. School and Culture

Main characteristics of culture

Pre-class reading a chapter on education in Sindh, such as R. Qureshi, P. Pirzado, and S. Nasim,
'Schooling in Rural Sindh, Pakistan'

Gender and Education in Pakistan (Karachi: Oxford University Press, 2007).

Elementary concepts of culture

Handout

Culture and cultural elements of Pakistani communities

Write a brief essay on how culture affects different people in Pakistan?

13. Role of education and school in the protection and transmission of culture

List local and public holidays and festivals.

  Why are local holidays and festivals important?

 For whom are they important?

 How are they celebrated?

 Do schools acknowledge these holidays and festivals?

 How do schools participate in these events?

 Do schools teach about and value these holidays and festivals?

 If schools acknowledge and celebrate local holidays and festivals, what is the impact on
the transmission and protection culture?

 If schools do not acknowledge and celebrate local holidays and festivals, what is the
impact on the transmission and protection culture?

14. Impact of media on school and culture

Discussion + Assignment

Impact of technology on school and culture

15. Relationships Between School and Community

School as a social, cultural, and community mirror

Pre Reading of article

G.M. Arif's 'Production of Cognitive Life Skills in Public, Private, and NGO Schools in
Pakistan'

Discuss the similarities and differences between the systems in terms of their social and cultural
standing in Pakistani society. Which school system is culturally more acceptable?

Why?

Effects of schools on communities and communities on schools

http://www.sedl.org/connections/resources/evidence.pdf

School as a hub for communities services

Pre class reading

http://www.policyalternatives.ca/sites/default/files/uploads/publications/ourselves/docs/
OSOSSummer10Preview.pdf

A critical analysis of the effective roles of school and teachers in Pakistani communities

http://www.nccrest.org/Briefs/DiversityBrief.pdf

16. Social Institutions

Definition and types of social Institutions

Educational and religious Institutions

Handout

Critical analysis of the role of social institutions in Pakistani schools

Handout
6. The Teacher's Role in School and the Community

Teacher as an integral part of Community

Guest Lecture

Teacher as a change agent in Communities and School

Course: Students Teaching and Observation (PRACTICAL)

Credit Hours: 6 (Long Term: 8-10 Weeks) Introduction:
This course provides the experience secondary school, science teachers with carefully sequenced
and supervised field experiences in all subject areas related to science disciplines. Opportunities
to work with secondary level students are provided. As a student teacher it is required that they
will work with students of various backgrounds and of different capabilities. The developmental
 Objectives:
Student teachers will be able to:
1. Reflect on and learn from connecting theory to their teaching practice.
2. Collaborate with peers, cooperating teachers, other school staff and university supervisor,
establishing professional relationships.
3. Invite, accept and utilize formative feedback from the cooperating teaching, peers, and the
university supervisor in a non-defensive manner
4. Produce plans for teaching and learning that reflects the use of appropriate instructional methods
and strategies to meet the needs of all students.
5. Utilize appropriate instruments or techniques informally and formal accessing students’ learning
needs
6. Recognize cognitive and affective need of students and establish learning environment and use
activities appropriate to meet those needs,
7. Maintain their lesson plan and use it effectively.
Course Activities.

Week No Activities
1 Introduction to the school and Classroom context
Complete school based assignments
Complete classroom observations
The classroom environment, placement of materials, arrangement of workspaces
and traffic patterns
Classroom interactions
Assist the cooperating teacher as requested
Small administrative tasks
Helping individuals or small groups of children
Preparation of lesson planner
• Reflection on learning of this week
2 Becoming more involved in the classroom
Complete school based assignments
Complete classroom observations
 Assist the cooperating teacher as requested
• Reflection on learning of this week
3 Taking an active role in co planning and co teaching section of a lesson
alongside your cooperating teacher
Complete school based assignments
Complete classroom observations
Assist the cooperating teacher as requested
Reflection on learning of this week
4 Assuming responsibility for co planning and co teaching as amany classes as
a student can
Complete school based assignments
Complete classroom observations
Assist the cooperating teacher as requested
• Reflection on learning of this week
5 Assuming responsibility for planning, teaching and assessing in at least one
subject
Complete school based assignments
Complete classroom observations
Assist the cooperating teacher as requested
• Reflection on learning of this week
6 Assuming responsibility for planning, teaching and any additional
responsibilities as negotiated with the cooperating teacher and university
supervisor
Complete school based assignments
Complete classroom observations
Assist the cooperating teacher as requested
• Reflection on learning of this week

Evaluation Criteria (For Practical Activity in Schools)

Examination Type Marks
 Internal Examination College Supervision in Schools 40%

External Examination Examination of Model Lessons Delivered by 60%

each student in Schools and Evaluation bu
University
Panel of Examiners

COURSE TITLE: ADVANCE BOTANY-VII (PLANT BREEDING &

HORTOCULTURE)

CREDIT HOURS: 3 +1

Course Aims:

This course enables the students to learn basic knowledge about Plant Breeding Strategies and
Implementation to Horticultural Studies. The aim of this module is to give general Information
to enter into Applied Breeding and Horticultural Practices.

Course Outline:

Plant Breeding:

Basic Principles and Aims of Plant Breeding,

General Outlines of Breeding Methods,

Selection in Inbreeders (Single Plant Selection, Mass Selection,

Pedigree Selection, Bulk Population Selection, Baekcross Breeding), Selection in Outbreeders

(Single Plant Selection, Mass Selection, Recurrent Selection, Baekcross Breeding).

Horticulture:

An Introduction,

Plant Science,

Plant Propagation, Greenhouse

Management and Crops,

 Integrated Pest Management (IPM),

Container-Grown Plants,

Using Plants in the Landscape,

Lawn and Turf Grass Establishment and Maintenance,

The Vegetable Garden,

The Small Fruit Garden.

Learning Strategies:

1. Lectures

2. Group Discussion

3. Laboratory Work

4. Seminar/ Workshop

Learning Outcome: The successful completion of this course shall enable the students to apply
basic knowledge into Applied Plant Breeding Practices.

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. Peter, K.V. (2009). Basics of Horticulture. New India Publishers.

2. Brown, J. and Caligare, P. (2008). An Introduction to Plant Breeding. Blackwell Synergy

Publishers.

3. Acquaach, G. (2006). Principles of Plant Genetics and Breeding. Blackwell and Synergy
Publishers.
4. Kumar, N. (2006). Breeding of Horticulture Crops: Principles and Practices. New Indian
Publishers.

5. Carpenter, P.L. and Walker, I. (2004). Plants in Landscape. (2nd Ed.), New York Freeman.

6. Acquaach, G. (2002). Horticulture Principles and Practices. (2 nd Ed.), Prentice Hall of India
Private Limited, New Delhi.

7. Crockett, J.V. (1999). Landscape Gardening. New York Time — Life.

 COURSER TITLE: ADVANCEBOTANY-LAB-VII (PLANT BREEDING &
HORTICULTURE)
CREDIT HOURS: 1

Syllabus Outline: Different techniques used in Plant Breeding and Horticulture

Course Outline:
1. Techniques of Plant Breeding

2. Pollination and fertilization in self and out Breeding Plants, their Implications and Consequences

Module Aims: The aim of this subject is to give practical knowledge and in-hand experience to
the students in various Plant Breeding and Horticulture Methods.

Learning Strategies:

1. Lectures

2. Group Discussion

3. Laboratory Work

4. Seminar/Workshop

Learning Outcome: The outcome of this course in same as Theory paper. The successful
completion of this course will enable the students to apply their Practical Experience under full
conditions.

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. Peter, K.V. (2009). Basics of Horticulture. New India Publishers.

2. Brown, J. and Caligare, P. (2008). An Introduction to Plant Breeding. Blackwell Synergy
Publishers.

3. Acquaach, G. (2006). Principles of Plant Genetics and Breeding. Blackwell and Synergy
Publishers.

4. Kumar, N. (2006). Breeding of Horticulture Crops: Principles and Practices. New Indian
Publishers.

5. Carpenter, P.L. and Walker, I. (2004). Plants in Landscape. (2nd Ed.), New York Freeman.

6. Acquaach, G. (2002). Horticulture Principles and Practices. (2 nd Ed.), Prentice Hall of India
Private Limited, New Delhi.

7. Clevelard, D.A. (2002). Farmers, Scientists and Plant Breeding Integrating Knowledge and
Practice.

8. Kang, M.S. (2002). Quantitative Genetics. Genomics and Plant Breeding.

9. Croekett, J.V. (1999). Landscape Gardening. New York Time - Life.

10. Gupta, S.K. (2000). Plant Breeding Theory and Techniques. Narosa Publishers.

COURSE TITLE: ADVANCE BOTANY-VIII (SALINITY & WATER LOGGING)

CREDIT HOURS: 3

Course Aims: To make the students well aware of this National Menace and the Ways to
Control it.

Learning Outcome: The student shared be able to determine when the Soil becomes Water
Logged and ultimately Saline and to ways to Manage these National Problems.

Course Outline:

SALINITY: Origin of Saline and Sodic Soils;

Measurement of Salinity and Sodicity;

Classification of Saline and Sodic Soils;

Inter-Relations of Water Logging and Salinity,

 Effects of Soil Salinity and Alkalinity on Plant Growth (a) Osmotic Effect, (b) Specific Ion
Effect, (c) Nutritional Imbalance.

Quality of Irrigation Water;

Classification of Irrigation Water from view point of its Quality,

Management and Reclamation of Saline and Sodic Soils,

Mechanism of Salt Tolerance,

Methods of Increasing Salt Tolerance in Plants,

Biotic Approach and Genetic Engineering for Improvement of Salt Tolerance in Crops,

Extent of Salinity in Pakistan.

WATER LOGGING:

Origin of Water Logging,

Physical and Chemical changes in Soil as a result of Water Logging,

Measurement of Soil Redox Potential, Iron and Manganese

Relations in Water Logged Soils, Higher Plants and the Water Logged Soils,

Adaptations of Plants to Water Logging,

Mechanism of Water Logging

Tolerance in Plants,

Extent of Water Logging in Pakistan.

Learning Strategies:

1. Lectures

2. Group Discussion

3. Laboratory Work

4. Seminar/ Workshop
 Evaluation Criteria

Examination Type Marks

Sessional Work 15%
Internal Examination Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. Horneck, D.A., Ellsworth, J.W., Hopkins, E.G., Sullivan, D.M. and Stevens, R.G. (2007).
Managing Salt affected Soils for Crop Production. Oregan Star University.

2. Hoorn, W.V. and Alpen J.G. (2006). Salinity Control in Retzema. (Ed.) Drainage Principle and
Applications. Pub. No. 16. International Institute for Land Reclamation and improvement
(LRRI). Wageningen, Netheriand.

3. Warsi, I. (2005).. Master Plan of Pakistan, Main Report Volume II. IWRPO.

4. Wortd Bank, (2005). Pakistan Water Resources Assessmentnt Strategy, Report No. 34081PK.
Agicultural & Rural Development Unit South Asia Region Washington D.C.

5. Shah, A.H., Anwar-ul-Haq and Bhutta, M.N. (2003). Success ofBiosaline Approach for Land
Rehabilitation. Pakistan Community Project for Rehabilitation of Saline and Water Logged land,
WARSI Report No. 2003/22.

6. Qurashi, R.U. and Lennard, E.G.B. (1999). A Hand Book of Saline Agriculture of Irrigated lands
in Pakistan. Australian Centre for International Agriculture Research.

7. Warsi, I. (UNDP) (1992). Manual of Salinity Research Methods. Warsi Publication No. 147,
Lahore.

8. Alien, S.E. (1976). Chemical Analysis of Ecological Material. Blackwell Scientific Publications.

9. Mayber, P. and Gale, G. (1975). Plants in Saline Environment. Springer Verlag, Berlin,
Washington.
 TITLE: ADVANCEBOTANY-LAB-VIII (SALINITY AND WATER LOGGING)

CREDIT HOURS: 1

Syllabus Outline: Various .Physical and Chemical Parameters to Assess Salinity, observations
of hazardous Impacts of Water Logging and Salinity of Plants. Course Outline:

1. Measurement of Electrical Conductivity of Soil Saturation Extract.

2. Measurement of Cation Exchange Capacity of Soil.

3. Determination of the Amounts of Soluble Calcium.

4. Calculation of Exchangeable Sodium Percentage of Soil from its Sodium Adsorption Ratio.

5. Determination of me Amounts of Chlorides and Sulphates in a Soil Saturation Extract.

6. Analysis of Irrigation Water for the following: Electrical Conductivity, Sodium Adsorption
Ratio, Chlorides, Sulphates, Carbonates, Bicarbonates, Total Dissolved Salts, Nitrates, Fluorides,
Iron and Silica.

7. Classification of Irrigation Water from the view point of its Salinity and Sodium Hazard.

8. Effects of Salinized Media on Germination of Seeds of Different Crop Plants.

9. Experimental Investigation to test the Salt Tolerance of Different Crop Plants.

10. Quantitative studies ofHalophytes in the Field.

11. Measurement ofpH and EC of a Water Logged Soil.

12. Measurement of the amount of Iron and Manganese in Water Logged Soils.

13. Field observations on Water Logging of Soil and its Effects on Plant Distribution through
Quantitative Studies of Vegetation.

14. Visit to WASID Laboratories of WAPDA and Laboratories of Land Reclamation Directorate,
Lahore.

15. Field Tours to Saline and Water Logged Areas of Punjab.

Module Aims: The student is expected to make a complete Analysis of Saline Sodic and Water
Logging and suggest Ways of Reclamation and Remediation.

Learning Strategies:
 1. Lectures

2. Group Discussion

3. Laboratory work

4. Seminar/ Workshop

Learning Outcome: The students should be able to assess Salinity and Water Logging in the
Field and their Hazardous Impacts on Plants. i

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. F.A.O. (1994). The Literature of Soil Science. Bulletin No. 59, Irrigation and Drainage Series.

2. Horneek, D.A., EUsworth, J.W., Hopkins, B.G., Sullivan, D.M. and Stevens, R.G. (2007).
Managing Salt Affected Soils for Crop Production. Oregan Star University.

3. Hoorn, W.V. and Alpen J.G. (2006). Salinity Control. In; Retzema (ed.) Drainage Principle and
Applications. Pub. No. 16. International Institute for Land Reclamation and improvement
(LRRI). Wageningen, Netherland.

4. IWARSI, I (2005). Master Plan of Pakistan. Main Report, Volume II. IWRPO.

5. Armstrong, W. (2005). Water Logged Soils. In; Environment and Plant Ecology (Etherington,
J.R.) John Wiley and Sons, Inc. New York.

6. World Bank, (2005). Pakistan Water Resources Assessment Strategy, Report No. 34081PK.
Agricultural and Rural Development Unit South Asia Region Washington D.C.
7. Shah, A.H., Anwar-ul-Haq and Bhutta, M.N. (2003). Success ofBiosaIine approach for land
Rehabilitation. Pakistan Community Project for Rehabilitation of Saline and Water Logged
Land, Warsi, Report No. 2003/22.

8. Chapman, V.J. (2001). Salt Marshes and Salt Deserts of the world. (Net Prescribed).

9. Qurashi, R.U. and Lennard, E.G.B. (1999). A Hand Book of Saline Agriculture of Irrigated
Lands in Pakistan. Australian Centre for International Agriculture Research.

10. Warsi I. (UNDP) (1992). Manual of Salinity Research Methods. Warsi Publication No. 147,
Lahore.

11. Alien, S.E. (1976). Chemical Analysis of Ecological Material. Blackwell Scientific Publications.

12. Mayber, P. and Gale, G. (1975). Plants in Saline Environment. Springer VerSiag, Berlin,
Washington.

13. UNESCO (1973). Irrigation, Drainage and Salinity.

14. Waisel Y. (1972). Biology of Halophytes. Tel Aviv University Press.

ADVANCE CHEMISTRY- VII (BIO-CHEMISTRY)

CREDIT HOURS: 3 +1
Course Objectives: Students will gain knowledge about fundamental concepts of biochemistry
as well as be able to learn about the structures, properties and functions of amino acids, proteins,
carbohydrates, lipids and nucleic acids.
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

ADVANCE CHEMISTRY LAB- VII (BIO-CHEMISTRY)

CREDIT HOURS: 1

Evaluation Criteria

Examination Type Marks

 Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

ADVANCE CHEMISTRY- VIII (AGRICULTURAL CHEMISTRY)

CREDIT HOURS: 3

Objectives

The students will learn about:

 Discipline of Agricultural Chemistry and its applications

 Upgrade and update the knowledge regarding the progress in Agricultural Chemistry and related
disciplines
 Bring uniformity in curricula taught in different universities offering Agricultural Chemistry as
major
 Provide recent trends and skills to help in an agricultural system which can meet the need of our
country and contribute to global requirement as well
 Achieve the highest possible standards in teaching and research in Agricultural Chemistry and
related disciplines.
 The physical aspects of bio-macromolecules
 Functions in living organisms
 Food security in relation to food production in Pakistan
 Taxonomy of medicinal plants
 Essential chemical components of medicinal herbs, including appropriate extraction and
quantization methods, and strategies for structure elucidation
 Biosyntheses and synthetic methodologies, involved in deriving the active components of
medicinal herbs.

COURSE CONTENT

Agricultural chemistry: Introduction, history, contribution and scope.

Bio-Organic Chemistry : General concepts, Chemistry of natural products (alkaloids,

flavonoids and terpenes), organic matter , Stereochemistry, Chemistry and application.
Bio-Physical chemistry :Introduction and scope, modern concepts of acids and bases, pH
measurement, buffers and their role in biological system. Biophysical phenomena.

Food chemistry: Introduction: Color, flavor and taste of foods, sensory evaluation of foods.
Composition of Foods, Methods of improving protein quality of food, Enzymes and vitamins,
Mineral elements, Food additives and value addition, Toxicity of food, Water
activity.Principles Of Food Security, Introduction: Food security, international commitment to
end hunger and malnutrition. Food security and human rights, Factors affecting food security,
Food safety and food quality.

Protein Chemistry :Introduction: Structural and functional proteins, importance of proteins.

Amino Acids: Structure, classification and properties, essential and non essential, occurrence in
animals and plants.

Plant Biochemistry : Cell: Structure, functions, origin and nature of bio-molecules, chemical
composition of cell membrane, cell wall and transport processes. Plant Enzyme and co-
enzymes, Nucleic acids ,Secondary Metabolites, Growth Hormones ,Photosynthesis.

Clinical Biochemistry: Role of clinical Biochemistry in health and diseases, factors

causing diseases.
Biochemistry of blood, Chemistry of gastrointestinal tract, Immunology.
Agrochemical pollution: Impact of fertilizer and pesticide industry, residual effect of pesticide,
plant response to metals in soil and water, biosorption of metals, bioremediation.
Anthropogenic activities.

Agricultural Microbiology :Introduction, Definition and history. Microbiological techniques:

Pure and sterilize culture media, selective media, and light microscopy, antimicrobial activity.
Viruses, Bacteria, Rhizobacteria, Fungi, Toxicity, Microbial transformations.

Applied Biochemistry : Fermentation: Aerobic and anaerobic fermentation, production of bio-

fuels. Pulp and Paper Industry: Sulfite, sulfate pulp, types of paper and production processes.
Oils and Ghee Industry, Soap Industr, Sugar and Starch industry, Starch, Fertilizer Industry.

Pesticide Chemistry :Introduction: History, importance, current application status,

international concern about pesticide usage, role of pesticides in agriculture. Formulation of
Pesticides, Groups of Pesticides, Herbicides, Fungicides, Pheromones, Environmental Hazards
of Pesticides.

Fundamentals Of Phytochemistry: Introduction: History, scope and development of

phytochemistry. Plant taxonomy, Record keeping (Herbarium),The classification and
nomenclature of important medicinal herbs, Factors influencing cultivation of medicinal plants,
Study of important chemical classes found in medicinal herbs (including their role and
 ecological function).Soil Chemistry : Soil, Definition, type and composition. Nature of soil
elements, Properties of soil.

ADVANCE CHEMISTRY- VIII LAB (AGRICULTURAL CHEMISTRY)

CREDIT HOURS: 1

• Microscopic examination of cell

• Determination of phytic acid in cereal and legume
• Laboratory equipment and apparatus, name and use, general lab instructions
• Preparation and standardization of solutions
• Qualitative tests of carbohydrates and protein
• Use of food composition tables
• Determination of dietary intake through questionnaire
• Use of questionnaire to measure household food security
• Designing home gardens for food security
• Determination of food insecurity in terms of malnutrition
• Determination of molecular weight by osmometry
• Determination of viscosity
• Determination of surface tension
• Determination of pH
• Staining Techniques: Simple, Microbial tests for drinking water quality.
• Fermentation of milk
• Identification of sugars
• Extraction of crude oil from oil seeds
• Macroscopic Examination of Natural Products.
• Collection and preparation of soil sample, Determination of soil pH
• Determination of electrical conductivity (EC) of saturated soil extract

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended:

1. David, H. 2000. Modern Analytical Chemistry. International ed. McGraw Hill Co. Inc. New
York.
2. Jain, J.L., S. Jain and N. Jain. 2006. Fundamentals of Biochemistry. S.Chand company Ltd. Ram
Nagar, New Delhi.
3. Khalil, I. A. and H. Shah. 2003. Basic Biochemistry. National Book Foundation Islamabad,
Pakistan.
4. Lehninger, A.L. 2000. Principles of Biochemistry. 3rd ed. Worth Publisher, New York. USA.
5. Rupm, H. and H. Krist, 1992. Laboratory Manual for the Examination of Water, Wastewater and
Soil. 2nd ed. Weinheim, Fed. Rep. Germany.
6. Stryer, L. 1994. Biochemistry. 5th ed.W. H. Freeman and Co. London UK.
7. Vogel, A. I. 1995. A Text Book of Macro and Micro Quantitative Inorganic Analysis. I st ed.
Longman Green and Co. Inc, New York
8. Bansel, R.K. 1998. Synthetic Approaches in Organic Chemistry. 2 nd ed. Jones and Bartlett
Publishers Inc., New York, USA.
9. Bansel, R.K. 2001. Heterocyclic Chemistry. Weig Eastern Ltd. New Delhi, India.
10. Clayden, J., N. Greeves, S. Warren, P. Wothers, 2001. Organic Chemistry. Oxford, Uk.
11. Finar, I.L. 2000. Organic chemistry. 6th ed. John Wiley and Sons Inc., New York, USA.
12. Morrison, R.T., and Boyd, R.N., 2001. Organic Chemistry. 6th Ed. Prentice Hall. NY.
13. Blei, I. and G. Odian, 2006, Organic Biochemistry 2nd Ed. Freeman, USA
14. Adamson, A.W. and P.G. Alice. 1997. Physical Chemistry of Surfaces. 6 th ed. John Wiley and
Sons Inc., New York, USA.
15. Alberty, R.A. and R.J. Silbey. 1992, Physical Chemistry. 5 th ed. John Wiley and sons Inc., New
York, USA.
16. Atkins, P. and J. de Paula, 2005, Physical Chemistry for the Life Sciences. Freeman, USA.
17. Dykstra, C.E. 1997. Physical Chemistry, A modern Introduction. International ed. Prentice Hall
International Inc., USA.
18. Hammes, G.G. 2007, Physical Chemistry for the Biological Sciences, John Wiley, USA.
19. Sheehan, D., 2009, Physical Biochemistry: Principles and Applications.2 nd Ed. John Wiley,
USA.
20. Van Holde, K. E., Johnson, C. and P.S. Ho, 2005. Principles of Biochemistry. 2 nd Ed. Printice
Hall,USA
21. Campbell, M.K.1991. Biochemistry. Saunders College Pub. Philadelphia USA.
Course Title: Advance Mathematics- VII (Methods of Mathematical Physics) Course Rating:
4 Cr. Hours
Learning Outcomes
After successfully completed course, student will be able to
 Use complex analysis in solving physical problems;
 Solve ordinary and partial differential equations of second order that are common in the
physical sciences;
 Use Green functions;
 Use the orthogonal polynomials and other special functions;
  Use Fourier series and integral transformation;
 Use the calculus of variations
Chapter 1 Sturm Liouville Systems

Some properties of Sturm-Liouville equations

Regular, Periodic and singular Stunn-Liouville systems and its application
Chapter 2 Series Solutions of Second Order Linear Differential Equations

 Series solution near an ordinary point

 Series solution near regular singular points

Chapter 3 Series Solution of Some Special Differential Equations

 Hypergeometric function F(a, b, c; x) and its evaluation

 Series solution of Bessel equation

 Expression for Jn(.X) when n is half odd integer, Recurrence formulas for Jn(X)
 Orthogonality of Bessel functions
 Series solution of Legendre equation
Chapter 4 Introduction to PDEs
. .

 Review of ordinary differential equation in more than one variables

 Linear partial differential equations (PDEs) of the first order
 Cauchy's problem for quasi-linear first order PDEs
Chapter 5 PDEs of Second Order

 PDEs of second order in two independent variables with variable coefficients

 Cauchy's problem for second order PDEs in two independent variables
Chapter 6 Boundary Value Problems

 Laplace equation and its solution in Cartesian, Cylindrical and spherical polar
coordinates

 Dirichlet problem for a circle

 Poisson's integral for a circle
  Wave equation

 Heat equation
Chapter 7 Fourier Methods

 The Fourier transform

 Fourier analysis of generalized functions
 The Laplace transform
Chapter 8 Green's Functions and Transform Methods

 Expansion for Green's functions

 Transform methods
 Closed form of Green's functions
Chapter 9 Variational Methods

 Euler-Lagrange equations

 Integrand involving one, two, three and n variables

 Necessary conditions for existence of an extremum of a functional

 Constrained maxima and minima

Recommended Books

1. D.G. Zill and M.R. Cullen, Advanced Engineering Mathematics, (Jones and Bartlett
Publishers, 2006)
2. W.E. Boyce and R. C. Diprima, Elementary Differential Equations and Boundary Value
Problems, (John Wiley & Sons, 2005)
3. E.T. Whittaker, and G. N. Watson A Course of Modern Analysis, (Cambridge University
Press, 1962

4 i.N, Sheddon, Elements of differential lEquations, (Dover Publishing,

Inc.,2006

5. W.E. Boyce, Elementary Differential Equations, (John Wiley & Sons, 2008)
6. M.L. Krasnov, G.l. Makarenko and A.I. Kiselev, Problems and Exercises in the Calculus of
 Variations, (Imported Publications, Inc., 1985)
7. J. Brown and R. Churchill, Fourier Series and Boundary Value Problems, (McGraw Hill,
2006)

8.R. Dennemyer. Introduction to partial Differential Equations and Boundary Value

Problems, (McGraw Hill Book Company, 1968)

9. D.L. Powers, Boundary Value Problems and Partial Differential Equations, (Academic
Press, 2005)

Course Title: Advance Mathematics- VIII (Numerical Analysis)

Course Rating: 4 Cr. Hours

Intended Learning Outcomes

Upon successful completion of this course, students should be able to:

 Develop an understanding of the core ideas and concepts of Numerical Methods.

 Recognize the power of abstraction and generalization, and to carry out investigative
mathematical work with independent judgment.
 Apply rigorous, analytic, highly numerate approach to analyze and solve problems
using Numerical Methods.
 Communicate problem solutions using correct mathematical terminology and good
English.
Chapter 1 Error Analysis

 Errors, Absolute errors, Rounding errors, Truncation errors

 Inherent Errors, Major and Minor approximations in numbers
Chapter 2 The Solution of Linear Systems

 Gaussian elimination method with pivoting, LU

 Decomposition methods,

 Algorithm and convergence of Jacobi iterative Method, Algorithm and convergence

of Gauss Seidel Method
  Eigenvalue and eigenvector, Power method
Chapter 3 The Solution of Non-Linear Equation

 Bisection Method, Fixed point iterative method, Newton Raphson method, Secant
method, Method of false position, Algorithms and convergence of these methods
Chapter 4 Difference Operators

 Shift operators

 Forward difference operators

 Backward difference operators

 Average and central difference operators
Chapter 5 Ordinary Differential Equations

 Euler's, Improved Euler's, Modified Euler's methods with error analysis

 Runge-Kutta methods with error analysis

 Predictor-corrector methods for solving initial value problems

 Finite Difference, Collocation and variational methods for boundary value problems
Chapter 6 Interpolation

 Lagrange's interpolation

 Newton's divided difference interpolation

 Newton's forward and backward difference interpolation, Central difference

interpolation

 Hermit interpolation

 Spline interpolation

 Errors and algorithms of these interpolation

Numerical Differentiation

 Newton's Forward Backward and central formulae for numerical differentiation

Numerical Integration
  Rectangular rule

 Trapezoidal rule Simpson rule

 Boole's rule

 Weddle's rule

 Gaussian quadrature formulae

 Errors in quadrature formulae

 Newton-Cotes formulae
Difference Equations

 Linear homogeneous and non-homogeneous difference equations with constant

coefficients
Recommended Books

1. Curtis F. Gerald and Patrick 0. Wheatley, Applied Numerical Analysis, (Addison

Wesley Publishing Co. Pearson Education, 2003)
2. Richard L. Burden and J. Douglas Faires, Numerical Analysis, (Brooks/Cole Publishing
Company,1997)
3. John H. Mathews, Numerical Methods for Mathematics, Science and Engineering,
(Prentice Hall International, 2003)
4. Steven C. Chapra and Raymond P. Canale, Numerical Methods for Engineers,
(McGraw Hill International Edition, 1998)

Course Title Artificial Intelligence

Credit Hours 3+1
Prerequisites by Course(s) and Topics: Data Structures and Algorithms
Course Goals
This course is to provide a combined applied and theoretical background in Artificial
Intelligence to improve students’ understanding:

 Expert Systems
  Logic
 Artificial agent searching environment
 Problem-solving using AI techniques

Weeks Lectures Topics

Lecture 1 Introduction to Artificial Intelligence, Types of AI, Basic components

of AI, Foundations and history of AI.
Week 1
Lecture 2
Artificial agents, types of agents, agent’s environment, types of
environment, state space graphs and search trees.
Lecture 3 Foundations and history of AI.

Week 2 Lecture 4

Artificial agents, types of agents.

Lecture 5 Agent’s environment, types of environments.

Week 3 Lecture 6

State space graphs and search trees, solving problems by

searching, problem solving agents.
Lecture 7
Uniformed search: Depth-First search with examples.
Week 4 Lecture 8

Uniformed search: Breadth-First search with examples.

Lecture 9

Uniformed search: Uniform Cost with examples.

Week 5 Lecture 10
Informed Search: Greedy search.
Lecture 11
Informed Search: A* search.
Week 6 Lecture 12 Beyond classical search: Hill-climbing search, random restart hill
climb search.

Week 7 Lecture 13 Beyond classical search: Simulated annealing

 Lecture 14 Beyond classical search: local beam search

Week 8 Lecture 15 Beyond classical search: Genetic algorithms

Lecture 16 Revision

Week 9 MIDTERM EXAM

Lecture 19 Adversarial Search: Minimax algorithm
Lecture 20
Adversarial Search: Efficiency of Minimax Algorithm, Optimal
Week 10 decisions in games

Lecture 21 Adversarial Search: alpha-beta pruning

Week 11
Lecture 22 Constraint satisfaction problem: Part I
Lecture 23
Constraint satisfaction problems: Part II
Week 12 Lecture 24
Logical agents: Knowledge-based agents

Week 13 Lecture 25 Logical agents: Propositional logic

Lecture 26 Logical agents: Forward chaining

Lecture 27 Logical agents: Backward chaining

Week 14
Lecture 28 First-order logic: representation revisited, Knowledge engineering
in first-order logic
Lecture 29 First-order logic: Knowledge engineering in first-order logic

Week 15 Lecture 30 Learning: Regression and Classification

Lecture 31
Learning from examples: Artificial Neural Networks
Week 16 Lecture 32 Perception: Image formation, early image processing operations

Lecture 33
Week 17 Advanced Applications
Lecture 34 Revision

Final Exam
Week 18
Assessment Instruments with Weights (homework, quizzes, midterms, final, programming
assignments, lab work, etc.) Quizzes, Assignments, Class exercises

Textbook (or Laboratory Manual for Laboratory Courses)

Python Programming Language Basics, Solving search problems (Depth-First Search, Breadth-
First, A*), Fuzzy logic type and applications, Learning: supervised learning (regression and
classification), Unsupervised Learning (Clustering), Machine learning applications

Recommended Readings

Artificial Intelligence: A Modern Approach by Stuart Russell and Peter Norvig, 3rd Edition,
Prentice Hall, Inc.2010.

Reference Material

Simon Haykin, Neural Networks: a comprehensive foundation, 2nd ed., Prentice Hall, 1999.

Bishop, Christopher, Neural Networks for Pattern Recognition, Oxford University Press, 1995

Ethem Alpaydin, Introduction to machine learning, MIT Press, 2004

Course Title Computer Architecture & Organization

Course code

Credits hours 3

Specific Educational Objective

The main objective of this course is to introduce the students to the fundamental concepts
underlying modern computer organization and architecture. To familiarize students about
hardware design including logic design, basic structure and behavior of the various functional
modules of the computer and how they interact to provide the processing needs of the user. The
emphasis is on studying and analyzing fundamental issues in architecture design and their impact
on performance.

Learning Outcomes

By the end of this course, students should be able to:

  Understand the basics of computer hardware and how software interacts with computer
hardware.
 Analyze and evaluate computer performance
 Understand how computers represent and manipulate data
 Understand basics of Instruction Set Architecture (ISA)
 Design data format, instruction format, instruction set, addressing modes, bus structure,
input/output, memory, Arithmetic/Logic unit, control unit, and data, instruction and
address flow

Detail Lectures Schedule (Weekly and Date)

Week 1 Lecture 1 Objective and Motivation, Introduction, Course Prerequisites,

Course Contents.
Lecture 2 Introduction to Classes of Computers, Defining Computer
Architecture, Trends in Technology.Simple Equation of
Performance.
Week 2 Lecture 3 Quantitative Principles of Computer Design and Amdahl’s Law
Lecture 4 Instruction set architecture:Introduction,Operations of the
Computer Hardware, Operands of the Computer Instructions,

Week 3 Lecture 5 ISA Continued : Registers Vs Cache, Addressing Modes

Lecture 6 Fetch-Decode-Execution, Parallelism using Pipe-lining in
computers
Week 4 Lecture 7 Structural and Data hazards in pipe-lining and solutions
Lecture 8 Control Hazard and Multiple functioning units to resolve these
hazards, e.g Floating point units.
Week 5 Lecture 9 Micro Programmed Control Structures
Lecture 10 Controlling using Hardwired Control Units
Week 6 Lecture 11 RISC vs CISC Architectures
Lecture 12 Case Study : AMD Processors
 Week 7 Lecture 13 Case Study : Intel Processors
Lecture 14 Summary and Revision

Mid Term Exam

Week 8 Lecture 15 A Common Framework for Memory Hierarchies and types of

memories,Introduction,The Basics of Caches, Cache management
Lecture 16 Measuring and Improving Cache Performance.
Week 9 Lecture 17 Introduction to Dynamic RAM, A Main Memory type
Lecture 18 Virtual Memory and Paging, Virtual memory management methods
Week 10 Lecture 19 Memory and Input output I/O sub systems
Lecture 20 Types of Secondary storage
Week 11 Lecture 21 Designing of Redundant Arrays of Inexpensive Disks
Lecture 22 Handling of Interrupts and their types
Week 12 Lecture 23 Introduction to Multi-cores, Centralized and distributed memory based
parallel processing
Lecture 24 Introduction to parallelism: Vector processors vs Super scalar processors
Week 13 Lecture 25 Introduction Multi-Processor systems I.e SISD, MIMD, SIMD multi
processors
Lecture 26 Multi-Threading and Chip Processor s
Week 14 Lecture 27 Summary of processor architecture
Lecture 28 Revision
Recommended Readings

• David Patterson and John Hennessy, “Computer Organization and Design: The
Hardware/Software Interface”, 4th ed., Morgan Kaufmann, 2011, ISBN-10: 0123747503.

• David Patterson and John Hennessy, “Computer Architecture: A quantitative approach”,

4th ed., Morgan Kaufmann, 2011, ISBN-10: 0123747503.

Linda Null, PhD-Pennsylvania State University “Essentials of Computer Organization and

Architecture” 4rth edition, ISBN-13: 9781284074482
ADVANCE PHYSICS 7 (NUCLEAR PHYSICS)

PRE-REQUISITE: Modern Physics

CREDITE HOURS: 3+1

INTRODUCTION:

This class covers basic concepts of nuclear physics with emphasis on nuclear structure
and interactions of radiation with matter. Topics include elementary quantum theory; nuclear
forces; shell structure of the nucleus; alpha, beta and gamma radioactive decays; interactions of
nuclear radiations (charged particles, gammas, and neutrons) with matter; nuclear reactions;
fission and fusion.

COURSE OBJECTIVE:

The objectives of this course are to introduce students to the fundamental principles and
concepts governing nuclear and particle physics and have a working knowledge of their
application to real-life problems; and provide students with opportunities to develop basic
knowledge and understanding of scientific phenomena, facts, laws, definitions, concepts,
theories, scientific vocabulary, terminology, conventions, scientific quantities and their
determination, order-of magnitude estimates, scientific and technological applications as well as
their social, economic and environmental implications.

COURSE OUTLINE:

1. Basic Properties of Nucleus:

Size and mass of the nucleus, nuclear spin, magnetic dipole moment, electric quadrupole
moment, parity and statistics.
2. Detectors:
Passage of charged particles through matter, ionization chamber, proportional counter,
scintillation counter, semi-conductor detector, emulsion technique, bubble chamber.
3. Particle Accelerators:
Linear accelerator, Van de Graff, betatron, synchrocyclotorn, proton synchrotoron.
4. Radio-Active Decay:
Theory of alpha decay, and explanation of observed phenoma-measurement of -ray energy, the
magnetic lense spectrometer, Fermi theory of -decay, neutrino hypothesis, theory of gamma
decay, multipolarity of gamma-rays, nuclear isomerism.
5. Nuclear Forces:
Yukawa theory, proton-proton and neutron-proton scattering, charge independence of nuclear
force, isotopic spin.
6. Nuclear Models:
Liquid drop model, shell model, collective model.
7. Nuclear Reactions:
 Conservation laws of nuclear reactions, Q-value of nuclear reaction, threshold energy,
transmutation by photons, protons, deutrons and alpha particles, excited states of nucleus, energy
levels, level width, Cross section from nuclear reactions, compound nucleus theory of nuclear
reactions, limitations of compound nucleus theory, resonances, Breit-Wigner formula, direct
reactions.
8. Neutron Physics:
Neutron sources, radioactive sources, photo neutron sources, charged particle sources, reactor as
a neutron source, slow neutron detectors, fast neutron detectors, slowing down of neutron,
nuclear fission, description of fission reaction, mass distribution of fission energy, average
number of neutrons released, theory of fission and spontaneous fission.
9. Thermonuclear Reactions:
Fusion and thermonuclear process, energy released in nuclear fusion, carbon nitrogen & oxygen
cycle, controlled nuclear fusion, D-D & D-T reactions.

Practical:

1. To determine the characteristic of G. M. tube and measure the range and maximum energy of
particles.
2. Measurement of half-life of a radioactive source.
3. Characteristics of G.M. counter and study of fluctuations in random process.
Evaluation Criteria
Examination Type Marks
Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

REFERENCE BOOKS:

1. Nuclei and particles by E. Serge. W. A. Banjamin Inc (1965).

2. A Text Book of Nuclear Physics by C.M.H. Smith, Pergamon Press Oxford (1966).
3. Nuclear Physics by A.E.S. Green, McGraw Hill Book Co. (1966).
4. Nuclear Physics by I. Kaplan, Addison-Wesley (1963).
5. The Atomic Nucleus by Evens, McGraw Hill, (1965).

ADVANCE PHYSICS VII (SOLID STATE PHYSICS)

PRE-REQUISITE: Undergraduate level Physics

CREDITE HOURS: 3+1

INTRODUCTION:
 Bonding in solids, thermal and electrical properties of solids, energy bands, imperfections
in solids, properties of semiconductors and insulators.

COURSE OBJECTIVE:

This course deals with crystalline solids and is intended to provide students with the
basic physical concept and mathematical tools used to describe solids. The course deals with
groups of materials, as in the periodic table, in terms of their structure, electronic, optical, and
thermal properties.

COURSE OUTLINE:
1. Crystal Structure:
Periodic arrays of atoms, fundamental types of lattices, index system for crystal planes, simple
crystal structures, direct imaging of atomic structure, non-ideal crystal structures.
2. Reciprocal Lattice:
Diffraction of waves by crystals, scattered wave amplitude, Brillouin zones, Fourier analysis of
the basis, quasi crystals.
3. Crystal Binding and Elastic Constants:
Crystals of inert gases, ionic crystals, covalent crystals, metals, hydrogen bonds, analysis of
elastic strains, elastic compliance and stiffness constants, elastic waves in cubic crystals.
4. Crystal Vibrations: Phonons I:
Vibrations of crystals with monatomic basis, two atoms per primitive basis, quantization of
elastic waves, phonon momentum, inelastic scattering by phonons.
5. Thermal Properties: Phonons II:
Phonon, heat capacity, anharmonic crystal interactions, thermal conductivity, electronic heat
capacity.
6. Noncrystalline Solids:
Diffraction pattern, glasses, amorphous ferromagnets and semiconductors, low energy
excitations in amorphous solids, fiber optics.
7. Point Defects:
Lattice vacancies, diffusion, color centers.
8. Dislocations:
Shear strength of single crystals, dislocations, strength of alloys, dislocations and crystal growth,
hardness of materials.

Practical Work:

1. To study Zeeman Effect

2. To study Hall effect in an n-type/p-type semiconductor or a metal.
3. To measure work function of a metal and verification of Richardson’s equation.
4. Determination of dielectric constant of liquid and solid.
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

REFERENCE BOOKS:

1. Introduction to Solid State Physics by C. Kittle, 7th Edition, John Wiley & Sons, Inc.
(1996) 2. Solid State Physics by Neil W. Ashcroft, N. David Mermin, CBS Publishing Asia
Ltd. (1987).
3. Solid State Physics by J. S. Blakemore, Cambridge University Press, (1991).

ADVANCE ZOOLOGY VI (GENETICS AND WILDLIFE)

CREDIT HOURS: 3+1

Objectives

The continuity of the life from one generation to other generation is based on the mechanisms
involving nucleus, chromosomes and genes etc. The process of continuity not only transfers the
traits of the parents but also imparts variations that render the generations sustainable in
changing environment. These concepts will be imparted to the students in this course.

Course Contents
1. Classical genetics –genetics of blood groups, chromosomal basis of inheritance, interaction
of genes, linkage, recombination and chromosome mapping in eukaryotes, quantitative
inheritance. gene concept (classical and modern), genetics of viruses, bacteria, transposons.
2. Molecular genetics – analysis and techniques of molecular genetics (elements of genetic
engineering), genetic basis of cancer, genetic control of animal development, the genetic
control of the vertebrate immune system, complex inheritance patterns.
3. Population genetics – Hardy-Wienberg equilibrium, systematic and dispersive pressures,
inbreeding and heterosis.
4. Wild Life
Wildlife of Pakistan, identification, distribution, status, conservation and management
(population estimate technology) of fishes, reptiles, birds and mammals of major importance in
Pakistan.
Wildlife rules and regulations in Pakistan.
National and International agencies involved in conservation and management of wildlife.
Sanctuaries, Game Reserves and National Parks in Pakistan.
Ramsar convention, wetlands, endangered species of Pakistan.
(Note: The teacher is suggested to provide blank maps of Pakistan in the theory class to the
students to indicate the distribution of the animals. Similar blanks maps should be attached with
the question paper, if distribution of animals is asked from the student in the theory paper).

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended
Bailey, J.A. (1986). Principles of Wildlife Management,John Wiley and Sons.

Ali S. & Ripley S.D. (1973).A Handbook of Birds of India & Pakistan, London: Oxford
University Press.

Ali, S.S. (1999). Paleontology, Zoogeography & Wild-Life Management. Hyderabad, India:
Nasim Book Depot.

Boyd, C.E. & Tucker, C. S. (1998).Pond aquaculture and water quality

management.Boston,Kluwer Publishers Alabama.

Magon, C.F. (1988). Biology of freshwater pollution.Longman and Scientific Publication.

Roberts, T. J. (1992). The Birds of Pakistan,(Vol.I). Oxford University Press.

Roberts, T. J. (1998). The birds of Pakistan,(Vol. II), Oxford University Press.

Roberts, T.J. (1977). Mammals of Pakistan.London: Ernest Benon Ltd.

Robinson, W.L. &Bolen, E.G. (1984). Wildlife ecology and management. McMillan,
Cambridge.
ADVANCE ZOOLOGY VII (GENETICS AND WILDLIFE) PRACTICALS

1. Mitosis (Onion root tips.)

2. Meiosis (Grass hopper testes)
3. Blood groups.
4. Salivary gland Chromosomes of Drosophila melanogaster
5. General morphology of Drosophila melanogaster
6. Human Pedigree analysis problems
7. Human Genetics problems

8. Probability problems. Tossing of coins. X2 test

9. Study of transformed bacteria on the basis of antibiotic resistance.
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended

Gardener, E.J., Simmons, M.J. & Snustad, D.P. (1991).Principles of genetics. New York, USA:
John Wiley and Sons Ins.

Lewin, B. (2000). Gene-VIII.UK: Oxford University Press.

Snustad, D.P. & Simmons, M.J. (2003). Principles of Genetics.(3rded.), New York, USA: Johan
Wiley and Sons Ins.
Strickberger, M.W. (1985). Genetics.New York. USA: McMillan,.

Tamarin, R.H. (2001).Principles of genetics.(7 ed.),USA:WCB publishers.

ADVANCE ZOOLOGY VIII (ZOOGEOGRAPHY AND PALEONTOLOGY)
CREDIT HOURS: 3+1

Objectives:

The course imparts knowledge and concepts of evolution mainly based on the past fossil records.
The fossil records also provide the information regarding the distribution of animals in the past
eras. This course provides information on the distribution of animals and their associations in the
past; thus, to rationalize their relationship in the present time.
Course Contents

Zoogeography:

Branches of zoogeography (descriptive, chorology, faunistics, systematic, biocoenotic, causal,

ecological, historical, experimental and applied zoogeography).

Animal distribution (cosmopolitan distribution, discontinuous distribution, isolation distribution,

bipolar distribution and endemic distribution) Barriers and dispersal.

Zoogeographical regions (division, geographic ranges, physical features, climates, faunas and
affinities of Holarctic (Palaearctic, Nearctic regions), Oriental, Ethiopian, Australian, and New
tropical Regions.

Palaeogeography (Theories of Continental drift and Plate tectonics).

Principles of Paleontology:
Earth, Shells of earth; (atmosphere, hydrosphere, biosphere and lithosphere).
Rock, types of rocks (lgneous rocks, sedimentary rocks and metamorphic rocks)
Fossil, types and uses of fossils, nature of fossils. Processes of fossilization.
Geological time scale.
PreCambrian life. Post Cambrian life (Palaeozoic life, Mesozoic life, Cenozoic life).
Geochronometry (Uranium/Lead dating, radiocarbon dating, methods), evolutionary history of
man, elephant, horse and camel,
Paleoecology,
Paleomagnetism.

Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended

Zoogeography:

Ali, S.S. (1999). Palaeontology, Zoogeography and Wild Management. Hyderabad, India: Nasim
Book Depot.

Darlington, P. J. Jr. (1963). Zoogeography, John Wiley and Sons.

De Beaufort, L. F. (1951). Zoogeography of the Land and Inland Waters.Sidgwick and Jackson.

Paleontology:

Brouwer, A. (1977). General Palaeontology, London: Oliver and Boyed.

Dunbar, C.O. (1969). Historical Geology, New York: John Wiley and Sons Inc.

Gilbert, L. I. & Colbert, E.H. (1980).Evolution of Vertebrates, New York: John Wiley and Sons
Inc.
 ADVANCE ZOOLOGY VIII (ZOOGEOGRAPHY AND PALEONTOLOGY)
PRACTICALS
1. Study Of fauna of various zoogeographical regions.
2. Study of mould, cast, pseudomorph, coprolite, petrified fossils of plants and
animals.
3. Study of invertebrate fossils of coelenterates, trilobites, ammonite,
brachiopods, molluscs and echinoderms.
4. Study of vertebrate fossils e.g. horse/elephant/camel/ bovids.
5. Study and identification of Igneous, Sedimentary and Metamorphic rocks
6. Map work for identification of various zoogeographical regions of the World.
Evaluation Criteria

Examination Type Marks

Internal Examination Sessional Work 15%
Mid-Semester 25%
External Examination Final Semester 60%

Books Recommended

Gardener, E.J., Simmons, M.J. & Snustad, D.P. (1991).Principles of genetics. New York, USA:
John Wiley and Sons Ins.

Lewin, B. (2000). Gene-VIII.UK: Oxford University Press.

Snustad, D.P. & Simmons, M.J. (2003). Principles of Genetics.(3rded.), New York, USA: Johan
Wiley and Sons Ins.

Strickberger, M.W. (1985). Genetics. New York. USA: McMillan,.

Tamarin, R.H. (2001).Principles of genetics.(7 ed.),USA:WCB publishers.