Manual of Courses
List of Courses for Year 1 Semester 1
Course Credits
Students must undergo bridge courses in
English and Gujarati before commencing
the studies of the first semester.
A. Core/Content Courses
ANY 3 COURSES FROM | 12 |
Science and Mathematics Physics Chemistry Biology Mathematics OR Social Sciences History Geography Political Science Economics OR Humanities and Languages Hindi English Gujarati Sanskrit Fine Arts |
|
b. Professional Courses | |
Philosophy of Life and Education I | 2 |
Communication Skills: Gujarati I | 2 |
Communication Skills: English I | 2 |
C. General Studies | |
Health and Physical Education I | 2 |
Development of Integral Personality I with the focus on Music & Dance | 2 |
Total | 22 |
English
It is generally observed that the language competence of students when they complete senior secondary school is weak. Therefore, it is desirable that students of the integrated teacher education programme undergo bridge courses in English and Gujarati before commencing the studies of the first semester. In this context two bridge courses of 50 hours duration have been designed and will be offered by the IITE to students admitted to the integrated course. It is suggested that the bridge courses be offered for four weeks prior to the commencement of the first semester.
The bridge course in Sanskrit may be offered before commencement of the third semester.
Course Objectives:
The course intends the participants to get acquainted with the basic language functions in English which would be of use to them in regular classroom teaching situations as well as their professional work experiences. In addition, the idea is to develop basic skills in communication in English which would enhance the participants’ confidence in using English as a tool for teaching other subjects.
More specifically, this course aims to help participants to
• develop a smooth flow of thoughts
• develop skills of expression of their thoughts and feelings
• acquire basic interactional skills
• use English language in day to day life including classroom situations
• develop satisfactory levels of sociolinguistic competence
• develop proficiency in English to enhance academic uptake and output
• understand and participate in simple classroom talks in English
• to make short speeches
• participate in question -answer sessions in the classroom
• be able to independently read and understand simple passages in English
• be able to write passages.
Course Outline (A 50- hour programme)
No | Language Functions | Grammar Item in Focus | Vocabulary |
1 | Introducing Yourself/ Someone, Asking about someone, Exchanging personal information | Wh-Questions,
Yes-No Questions Short Answer Questions |
Words referring to relations and family |
2 | Talking about daily schedule, work place | Simple Present Tense, Statements, At, On, Around, Until, Before | Adjectives and nouns referring to occupations and place and nature of work |
3 | Talking about Prices/Preferences, Giving Opinions, Making Comparisons, Buying & Selling Things | How Much/Many, |
Adjectives Demonstratives |
4 | Talking about likes & dislikes | Simple Present Tense, Wh-Qs with ’Do’, Modal Auxiliaries | Adjectives and adverbs regarding hobbies |
5 | Talking about families | Present Continuous Tense, Determiners: All, Nearly all, Most, Many, a lot of, some | Verbs referring to actions and processes at places of work |
6 | Asking about and describing routines and exercises | Present perfect | Adverbs of frequency |
7 | Talking about past events, Giving opinions about past experiences | Past Tense | Regular-irregular verbs |
8 | Asking about and describing locations, places and neighbourhood |
There is/are, Prepositions of place |
|
9 | Describing and identifying people | Question form | Adjectives for describing people |
10 | Asking about and describing cities, Asking for and giving suggestions, Talking about Travel and Tourism | Conjunctions | Adverbs, Adjectives describing places |
11 | Talking about health problems, Asking for and giving advice, Making requests | Modal verbs | Words referring to health, medical help, hospital, counselling etc |
12 | Expressing likes and dislikes, Agreeing and disagreeing, Ordering a meal | Either...or Neither.... nor |
Words from hospitality, hotel, food etc |
13 | Describing countries, Making comparisons, Talking about distance | Comparatives and suggestive | Words referring to climate, weather, culture |
14 | Talking about plans, Making invitations, accepting and rejecting invitations, Giving reasons, Taking and leaving messages | Future with present continuous | Words referring to sports, concerts, entertainment etc. |
15 | Giving Instructions and responding to them | Imperatives |
Instructions are a necessary component of the teaching-learning process. Of all the interaction that takes place at educational institution instructions take a vital form. It is important that a teacher has competence enough to convey, through words, what s/he wants the students to do. The delivery of instructions reflects a teacher’s ability to communicate in a precise and understandable manner. Unlike other situations, classroom instructions need to be brief and clear; there is no scope for ambiguity.
In Classroom
Please take your notebooks out and write the words /points from the board.
Maintain silence we are not supposed to disturb other classes.
Please speak louder so that everyone sitting here can hear you.
Raise your hand if you have a problem. 1 will help you.
Use the dustbin to throw rubbish. You will make the place dirty otherwise. / Throw the rubbish in the dustbin. Do not litter around.
Look at the picture/chart carefully. I am interested in knowing your observations.
Please raise your hand to give answers. It is difficult to listen when everybody is speaking at the same time.
Think before you answer. It is advisable to think and act. / You will participate better/ more meaningfully.
If the fans and lights are not being used, switch them off. Let’s save electricity.
Speak English. You will get good practice. You will develop good command of the language.
Please pay attention to the way I read. Notice the changes in my voice / Please observe carefully how 1 modulate my voice.
Sit in a proper posture. Your posture shows your attitude to work.
Reply in complete sentences so that others understand what you say.
It is the duty of everyone to keep the classroom clean. You will set an example for others.
Form groups of four or five members. We are going to work in groups.
Take permission before leaving the classroom. I should know where you are . going. .
Do your homework regularly. It will keep you active and you won’t burden yourself with work later / If you finish your tasks regularly, you will not feel the burden later.
Always revise the content taught in the classroom; this will help you update what you have learned.
Bring your textbooks daily. You cannot depend on others’ help all the time.
Please write a leave application to let me know about your absence. 1 will be able to guide you about what you miss in your absence.
Please read the passage carefully and understand the meaning.
Concentrate on what you are doing. Looking here and there will distract you from your work.
Submitting your projects and assignments in time will reduce your burden and will give you time to engage in other activities.
Be punctual and attend school sessions regularly. Punctuality makes a man perfect I By learning to be punctual, you will develop many other good habits.
Please do not write on the walls and desks. It looks indecent. It leaves a bad impression about you.
Open the window to let some fresh air in. The more we use natural light the more we save electricity.
Keep a separate notebook for each subject. Your notes will not get mixed up.
Maintain discipline in the classroom. You will leave a favourable impression
about yourself.
Make sure that what you speak is relevant. You will help me teach better/ It will help us remain focused on the topic.
Check the spellings of the words you write. This will enable you to know what mistakes you make. You will learn from your mistakes.
Please do not pluck flowers from the garden. They look beautiful on plants.
You will look good in clean and tidy clothes.
Gujarati
(A 50-hour programme)
Based on Functional Gujarati and Communicative Approach
• Words and Sentence patterns associated with Gujarati culture (Cultural Need) like પોળ, ચકલા, કોતરકામ, નવરાત્રાં-નવરાતર-નવરાત્રિ, જલ્સા, હાલ etc.
• Words and sentence patterns to talk to people of Gujarat (Social Need) like
Greetings
Introduction
Names of Things around
Describing the Things: Adjectives
Telling about Place, Position (Prepositions)
Everyday Expressions
Actions (daily routine)
Making Requests
Getting Information- Inquiring, Providing Information
Giving Commands, Instructions and responding to them
Expressing Choices, Options
Telling Time
Talking about work places
Describing events in the past (Stories, anecdotes, reports)
Talking about Future Activities (plans, imagination, fantasy)
Talking about activities across time- Past, Present, Future- Difference
• Phonetics: major features
• Proverbs in Gujarati
• Understanding and appreciating songs and Garba in Gujarati
• Simple dialogues in varied situations
• Making short speeches: Welcome, introduction, expressing appreciation etc.
• Developing reading and writing skills: popular stories, simple poems, essays, newspaper reports
• Presentations (Academic/Professional Need)
• Correspondence (Academic/Professional Need)
• Translation of news items, reports, articles, narratives, stories, plays, poems etc. (From Gujarati to Foreign language and vice-versa)
Science and Mathematics
Credits: 4
Course Objectives:
Students will:
Unit-I Mechanics -1
Name of Chapter | Contents |
Chapter:2 (Text Book:l)
Newton’s First Law of Motion-Inertia and Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 5.1 to 5.5 |
Aristotle on Motion Copernicus and the Moving Earth Galileo and the Learning Tower Galileo’s Inclined Planes Newton’s First Law of Motion Net Force The Equilibrium Rule Support Force Equilibrium of Moving Things The Moving Earth |
Chepter:3(Text Book:l) Linear Motion |
Motion is Relative Speed |
Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 2.1 to 2.7 |
Instantaneous Speed Average Speed Velocity Constant Velocity Chaning Velocity Acceleration Acceleration on Galileo’s Inclined Planes Free Fall How Fast How Far How Quickly” How Fast" Changes |
Unit-II Mechanics-II
Name of Chapter | Contents |
Chapter:4(Text Book:l)
Newton’s Second Law of Motion Problems given in the Text Book:2” University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 4.4 to 4.7 & 5.6 to 5.9 |
Force Causes Acceleration Friction Mass and Weight Mass Resist Acceleration Newton’s Second Law of Motion When Acceleration is g-Free Fall When Acceleration is Less Than g-Non free Fall |
Chepter:5 (TextBook:l)
Newton’s Third Law of Motion Problems given in the Text Book:2" |
Forces and Interactions Newton’s Third Law of Motion Defining Your System Action and Reaction on Different |
University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition)
Publisher: Pearson Topics 4.9 to 4.11 |
Masses Summary of Newton’s Three Laws Vectors Force Vectors Velocity Vectors Components of Vectors |
Unit-III Properties of Matter
Name of Chapter | Contents |
Chapter:ll(Text Book :1)
The Atomic Nature of Matter Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 4.1 to 4.2 |
The Atomic Hypothesis Characteristics of Atoms Atomic Imagery Atomic Structure The Elements The Periodic Table of Elements Isotopes Compounds and Mixtures Molecules Antimatter Dark Matter |
Chepter:12 Solids |
Muller’s Micrograph Crystal Structure Density Elasticity Tension and Compression Arches Scaling |
Unit-IV Heat
Name of Chapter | Contents |
Chapter: 15 (Text Book:1)
Temperature, Heat and Expansion Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 17.1 to 17.4 & 17.6 |
Temperature Heat Measuring Heat Specific Heat Capacity The High Specific Heat Capacity of Water Thermal Expansion Expansion ofWater |
Chepter:16(Text Book:1)
Heat Transfer Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 17.12 to 17.16 |
Conduction Convection Radiation Emission of Radiant Energy Absorption of Radiant Energy Reflection of Radiant Energy Cooling at Night by Radiation Newton’s Law of Cooling The Greenhouse Effect Solar Power Controlling Heat Transfer |
Unit-V Sound
Name of Chapter | Contents |
Chapter:19(Text Book:1)
Vibrations and Waves Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Topics 15.1,15.3,15.6 |
Vibration of a Pendulum Wave Description Wave Motion Wave Speed Transverse Waves Longitudinal Waves Interference Standing Waves Doppler Effect Bow Waves Shock Waves |
Chepter:20(Text Book:1)
Sound Problems given in the Text Book:2" University Physics with Modern Physics " By Hugh D. Young & Roger A. Freedman, (12th Edition) Publisher: Pearson Chapters 19 & 20 Topics 16.3 to 16.9,16.14 to 16.18 |
Origin of Sound Nature of Sound in Air Media that Transmit Sound Speed of Sound in Air Reflection of Sound Refraction of Sound Energy in Sound Waves Forced Vibrations Natural Frequency Resonance Interference Beats |
Text Book:1 Conceptual Physics by Paul G. Hewitt 11th Edition published by PEARSON
Text Book:2 University Physics with Modern Physics By Young & Freedman Publisher: Pearson (12th Edition)
Additional Reference:
Suggested Website for eLearning/ICT Based activity:
Laboratory Course in Physics
Suggested Website for e-Learning/ICT Based Activity for Virtual Laboratory
References:
Credits: 4
Course Objectives:
Students will:
Unit 1: Bridge Course in Chemistry ‘Orientation to Chemistry’
Meaning and Nature of Science.
Branches of SciencefPure and Applied)
Historical Background of Chemistry as a Branch of Science.
Basic Concepts in Chemistry: acid, base, atom, elements, compounds, mixtures, molecules, basic trends in periodic table, atomic radius, ionic radius, ionization energy, electrode potential electro-negativity, electron-affinity, and reactions.
Unit 2 : Introduction to Chemistry
Meaning and Scope of Chemistry.
Branches of Chemistry : Organic, Inorganic, Analytical, Physical, Polymer, Industrial, etc.
Nobel Prizes in Chemistry.
Unit 3 : Basic Concepts in Chemistry
Atomic Structure: De Broglie matter waves, Heisenberg uncertainty principle, Schrodinger wave equation, significance of wave functions, Atomic orbitals, Quantum numbers, Aufbau and Paulis exclusion principles, Hund’s multiplicity rule. Variation of orbital energies with atomic number and energy level diagram, electronic configuration of elements, effective nuclear charge and shielding; radial and angular wave functions and distribution curves, shape of s,p,d orbitals and their characteristics.
Types of Bonds: Introduction to ionic bond, covalent bond, coordinate bond, hydrogen bond and meaning of bond energy.
Chemistry I- Practical Work
Volumetric titrations
Litmus tests
Project on Chemistry in day to day life
Credits: 4
Course Title: Cell biology, Genetics, Molecular biology
Unit: -1: Cell structure of prokaryote and eukaryote
ã Ultra structure and functions of cell organelles
ã Cell wall, Plasma membrane, Endoplasmic reticulum, Chloroplast, Mitochodria, Ribosomes of prokaryotes and eukaryotes, Lysosomes, Centrioles, Cilia and flagella, Golgi complex, Nucleus, structure of chromosome, Protoplasm
Unit: - 2: Microscopy and cell division and cell cycle
Unit: - 3: Genetics and molecular biology
Unit:-4: Biochemistry
References:
Cell Biology by G. D. Power (Text) - (Himalaya Publishing House, Bombay)
Cell Biology by De Roberties et al (Text) - (W. B. Saunders, Philadelphia)
A Text Book of Cytology by R.C. Dahela and S.R. Varma (Text) - (Jayprakashnath and Co., Meerut)
Cell Biology by J. D. Burke (Scientific Book Agency, Calcutta)
Cell Biology : A molecular approach by R.D. Dyson (Allyn & Bacon, Boston)
Cytology by C.D. Darlington
Genetics by V.B. Rastogi
Principles of genetics by Sinnott, Dunn and Dobzhansky (Text) - (Mcgraw Hill)
Genetics by E. Altenberg (Text) - (Holt, Rinehart & Winston, New York)
Genetics by Strickberger (Macmillan)
Principles of Biochemistry by A. B. Lehninger (CBS Publisher& Distributors, Delhi)
Fundamentals of Biochemistry by J.L. Jain (S. Chand, Delhi)
Biochemistry by Shrivastava
Plant physiology by Verma (S. Chand and Co.)
Biology- I (Practical)
Charts of Typical Cell structure of prokaryota and eukaryote
Charts / Micrographs of cell organelles
Cellwall, Plasma membrane, Endoplasmic reticulum, Chloroplast, Mitochondria, Ribosomes of prokaryotes and eukaryotes, Lysosomes, Centrioles, Cilia and flagella, Golgi complex, Nucleus, structure of chromosome.
To study mitosis in onion root tip and permanent slides of meiosis
Study of stages of mitosis
Study of stages of meiosis
Training in fixing staining and squashing for cytological study
To solve genetics problems (related to syllabus)
Structures of DNA : A, B, C, D and Z
DNA hybridization
To determine pH of water using universal indicator.
Perform histochemical tests for Carbohydrate, lipids and protein. Demonstrate the activity of amylase and catalyses enzymes in plant tissues.
Credits 4
Learning Objectives: To understand and apply the concepts, principles and techniques of analytical Geometry and Differential Calculus in problem solving; To acquire an insight into the pedagogical aspects of these topics.
Course content:
UNIT 1: Analytical Geometry
Coordinates of point; Cartesian coordinates and Polar Coordinates of a point in R2; Cartesian Co-ordinates.
Position vector of point in R2 and R3; Modulus of a vector; Distance formulae in R2 and R3; vector addition; Scalar multiple of vector; Scalar product of two vectors; Projection of a vector on another vector; Vector product of two vectors; Scalar triple product of three vectors; vector triple product of three vectors.
Vector Equation of a straight line in R2 and Cartesian equation of straight line in R2; angle between two lines- conditions of parallelism and perpendicularity.
Vector equation of a plane and Cartesian equation of a plane; Angle between two planes; vector equation of a straight line in R3; Cartesian equation of a straight line in R3.
Vector equation of circle in R2; Cartesian equation of circles; Orthogonal circles; Tangent to a circle; Vector equation of sphere; Cartesian equations of sphere; Tangent plane to a sphere.
UNIT-2: Calculus-1 (Differential Calculus)
Function
Functions and their graphs; Polynomial, rational, symmetric and radical parametric function; Equation of plane curve; Limit of a function; Statement of properties of continuous functions.
Derivative of function:
Derivative and techniques of differentiation - of sum, Product, quotient of two functions, of a function, Meaning of derivative - as rate of change and as the slope of tangent; Equations to the tangent; Normal to a plane curve; Angle of intersection of two curves; Conditions for orthogonally and tangency between two curves; signs of derivatives - Increasing and decreasing functions; Some cases of maxima and minima.
Reference for both Units:
Calculus and Analytical Geometry - George Thomas (ADDISON WESLWY PUBLISHING CO)
Calsulus of one and several Variables - Sales and Einar Hille (WILEY INTERNATIONAL)
Calculus- Vols. I and II- Lipman Bers (HOLT, RINEHART & WINSTON - Indian Edition : IBH PUBLISHING Co., Bombay)