Notification: Course Serial No

UNIVERSITY OF DELHI
CNC-II/093/1(23)/2022-23/
Dated: 28.03.2023
NOTIFICATION
Sub: Amendment to Ordinance V
[E.C Resolution No. 18-1/(18-1-21), 38-1/ (38-1-16) & 60-1/ (60-1-12) dated 18.08.2022,
08.12.2022 & 03.02.2023 respectively ]
Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the Ordinances of

the University;
Add the following:

Skill Enhancement Courses (SECs)
Under
UGCF-2022
Listed under Appendix-II-A to the Ordinance V (2-A) of the Ordinances of the
University
(with effect from Academic Year 2022-23)
A student who pursues any undergraduate programme in the University and its Colleges is offered a pool
of Skill Enhancement Courses. A list of such courses as passed by the Executive Council in its meetings
dated 18.08.2022, 08.12.2022 and 03.02.2023 are listed below:
Course Serial no
Beginners Course to Calligraphy 1
Communication in Everyday Life 2
Communication in Professional Life 3
Creative writing 4
Business Communication 5
Introduction to Arabic Calligraphy 6
Negotiation and Leadership 7
PERSONALITY DEVELOPMENT ANDCOMMUNICATION 8
POLITICAL COMMUNICATION AND LEADERSHIP 9
Public Speaking in English Language and Leadership 10
Patkatha Lekhan 11
Rangmanch 12
Rachnatmak Lekhan 13
Anuvad Kala 14
Srijnatmak Lekhan 15
IT Skills and Data Analysis – I 16
IT Skills and Data Analysis- II 17
Basic IT tools 18
Advanced Spreadsheet Tools 19
Statistical Software Package 20
Financial Database and Analysis Software 21
Statistics with ‘R’ 22
(i)
R Programming for Business Analytics 23
Essentials of Python 24
Analytics with Python 25
Business Intelligence and Data Visualisation 26
Digital Marketing 27
Social Media Marketing 28
Digital Film Production 29
VISUAL COMMUNICATION AND PHOTOGRAPHY 30
CAD for Fashion 31
Graphics Design & Animation 32
Programming using Python 33
Document Preparation & Presentation Software 34
Front End Web Design and Development 35
Back-End Web Development 36
APP Development using Flutter 37
Big Data Analytics-I 38
Big Data Analytics-II 39
Introduction to Blockchain 40
Introduction to Cloud Computing (AWS) 41
Biofertilizers 42
Bioinoculants for Agriculture and Sustainable Development 43
Organic Farming 44
Horticulture 45
Floriculture 46
Hydroponic and Aeroponic Farming 47
Green Belt Development for Smart Cities 48
Nursery Gardening and Landscaping 49
Mushroom Culture and Technology-I 50
Mushroom Culture and Technology – II 51
Plant Aromatics and Perfumery 52
Viewing and Capturing Diversity in Nature 53
Apiculture 54
Formulation of Fish Feed 55
Fish Breeding and Larviculture 56
Ornamental Fish Culture: Opportunity and Scope 57
Bio-floc Technology 58
Aquaculture Entrepreneurship 59
Pearl Culture 60
Sericulture-I: Mulberry Silkworm Rearing 61
Sericulture-II: Eri Silkworm Rearing 62
Sericulture-III: Silk Technology 63
Sericulture-IV: Application of Sericulture in Therapeutic andCosmetic Industry 64
Chemistry Lab Operations and Safety Measures 65
Basic Analytical Techniques 66
Lab Testing and Quality Assurance 67
Essential Food Nutrients 68
(ii)
Chemistry of Food Flavors and Colourants 69
Chemistry of Cosmetics and Hygiene Products 70
Green Methods in Chemistry 71
Forensic Chemistry 72
Environmental impact and Risk Assessment 73
Sustainably Reporting 74
Environmental Auditing 75
PROSPECTING E-WASTE FOR SUSTAINABILITY 76
Developing SUSTAINABILITY PLANS FOR A BUSINESS 77
PCB Designing and Fabrication 78
Electronic Product Testing 79
Radiation Safety 80
Healthy and Sustainable Food Choices 81
Chocolate Crafts 82
Pasta and Patisserie Technology 83
Frozen Dessert Technology 84
Early Child Care and Education Settings 85
Image Styling 86
Content development and Media for Children 87
Small Scale Catering 88
Culinary Science 89
Dairy Processing 90
Fruits and Vegetable Processing 91
Minimal Food Processing 92
Food Waste and By-Product Utilisation 93
Indian Snack Industry 94
SUSTAINABLE ECOTOURISM AND ENTREPRENEURSHI 95
E Tourism 96
Design Thinking 97
Innovation and Entrepreneurship 98
Museum and Museology 99
Reading the Archive 100
Working with People 101
Life Skill Education 102
Participatory Learning and Action 103
Programme Media 104
Finance for Everyone 105
Personal Financial Planning 106
Yoga in Practice 107
Cyber SPHERE AND SECURITY GLOBAL CONCERNS 108
Harmonium 109
(iii)
Beginners Course to Calligraphy
Beginners Course to Calligraphy
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title Credits Credit distribution of the course Eligibility Pre-requisite of

& Lecture Tutorial Practical/ criteria the course
Code Practice (if any)
Beginners 2 0 0 2 Class XII NA
Course to
Calligraphy
Learning Objectives
The Learning Objectives of this course are as follows:

• To teach students the art of Calligraphy.
• To make students better at handwriting and embellish the scripts.
• To help the students communicate with creativity.
Learning Outcomes
The Learning Outcomes of this course are as follows:
• Students will be skilled in calligraphy scripts.
• Learning flourishing will help to develop good writing.
• Practice sessions will further a project at the end of semester.
• Will induce skills to set up a business, too.
SYLLABUS
Course Contents:
Unit 1: Introduction to Calligraphy (10 hours)

• Definition, History of calligraphy, Calligraphy at the Global level, Types of
Calligraphy: Classical Calligraphy & Modern Calligraphy
• Practice Sessions: Introducing students to Calligraphy and its types through images,
videos and animations.
1
Unit 2: Introduction to the Writing tools (20 hours)
• Tool Kit, Different Types of Pens, Different Types of Nibs, Different Types of
Brushes, Different Types of Inks
• Practice Sessions: Display of Writing items, Discussion on the usage of different
types of pens, nibs and brushes through hands-on activities
Unit 3: Foundation to Calligraphy (30 hours)

• How to write letters?, Majuscules, Miniscules, Numbers, Learning Strokes, Sans
Serif B- point, Celtic, Italian Script, Roman Script, Gothic Script
• Practice Sessions: Learning and practicing strokes- Upstroke, Downstroke, Overturn,
Underturn, Compound curve, Oval, Ascending loop
• Hands-on activities and Assessment on Sans Serif B-point, Celtic, Italian
Script, Roman Script, Gothic Script, Flourishing
Essential/recommended readings
• Suepsuan, P. A. (2021). Start Calligraphy The Right way to write: Learn Calligraphy
The Complete Book - Modern Calligraphy Pen For Beginners, Learning Resources
Step By Step Number Line, Mastering Modern Calligraphy. Independently
published.
• C., & Co., T. P. (2020). Modern Calligraphy Set for Beginners: A Creative Craft
Kit for Adults featuring Hand Lettering 101 Book, Brush Pens, Calligraphy Pens,
and More. Paige Tate & Co.
Examination scheme and mode:

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.
2
Communication in Everyday Life

Communication in 2 0 0 2 Class XII NA
Everyday Life
Learning Objectives

 To lay down a basic foundation for basic communication that is a part of a student's everyday
life.
 To inculcate the fundamentals of communication with the aim to enhance listening, speaking
and writing skills.
 To hone practical skills that can be used in day-to-day affairs.
Learning Outcomes
 After studying this course, students will be able to improve mediation skills.
 After studying this course, students will be able to building human relationships.
 After studying this course, students will be able to foster societal understanding & develop an
independent perspective.
 After studying this course, students will be able to enhance social communication skills of
students.
SYLLABUS
Course Contents:
UNIT 1 (8 hours)
Theory of Communication
 Meaning, Features, Uses, Cycle, Feedback, Advantages
 Barriers
 7 C’s of Communication
UNIT 2 (14 hours)

Listening Skills
 Netiquettes
 Audio-book Listening & Discussions
 Note-taking
UNIT 3 (14 hours)

Speaking Skills
 Oral Presentation- Audio-Visual aids, Audience & Feedback, Delivery of
Presentation, Handling Questions
 Group Discussion- Culture & History, Current Affairs, Society-related
 Public Speaking- Public Speech, Extempore3
 Interview- Personal, Conversational, Public
UNIT 4 (8 hours)
Reading Skills
 Close Reading
 Skimming
 Scanning
UNIT 5 (16 hours)
Writing Skills
 Summarising
 Paraphrasing
 Note-making
 Essays- Expository Essay, Descriptive Essay, Narrative Essay
 Letter Writing- Formal Letter, Informal Letter
 Reports- Incidence, Newspaper, Organisational Report
 Analysis & Interpretation- Textual
 Intra & Inter-personal Skills - Monologue, Dialogue
Suggested Readings
 Chaudhary, Shoma. “Understanding Interviews, Billy Elliot is my Story, Only Less Happy”.
Tehelka: The People’s Paper, 18 February 2006.
 Kumar, Dinesh. “Understanding Values, Our Muddled Generation”. The Hindu, 26 March
2006.
 Learning to Write I, “Free Writing”. In Fluency in English II, ed. Varma, Pramodini and
Mukti Sanyal, pp. 1-5, Oxford, New Delhi, 2015.
 Learning to Write II, “Editing”. In Fluency in English II, ed. Varma, Pramodini and Mukti
Sanyal, pp. 25-27, Oxford, New Delhi, 2015.
 Learning to Write III, “What makes Good Writing Good”. In Fluency in English II, ed.
Varma, Pramodini and Mukti Sanyal, pp. 48-51, Oxford, New Delhi, 2015.

4
Communication in Professional Life

Communication 2 0 0 2 Class XII NA
in Professional
Life
Learning Objectives

 To prepare the students for their upcoming professional fields.
 To inculcate the fundamentals of professional and business communication.
 To learn aspects of global communication.
 To enhance employability skills of the learners by enabling them to write effective resumes
and face interviews with confidence
Learning Outcomes

 After studying this course, students will be able to improve presentation skills to be learnt by
effective use of verbal and non-verbal communication for the professional field.
 After studying this course, students will be able to acquire practical employability skills to
be disseminated through focussed sessions on practical employable knowledge.
 After studying this course, students will be able to enhance professional
communication.
 After studying this course, students will be able to improve persuasion and
negotiation skills which will be useful for the professional field.
5
SYLLABUS
Course Contents:
UNIT 1 (8 hours)
 Theory of Business Communication
 Introduction
 What is Business Communication?
 Language of Business Communication
 Cultural Components – Cross-Cultural Communication, Cultural Shock,
Stereotyping, Ethnocentrism
 Miscommunication & Effective Communication
UNIT 2 (14 hours)

Listening Skills
 Netiquettes
 Audio-book Listening & Discussions
 Note-taking
UNIT 3 (18 hours)

Speaking Skills
 Presentation Skills- Oral Presentation, Ppt. Preparation, Ppt. Presentation
 Group Discussion
 Talks- Domain-specific, Ted-Talks, Business Meets, Motivational Talks
 Telephonic Skills
 Persuasion Skills
 Meeting & Negotiation
 Interview- Promotion Interview, Job Interview, Business Interview
 Functions and activities of PR
UNIT 4 (20 hours)

Writing Skills
 Summarising & Paraphrasing
 Job-Oriented Skills- CV, Resume & Bio- Data, Job Application Letter
 Documentation
 Advertisements & Invitation
 Letter Writing- Applications, Business Letters
 Report- Analytical Report, Project Report
 Digital Communication in Social Space- Social Media Posts (Twitter, Facebook), Blog
Writing, Review Writing
 Advertisement/Invitation/Poster Designing- Canva/MS Word/Coral
 Memo, Office Order, Minutes
 Making Online Academic/Work Profile- LinkedIn
Suggested Readings
 Kaushik, J.C. and K.K. Sinha eds., English for Students of Commerce, Oxford
University Press, New Delhi.
 Sethi, Anjana & Bhavana Adhikari, Business Communication, Tata McGraw Hill.
 Anjana Neira Dev, et.al, eds. Business English, Department of English, University
6
of Delhi, 2011, Pearson Publications, New Delhi.

7
Creative Writing

Creative 2 0 0 2 Class XII NA
Writing
Learning Objectives

 To build creative writing skills of students in the main modes of creative writing viz poetry,
fiction (novel, short stories), non-fiction (life narratives, autobiographies and biographies)
and drama.
 To inculcate practical skills in students by mapping their creative talent which be
beneficial for employability too.
 To perform hands-on-activities to students to develop their creative skills through
practical sessions.
Learning Outcomes

 After studying this course, students will be able to be sensitive to the texture of
literary language.
 After studying this course, students will be able to develop craft in creative writing.
 After studying this course, students will be able to develop sense of expressing
themselves through poetry/short story/biography.
 After studying this course, students will be able to induce an understanding of the
relationship between an individual and society.
 After studying this course, students will be able to get into different fields and pursue
versatile career opportunities.
 After studying this course, students will be able to develop an understanding of theatre
and performance through drama will also help them to develop observatory and
behavioural skills.
 After studying this course, students will be able to develop a critical thought process and a
knack in putting it in words. Students may also utilise the learnings of proofreading and
editing for their academic and professional growth.
 After studying this course, students will be able to go for publishing their own work.
 After studying this course, students will be able to write a book and submit to professional
bodies & academic organisations.
SYLLABUS
Course Contents:
UNIT 1 (18 hours)

 Introduction to Creative Writing- Meaning, Importance 
8
 Imagination & Writing- Peer-interaction, Activities on Imagination 
 Tropes, Motifs and Figures- Learning tropes, motifs and figures through videos, Discussion
on the findings
 Craft of Writing- Figure of Speech, Word Play, Character Creation 
 Character Creation- Dialogue Enaction, Learning Characters through discussion on famous
writings, Character Analysis, Writing activities on creating different types of characters
(gender/social background/ethnicity etc.)

UNIT 2 (18 hours)

 Close Reading 
 Analysis and Interpretation- Reading different works in Literature, Discussion in small
groups, Practice Writing Session 
 Proofreading & Editing- Practice sessions on Proofreading & Editing of different typesof
writing 

UNIT 3 (24 hours)

 Steps of Creative Writing- Pre-Writing, Writing, Post-Writing/Final Draft 
 Types of Creative Writing- Poetry, Fiction, Non-Fiction (Life Narratives), Drama 
 Creative Writing & Media- Film Review, Book Review, Other Writings in Media,
Submission, Publication 
 Learning to write Poetry- Reading & understanding Poetry; Practising tone, rhyme, metre,
verses; Writing sessions 
 Learning to write Fiction- Reading & understanding Fiction; Practicing different elements
of fiction (Short story, Novella, Novel); Writing sessions 
 Learning to write Non-Fiction- Reading & understanding Non-Fiction (Biographies &
Autobiographies); Practicing different elements of non-fiction; Writing sessions 
 Learning to write Drama- Reading & understanding Drama; Practicing different elements
(plot, character, climax, verbal & non-verbal cues) of Drama; Writing sessions
 Submission & Publication (in Print & Digital) - Discussions over how & where to
submit and publish (online/offline), Hands-on activities 


Suggested Readings
 Creative Writing: A Beginners’ Manual by Anjana Neira Dev et al. for The Department of
English, University of Delhi (New Delhi: Pearson, 2008).

9
m Business Communication

Business 2 1 0 1 Class XII NA
Communication
Learning Objectives

 To train students to enhance written as well as oral communication in the corporate world.
 To help students in understanding the principles and techniques of business
communication.
 To understand the use of electronic media for communication.
Learning outcomes

 After studying this course, students will be able to explain the need for
communication in management.
 After studying this course, students will be able to appreciate the need of effective
writing for communication.
 After studying this course, students will be able to demonstrate the skill of effective report
writing and summarizing annual reports.
 After studying this course, students will be able to analyse business correspondence and e-
correspondence.
 After studying this course, students will be able to appreciate oral presentations.
SYLLABUS
Course Contents:
Unit 1: Introduction to the essentials of Business Communication (9 hours)

Meaning, process and functions. Need and importance. Medium: verbal & non-verbal
communication. Channels: formal & informal. Levels of communication. Direction of
communication: downward, upward, lateral, & diagonal. Effective communication:
difficulties/barriers and solutions. Interactive and non-interactive techniques of
communication. Listening as a tool of communication, Guidelines for effective listening.
Unit 2: Effective Writing (9 hours)

Guidelines for clear writing. References, bibliographical research tools. Citing methods,
footnotes, discussion footnotes. Use of library and internet for collection, classification and
interpretation of data and information.
Unit 3: Report Writing (9 hours)

Types of reports. Formal report: components and purpose. Organising information: outlining
10
& numbering sections, section headings, sub-headings, & presentation. Writing reports on field
work/visits to industries, business concerns. Summarising annual reports of companies:
purpose, structure and principles. Drafting minutes.
Unit 4: Business Correspondence and E-Correspondence (9 hours)

Need and importance of business letters. Office memorandum, office circulars, notices and
orders. Technology for communication. Effective IT communication tools. Electronic mail:
advantages, safety and smartness in email. E-mail etiquettes.
Unit 5: Spoken English and Oral Presentation (9 hours)

Effective negotiation: elements, process and general guidelines. Telephonic conversation.
Conducting & facing interviews. Conducting & participating in group decisions. Making
presentations: content and organising. Features of a good presentation. Delivering a
presentation.
Practical Exercises:
The learners are required to:
 learn how to summarise annual reports of companies.
 prepare presentations using power-point.
 participate in Group discussions and mock interviews.
 smartly draft business emails.
 C.B.Gupta (2019). Essentials of Business Communication, Sultan Chand & Sons.
 Kaul, A. Effective Business Communication, 2nd ed. PHI learning
 Lesikar, R.V. & Flatley, M.E. (2001). Basic Business Communication Skills for
Empowering the Internet Generation, Tata McGraw Hill Publishing Company Ltd. New
Delhi.
 Ludlow, R. & Panton, F.(1992). The Essence of Effective Communications, Prentice Hall
of India Pvt. Ltd., New Delhi.
 Meyer C,Dev(2021). Communicating for Results,Oxford University Press
 Quintanilla, Kelly M, (2021), Business and Professional Communication, 4e, Sage
Textbook
 R. C. Bhatia (2008), Business Communication, Ane Books Pvt Ltd, New Delhi.
 Raman and Singh(2012). Business Communication. Oxford University Press
 Scot, O., Contemporary Business Communication. Biztantra, New Delhi.
Note: Learners are advised to use the latest edition of readings.

11
Introduction to Arabic Calligraphy

Introduction 2 0 0 2 Class XII NA
to Arabic
Calligraphy
Course Objectives: Course Learning Outcomes:
1. To make the learners familiar with The student will be able to:
Arabic Calligraphy. 1. Know about the history of Arabic
2. To make them aware of different Calligraphy.
Arabic scripts. 2. Read and write Arabic letters and text.
3. Recognize different Arabic scripts/fonts.
4. Write in two Arabic scripts: Naskh and
Ruq’ah.
Unit 1 (20 hours) Unit 2 (20 hours)
- Calligraphy - Importance and Characteristics of the Arabic

- Arabic Calligraphy Script Ruq’ah in modern time.
-Origin and Development of Arabic - Importance and Characteristics of the Arabic
Calligraphy Script Naskh in modern time.
-Lesson on Arabic Alphabet - Familiarity with different Arabic scripts.
-Introduction to Arabic script - Al-Aqlaam Al-Sittah
Ruq’ah - Pioneers of the Arabic scripts/calligraphy.
-Introduction to Arabic script Naskh  Ibn Muqlah
 Ibn Al-Bawwab
Unit 3 (20 hours)
-Benefits of Good handwriting

-Famous Arabic fonts of computer
-Practice of the Arabic scripts: Naskh and Ruq’ah
Teaching Learning Process

• The teacher will introduce different aspects of Arabic scripts to students.
• The students will practice the prescribed scripts to make their handwriting beautiful.
• The teacher will also use computer to familiarize the students with different Arabic
scripts of it.
12
References:
1. M. Ziauddin: Muslim Calligraphy, Kitab Bhawan, Delhi

.2 ‫ں‬ ‫ر‬
‫ ﺧﻂ ﻧﻮر ﻣﻮﻻﻧﺎ‬:‫ﻋﺎﻟﻢ ﺧﻠﯿﻞ ﻣﯿ‬
‫ﮐﯿﻮ رﻗﻌ‬ ‫ﺳﯿﮑں؟ ﮐ او‬، ‫ﻨﺪ'دﻳﻮ‬
3. ‫د‬.‫ﻟﻮ ﻋﺎدل‬,: + ‫ا‬89‫اﻟﻌﺮ ﻂ‬6‫ ﺸﺄﺗﮫ‬4 ‫وﺗﻄﻮرﻩ ﻲ‬، ‫ﺮة;اﻟﻘﺎ‬.
4. ‫د‬. ‫اﻟﻌﯿﺪ ﺷﯿﺦ ﺳﻠﯿﻤﺎن ﯿﻢ;إﺑﺮا‬، ‫ا‬89‫اﻟﻌﺮ ﻂ‬6‫وﻣ ﺣﻀﺎرة ﻲ‬C‫ﺎرة‬، ‫ﻣﻜﺘﺒﺔ ﺳﻤ‬G ‫ﻣﻨﺼﻮر‬، ‫ﻏﺰة‬،
‫ ﻓﻠﺴﻄن‬.
Additional Resources:
1. Muhammad Sohail: Administrative and Cultural History of Islam, New Delhi.
2. ‫ واﻟﺪراﺳﺎت ﻟﻠﺒﺤﻮث ا ﳌﻠﻚ ﻓﯿﺼﻞ ﻣﺮﻛﺰ‬W‫ ﺳﻼﻣﯿﺔ‬: ‫ا‬89‫اﻟﻌﺮ ﻂ‬6‫ﺧﻼل ﻲ ﻣﻦ‬

‫ا‬8Y‫ﻄﻮﻃﺎت‬، ‫اﻟﺴﻌﻮدﻳﺔ ﯿﺔ'اﻟﻌﺮ ا ﳌﻤﻠﻜﺔ‬.

13
Negotiation and Leadership

Negotiation 2 0 0 2 Class XII NA
and
Leadership
Learning Objectives

• To introduce the students to the importance of negotiation skills
• To expose the students to diverse contexts and situations that require negotiation
skills
• To learn about the management of critical and crisis situations
• To evolve relationship building skills
Learning Outcomes

• After studying this course, students will be able to apply negotiation skills to
obtain desired results
• After studying this course, students will be able to understand the various aspects
of a crisis situation for appropriate management.
• After studying this course, students will be able to learn how to manage complex
negotiation situations.
• After studying this course, students will be able to understand the process
of relationship building.
• After studying this course, students will be able to test and judge the legitimacy of
the terms of negotiation
14
SYLLABUS
Course Contents:
Unit 1 (15 hours)

Negotiation Fundamentals Key concepts and core vocabulary of negotiation process, deal-
making and dispute resolution, Assumptions and biases that are barriers to effective
negotiation, Collaborative approaches, risk & opportunities to achieve win-win outcomes
Negotiation Canvas Introduction of a framework for negotiation preparation and how to use
it, Elements of negotiation canvas i.e relationship, alternatives, legitimacy, options, interests
among others, Difference between position and interests
Unit 2 (15 hours)
Managing critical moments
Types of negotiation approaches used by negotiators Critical moments that can make or break
the deal How to identify these critical moments, Strategies to manage critical moments in the
negotiation
Effective Communication and Relationship Building

Role of communication and relationship in negotiation, Understanding the other party’s
psychology to understand their interests, build trust and improve the scope of the negotiation,
Unconditionally constructive behaviours, Methods of building trust, and empathy, Overcoming
communication barriers, difficult behaviours and information asymmetry
Unit 3 (15 hours)

Discovering, creating and claiming value
Methods of value discovery during negotiation, How is value divided and claimed between the
negotiating parties?, What are the tradeoffs, mutual gains and contingencies?, Concept of
distributive bargaining, equitable solutions, and ZOPA (zone of possible agreement),Biases
and enemies of value creation
Complex Negotiations
Strategies for negotiations are not straightforward, involve several issues, include multiple
stakeholders, and /or involve powerful parties, Hofstede’s Culture dimensions, Dealing with
people with difficult behaviours
Unit 4 (15 hours)

Managing Alternatives
Concept of BATNA (Best Alternative to Negotiated Agreement), Methods to evaluate

alternative options/offers, Management of one’s alternatives and other party’s alternatives
during negotiation.
Legitimacy and Building Commitment

When to say yes to agreed terms, and when to walk away, Criteria for decision-making on
negotiated terms, Assessment of the legitimacy of negotiated terms, Leading all parties to
commit to the negotiated agreement, Steps from plan to execution
15
Essential/Recommended Readings
• Getting to Yes: Negotiating Agreement Without Giving in by Roger Fisher, William

L. Ury, and Bruce Patton. Penguin Books
• Difficult Conversations: How to Discuss What Matters Most by Douglas Stone,
Bruce Patton, Sheila Heen. Penguin Books
• Value Negotiation: How to Finally Get the Win-Win Right by Horacio Falcão.
Pearson Education
Articles
• The Seven Myths of Win-Win Negotiations, by Horacio Falcão
• Control the Negotiation before it begins by Deepak Malhotra

16
Personality Development and Communication

Personality 2 1 0 1 Class XII NA
Development
and
Communicati
on
Learning Objectives

 To develop inter personal and effective communication skills.
 To develop problem solving skills and understand its influence on behaviour and
attitudes of individuals.
Learning Outcomes

 After studying this course, students will be able to understand the importance of oral
and written communication in day-to-day working of the organisation.
 After studying this course, students will be able to develop inter personal skills and
problem-solving skills.
 After studying this course, students will be able to understand the role of body
language in effective communication.
SYLLABUS
Course Contents:
Unit 1 (12 hours)
Introduction, need for Communication, Process of Communication, Written and Verbal
Communication, Visual communication, Signs, Signals and Symbols, Silence as a Mode
of Communication, Inter-cultural, Intra-cultural, Cross-cultural and International
communication, Communication through Questionnaires, Business Letter Writing,
Electronic Communication.
Unit 2 (12 hours)

Business Cases and Presentations, Letters within the Organizations, Letters from Top
Management, Circulars and Memos, Business Presentations to Customers and other
stakeholders, presenting a Positive Image through Verbal and Non-verbal Cues, Preparing
and Delivering the Presentations, Use of Audio-visual Aids, Report Writing.
Unit 3 (12 hours)

17
Barriers to Communication, Improving Communication Skills, Preparation of Promotional
Material, Non-verbal communication, Body language, Postures and gestures, Value of time,
Organizational body language, Importance of Listening, Emotional Intelligence. Working
individually and in a team, Leadership skills, Leadership Lessons, Team work and Team
building, Feedback, Feed forward Interpersonal skills – Delegation, Humour, Trust,
Expectations, Values, Status, Compatibility and their role inbuilding team – work Conflict
Management – Types of conflicts, how to cope with conflict.
Unit 4 (9 hours)
Negotiation Skills, Types of Negotiation, Negotiation Strategies, Selling skills – Selling to
customers, Selling to Superiors Selling to peer groups, team mates and subordinates,
Conceptual selling, Strategic selling, Selling skills – Body language.
 Kushal Jin – Business Communication, VK India.
 Krishnamacharyulu, C. S. G, Ramakrishnan Lalitha – Personality Development, Interpersonal
Skills and Career Management, Himalaya Publishing.
 Corvette Budjac – Conflict Management: A Practical Guide to Developing
NegotiationStrategies, Pearson.
Suggestive Readings
 Mitra, B. K., Personality Development and Soft Skills, Oxford University Press.
 Kumar Sanjay and Pushplata, Communication Skills, Oxford University Press.
 Mandal S. K., Effective Communication and Public Speaking, Jaico Publishing.
Note: Latest edition of the readings may be used

18
Political Leadership and Communication

Political 2 1 0 1 Class XII NA
Leadership
and
Communicati
on
Learning Objectives

 To understand the cross-cutting multi-disciplinary linkage of the subject.
 To gain a basic understanding of specific concepts and critical review of political
communication and election campaign studies.
 To be able to construct a linkage between political communication and leadership.
 To learn conceptual frameworks and qualitative research skills for the analysis of modes
and techniques of political communication and leadership.
Learning outcomes
The Learning Outcome of this course is as follows:
 After studying this course, students will be able to have a professional/career-oriented

insight by facilitating their journey as Media managers, policy makers, political
analysts, Journalists, Public relations officers in government agencies, political parties
and higher education.
SYLLABUS OF SEC-7
Unit I: Explaining Political Communication (9 hours)

 Meaning, Nature and Scope
 Evolution and Transformation
Unit II: Exploring Leadership (9 hours)

 Themes, Theories and Typologies
 Participation and Performance
19
Unit III: Expanding Political Communication and Leadership: Orientation and Action
(9 hours)
 Developing Communication and Leadership through Research
 Strengthening Techniques of Communication and Leadership
Unit IV: Extending Political Communication and Leadership: Research Issues and
Challenges (9 hours)
 Researching Communication and Leadership through Survey: Opinion Poll, Exit Poll.
 Examining Contemporary Issues and Challenges in Communication and Leadership
Unit V: Executing Political Communication and Leadership: Empirical and Professional

Implications (9 hours)
 Psephology as an Art and Vocation
 Exploring Career Options
Essential/recommended Readings:
 Pole (2009). Blogging the Political: Politics and Participation in a networked
 Society. New York: Routledge.
 D. A. Graber (2005). ‘Political Communication Faces the 21st Century’, Journal of
 Communication, September: 479-507.
 Frank Esser and Barbara Pfetsh (eds.). (2004). Comparing Political Communication-Theories,
Cases and Challenges. Cambridge: Cambridge University Press.
 G. Gerbner, L. Gross, M. Morgan and N. Signorielli (1982). ‘Charting the Mainstream:
Television’s Contribution to Political Orientations’, Journal of
 Communication, 32(2): 100-27.
 H. A. Semetko and M. Scammell (eds.) (2012). The SAGE Handbook of Political
Communication. London: Sage.
 John C Maxwell (2008). Developing the Leader Within You. New Delhi: Harper Collins.
 Kiran Prasad (ed.) (2003). Political Communication: The Indian Experience. New
 Delhi: B.R. Publishers.
 Max Depree (2004). Leadership is an Art. RHUS Publications.
 Yogesh Atal (2014). ‘Matdataoin Ka Sansar’, Pratiman, Vol.2, No.1.
 Yogesh Atal (2018). ‘Chunav Shastra Aur Rajniti’, Pratiman, No.11.
20
Web Source
 http://www.politicalcommunication.org/history.html

21
Public Speaking in English Language and Leadership
Everyday Life

Public 2 0 0 2 Class XII NA
Speaking in
English and
Leadership
Learning Objectives

 To impart leadership skills to students along with adequate communication skills to curate
strong leaders in the emerging social, political and corporate world.
 To create leaders with ethics and resilience in industry based fields as well as social fields.
 To allow students to realise their leadership skills and curate them through a hand-on
practical approach which will be helpful in generating employable skills for them.
Learning outcomes

 After studying this course, students will be able to learn effective communication through
Public Speaking will instil leadership development among students.
 After studying this course, students will be able to to lead in different fields at the
undergraduate level, be responsible citizens and employ leadership skills in their future
endeavours, too.
 After studying this course, students will be able to strengthen their critical mindset, help
them being assertive and put forward constructive viewpoints employing the skills learnt in
the practice sessions.
22
SYLLABUS
Course Contents:
UNIT 1 (8 hours)
 Introduction to Effective Communication- Features, Advantages & Disadvantages
 Importance of Listening
 Oral communication- Meaning, Features & Importance
 Reading Public Speech- Reading documented speeches delivered in the past;
Understanding the art of word play, vocabulary and putting thoughts into words 
UNIT 2 (18 hours)

 Public Speaking- 
o What is Speech?, Overcoming Fear of Public Speaking, Language of Public
Speech
o Drafting a Public Speech (Reading, research, writing, Fact check, Re-writing,
Delivery)
o 3P’s of Public Speaking (Preparation, Practice, Performance)
o Rhetoric Skills, Art of Informative & Persuasive speaking, Concluding Speech
with Power
 Types of Public Speaking- 
o Physical & Online
o Political, Organisational, Educational & Motivational
o Ted Talks, Public Speaking in Media
 Listening in groups and Discussion- Listening famous speeches (from history &everyday
life); Analysis of its elements & classroom discussion 
 Writing Public speech- Classroom Practice Sessions 
UNIT 3 (18 hours)

 Leadership Skills- (2 hrs.)
 Meaning, Features & Importance
 Historical Overview
 Leadership in Academic Life, Corporate Space, Public Life, Social Leadership and
Political Leadership
 Leadership & Innovations- (2 hrs.)
 Audience analysis
 Audience Engagement & Leadership
 Influencing through Leadership
 Execution & Delivery of Public Speech- Learning rhetorics through speeches in the
form of Audio/ Video; Learning Body Language & Paralanguage through ICT 
 Developing leadership competence through Public Speaking- Intra-class Speech
Competitions; Extempore; Group Discussion 
UNIT 4 (16 hours)

 Importance of Public Speaking in developing Leadership Skills
 Ethics in Public Speaking & Leadership
 Mock Parliament/MUNs 
 Workshop 

23
Suggested Readings:
 Beebe, S. A., & Beebe, S. J. (2012). Public speaking: An audience-centred approach. (8th
ed.). Boston: Pearson.
 Cardon, P. (2014). Business communication: Developing leaders for a networked world.
(international ed.). New York: McGraw-Hill.
 Jaffe, C. I. (2013). Public speaking: Concepts & skills for a diverse society. (7 th ed.). Boston:
Cengage Learning.

24
Course Credits Credit distribution of the course Eligibility Pre-requisite

title & Lecture Tutorial Practical/ criteria of the course
'Q"ccf,U'f 2 0 0 2 12 th Pass
NIL
ITTra
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Total Marks: 100
Internal Assessment: 25 marks
Practical Exam (Internal): 25
marks
End Semester University Exam: 50 marks
The Internal Assessment for the course may include Class participation, Assignments,
Class tests, Projects, Field Work, Presentations, amongst others as decided by the
faculty.
Note: Examination scheme and mode shall be as prescribed by the Examination

Branch, University of Delhi, from time to time.
111
32
ANUVAD KALA
(Art of Translation)
(अनुवाद कला)
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

OF THE COURSE
Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
ANUVAD KALA 2 1 0 1 Class 12th

pass in any Working
(Art of Translation) subject Knowledge of
the concerned
(अनुवाद कला)
language
Credits: 2 L/T/P= 1/0/1
LEARNING OBJECTIVES:
• The course is committed to continue its pioneering work in defining new literary
paradigms and fostering new directions for exploration in literary studies, including
such areas as the relationship between translation and transnationalism.
• To develop a deeper appreciation of cultural diversity by introducing the technique
of translation studies.
• To develop the creativity of the students and enhance their writing skills
LEARNING OUTCOMES:
• Students will have an understanding of major approaches to the study of translation.
• They will be able to identify, analyse, interpret and describe the critical ideas,
values, and themes that appear in literary texts and to understand the ways these
ideas, values, and themes, inform and impact cultures and societies both in source
language and its translated version.
• They will be able to improve their skill of translation.
Unit I: ਅਨੁਵਾਦ ਸਿਧਾਂਤ- अनुवाद सिद्ाांत (Translation Principles)
(Theory) (8 Hours)
• ਅਨੁਵਾਦ ਦੀ ਪਸਿਭਾਸ਼ਾ, ਪਰਸਿਿਤੀ ਅਤੇ ਮਹੱ ਤਵ
अनुवाद की परिभाषा, प्रकृ सत औि महत्व
33
Definition, nature and importance of translation
• ਅਨੁਵਾਦ ਦੇ ਿੰ ਦ: ਿੋਸ਼, ਿੋਸ਼ਾਂ ਦੇ ਸਵਸਭੰ ਨ ਪਰਿਾਿ, ਪਸਿਭਾਸ਼ਿ ਸ਼ਬਦਾਂ ਦਾ ਸਿਆਨ ਹਾਸਿਲ ਿਿਨਾ
अनुवाद उपकिण: शब्दकोश, ववसभन्न प्रकाि के शब्दकोश, परिभावषक शब्दों का ज्ञान
प्राप्त किना
Translation tools: Dictionaries, different types of dictionaries, gaining knowledge of
defining words
• ਅਨੁਵਾਦ ਦੇ ਿੂਪ: ਮਨੁੱਖੀ ਅਤੇ ਮਸ਼ੀਨੀ
अनुवाद के रूप: मानवी औि मशीनी
Forms of translation: human and machine
Unit II: ਅਨੁਵਾਦ ਿਾਿਜ ਨੂੰ ਦਿਪੇਸ਼ ਚੁਣੌਤੀਆਂ-अनुवाद प्रक्रिया में आने वाली चुनौसतयााँ
(Challenges to the translation process)
(Theory) (7 Hours)
• ਸਵਸਭੰ ਨ ਖੇਤਿਾਂ ਲਈ ਅਨੁਵਾਦ ਦੇ ਮਿਲੇ (ਮੈਡੀਿਲ, ਤਿਨਾਲੋ ਜੀ, ਸਵਸਿਆਨ)
ववसभन्न क्षेत्रों के सलए अनुवाद के मुद्दे (सचक्रकत्िा, प्रौद्योसिकी, ववज्ञान)
Translation issues for various fields (Medical, Technology, Science)
• ਮਸ਼ੀਨੀ ਅਨੁਵਾਦ ਨਾਲ ਿੰ ਬੰ ਧਤ ਮਿਲੇ
मशीनी अनुवाद िे िांबांसित मुद्दे
Issues related to machine translation
• ਿਸਭਆਚਾਿਿ ਵਖਿੇਵੇਂ ਿਾਿਨ ਉਪਜੀਆਂ ਚੁਣੌਤੀਆਂ
िाांस्कृ सतक ववसभन्नताओां िे उत्पन्न चुनौसतयााँ
Challenges arising from cultural differences
Unit III: ਿਾਸਹਤਿ ਅਨੁਵਾਦ: ਸਹੰ ਦੀ/ਅੰਿਿੇਜ਼ੀ ਤੋਂ ਪੰ ਜਾਬੀ – िाक्रहत्त्यक अनुवादः क्रहां दी/अांग्रेजी
िे पांजाबी -Literary Translation: Hindi/English to Punjabi)
(Practical) (15 Hours)

• ਿਸਵਤਾ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
कववता का अनुवाद
Translating poetry
• ਿਹਾਣੀ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
कहानी का अनुवाद
Translating Short Story
• ਵਾਿਤਿ ਿਚਨਾ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
िद्य कृ सत का अनुवाद
Translating prose
34
Unit IV: ਜਨ ਿੰ ਚਾਿ ਸਹੰ ਦੀ/ਅੰ ਿਿੇਜ਼ੀ ਤੋਂ ਪੰ ਜਾਬੀ- जनिांचाि क्रहां दी/अांग्रेजी िे पांजाबी
(Mass Communication Hindi/English to Punjabi)
(Practical) (15 Hours)
• ਖ਼ਬਿ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
िमाचाि का अनुवाद
Translating news
• ਇਸ਼ਸਤਹਾਿ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
ववज्ञापनों का अनुवाद
Translating Advertisement
• ਨੋਸਿਿ ਦਾ ਅਨੁਵਾਦ ਿਿਨਾ
नोक्रिि का अनुवाद
Translating Notice
ESSENTIAL READINGS:
• Bhola Nath Tiwari (2018), Anuvad Vigyan, Kitabghar Prakashan, Delhi.

• Bijay Kumar Das (2005), A Handbook of Translation Studies, Atlantic Publishers
and Distributors Pvt Ltd, Delhi.
• Jaspal Kaur (Dr.) 2013, Anuvad te Maukhik Anuvad Kala, Manpreet Parkashan,
Delhi.
• Ram Chander Verma Shashtri “n.d.”, Anuvad Kala, Ashok Prakashan, Delhi.
• Sushil Kumar (2003), Anuvad da Samvaad, Udaan Publication, Mansa.
SUGGESTED READINGS:
• Morley, David (2007), The Cambridge Introduction to Creative Writings, New

York, Cambridge.
• Robinson, Peter (2010), Poetry and Translation, Liverpool University Press,
England.
• Ray, Mohit K. (Ed.) (2008), Studies in Translation, Atlantic Publishers, Delhi.
(Note: Teachers are free to recommend additional related standard source books, if required so.)

35
SIRJNNATMAK LEKHAN
(Creative Writing)
(िृजनात्मक लेखन)
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES

OF THE COURSE

Practice (if any)
SIRJNNATMAK 2 1 0 1 Class 12th

LEKHAN pass in any Working
subject Knowledge of
(Creative Writing) the concerned
(िृजनात्मक लेखन) language
Credits: 2 L/T/P= 1/0/1
LEARNING OBJECTIVE:
• To understand and appreciate skill of creative writing. To understand main ideas and
details in different aspects of creative writing.
• To understand the contemporary position of Punjabi mass media and importance of
creative writing in this field.
• To understand the importance of the skill of creative writing in the profession of
electronic media.
LEARNING OUTCOMES:
• Students will demonstrate an understanding of terms, themes, strategies to learn the

skill of creative writing. ·
• They can express their understanding of the relationship between Punjabi mass media
(print and electronic) and the skill of creative writing. ·
• To know the scope of creative writing as a profession.
36
UNIT I ਿਾਸਹਤ ਸਿਿਜਣਾ: ਬੁਸਨਆਦੀ ਨੁਿਤੇ— िाक्रहत्य िृजन: मूल वबांद ु
(Literary Creation: Basic Points) (Theory) (8 Hours)

• ਿਾਸਹਤ ਦੀ ਪਸਿਭਾਸ਼ਾ, ਿਿੂਪ ਅਤੇ ਸਵਸ਼ੇਸ਼ਤਾਵਾਂ
िाक्रहत्य की परिभाषा, िवरूप औि ववशेषताएां

Definition, scope and characteristics of literature
• ਿਾਸਹਤ ਅਤੇ ਿਮਾਜ: ਪਿਿਪਿ ਅੰ ਤਿ-ਿੰ ਬੰ ਧ
िाक्रहत्य औि िमाज: पिस्पि अांतिंबांि

Literature and Society: Mutual Interrelation
• ਿਾਸਹਤ ਅਤੇ ਹੋਿ ਅਨੁਸ਼ਾਿਨ: ਮਨੋਸਵਸਿਆਨ, ਦਿਸ਼ਨ ਸ਼ਾਿਤਿ ਅਤੇ ਿਮਾਜ ਸ਼ਾਿਤਿ
िाक्रहत्य औि अन्य अनुशािन: मनोववज्ञान, दशशन शास्त्र औि िमाज शास्त्र
Literature and other disciplines: Psychology, Philosophy and Sociology
Unit II ਿਾਸਵ ਲੇ ਖਣ - कववता लेखन (Poetry writing)
(Theory & Practical) (3+10 Hours)

• ਿਸਵਤਾ: ਪਸਿਭਾਸ਼ਾ, ਿੂਪ ਅਤੇ ਸਵਸ਼ੇਸ਼ਤਾਵਾਂ
काव्य: परिभाषा, रूप औि ववशेषताएां
Poetry: definition, forms and characteristics
• ਿਾਸਵ ਭਾਸ਼ਾ, ਿਾਸਵ-ਸਬੰ ਬ ਅਤੇ ਪਰਤੀਿ, ਛੰ ਦ, ਬਸਹਿ
काव्य भाषा, काव्य वबांब औि प्रतीक, छां द, बहि
Poetic language, poetic images and metaphors, verse
• ਿੀਤ, ਗ਼ਜ਼ਲ ਅਤੇ ਖੁੱ ਲਹੀ ਿਸਵਤਾ ਦੀ ਸਿਿਜਣਾ ਿਿਨਾ
िीतों, ग़ज़लों औि छां द मुक्त कववता की िचना
Composing songs, ghazals and open verse
Unit III ਿਹਾਣੀ ਲੇ ਖਣ - लघुकथा लेखन (Short Story writing)

• ਸਨਿੱਿੀ ਿਹਾਣੀ: ਪਸਿਭਾਸ਼ਾ, ਿਿੂਪ ਅਤੇ ਸਵਸ਼ੇਸ਼ਤਾਵਾਂ
लघुकथा: परिभाषा, िवरूप औि ववशेषताएां
Short Story: definition, scope and characteristics
• ਿਥਾਨਿ, ਪਾਤਿ ਸਚਤਿਣ, ਵਾਿਤਾਲਾਪ ਅਤੇ ਭਾਸ਼ਾ ਸ਼ੈਲੀ
कथानक, चरित्र सचत्रण, िांवाद औि भाषा शैली
Plot, characterization, dialogue and language style
• ਸਨਿੱਿੀ ਿਹਾਣੀ ਲੇ ਖਣ
लघुकथा लेखन
Composing a short story
37
Unit IV ਸਨਬੰ ਧ ਲੇ ਖਣ- सनबांि लेखन (Essay writing)
• ਸਨਬੰ ਧ: ਪਸਿਭਾਸ਼ਾ, ਿਿੂਪ ਅਤੇ ਸਵਸ਼ੇਸ਼ਤਾਵਾਂ

सनबांि: परिभाषा, िवरूप औि ववशेषताएां
Essay: definition, scope and characteristics
• ਸਵਸ਼ੇ ਦੀ ਚੋਣ ਅਤੇ ਲੋ ੜੀਂਦੀ ਿਮੱ ਿਿੀ ਦੀ ਖੋਜ
ववषय का चयन औि आवश्यक िामग्री की खोज
Selection of topic and search of required material
• ਸਨਬੰ ਧ ਲੇ ਖਣ
सनबांि लेखन
Composing an essay
ESSENTIAL READING:
• Aabid Ali And Sandeep Kumar, 2017, Creative and Mass Writing Methods, Nirmal
Publishing House, Kurukshetra.
• Anjana Neira Dev, Marwah Anuradha and Pal Swati, (2008), Creative Writing: A
Beginner’s Manual, Pearson Education India, Delhi.
• Jaggi, Rattan Singh, (2003), Sahit de Roop, Punjabi University, Patiala.
• Jagjit Kaur (Dr.) & Manjit Singh (Dr.) (eds.), (2013), Sirjnnatmak Lekhan ate Jan-
Sanchar Madhiyam, Manpreet Parkashan, Delhi.
SUGGESTED READING:
• Dil, Balbir Singh (1991), Punjabi Nibandh: Saroop, Sidhant ate Vikas, Punjabi
University, Patiala.
• Gautam, Ramesh (2016), Madhuri Sabodh, Rajinder Gautam and Prabhat Ranjan,
Rachnatmak Lekhan, Bhartiya Jnanpith, New Delhi.
• Joginder Singh (Prof.), Pinal te Arooz, Punjabi Sahit Academi, Ludhiana.
• Phul, Gurdial Singh (Prof.), Suri, Kartar Singh (Prof.) (1954), Naval Kala te Punjabi
Navalkari, Lok Sahit te Parkashan, Amritsar.
• Sidhu, Gurumail (2020), Khulli Kavita De Maapdandh, Chetna Parkashan,
Ludhiana.
INTERNET LINKS:
• ਿਸਵਤਾ ਸਿਵੇਂ ਸਲਖੀਏ ਲਈ ਸਲੰਿ: https://www.youtube.com/watch?v=X2LtYOJuJd8
38
• ਿਹਾਣੀ ਸਿਵੇਂ ਸਲਖੀਏ ਸਲੰਿ: https://www.youtube.com/watch?v=IkZ69t1G5Zc
• ਪੰ ਜਾਬੀ ਿਾਸਹਤ ਬੋਧ ਲਈ ਸਲੰਿ: https://punjabilibrary.com/product/punjabi-sahit-bodh/
• ਨਾਵਲ ਿਲਾ ਤੇ ਪੰ ਜਾਬੀ ਨਾਵਲਿਾਿ ਲਈ ਸਲੰਿ:
http://www.panjabdigilib.org/webuser/searches/displayPage.jsp?ID=7263&pag
e=1&CategoryID=1&Searched
*(Note: Teachers are free to recommend additional related standard source books, if required so.)

39
IT Skills and Data Analysis - I
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course Credits Credit distribution of the course Eligibilit Pre-requisite

title Lecture Tutorial Practical/ ycriteria of the course
Practice (if any)
&
Code
IT Skills and 2 0 0 2 Class NIL
Data Analysis XII
-I
Learning Objectives
The primary objectives of the course will be to:

● Familiarise the student with the quantitative skills required for representing and
interpreting data for the purpose of decision making.
● Equip the student with some fundamental concepts, which play a critical role in
understanding and visualizing real world data.
● Enable the student to analyze data and problem situations using relevant IT tools.
Learning Outcomes
By the end of the course students will be able to
 Represent and interpret data in tabular and graphical forms

 Understand and interpret the measures of central tendency and dispersion.
 Use IT tools such as spreadsheets to visualise and analyse data.
PEDAGOGY
Relevant concepts and theory will be introduced which will be supplemented by hands-on
activities enabled by the use of spreadsheets. This is a two credit course and will comprise two
lecture periods per week. As this is essentially an activity-based course, it will involve two
consecutive lecture periods, once in a week.
40
SYLLABUS
Practical
Unit I : What is Statistics ? (24 hours)
This unit provides an introduction to the fundamentals of datasets, sources of data, frequency
distributions and graphical representations of data. The aim is to give students a hands-on
experience of initiating data analysis through a spreadsheet.
● Concept of datasets (Variables, Observations)

Reference 1, Chapter 2
● Different types of variables (Quantitative and Qualitative)
● Distinction between primary and secondary sources of data
● Basic idea of using questionnaire to collect primary data for analysis
Reference 2, Chapter 1 [Section 1.6]
● How to construct a questionnaire
● Concept of frequency distribution: cumulative and relative frequencies
● Introduction to spreadsheet
● Tabular and graphical presentation of data: data tables, frequency curve, histogram,bar
graphs, pie charts (through the use of spreadsheets)
Unit II: Measures of Central Tendency and Dispersion (36 hours)
The focus of this unit will be to familiarise the student with summary statistics to describe datasets.
In particular, two important characteristics of data, viz., central tendency anddispersion, will
be used to summarise datasets using a spreadsheet. The concept of the Normal distribution and its
characteristics will be discussed to highlight its relevance in modelling real life phenomenon.
● Measures of central tendency: mean, median, mode

● Examples of situations where it is appropriate to use the mean, median and mode asa
measure of central tendency
● Weighted mean
● Measures of dispersion: range, variance, standard deviation
41
● Quartiles, deciles and percentiles
● Visualize the measures of central tendency and dispersion through frequency curveand
histogram
● Skewness and kurtosis
● Normal curve and its basic properties : visual representation of population
characteristics (height, weight, IQ etc.)
Reference 2, Chapter 5 [Section 5.6]
References (Readings and Resources)
1. Rowntree, D., Statistics without tears - A primer for non-mathematicians, Allyn and
Bacon, 2018.
2. Levin, Rubin, Rastogi and Siddiqui, Statistics for Management, 7th Edn, 2014
Suggested Data Sources
The following data sets are suggested to carry out the activities
1. https://data.worldbank.org/
2. https://www.statista.com/
3. https://data.gov.in/
4. https://censusindia.gov.in/
5. https://www.kaggle.com/
6. http://data.un.org/
Weekly Plan
Weeks I and II: Students learn about the concept of datasets (Variables, Observations) ;
Different type of Variables (Quantitative and Qualitative); Distinction between primary and
secondary sources of data
Weeks III and IV: Basic idea of using questionnaire and how to construct a it; Concept of
frequency distribution - cumulative and relative frequencies; Introduction to spreadsheet
42
Weeks V and VI: Tabular and graphical presentation of data: data tables, frequency curve,
histogram, bar graphs, pie charts. Students to explore various representations on spreadsheet
using datasets
Weeks VII and VIII: Introduction of Measures of Central Tendency: Mean, Median, Mode
through appropriate examples explaining the use of each one of them in various situations.
Understanding the concept of Weighted mean;
Weeks IX and X: Measures of dispersion: Range, Variance, Standard deviation; Visualizingthe

measures of central tendency and dispersion through frequency curve and histogram.
Understanding Quartiles, deciles and percentiles numerically.
Weeks XI and XII: Representation of population characteristics using the basic propertiesof a
Normal Curve, skewness and kurtosis.
Weeks XIII and XIV: Assignments based on Units 1 and 2 using spreadsheets to
consolidate the learning of concepts covered.

43
IT Skills and Data Analysis - II

Practice (if any)
&
Code
IT Skills and 2 0 0 2 Class IT Skills and Data
Data Analysis XII Analysis - I
- II
Learning Objectives
The primary objectives of the course will be to

● Familiarise the student with the quantitative skills required for corelating the datafor
the purpose of decision making.
● Equip the student to visualise functions which play a critical role in understandingand
visualizing real world data.
● Enable the student to analyze data and problem situations using relevant IT tools.
Learning Outcomes
By the end of the course students will be able to
 Establish relationships between variables using correlation and regression

analysis.
 Visualize functions and differentiate between linear and nonlinear functions.
 Use IT tools such as spreadsheets to visualise and analyse data.
PEDAGOGY
Relevant concepts and theory will be introduced which will be supplemented by hands-on
activities enabled by the use of spreadsheets. This is a two credit course and will comprise two
lecture periods per week. As this is essentially an activity-based course, it will involve two
consecutive lecture periods, once in a week.
44
SYLLABUS
Unit I: Functions and their graphical representations (16 hours)
This unit introduces the graphical visualisation of functions to understand the relationship
between two variables.
● Definition and graphical representation of a function, vertical line test

Reference 3
● Polynomial functions: linear, quadratic and cubic functions
Reference 3
● Reciprocal, exponential and logarithmic functions
Reference 3
● Concept of slope of a function through graphical representation
Reference 3
Unit II: Relationship between Variables (28 hours)
Students will learn about scatter diagrams and correlation analysis as a means to describe the
nature and strength of association between two variables. The concept of regression analysis
will be introduced as a method for quantifying the relationship between two variables.
Further, multiple linear regression will be discussed for situations where more than one
independent variable is needed to estimate the dependent variable. The focus will be mainly
on interpreting estimated regression coefficients.
● Scatter diagrams
● Correlation analysis : measure and interpretation of correlation coefficient
andcoefficient of determination
● Hypotheses, model specification and testing
● Bi-variate regression analysis: method of least squares, curve of best fit as a
modelfor prediction
Reference 2,
Chapter 12
● Multiple Linear Regression
Reference 2,
Chapter 13
Weeks 12 – 14: Project Presentations and Viva (16 hours)
References (Readings and Resources)

1. Rowntree, D., Statistics without tears - A primer for non-mathematicians, Allyn
andBacon, 2018.
45
2. Levin, Rubin, Rastogi and Siddiqui, Statistics for Management, 7th Edn, 2014
3. Boundless Algebra : https://courses.lumenlearning.com/boundless-algebra/
Suggested Data Sources

The following data sets are suggested to carry out the activities
1. https://data.worldbank.org/
2. https://www.statista.com/
3. https://data.gov.in/
4. https://censusindia.gov.in/
5. https://www.kaggle.com/
6. http://data.un.org/
Weekly Plan
Weeks I and II: Understanding the definition of a function; graphical

representation of a function and vertical line test; visualising various kinds of
functions (Linear, quadratic and cubic functions)
Weeks III and IV: Reciprocal, exponential and logarithmic

functions; Interpreting andvisualising the concept of slope of a
function through graphical representations.
Weeks V and VI: Scatter Diagrams; Correlation analysis - measure and

interpretationofcorrelation coefficient and coefficient of determination.
Weeks VII to IX: Hypotheses, model specification and testing;

Understanding Bi- variateRegression analysis: Method of Least
Squares; Curve of best fit as a model for prediction.
Weeks X and XI: Multiple Regression Analysis
Weeks XII to XIV: Project Presentations and Viva

46
Basic IT Tools

Basic IT
Tools 2 0 0 2 Class XII NA
Learning Objectives

 To enable students develop IT skills that are a pre-requisite in today’s work
 environment.
 To equip them with basic computing skills that will enhance their employability in
 general.
 To enable the student to analyse and present information in a meaningful manner.
Learning outcomes

 By studying this course, students will be able to use word-processor to generate
documents with appropriate formatting, layout, review and referencing.

 By studying this course, students will be able to manage data in worksheets and
workbooks and analyze it using spreadsheet functions and inbuilt formulas.

 By studying this course, students will be able to draw analysis on data using
spreadsheets to make decisions.

 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.

 By studying this course, students will be able to manage data in database tables and
use the same for generating queries, forms and reports.
SYLLABUS
Course Contents:
Unit 1: Introduction to Spreadsheets (16 hours)

Spreadsheets: Concept of worksheets and workbooks, creating, opening, closing and saving
workbooks, moving, copying, inserting, deleting and renaming worksheets, working with multiple
worksheets and multiple workbooks, controlling worksheet views, naming cells using name box,
name create and name define; Exchanging data using clipboard, object linking and
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embedding; Printing and Protecting worksheets: Adjusting margins, creating headers and
footers, setting page breaks, changing orientation, creating portable documents and printing
data and formulae; Implementing file level security and protecting data within the worksheet;
Understanding absolute, relative and mixed referencing in formulas, referencing cells in other
worksheets and workbooks, correcting common formula errors, working with inbuilt function
categories like mathematical, statistical, text, lookup, information, logical, database, date and
time and basic financial functions.
Unit 2: Data Analysis in Spreadsheets (16 hours)

Consolidating worksheets and workbooks using formulae and data consolidate command;
Choosing a chart type, understanding data points and data series, editing and formatting chart
elements, and creating sparkline graphics, Analysing data using pivot tables: Creating,
formatting and modifying a pivot table, sorting, filtering and grouping items, creating
calculated field and calculated item, creating pivot table charts, producing a report with pivot
tables. Introduction to recording and execution of macros.
Unit 3: Word Processing (12 hours)

Introduction: Creating and saving your document, displaying different views, working with styles
and character formatting, working with paragraph formatting techniques using indents, tabs,
alignment, spacing, bullets and numbering and creating borders; Page setup and sections: Setting
page margins, orientation, headers and footers, end notes and foot notes, creating section breaks
and page borders; Working with tables: Creating tables, modifying table layout and design, sorting,
inserting graphics in a table, table math, converting text to table and vice versa; Create newspaper
columns, indexes and table of contents, Spell check your document using inbuilt and custom
dictionaries, checking grammar and style , using thesaurus and finding and replacing text; Create
bookmarks, captions and cross referencing, adding hyperlinks, adding sources and compiling and
bibliography; Mail merge: Creating and editing your main document and data source, sorting and
filtering merged documents and using merge instructions like ask, fill-in and if-then-else; Linking
and embedding to keep things together.
Unit 4: Databases (16 hours)

Introduction to Database Development: Database Terminology, Objects, Creating Tables,
working with fields, understanding Data types, Changing table design, Assigning Field
Properties, Setting Primary Keys, using field validation and record validation rules, Indexing,
working with multiple tables, Relationships & Integrity Rules, Join Properties, Record
manipulation, Sorting & Filtering; Select data with queries: Creating Query by design & by
wizard (Select, Make Table, Append, Delete, Cross Tab, Update, Parameterized Query, Find
Duplicate and Find Unmatched), Creating multi table queries, creating & working with table
joins. Using operators & expressions: Creating simple & advance criteria; Working with forms:
Creating Basic forms, working with bound, unbound and calculated controls, understanding
property sheet, Working with Data on Forms: Changing Layout, creating Sub Forms, creating
list box, combo box and option groups; Working with Reports: Creating Basic Reports,
Creating Header & Footer, Placing Controls on reports, sorting & grouping, Creating Sub
reports.
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 Swinford, E., Dodge, M., Couch, A., Melton, B. A. (2013). Microsoft Office
 Professional 2013. United States: O'Reilly Media.
  Wang, W. (2018). Office 2019 For Dummies. United States: Wiley. Microsoft
Lambert, J. (2019). Microsoft Word 2019 Step by Step. United States: Pearson Education. 
Suggestive readings
 Jelen, B. (2013). Excel 2013 Charts and Graphs. United Kingdom: Que.
 Alexander, M., Jelen, B. (2013). Excel 2013 Pivot Table Data Crunching. United
 Kingdom: Pearson Education.
 Alexander, M., Kusleika, R. (2018). Access 2019 Bible. United Kingdom: Wiley.

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Advanced Spreadsheet Tools
ADVANCED SPREADSHEETS TOO


Advanced 2 0 0 2 Class XII Basic
Spreadsheet Knowledge
Tools of MS
Excel
Learning Objectives

 To enable the students to use Excel for advanced data analysis
 To equip the students to with automation skills on excel
 To enable the students to use excel for informed decision making.
Learning outcomes

 By studying this course, students will be able to make meaningful representations of
data in the form of charts and pivot tables.

 By studying this course, students will be able to draw analysis on data using
 spreadsheets and use interpretation to make decisions.
 By studying this course, students will be able to generate word documents with
 appropriate formatting, layout, proofing.
 By studying this course, students will be able to manage data for generating queries,
forms and reports in a database.
SYLLABUS
Unit 1: Excel Advanced Techniques (12 hours)
Templates, Efficiency, and Risk (Standard Deviation, Variance, and Coefficient of Variation),
Data Validation; *Functions and Power functions, Array Formulae (Frequency Distribution,
mode.mult, mode.sngl), Tables, Advanced Range Names, What–if-analysis: Goal-seek, Data
tables, and Scenario Manager; Data analysis ToolPak: Descriptive Statistics, Moving averages,
Histogram, Covariance, correlation, and Regression analysis (only for projection); solver add -in.
Problem Solving using Solver (optimal product mix, workforce scheduling, transportation,
capital budgeting, financial planning), Integrating excel with other tools: MS word, outlook,
PowerPoint, Access, Power BI.
Unit 2: Excel Interactivity and Automation (16 hours)
Index and Match, Offset, Dynamic Charting, Database functions, Text functions, and Error
functions: IfError, IsError, Aggregate, Circular Reference, Formula Auditing, Floating-Point
Errors, Form Controls (Button, Combo, Check box, Spinner, List, Option), Visual Basic (only
50 macros, editing macros, Use of spinner
basic). Recording Macros, Absolute and relative
buttons and command buttons; Sub Procedure, Function Procedure (creating New Functions);
Working with Loops: Do_while loop, For_Next loop; Creating User Forms: Message Box,
Input Box; If_Then_Else.
Unit 3: Introduction to VBA (16 hours)

Conditional Formatting, Charts that Inspire (Waterfall, Column, Line, Combo, Thermometer,
Scatter, Histogram) Slicers, Sparklines, Graphics Tricks and Techniques, Worksheet
Automation using Macros: Absolute and relative macros, editing macros, Creating new
functions using macros, Use of spinner buttons and command buttons.
Unit 4: Data Analysis and Decision-Making (16 hours)
Working with External Data, Advanced Uses of PivotTables, PowerPivot, Reporting with
PowerPivot, Power query, Dashboard, Creating a spreadsheet in the area of: Loan and Lease
statement; Ratio Analysis; Payroll Accounting; Capital Budgeting (NPV & IRR), Portfolio
Management, Breakeven analysis, and Sensitivity analysis; Operations Management:
Constraint, Forecasting & Trend Analysis optimization, Assignment Problems; Depreciation
Accounting (Single Method); Graphical representation of data; Frequency distribution and its
statistical parameters; Correlation and Regression Analysis
  Excel 2016 Power Programming with VBA, Michael Alexander, Dick Kusleika, Wiley.
 Financial Analysis and Modelling Using Excel and VBA, Chandan Sengupta,
 Second Edition, Wiley Student Edition.
 MS Excel 2016, Data Analysis & Business Modelling, Wayne Winston, PHI.
Suggestive readings
 Microsoft Excel 2016 - Data Analysis and Business Modelling Paperback – 1 May
 2017 Wayne L. Winston, Microsoft Press.
 Microsoft Excel Practical Formulae: From Basic Data Analysis to Advanced
Formulae
 Manipulation Diane Griffiths.

51
STATISTICAL SOFTWARE PACKAGE

Statistical 2 0 0 2 Class XII Basic
Software course in
Package Statistics
Learning Objectives

 To familiarize students with data analysis using a statistical software package
like SPSS or any other equivalent.
 To provide skills for research analysis and increaseemployability.
 To lay a foundation for advance data analysis work and higher education.
Learning outcomes

 After studying this course, students will be able to understand basic functions
of statistical software package for managing variables and generate descriptive
 statistics to describe the data and analyze data through graphs and charts.
  After studying this course, students will be able to test differences in sample means.
 After studying this course, students will be able to identify relationships between
variables and develop models for predicting dependentvariables on the basis of
 independent variables.
 After studying this course, students will be able to understand data structures
and identify clusters in data.
 After studying this course, students will be able to identify principal
components that are relevant from a host of variables.
SYLLABUS
Unit 1: Getting started with the Software (16 hours)

Introduction: Data Entry, Storing and Retrieving Files, Generating New Variables;
Managing Data – Listing cases, replacing missing values, computing new variables,
recoding variables, selecting cases, sorting cases, merging files, Graphs – Creating and
editing graphs and charts; Descriptive Statistics Procedures: Frequencies, Descriptive,
Explore, Cross Tabulation.
Unit 2: Hypothesis Testing for Means (12 hours)

T-tests: One sample test, Independent samples and paired samples t-test; ANOVA – One-
way analysis of variance with post hoc analysis, Two-way analysis of variance.
52
Unit 3: Testing for Association between Variables (16 hours)
Chi-square Test of Independence; Bivariate Correlation Analysis: Simple Scatter Plot;
Correlation Coefficient: Pearson, Spearman Rho and Kendall Tau Coefficient. Factor
analysis.
Unit 4: Regression Analysis (16 hours)

Linear Regression: Simple Linear Regression, Multiple regression analysis with matrix
scatterplot. Multiple Regression: Standard (Enter) and Stepwise Method. Binary Logistic
Regression.
 Performing Data Analysis using IBM SPSS, Lawrence S. Meyers, Glenn C. Gamst,
 A. J. Guarino, Wiley Publication
 SPSS for Windows Step by Step A Simple Guide and Reference, Darren George and
 Paul Malley
 SPSS in Simple Steps, Kiran Pandya, Smruti Bulsari, Sanjay Sinha, Dreamtech
Press
Suggestive Readings
 Using SPSS in Research, Dr. Radha Mohan, Neelkamal.

53
FINANCIAL DATABASE AND ANALYSIS SOFTWARE

Financial 2 0 0 2 Class XII NIL
Database
and Analysis
Software
Learning Objectives

 To enable students to obtain data from financial database.
 To enable to use R languagefor statistical & econometric data analysis.
 To develop skills that can help in solving your research problems.
Learning outcomes

 After studying this course, students will be able to understand the utility of a
 financial database
 After studying this course, students will be extract data from financial
database (Prowess IQ)
  After studying this course, students will be perform data analysis using R
 After studying this course, students will be apply ‘R’ and ProwessIQ in
financial analysis and research.
SYLLABUS
Unit I (Financial Database) (12 hours)
An Introduction to financial database ProwessIQ from CMIE: Creating company set-, creating
spreadsheets, use of elements in Ribbons – Company address and identity identicators, business
segments and products, Ownership structure and governance indicators, Financial Statements,
Stock prices and capital changes, Capex and M&A, indices and index number. Formulating
queries and advance queries Student is expected to be able to extract different types of data for
an index, an industry and company data Selection of company/s, period to be studied. Data
extraction from balance sheet, profit & loss statement and cash flow statements Stock market
data- price and volume, BSE/NSE, adjusted prices Saving and exporting data to a spreadsheet
54
for further analysis.
Unit II (Fundamentals of R (16 hours)

Overview of the R language, Input and output of data in R, Help command and Directory in
R, In-built functions in R, Operators in R; Assignment, Arithmetic, logical, and Relational
operators, Using R studio, Scripts, Text editors for R, Graphical User Interfaces (GUIs) for R,
installing packages and libraries, Variable classes (numeric, character, logical, complex,
missing), Data Types in R; Vectors, Matrices, Arrays, Lists, Factors, and Data Frames,
Important operations of these Data Types, Using data from external files- reading & writing
data to external files, Creating and storing R workspaces.
Unit III (Descriptive Analysis and Data Visualizations) (16 hours)

Data preparation; Data cleaning and Missing value treatment, Data Exploration and
Manipulation, Data Visualization; Bar chart, pie chart, Histogram, Frequency curve, Scatter
plot, Box & Whisker plot etc., Important R functions for Describing a data; Mean, Median,
Range, Standard deviation, Variance, Five number summary, Correlation coefficients for a
bivariate data.
Unit IV (Predictive Analysis) (16 hours)

Simple and Multiple Regression using R, Estimating Regression Equation by Ordinary Least
Squares in R, Violations of Classical Assumptions: multicollinearity, heteroscedasticity,
autocorrelation and model specification errors, their identification, their impact on parameters;
tests related to parameters and impact on the reliability and the validity of inferences in case
of violations of Assumptions; methods to take care of violations of assumptions, goodness of
fit. Time Series Analysis using R (Basic idea only).
 Gardener, M., Beginning R: The Statistical Programming Language, Wiley &
 Sons. 2018
 Wickham, H., et al. R for Data Science: Import, Tidy, Transform, Visualize, and
ModelData, O’Reilly’, 2017
 Motwani, B., Data Analytics with R, Wiley & Sons, Indian edition 2021
 Chang, R Graphics Cookbook- Practical Recipes for Visualizing Data; O’ Reilly Media
 Gujarati, D.N. et al. Basic Econometrics, McGraw Hill India, 5e, 2018
Useful web links

 https://prowessiq.cmie.com

 CRAN website: https://cran.r-project.org/
 https://rstudio.com/products/rstudio/download/ (R studio) 
 http://r-statistics.co

55
Statistics with ‘R’

Statistics 2 0 0 2 Class XII Basic
with R course in
Statistics
Learning Objectives

 To enable students to handle data in the R software thereby helping them to
understand meaningful statistical analysis performed on the data.
 To enable students to extract data, and perform basic statistical operations entailing
data analysis such as – data cleaning, data visualisation, data summarisation, and
regression amongst others.
Learning outcomes

 After studying this course, students will be able to extract and Read data into R,
 manipulate, and analyse it
 After studying this course, students will be able Tto debug, organize, and comment R
code
 After studying this course, students will be able to understand the R environment for
 downloading, installing, and using packages
 After studying this course, students will be able to do basic programming to write
own functions
  After studying this course, students will be able to use loops
 After studying this course, students will be able to create standard and customized
 graphics
 After studying this course, students will be able to perform basic statistical
operations and regression.
SYLLABUS
Unit 1: Data Extraction and Spread Sheet Exploration (12 hours)
Extraction of economics and financial data from Prowessiq, RBI, IMF, World bank or an
equivalent financial/economic database. The students should be able to save and export the data to
‘R-environment’ for further analysis.
56
Unit 2: Basics of R-language (28 hours)
Overview of the R language: Installing R and R Studio : Using R studio, Scripts, Text editors for
R, Graphical User Interfaces (GUIs) for R, Creating and storing R workspaces, installing packages
and libraries, Mathematical operations.
Data Types in R – Numeric, Integer, Character, Logical, Complex and missing data. Data Structures
in R
 Vectors – Creation, Arithmetic operations of Vectors, Vector Sub setting, Sorting and
 Sequencing functions.
 Matrix and Arrays – Creation, Arithmetic Operations of matrix, Sub setting, Use of Drop
 Function.
 Factors – Converting a vector into factor, assigning levels and labels, ordered Factor.

 List – Creating a list, accessing elements from a list, adding a new element and eliminating
 an existing element form the list, converting list to vectors.
 Data Frames – Creation of Data Frame, adding new columns, rows and removing columns,
accessing column using the $ sign, importing a data set (important file formats such as csv,
txt and spreadsheet), aggregate function and subsetting of dataframes, tapply function,
manipulation using dplyr package (select, filter, arrange, mutate and group by function, pipe
operator).
Programming Fundamentals: Logical operators, conditional statements (if, else, else if statements
in R), While loops, For loops, repeat loops.
Creating functions in R.
Reading data in R (file formats such as csv, txt, and xlsx), Writing data to external files (file
formats such as csv, txt, and xlsx), writing a table to a file, print function.
Unit 3: Basic Statistics and Regression (20 hours)

Summarizing and exploring data: Descriptive statistics (mean, median, mode, variance, skewness,
five-point summary), dealing with missing data in R, Data cleaning (dplyr package, tidyr package
and pipe operator), Exploratory Data Analysis; data visualization using inbuilt functions and
ggplot2 package (pie chart, bar chart, line chart, histogram, box plot, scatter plot, Normal QQ plot).
Regression analysis using R: Regression vs Correlation, Simple and multiple regression, Ordinary
least square, Assumptions of classical normal linear regression model (CNLRM), corrplot package,
car package, lmtest package, scatter plot (using plot function and ggplot2 package) to understand
the relationship between variables, lm, abline, predict, resid function, interpreting ‘summary table’
of the regression model, normality of residuals (qqnorm and qqPlot functions), multicollinearity
(correlation matrix, corrplot and vif function), autocorrelation (acf plot and Durbin Watson test),
heteroscedasticity (graphically, bptest, ncvTest), impact on estimates and inferences in case of
violations of assumptions of CNLRM, methods to take care of violations.
Time series data, components of a time series data, additive and multiplicative time series model,
ts function, diff function, plot of a time series data, time series data with linear trend; regression
analysis using ‘lm’ function, stationarity in time series (concept only).
57
  Gardener, M. (2018), Beginning R: The Statistical Programming Language, Wiley & Sons.
  Sekhar, S.R.M., et al. (2017), Programming with R, Cengage Learning India.
 Wickham, H., et al. (2017), R for Data Science: Import, Tidy, Transform, Visualize, and
 Model Data, O’Reilly’.
 Field, A., Miles, J and Field (2012), Z. Discovering Statistics using R (Indian Reprint 2022),
SAGE
 SimpleR - Using R for Introductory Statistics: John Verzani.
  The R Guide.
 Analysis of Epidemiological Data Using R and Epicalc: Virasakdi Chongsuvivatwong.

  Statistics Using R with Biological Examples: Kim Seefeld and Ernst Linder.
 An Introduction to R: Software for Statistical Modeling & Computing: Petra Kuhnert and
 Bill Venables.
 Gujarati, D.N. et al (2018), Basic Econometrics, McGraw Hill India, 5th Ed.
 CRAN website: https://cran.r-project.org/
 https://prowessiq.cmie.com,
 https://data.worldbank.org/indicator,
 https://rstudio.com/products/rstudio/download/(Rstudio)
 http://r-statistics.co

58
R Programming for Business Analytics
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THECOURSE

title & Lecture Tutorial Practical/ y criteria of the course
R 2 0 0 2 XII pass NIL
Programming
for Business
Analytics
Learning Objectives
 To introduce the basic concepts in R programming.

 To equip the students with the popular statistical programming language R.
 To familiarize the students with utility of ‘R’ for managerial decision making.
Learning outcomes
Upon successful completion of this course the student will be able to:
 Learn Syntax and Semantics of R Programming
 Understand the file system and data handling in R.
 Visualize and analyse the data using statistical methods.
 Apply best practice model design methodologies to real problems using R
SYLLABUS
Unit I: Introduction to R, Data Handling and Data Visualization (16 hours)

Introduction to R and familiarization of R Studio, Basic components in R Studio. R Syntax
andprogramming , Understanding tidyverse, tibble, dplyr, ggplot2, tidyr, purrr, readr,
forcats, stringr for tidying, manipulating and plotting data,
Unit II: Optimization Models using R (12 hours)

Linear Programming Models, Optimization models, understanding optim(),
Unit III: Machine Learning with R - Introduction to Supervised Learning

(16 hours)
Classification based on similarities with k-nearest neighbours, odds with logistic
regression, maximizing separation with discriminant analysis, classifying with decision
tress, regression with kNN, random forest, XGBoost, Understanding mlr, classif. , regr.
,
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Unit IV: Machine Learning with R - Introduction to Unsupervised Learning
(16 hours)
Dimension Reduction- Maximizing variance with Principal Component Analysis;
k-meancluster, understanding cluster. .
 Boehmke, B. & Brandon, G.(2020). Handson Machine Learning with

R, CRCPress.
 Horton, N.J. & Kleinman, K.(2015) Using R & R Studio

for DataManagement, StatisticalAnalysis , and Graphics,
CRC Press.
 Peng, R. D. (2016). R programming for data science (pp.
86-181).Victoria, BC,Canada: Leanpub.
 Lander, J. P. (2014). R for everyone: Advanced analytics and graphics.
PearsonEducation.
 Teetor, P. (2011). R cookbook: Proven recipes for data analysis,
statistics, andgraphics. " O'Reilly Media, Inc.".
 Zhao, Y., & Cen, Y. (2013). Data mining applications with R. Academic Press.

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Essentials of Python

Essentials of 2 0 0 2 Class XII NA
Python
Learning Objectives

 To introduce programming concepts using python
 To use python programming to solve problems of different domains
Learning outcomes

 After studying this course, students will be able to understand the
 basics of programming language
 After studying this course, students will be able to develop, document and
 debug modular python programs
 After studying this course, students will be able to apply suitable
programmimg constructs and built in data structures to solve a problem
SYLLABUS
Unit I (12
hours)
Introduction
What can Python do? Why Python? Python Syntax compared to other programming
languages, Python Installation.
The print statement, Comments, Python Data Structures & Data Types, String
Operations in Python, Simple Input & Output, Simple Output Formatting, Operators in
python
Python Program Flow

Indentation, The If statement and its’ related statement, An example with if and it’s
related statement, The while loop, The for loop, The range statement, Break &Continue,
Assert, Examples for looping
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Functions& Modules
Create your own functions, Functions Parameters, Variable Arguments, Scope of a Function,
Function Documentations, Lambda Functions& map, n Exercise with functions, Create a
Module, Standard Modules
Unit 2 (16 hours)
Exceptions Handling
Errors, Exception handling with try, handling Multiple Exceptions, Writing your own
Exception
File Handling
File handling Modes, Reading Files, Writing& Appending to Files, Handling File Exceptions,
The with statement
Classes In Python
New Style Classes, Creating Classes, Instance Methods, Inheritance, Polymorphism,
Exception Classes & Custom Exceptions
Generators and iterators

Iterators, Generators, The Functions any and all, With Statement, Data Compression
Unit 3 (16 hours)
Data Structures
List Comprehensions, Nested List Comprehensions, Dictionary Comprehensions.
Functions, Default Parameters, Variable Arguments, Specialized Sorts
Collections
namedtuple(), deque, ChainMap, Counter, OrderedDict, defaultdict, UserDict, UserList,
UserString
Writing GUIs in Python (Tkinter)

Introduction, Components and Events, An Example GUI, The root Component, Adding
a Button, Entry Widgets, Text Widgets, Check buttons
Python SQL Database Access

Introduction, Installation, DB Connection, Creating DB Table, INSERT, READ,
UPDATE, DELETE operations, COMMIT & ROLLBACK operation, handling Errors
Network Programming
Introduction, A Daytime Server, Clients and Servers, The Client Program, The
Server Program
Date and Time

Sleep, Program execution time, more methods on date/time
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Unit 4 (16 hours)
Filter, Map, Reduce, Decorators, Frozen set, Collections
Regular Expression
Split, Working with special characters, date, emails, Quantifiers, Match and find
all, character sequence and substitute, Search method
Threads ESSENTIAL
Class and threads, Multi-threading, Synchronization, Treads Life cycle, use cases
Accessing API ESSENTIAL

Introduction, Facebook Messenger, Openweather
DJANGO
Django Overview, Django Installation, Creating a Project, Usage of Project in depth
Discussion, Creating an Application, Understanding Folder Structure, Creating a Hello
World Page, Database and Views, Static Files and Forms, API and Security
 "Starting Out with Python plus My Programming Lab with Pearson eText --
Access Card Package (3rd Edition) Tony Gaddis ISBN-13: 978-0133862256".
 Python Crash Course: A Hands-On, Project-Based Introduction to
Programming (2nd Edition).
 Head-First Python: A Brain-Friendly Guide (2nd Edition) by Paul Barry.
  Learn Python the Hard Way: 3rd Edition by Zed A. Shaw.
 Python Programming: An Introduction to Computer Science (3rd Edition) by
John M. Zelle.
 Python Cookbook: Recipes for Mastering Python 3 (3rd Edition) by Brian Jones and
David Beazley
 https://docs.djangoproject.com/
  Introduction to Programming using Python by Y. Daniel Liang. Publisher Pearson
 Taneja, S., Kumar, N. Python Programming- A modular Approach,
 Pearson Education India, 2018.
 Balaguruswamy E., Introduction to Computing and Problem Solving using
Python, 2 nd edition, McGraw Hill Education, 2018

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ANALYTICS / COMPUTING WITH PYTHON

Analytics/ 2 0 0 2 Class XII Basic
Computing Course of
with Python Python
Learning Objectives

 To introduce machine learning techniques to students using Python programming
 To enable students to use various tools and and packages for advanced data analysis
Learning outcomes

 After studying this course, students will be able to learn about Python’s main
features and how they make Python a great tool for financial analysts.
 After studying this course, students will be able to get familiarized with
Anaconda and Jupyter Notebook.
 After studying this course, students will be able to learn basics of Machine learning.
 After studying this course, students will be able to to apply these techniques on data.
SYLLABUS
Unit I (20 hours)

Python: General overview, Python vs. Excel , Anaconda and Jupyter notebook: Interface
overview, Data types in Python, Python basic syntax: Assignment statements, creating
variables, indentation, conditionals, and loops, writing user defined functions. Working with
libraries: Pandas, NumPy, Matplotlib, and Seaborn. Python SQL Database Access:
Introduction, Installation, DB Connection, Creating DB Table.
Unit II (20 hours)

Pandas: Working with Data Frame, Importing fromExcel or .csv files, Powerful filters and
indexes. Numpy: Selecting data with loc and iloc, Using NumPy for speed, Trade-offs between
arrays and lists, Array functions. Data cleansing and normalization: Libraries for data
visualization, Types of charts/graphs and how to build them.
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Unit III (20 hours)
Machine learning: Introduction, Definitions, Supervised, unsupervised, python libraries for
machine learning: Sci-kit learn, Regression: Linear regression, logistic regression, over-
fitting and regularization.
 Pilgrim, M. (2004). Dive Into Python. Apress. Ch. 1,2,4
  S Raschka, Python Machine Learning, V Mirjalili (2020), Ch 3
 Mitchell, T. M. (1997). Machine Learning. New York: McGraw-Hill.
Suggestive Readings
 Liu, Y. (2019). Python machine learning by example: Implement machine
learning algorithms and techniques to build intelligent systems (Second edition.).
 Packt Publishing.
Boschetti, A. (2016). Regression Analysis with Python (1st ed.). Packt
Publishing. Retrieved from https://www.perlego.com/book/4457/regression-
analysis-with-python- pdf (Original work published 2016)
 Sivanandam, S.N., & Deepa, S.N. (2011). Principles of soft computing.

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Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi.
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


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

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Business Intelligence and Data Visualisation

Business 2 0 0 2 Class XII NA
Intelligence
and Data
Visualisation
Learning Objectives

 To understand data and generate insights from it is by visualising it using a range
of data visualization tools available.
 To understand large volume of data, discover trends, communicate effectively
 with all stakeholders and influence decisions.
 To develop Business Analytics skillset about how to create effective charts
and interactive dashboards is extremely useful
Learning outcomes
 After studying this course, students will be able to understand and describe the
 main concepts of data visualization
 After studying this course, students will be able to determine the right type of
graph for different types of data available or provided through hands on experience
 with handling real data sets
 After studying this course, students will be able to read reports, charts,
 graphs, figures, maps and derive meaning from them
 After studying this course, students will be able to create reports, data
visualizations, and dashboards using Power BI and Tableau
 After studying this course, students will be able to understand how to automate
tasks, perform ETL, create data models, perform computations, and present
insights using data visualization and dashboards.
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SYLLABUS
Unit-1 (POWER BI) (22 hours)

DATA PREPARATION- Connecting to different data sets, Basic data prep and model on
Power Query, Drill down and Tooltip, AI visuals (Q&A, Analyze, Decomposition)
DATA VISUALIZATION AND DASHBOARDS- Inbuilt visuals, Custom visuals,
Learn from existing reports, Visualization as a Tooltip, Final dashboard – putting it
together Filter, slicer, bookmarks, buttons
Unit-2 (POWER BI) (22 hours)

PERFORMING COMPUTATIONS - Combine multiple files and folders, Merge
and append, Custom calculations Conditional columns, Column from examples,
Advanced Editor.
DAX - Introduction to Measures, Calculated Columns vs Quick Measures, Creating a
Date Table, Time Intelligence Functions
POWER BI SERVICE - Publishing to Power BI Service, Power BI dataflows,
Dashboards and Cross-Reporting
Unit- 3 (TABLEAU) (16 hours)

VISUALIZATIONS- Introduction to Dimensions and Measures, Bar Chart, Line Chart,
Table, Heat Map, Treemap, Packed Bubble, Tooltip
CALCULATIONS- Calculated Fields, Parameters, Introduction to Level of Detail
(LOD) FINAL DASHBOARD- Animations, Tooltips, Dashboard and Stories
 The Definitive Guide to DAX – 2nd

Edition Marco Russo Alberto Ferrari
 M Is for (Data) Monkey: A Guide to the M Language in Excel Power
 Query Ken Puls & Miguel Escobar
 Tableau Your Data! Fast and Easy Visual Analysis with Tableau Software by
 Daniel G. Murray. 1st Edition, WILEY.
 Steve Wexler, Jeffrey Shaffer, Andy Cotgreave: The Big Book of Dashboards –
visualizing your data using real world business scenarios; Wiley
  Ryan Sleeper: Practical Tableau
 Cole Nussabaumer Knaflic : Storytelling with data- a data visualization guide for
 business professionals ; Wiley
 Visualize This: The Flowing Data Guide to Design, Visualization, and Statistics
by Nathan Yau. 1st Edition
Useful Weblinks
 https://docs.microsoft.com/en-us/power-bi/
 https://powerbi.microsoft.com/en-us/customer-showcase/
 https://powerquery.microsoft.com/en-us/
 https://www.sqlbi.com/
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68
Digital Marketing

Digital 2 0 0 2 Class XII NA
Marketing
Learning Objectives

 To acquaint the students with the knowledge of growing integration between the
 traditional and digital marketing concepts and practices in the digital era.
 To familiarize the students with the tools and techniques used by the digital marketers
for driving the marketing decisions to attain marketing objectives.
Learning outcomes

 After studying this course, students will be able to understand the concept of digital
 marketing and its integration with traditional marketing.
 After studying this course, students will be able to understand customer value
journey in digital context and behaviour of online consumers.
 After studying this course, students will be able to understand email, content and social
 media marketing and apply the learnings to create digital media campaigns.
 After studying this course, students will be able to examine various tactics for
 enhancing a website’s position and ranking with search engines.
 After studying this course, students will be able to leverage the digital strategies to
gain competitive advantage for business and career.
SYLLABUS
Unit 1: Marketing in the Digital World (12 hours)
Digital marketing: Concept, Features, Difference between traditional and digital marketing,
Moving from traditional to digital Marketing; c
Digital Marketing Channels: Intent Based- SEO, Search Advertising; Brand Based-Display
Advertising; Community Based-Social Media Marketing; Others-Affiliate, Email, Content, Mobile.
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Customer Value Journey: 5As Framework; The Ozone O3 Concept Key; Traits of online consumer
Unit 2: Content and Email Marketing (8 hours)

Content Marketing: Step-by-step Content Marketing Developing a content marketing
strategy Email Marketing: Types of Emails in email marketing, Email Marketing best practices
Unit 3: Social Media Marketing and Display Marketing (18 hours)

Social Media Marketing: Building Successful Social Media strategy; Social Media Marketing
Channels; Facebook, LinkedIn, YouTube (Concepts and strategies)
Display Advertising: Working of Display Advertising; Benefits and challenges; Overview of Display
ad Process.; Define- Customer, Publisher, Objectives; Format-Budget, Media, Ad Formats, Ad Copy.
Unit 4 Search Engine Marketing (22 hours)

Introduction of SEM: Working of Search Engine; SERP Positioning; online search behaviour,
DMI’s 5P Customer Search Insights Model.
Search Engine Optimization: Overview of SEO Process; Goal Setting-Types.
On-Page Optimization: Keyword Research, SEO Process -Site Structure, Content, Technical
Mechanics, Headings, Image & Alt text, Social Sharing, Sitemaps, Technical Aspects-
Compatibility, Structured Data Markup.
Off Page Optimisation: Link Formats, Link Building, Content Marketing, Social Sharing; Black
and White Hat Techniques
Search Advertising: Overview of PPC Process; Benefits of Paid Search; Basis of Ranking; Goal
Setting-Objectives; Account Setting-Creation of Google Ads, Campaign architecture, Campaign
setup, Targeting, Bid Strategy, Delivery, Ad Scheduling, Ad Rotation, Keyword Selection; Ad Copy
composition, Ad Extension
 Dodson, I. (2016). The art of digital marketing: the definitive guide to creating strategic,
 targeted, and measurable online campaigns. John Wiley & Sons.
 Kartajaya, H., Kotler, P., & Setiawan, I. (2016). Marketing 4.0: moving from
traditional to digital. John Wiley & Sons. 
 Ryan, Damien: Understanding Digital Marketing - Marketing Strategies for
Engaging the Digital Generation. Kogan Page Limited 
Suggested Readings
 Moutusy Maity: Internet Marketing: A practical approach in the Indian Context: Oxford
 Publishing
 Seema Gupta: Digital Marketing: Mcgraw Hill
 Ultimate guide to digital Marketing by Digital Marketer

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Social Media Marketing
Course Credit Credit distribution of the course Eligibili Pre-

title s Lectur Tutoria Practical/ ty requisite of
& criteria the course
e l Practice
Code (if any)
Social 2 1 0 1 Pass in XII Pass in ‘Digital
Media Marketing’
Marketing (SEC-Sem 1)
Learning Objectives
 To provide basic knowledge of social media marketing concepts
 To enhance skills as social media marketer and start a career in social media marketing.
Learning Outcomes
After completion of the course, learners will be able to:
1. Evaluate the role of social media in marketing, advertising and public relations.
2. Assess the optimal use of various social media platforms for social media marketing.
3. Analyse the importance of social media for developing an effective marketing plan, and assess
ways to measure its performance.
4. Describe practical skills required for creating and sharing content through online communities and
social networks.
5. Demonstrate and appreciate social media ethics to use social media spaces effectively.
SYLLABUS:
Unit 1: Introduction to Social Media Marketing: (4 hours)
Social Media Marketing- Concept and Importance.
Social Media Platforms- Online communities and Forums; Blogs and Microblogs, Social Networks,
other contemporary social media platforms: Goals, Role in Marketing and Use as listening tools. Trends
in SMM. Social Media Influencers.
Unit 2: Social media marketing Plan and Performance Measurement: (6 hours)

SMM Plan- Setting Goals, Determining Strategies, Identifying Target Market, Selecting Tools,
Selecting Platforms, Implementation: Measuring Effectiveness - Conversion rate, amplification rate,
applause rate: on page and on post level.
Unit 3: Content Creation and Sharing using Case Campaigns: (5 hours)
Blogging, Streaming Video and Podcasting: Criteria and approach-70/20/10 with risk variants, 50-50
content, Brand Mnemonic, Brand story. Contextualising content creation. Social Media Ethics.
Practical Exercises: 30 hours
1. Discuss the importance of social media in marketing, advertising and public relations by analysing
71
relevant case studies.
2. Examine the use of social media by your institution to improve alumni engagement.
3. Identify social media platforms for marketing a good, a service, an institution, an event and a person.
4. Promote any college event of your choice using social media. Measure the effectiveness of your
campaign.
5. Create a blog/ vlog on any topic of your interest. Measure performance of your blog post.
6. Prepare a social media marketing plan for any product of your choice.
7. Prepare a calendar for scheduling various posts/campaigns via buffer or tweet deck. Find out the
conversion rate, amplification rate, and the applause rate. Calculate the engagement rate and economic
value/per visitor of the concerned campaigns.
8. Observe the engagement rate in twitter campaigns of your college and suggest improvements, if needed.
9. Assess the reviews/ratings, comments, likes, and dislikes of blog posts in the categories of health and
nutrition, or yoga counselling, or family therapy.
10. Examine the twitter handles of Delhi Government or of Delhi University and find out how consistent
they are in their reaction checks?
11. Design a social media plan for sensitising citizens for timely tax payments (Assuming that you are an
honest tax-payer and feel that everyone should be like you).
Essengtial Readings
● Ahuja V(2015).Digital Marketing.Oxford University Press.
● Blanchard, O. (2011). Social Media ROI: Managing and Measuring Social Media Efforts in
Your Organization. United Kingdom: Pearson Education.
● Charlesworth, A. (2014). An Introduction to Social Media Marketing. United Kingdom: Taylor
& Francis.
● Gupta, S. (2020). Digital Marketing. India: McGraw Hill Education (India) Private Limited.
● Johnson, S. (2020). Social Media Marketing: Secret Strategies for Advertising Your Business
and Personal Brand on Instagram, YouTube, Twitter, And Facebook. A Guide to being an
Influencer of Millions. Italy: AndreaAstemio.
● Keller, K. L., Kotler, P. (2016). Marketing Management. India: Pearson Education.
● Maity M(2022). Digital Marketing.Oxford University Press.
● Mamoria C.B, Bhatacahrya A,Marketing Management. Kitab Mahal, Delhi
● Mathur,V. & Arora,S. Digital Marketing PHI Learning
● McDonald, J. (2016). Social Media Marketing Workbook: How to Use Social Media for
Business. United States: CreateSpace Independent Publishing Platform.
● Parker, J., Roberts, M. L., Zahay, D., Barker, D. I., Barker, M. (2022). Social Media
Marketing: A Strategic Approach. United States: Cengage Learning.
● Quesenberry, K. A. (2015). Social Media Strategy: Marketing and Advertising in the Consumer
Revolution. United States: Rowman & Littlefield Publishers.
● Rishi, B., Tuten, T.L., (2020) Social Media Marketing, 3ed., Sage Textbook
● Setiawan, I., Kartajaya, H., Kotler, P. (2016). Marketing 4.0: Moving from Traditional to
Digital. Germany: Wiley.

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SEC –37: Digital Film Production
Digital Film Production


Digital Film 2 0 0 2 Class XII NA
Production
Digital Film Production

Learning Objectives

• To introduce the students to the art of digital video making and editing
• To learn about the tools required for video making and editing
• To learn about the various aspects in pre and post production of videos.
Learning outcomes

• After studying this course, students will be able to understand the importance
of various aspects of audio-video production
• After studying this course, students will be able to prepare an effective layout
for making an effective video.
• After studying this course, students will be able to apply the tools required for
video production and editing.
SYLLABUS
Course Contents:
Unit 1: Introduction, Financial Planning and Budgeting (15 hours)

Audio Production: Concept of Sound, Types of sound, Audio range, Know your equipment’s
(Acoustic, Microphone, Recorder, Audio Mixer, Cables & connectors), Process of recording,
Mixing, Sound processing, Recording level, Audio Editing, Dubbing & voiceover (Process,
steps)
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Unit 2: (15 hours)
Video Production (Pre-Production): Concept, What is pre-production,
Concept/visualization, R & D, Screen play writing, Storyboard making, Shooting script
writing, Peoples involved in pre-production, Set making, Copyright , Music making,
Budgeting, Production Design, Location hunting, Hiring of equipment & crew members
Unit 3: (15 hours)

Video Production (Production): Know your equipment, Camera & accessories, Lights &
Camera support, Clapboard, Sound equipment, Field Monitor, Blocking, Rehearsal, Lighting,
Shooting
Unit 4: (15 hours)

Video Production (Post Production): Compiling the concept and Shooting material to final
stage, Peoples involved in Post-production, Know your equipment, Editing, Color grading,
Publicity, Transmission, Distribution and Rating
Practical Exercises and Projects

• Recording & Mixing of multi-track audio
• Budget Making & Script writing 05 minutes program
• Shooting for 05 minutes program (News / Music Video / Documentary / Feature
/ Chat show / Discussion etc.)
• Editing of 05 minutes video program
Audio Production (Project)

• Knowing the audio equipment’s & software
• Recording process
• Mixing & Editing of various sound
• Exporting sound in various audio formats & project
Video Production (Project)

• Story writing, Storyboard making, Shooting script writing
• Location hunting, Breakdown making, Budget making
• Set making, Lighting, Shooting
• Editing, BGM posting, Color grading, Publicity, Exhibition & Transmission
Suggested Readings:
• Digital Filmmaking for Beginners A Practical Guide to Video Production

(ELECTRONICS) by Michael K. Hughes, McGraw Hill TAB.
• Digital Filmmaking for Beginners A Practical Guide to Video Production,
McGraw Hill TAB
• The Digital Filmmaking Handbook, Mark Brindle
• Video Production, Vasuvi Belavdi, Oxford Higher Education

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Visual Communication and Photography
Production

Visual 2 0 0 2 Class XII NA
Communication
and Photography
Learning Objectives

 To synthesize a comprehensive view of principles involved in
 Visual Communication.
 To appreciate and express the cultural significance of photography as visual art
and understand its evolution and purposes.
 To develop an awareness of compositional and organizational strategies for the
effective deployment of formal elements of visual art.
  To read visual texts with a deep knowledge of visual history and theory.
 To create an ability of situating the content and form of the visual representation
of thematic context.
Learning outcomes
 After studying this course, students will be able to acquire knowledge of the
 cultural and historical importance of the visual medium.
 After studying this course, students will be able to explore the fundamentals
 and underlying theories of Visual Communication.
 After studying this course, students will be able to develop a thorough knowledge
 of concepts, and skills in creating photographs.
 After studying this course, students will be able to learn to identify and
analyze semiotics in photographs.
 After studying this course, students will be able to develop a craftsmanship
in creating aesthetically pleasing photographs
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SYLLABUS
Course Contents:
Unit 1: Historical Background and Basics of Visual Communication (15 hours)
Unit Description: The Unit I will give a brief history of the visual arts from the caveman to
modern man. Skills of artistic schools of thought and Intertextuality in art in relation to
culture.
Topics- Concept and History of Visual Communication, Human Eye and Visual Process,
Visual culture and Information Education Communication, Theories of visual communication
- Gestalt Theory of visual communication, Perceptual theory of Visual communication,
Semiotics and cognitive approach in visuals
Unit II: Theories of Visual Communication (15 hours)

Unit Description: This unit will put emphasis on theories, semiotics and the study of signs.
Through semiotic theories improve critical thinking skills, and learn to use semiotics to think
logically and to analyze visual media in context of culture.
Topics: Fundamentals of Design: Definition. Approaches to Design, Centrality of Design,

Elements of Design, Principles of Visual and other Sensory Perceptions. Colour psychology
and theory (some aspects), Definition, Optical / Visual Illusions, etc., Various stages of design
process, Learning skills to read signs and signifier in visuals for social messaging
Unit III: Photography as Visual Communication (15 hours)

Unit Description: This unit will provide skills to learn camera and lighting techniques.
Topics: Introduction to photography, Camera – structure and function of camera ,
Characteristics of light, Sources of Light – Nature, Artificial and Available, Lighting
techniques – three-point lighting, Exposure – focusing, aperture, shutter speed, Depth of field.
, Kinds of light indoor and outdoor – Electronic flash and artificial lights, Light meters
Unit IV: Camera Compositions and Accessories (15 hours)

Unit Description: This unit will provide skills about camera accessories and designing
aesthetically rich compositions.
Topics: Camera lenses and accessories, Basic shots, angle, and view, Composition, Role of
photographic image in visual communication, Basics of photojournalism, photo-features, photo
- essays, writing captions, visual storytelling.
Essential Readings
 Barnes, Susan B. An Introduction to Visual Communication: From Cave Art
 to Second Life, Peter Lang Pub, 2011.
 Berger, Arthur Asa, Seeing is Believing: An Introduction to Visual
Communication, McGraw-Hill Education, 2012.
 Lester, Paul Martin, Visual Communication: Images with Messages (6ed),
 Cengage Learning, 2013.
 Photography: A Critical Introduction - edited by Liz Wells London,
Routledge, Oxon, 2015.
 Farrell, I. Complete Guide to Digital Photography, Quercus Publishing, UK, 2014.
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Suggested Readings
  Mandav, Pradeep, Visual Media Communication, Authors Press, 2001.
 Williams, Rich, Visual Communication: Integrating Media, Art, and Science,
Routledge, 2007

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CAD for Fashion

CAD for Fashion 2 0 0 2 Class XII NA
Learning Objectives

 To understand the concept of fashion sketching and fabric rendering
 To learn different softwares for fashion designing and rendering
Learning outcomes
 After studying this course, students will be able to understand the basics of
 garment sketching and fabric rendering manually.
 After studying this course, students will be able to gain the knowledge about various
computer design softwares – Adobe Photoshop, CorelDraw, Adobe Illustrator and
 Open source
 After studying this course, students will be able to learn the application of
 selected computer design softwares for fashion sketching.
 After studying this course, students will be able to develop proficiency in CAD
 for the creation of fabric textures and colour schemes.
 After studying this course, students will be able to Design a theme-based
fashion collection using computer design software.
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SYLLABUS
Course Contents:
Unit I: Fashion sketching (30 hours)
Unit Description: Fashion sketching plays an important role in designing to preview and
visualize designs before sewing actual clothing. Thus, this unit aims to help students develop
the skills in designing apparel through flat sketching of garment components both manually
and digitally.
Topics: Flat sketching of garment components by hand – necklines, collars, sleeves, skirts,
tops, and trousers, Introduction to vector-based drawing softwares – CorelDraw, Adobe
Illustrator and open-source software like Inkscape, Introduction to features and tools of
CorelDraw/Illustrator/Inkscape, Project - Application of software tools for drawing technical
flats on any vector-based computer design software
Unit II: Fabric rendering (30 hours)
Unit Description: This unit will help students to develop skills to render the fabrics and
silhouettes used in the garment. Students will be taught to imitate fabric textures in their
drawing both manually and through computer aided design softwares. In addition, they
will also learn to develop their own textile prints and their colour ways.
Topics: Learning to simulate textures of various fabrics manually - cotton, silk, fur, net,
leather, velvet, denim, corduroy, georgette, chiffon, knit, crochet, lace, embroidery and prints.
Understanding the basics of design repeat and how to create seamless prints manually.
Introduction to raster -based editing softwares –Adobe Photoshop and open-source software
like GIMP, Photopea etc.
Introduction to features and tools of Photoshop/Photopea/GIMP
Application of software tools for creating seamless patterns.
Project - Application of software tools for designing various textile products with different
fabric textures in three different colour schemes
All the above work will be collated as a digital portfolio.
Essential Readings
 Abling, B., (2019). Fashion Sketchbook, Bloomsbury Publication, UK
 Aldrich, W., (1994). CAD in Clothing and Textiles, 2nd Edition, Wiley- Blackwell
Publishing, USA
 Jain, S. & Geetha M. (2018). CorelDraw Training Guide, BPB Publications, India
  Lazear.M. Susan, (2007). Adobe Photoshop for Fashion Design, Pearson Publishing
 Callender, J. (2011). 2000 Pattern Collection, Anova Books Company
Limited, London.
Suggested Readings
 CorelDraw tutorial: https://www.youtube.com/watch?v=89VZfov7p8Q
 Photoshop tutorial: https://helpx.adobe.com/in/photoshop/tutorials.html
 Shuffle Botham, R., 2014, Photoshop cc, In Easy Steps Limited, UK
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Graphic Designing & Animation

Graphic Designing 2 0 0 2 Class XII NA
& Animation
Learning Objectives

• To introduce the students to the skill of animation.
• To learn about the application of 2D and 3D animation.
Learning outcomes

of animation and graphics design
• After studying this course, students will be able to learn graphics design in 2D
and 3D animation.
• After studying this course, students will be able to learn the application of graphics
design in 2D and 3D animation in advertising and other areas.
SYLLABUS
Course Contents:
Unit 1: 2D Animation (30 hours)

Introduction to 2D Animation: Introduction to 2D Animation, Drawing concept, Colour
theory & basics, Incorporating sound into 2D animation
Layout & Designing: Basic of sketching, still life and assignment of basic drawing,
Composition of basic elements, Work in different media, such as drawing, collage, and
painting, Explore the relationship between elements and principal, Pixel and
resolution: Vector and Bitmap Graphics
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Graphics and advertising (Practical)
• Creating Digital Layout
• Professional image editing (PHOTOSHOP)
• Advertising and relevant case , Graphics and illustration (Corel Draw, Paint)
• Vector Composition , 2D animation (Macromedia Flash)
Broadcast Design (Practical)

• Working with visual images
• Story Boarding
• Titles and Credit Making
• Stop motion animation
Production / Post-Production (Practical)

• Paint & animate (scanning, tracing, ink & Paint)
• Understanding Background composition
• Basic Understanding of 2D animation and technique
• Animation with flash, Portfolio Making
Unit 2: 3D Animation (30 hours)
3D Modeling: Introduction to 3D space in Blender, Introduction to Modeling Techniques,

In-organic Modeling, Organic Modeling
3D Shading: Use of Materials & Shader, Shader and Texture Editing, Shading Organic
Model, Shading In-Organic Models
3D Animation and Rigging (Practical)

• Introduction to 3D Animation
• Create, Edit and working with Animation Graph, Rigging using Blender
• Setting up controllers for joints
• Simple Skeleton structure with proper joint orientation
3D Lighting and Rendering (Practical)

• Understanding Lighting in Cycles
• Direct and Indirect Lighting
• Light Linking, Final Composition
• Creating composition and Light with the Shaded Models
3D Dynamics (Practical)
• Introduction to Dynamics, Active and Passive Bodies
• Creating basic Simulation and collusion using Rigid body
• Cloth Simulation, Simulation of Brick wall collusion
• Introduction to Fluid Effects, Creating fluid simulation
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Project
(Digital Imaging)
• Design Print advertisement for Service
• Design Print advertisement for Product
• Design Print advertisement an Event
• Design Print advertisement on Social Awareness
• Design a collage with a social message
2D Animation
• Drawing fundamentals using lines
• Sketching of cartoon characters
• 2D Logo designing
• Storyboarding of a 30 seconds film
• Portfolio making of an organization
3D Animation
• Exploring the Interface of 3D application & Basic Modeling
• Create different types of Materials and create a Shading
• Create a simple walk cycle using the character rigs
• Create a composition and Light set up
• Create a Fluid simulation & rendering
Suggested Readings:
• The Illusion of Life: Disney Animation, Ollie Johnston and Frank Thomas, Disney
Editions.
• Blender Production Creating Short Animations from Start to Finish, Roland
Hess, Routledge.
• Animating with Blender: Creating Short Animations from Start to Finish,
Roland Hess, Focal Press
• Simplified Drawing for Planning Animation, Wayne Gilbert, Anamie Entertainment
Ltd.
• Getting Started in 3D with Maya, Adam Watkins, Routledge.
• Creating Characters with Personality: For Film, TV, Animation, Video Games, and
Graphic Novels, Tom Bancroft, Watson-Guptill
• Force: Dynamic Life Drawing for Animators, Mike Mattesi, Focal Press

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Programming using Python
C – 15: Programming using Python

SEC – 1Credit distribution, Eligibility and Prerequisites of the Course
Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical criteria of the course
/ (if any)
Practice
Programming 2 0 0 2 Class XII NIL
using Python
Learning Objectives
● To provide exposure to basic problem-solving techniques with computers

● To develop logical thinking abilities and to propose novel solutions for real-world
problems through programming language constructs.
● To deepen the empirical knowledge on applying programming in business domains.
Learning outcomes
● After studying this course, students will be able to interpret the basic representation of the
data structures and sequential programming
● After studying this course, students will be able to gain knowledge of, and ability to use
control framework terminologies.
● After studying this course, students will be able to work out using the core data structures
as lists, dictionaries, tuples, and sets.
● After studying this course, students will be able to choose appropriate programming
paradigms, interrupt and handle data using files to propose solutions through reusable
modules
● After studying this course, students will be able to propose possible error-handling
constructs for unanticipated states/inputs.
● After studying this course, students will be able to implements exemplary applications on
real-world problems.
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Syllabus
Unit-1: Introduction (8 hours)

Relationship between computers and programs, Basic principles of computers, File systems, Using
the Python interpreter, Introduction to binary computation, Input / Output
Unit-2: Data types and control structures (8 hours)

Operators (unary, arithmetic, etc.), Data types, variables, expressions, and statements, Assignment
statements, Strings and string operations, Control Structures: loops and decision
Unit-3: Modularization and Classes (8 hours)

Standard modules, Packages, Defining Classes, Defining functions, Functions and arguments
(signature)
Unit-4: Data structures and Object-oriented design (8 hours)

Data Structures (array, List, Dictionary), Error processing, Exception Raising and Handling
Programming types, Object Oriented Programming, Object Oriented Design, Inheritance and
Polymorphism
Practical Exercises (28 hours)
● Running instructions in Interactive interpreter and a Python Script

● Write a program to purposefully raise Indentation Error and Correct it
● Write a program to compute distance between two points taking input from the user.
(Pythagorean Theorem)
● Write a program add.py that takes 2 numbers as command line arguments and prints its
sum.
● Write a Program for checking whether the given number is an even number or not.
● Using a for loop, write a program that prints out the decimal equivalents of 1/2, 1/3, 1/4,
1/10
● Write a program using a for loop that loops over a sequence. What is the sequence?
● Write a program using a while loop that asks the user for a number, and prints a countdown
from that number to zero.
● Find the sum of all the primes below two million. Each new term in the Fibonacci sequence
is generated by adding the previous two terms. By starting with 1 and 2, the first 10 terms
will be: 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, …...
● By considering the terms in the Fibonacci sequence whose values do not exceed four
million, find the sum of the even-valued terms.
● Write a program to count the numbers of characters in the string and store them in a
dictionary data structure.
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● Write a program to use split and join methods in the string and trace a birthday with a
dictionary data structure.
● Write a program combining lists that combines these lists into a dictionary.
● Write a program to count the frequency of characters in a given file. Can you use character
frequency to tell whether the given file is a Python program file, C program file or a text
file?
● Write a program to print each line of a file in reverse order.
● Write a program to compute the number of characters, words and lines in a file.
● Write a function ball collide that takes two balls as parameters and computes if they are
colliding. Your function should return a Boolean representing whether or not the balls are
colliding. Hint: Represent a ball on a plane as a tuple of (x, y, r), r being the radius. If
(distance between two balls centers) <= (sum of their radii) then (they are colliding)
● Find mean, median, mode for the given set of numbers in a list.
● Write a function nearly equal to test whether two strings are nearly equal. Two strings a
and b are nearly equal when a can be generated by a single mutation on b.
● Write a function dups to find all duplicates in the list.
● "Starting Out with Python plus My Programming Lab with Pearson eText --Access Card
Package (3rd Edition) Tony Gaddis ISBN-13: 978-0133862256".
● Python Crash Course: A Hands-On, Project-Based Introduction to Programming (2nd
Edition).
● Head-First Python: A Brain-Friendly Guide (2nd Edition) by Paul Barry.
● Learn Python the Hard Way: 3rd Edition by Zed A. Shaw.
● Python Programming: An Introduction to Computer Science (3rd Edition) by John M.
Zelle.
● Python Cookbook: Recipes for Mastering Python 3 (3rd Edition) by Brian Jones and David
Beazley.

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DOCUMENT PREPARATION & PRESENTATION SOFTWARE
Credit distribution, Eligibility and Prerequisites of the Course
Course title Credit Credit distribution of the course Eligibility Pre-requisite of

& Code s Lecture Tutorial Practical/ criteria the course (if
Practice any)
Document 2 0 0 2 Class XII NIL
Preparation
&
Presentation
Software
Learning Objectives:
● To develop proficiency in the use of document preparation software such as

document LaTeX, LibreOffice.
● To make a presentation using LaTeX, LibreOffice.
● To serve as a tool for conveying/communicating one's ideas, views, and
observations.
Learning Outcomes
On completion of the course, a student will be able to
● Create a text document using LaTeX using a standard template.

● Incorporate well-formatted mathematical equations, algorithms, figures,
tables and references in a document.
● Use Zotero for reference management.
● Format text, including alignment, emphasis and fonts.
● Handle basic aspects of document structure, including sections, subsections,
paragraphs, and bulleted and enumerated lists.
● Page set a document including header, footer, and page numbering.
Make a presentation.
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Syllabus
Practical
Unit 1: Introduction (4 Hours)
1. Create a LaTeX/ LibreOffice document having several paragraphs, including comments in
LaTeX.
2. Organize content into sections, including preface/abstract. Using the article and book
class of LaTeX. Handling errors.
Unit 2: Styling Pages (6 Hours)
1. Loading and using packages, setting margins, header and footer, and page orientation.
2. Organizing the document into multiple columns
Unit 3: Formatting Content (10 Hours)
1. Formatting text (styles, size, alignment)
2. Adding colours to a block of text/ page
3. Adding ordered and unordered lists
4. Inserting mathematical expressions – subscripts, superscripts, fractions, binomials, aligning
equations, operators, Greek and mathematical symbols, and mathematical fonts.
Unit 4: Tables and Figures (10 Hours)
1. Create basic tables
2. Adding different types of borders to a table
3. Merging rows and columns
4. Splitting tables across multiple pages.
5. Incorporating figures and subfigures, explore different properties like rotation and scaling.
Unit 5: Algorithms and Equations (12 hours)
1. Incorporating algorithms, body typesetting, organizing algorithms across multiple pages.
2. Incorporating equations, indentation, and captioning.
Unit 6: Referencing and Indexing (6 hours)
1. Insert captions, labels, and references
2. Incorporate cross-referencing (refer to sections, table, and images)
3. Incorporate a bibliography
4. Create a back index.
Unit 7: Making Presentations (12 hours)
1. Create a slideshow
2. Incorporate logo
3. Highlight important points
4. Create a title page
5. Make a table of contents
6. Incorporate special effects in a slideshow.
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Exercises:
For the following figures, create LaTex documents using concepts from above:
1.
2.
3.
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4.
5. Add the following algorithm to the document.
90
6.
7.
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8. Insert four sub-figures as given below, and add captions. Also, refer to these sub-figures
in the text.
9. Add a table of contents, a list of figures, and a list of tables in the document as given
below.
10. Add a list of references in the document as given below and cite them in the text.
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93
Front End Web Design and Development

& Code Lecture Tutorial Practical/ criteria the course (if
Practice any)
Front End 2 0 0 2 Class XII NIL
Web Design
and
Development

● To introduce the basic concepts and techniques of client-side web programming.
● To enable the students to develop simple, interactive, and stylish websites using HTML,
CSS and JavaScript.
Learning Outcomes

● After studying this course, students will be able to build websites using the elements of
HTML.
● After studying this course, students will be able to build interactive and stylish websites
using client-side programming techniques with CSS and Javascript.
● After studying this course, students will be able to learn to validate client-side data.
● After studying this course, students will be able to define the structure and contents of the
website using different features of CSS.
SYLLABUS
Unit-1: Introduction (8 hours)

Introduction: Introduction to internet and web design. Basic concepts of web architecture.
Unit-2: HTML (8 hours)

Introduction to hypertext mark-up language (html), creating web pages, lists, hyperlinks, tables, web
forms, inserting images, frames.
Unit-3: Cascading style sheet (CSS) (8 hours)

Concept of CSS, creating style sheet, Importing style sheets, CSS properties, CSS styling (background,
text format, controlling fonts), CSS rules, Style Types, CSS Selectors, CSS cascade, working with block
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elements and objects, working with lists and tables, CSS id and class, box model (introduction, border
properties, padding properties,
margin properties).
Unit-4: Basics of Javascript (8 hours)

Document object model, data types and variables, functions, methods and events, controlling program
flow, built-in objects and operators, validations.
Practical Exercise (28 hours)

HTML
● Create an HTML document with following formatting – Bold, Italics, Underline, Colors, Headings,
Title, Font and Font Width, Background, Paragraph, Line Brakes, Horizontal Line, Blinking text as
well as marquee text.
● Create an HTML document with Ordered and Unordered lists, Inserting Images, Internal and
External linking
● Create an HTML document for displaying the current semester’s timetable.
● Create a website with horizontal and vertical frames. Top horizontal frame needs to show your
college’s name and logo. Bottom horizontal frame is to be split into two vertical frames. The left
frame has hyperlinks to pages related to faculty, courses, student activities, etc. The right frame
shows the corresponding webpage based on the link clicked on the left frame.
● Create a student registration form using HTML which has the following controls and make an
interactive content presentation using CSS.:
I. Text Box II. Dropdown box III. Option/radio buttons
IV. Check boxes V. Reset and Submit button
● Create a webpage for your department with a drop-down navigation menu for faculty, courses,
activities, etc.. Implement the webpage using styles, rules, selectors etc. learned in CSS
● Write event-driven programs in JavaScript for the following:
○ Enter a number and on click of a button print its multiplication table.
○ Print the largest of three numbers entered by the user.
○ Find the factorial of a number entered by the user.
○ Enter a list of positive numbers using the prompt terminated by a zero. Find thesum and
average of these numbers.
● Create a student registration form using text, radio button, check box, drop down box, text field and
all other required HTML elements. Customize the CSS and javascript to input and validate all data.
Create functions to perform validation of each element, example:
○ Roll number is a 7-digit numeric value
○ Name should be an alphabetical value (String)
○ Non-empty and valid fields like DOB
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● Nixon, R., Learning PHP, MySQL & JavaScript with jQuery, CSS and HTML5, O'Reilly,
2018.
● Powell, T.A. HTML & CSS: The Complete Reference, 5th edition, Tata McGrawHill,
2017.
● Duckett, J., JavaScript and JQuery: Interactive Front-End Web Development, Wiley, 2014.
Suggested Readings
● Boehm, A., & Ruvalcaba, Z., Murach’s HTML5 and CCS, 4th edition, Mike Murach &
Associates, 2018.
● Ivan Bayross, Web Enabled Commercial Application Development Using Html, Dhtml,
Javascript, Perl CGI, BPB Publications, 2010.

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Back-End Web Development

Practice any)
Back-End 2 0 0 2 Class XII NIL
Web
Development

● To introduce the basic concepts and techniques of server-side web programming.
● To enable the students to apply the basic concepts and techniques of server-side web
programming.
Learning Outcomes

● After studying this course, students will be able to build interactive and dynamic
websites.
● After studying this course, students will be able to write the server side programming
techniques with Django for accessing the contents to/from the server
● After studying this course, students will be able to learn to validate server-side/backend
data
● After studying this course, students will be able to use GET and POST methods for
sending data within client and server.
SYLLABUS
Unit-1 (15 hours)

Installation of Django, Introduction to Django; Model–view–controller(MVC) model; Django structure;
HTML templates; URL dispatcher, Django Template System, Interacting with a Database
Unit-2 (15 hours)

The Django Administration Site , Wrapper Functions, Custom Views GET and POST
methods;Deployment of Django; Automating tasks with Django; Building Web APIs using Django
REST
97
Project Work (30 hours)
Build a website for student admission in a college/university.
https://docs.djangoproject.com/

98
APP Development using Flutter

Practice any)
APP 2 0 0 2 Class XII Basic knowledge
Development of Python
using Flutter programming
language is
preferred.

● To enable the students for developing simple mobile applications that can run on
Android, IOS and Web.
● To learn the fundamentals of Flutter platform.
● To enable the students to write cross-platform applications.
Learning Outcomes

● After studying this course, students will be able to Install and use flutter
● After studying this course, students will be able to use DART language
● After studying this course, students will be able to build a cross-platform AP
● After studying this course, students will be able to deploy application with single
codebase.
Syllabus
Unit-1 (8 hours)
Introduction to Flutter, Flutter – installation, Widgets, Gestures(Title, Body, Columns, Root, Run app)
Unit-2 (8 hours)
State Management, Flutter – Introduction To Package, Build method, Dart packages, app bar, text
widgets, Scaffold, Containers, Structuring flutter apps, Using GitHub repos of flutter
Unit-3 (8 hours)
Flutter – Accessing Rest API, Database Concepts, Testing (Widget Testing).
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Unit-4 (8 hours)
Deployment (Android Application On Play Store, IOS Application On APP Store)
● Build a simple quiz app in flutter for android, ios, and web.
● Build a cross-platform app based on your own idea. Use as many features of flutter as
you can.
https://docs.flutter.dev/
https://github.com/flutter

100
Big Data Analytics - I
Credit Distribution, Eligibility and Pre-Requisites of the Course
Code Lecture Tutorial Practical criteria of the course
/ Practice (if any)
Big Data 2 1 0 1 Class XII Basic
Analytics-I knowledge
programming
language
(preferably
Java), Shell
scripting, SQL
Query
Learning Objectives

● To understand the Big Data platform and its uses.
● Provide an overview of Apache Hadoop.
● Provide HDFS concepts and Interfacing with HDFS.
● Provide an overview of Map Reduce Programming.
Learning Outcomes

● After studying this course, students will be able to identify Big Data and its Business
Implications.
● After studying this course, students will be able to list the components of Hadoop and
Hadoop Eco-Systems.
● After studying this course, students will be able to access and process data on distributed
file system.
● After studying this course, students will be able to manage job execution in Hadoop
environment.
Syllabus:
Unit-1: Understanding Big Data (2 hours)

Data Storage and Analysis-The process of data analysis, Characteristics of Big Data, Big Data Analytics, Typical
Analytical Architecture, Requirement for new analytical architecture, Challenges in Big Data Analytics – Need
of big data frameworks
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Unit-2: Foundations of Big Data Systems (4 hours)
Getting started with Hadoop, Requirement of Hadoop Framework, Design principle of Hadoop –Comparison
with other system, Understanding Hadoop Ecosystem: Hadoop Components – Hadoop 1 vs Hadoop 2
Unit-3: HDFS (Hadoop Distributed File System) (4 hours)

The Design of HDFS, Hadoop Daemon’s – HDFS Commands, HDFS Concepts, Command Line Interface,
Hadoop file system interfaces-Loading data into HDFS, read/write process to HDFS
Unit-4: Introduction to Parallel Programming with Map Reduce (5 hours)

Map Reduce Programming: I/O formats, Map side join, Reduce Side Join, Secondary sorting, Pipelining Map
Reduce jobs (Map Reduce Execution Pipeline)- Map, Shuffle and Sort, Reduce
● Downloading and installing Hadoop.

● Understanding different Hadoop modes. Startup scripts, Configuration files.
● Hadoop Implementation of file management tasks, such as Adding files and directories, retrieving files
and Deleting files.
● Run a basic word count Map reduce program to understand map reduce paradigm: To count words in a
given file, to view the output file, and to calculate the execution time.
● Map Reduce Program to analyse time-temperature statistics and generate report with max/min
temperature.
● Seema Acharya, Subhasini Chellappan, “Big Data Analytics” Wiley 2015.

● Tom White, “Hadoop: The Defective Guide”, O’Reilly, 4th Edition, 2015.
● Donald Miner, Adam Shook, “Map Reduce Design Pattern”, O’Reilly, 2012.

Evaluation scheme and mode will be as per the guidelines notified by the University of Delhi
102
Big Data Analytics - II
Course title & Code Credits Credit distribution of the course Eligibility Pre-requisite
Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Big Data Analytics- 2 1 0 1 Class XII Big Data
II Analytics-I
Learning Objectives

● Provide hands-on Hadoop Eco System.
● Provide an overview of Apache Spark.
● To understand Machine Learning with Big Data.
● Provide an overview of GPU Computing.
Learning Outcomes

● After studying this course, students will be able to develop Big Data Solutions using
Hadoop Eco System.
● After studying this course, students will be able to use Spark for the effective analysis of
the Big Data.
● After studying this course, students will be able to use Machine Learning Techniques
with Big Data.
● After studying this course, students will be able to use GPU Computing for parallel
computations.
Syllabus:
Unit-1: Big Data Systems- The Advances (3 hours)

Data flow, Data Ingest with Flume and Scoop and Hadoop archives, Hadoop I/O: Compression,
Serialization, Avro and File-Based Data structures.
Unit-2: Introduction to Apache Spark (3 hours)

Introduction, Architecture of Spark, Resilient Distributed Datasets, Spark Transformations, Writing
Spark Application - Spark Programming in Scala, Python, R, Java - Application Execution
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Unit-3: Machine Learning with Big Data (3 hours)
Introduction to machine learning, Supervised vs Unsupervised learning, Cluster analysis, understanding
k means clustering, Implementation of k means
clustering with Map Reduce.
Unit-4: Introduction to GPU Computing (6 hours)

Introduction to GPU Computing, CUDA Programming Model, CUDA API, Simple Matrix,
Multiplication in CUDA, CUDA Memory Model, Shared Memory Matrix Multiplication, Additional
CUDA API Features.
● Implementation of Matrix Multiplication with Hadoop Map Reduce.

● Implementation of K-means clustering using Map Reduce.
● To study and implement basic functions and commands in R/Python programming.
● To build Word cloud, a text mining method using R/Python for easy to understand and
visualization than a table data.
● To implement clustering program using R/Python programming
● Seema Acharya, Subhasini Chellappan, “Big Data Analytics” Wiley 2015.

● Mike Frampton, “Mastering Apache Spark”, Packt Publishing, 2015.
● Tom White, “Hadoop: The Defective Guide”, O’Reilly, 4thEdition, 2015.
● Nick Pentreath, Machine Learning with Spark, Packt Publishing, 2015.
● Mohammed Guller, Big Data Analytics with Spark, Apress, 2015.
● Donald Miner, Adam Shook, “Map Reduce Design Pattern”, O’Reilly, 2012.

104
Introduction to Blockchain
Practice (if any)
Introduction to 2 0 0 2 Class XII NIL
Blockchain
Learning Objectives

● To introduce the students to the basic concept of blockchain.
● To make the students learn and implement blockchain technology.
● To learn about distributed organizations and distributed ledger.
Learning Outcomes

● After studying this course, students will be able to understand how Ethereum transactions
are validated by miners.
● After studying this course, students will be able to understand Ethereum Blockchain.
● After studying this course, students will be able to learn Solidity programming language
to develop Smart Contracts.
● After studying this course, students will be able to understand the key concepts like
cryptography and public , private blockchain.
● After studying this course, students will be able to gain a deep insight into Ethereum,
Hyperledger and its network.
Syllabus:
Practical
Unit-1 (16 hours)
Blockchain: Basics And Applications: Node Fundamentals, Blockchain Basics, Blockchain Features,
Ethereum Fundamentals, Smart Contract Development In Ethereum, Dapp Development In Ethereum.
Building A Distributed Application On Hyperledger Fabric:
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Hyperledger Fundamentals,
Unit-2 (16 hours)

Fabric Network Setup, Chaincode Development,DAPP Development.
CAPSTONE PROJECT (28 hours)
● Assignment/Project
Suggested Web links
https://ethereum.org
https://www.hyperledger.org/

106
Introduction to Cloud Computing (AWS)
Practice (if any)
Introduction to 2 0 0 2 Class XII NIL
Cloud Computing
(AWS)
Learning Objectives

● To learn about cloud computing through Amazon Web Services (AWS) platform.
● To learn about AWS cloud concepts, services, security and architecture to build an application.
Learning Outcomes

● After studying this course, students will be able to Understanding cloud computing
platform
● After studying this course, students will be able to differentiate between on-premises,
hybrid-cloud, and all-in cloud
● After studying this course, students will be able to describe the basic global infrastructure
of the AWS Cloud
● After studying this course, students will be able to understanding the core AWS services,
including compute, network, databases, and storage
Syllabus:
Practical
Unit-1 (12 hours)
Introduction to cloud computing, Creating AWS account, AWS Management Console, AWS
Documentation overview, Availability Zones, AWS Global Infrastructure.
Unit-2 (10 hours)

Compute in the Cloud :- Amazon EC2, instance types.
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Unit-3 (10 hours)
Storage and Databases: - Amazon Simple Storage Service (Amazon S3), Amazon Relational Database
Service (Amazon RDS), Amazon DynamoDB.
PROJECT (28 hours)
● Create an AWS account and implement AWS cloud for deploying any application.
Suggested Web links
https://aws.amazon.com

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Biofertilizers
Course Title Credits Credit Distribution of The Course Eligibility Pre-

& Criteria requisite
Code of the
Lecture Tutorial Practical/ course
Practice (if any)
Biofertilizers 2 0 0 2 Class XII NA
Learning objectives:
To help the students understand:
● the concept of biofertilizers and develop the skills for handling microbial inoculants.
● the growth and multiplication conditions of useful microbes and their role in mineral
cycling and nutrition to plants.
● various methods of decomposition of biodegradable waste and their conversion to
compost.
Learning outcomes:
After completion of this course, the learners will be able to:
• describe the different methods of composting.
• assess quality of compost and its role in soil nutrition.
• apply methods of bio-control
• develop a composting unit for production of biofertilizers (generate employment)
SYLLABUS
Practical: 60 hours
1. Introduction to rhizobial symbiosis - Study of Rhizobium and its isolation from root
nodules of leguminous plants by Gram staining method. 4 hours
2. Study of different bio-composting methods (microbes and earthworm). 8 hours
3. Compost quality assessment and its role in soil nutrition - Test for pH, NO3−, SO4 2−, Cl−
and organic matter of different composts. 8 hours
4. Introduction to Arbuscular mycorrhiza - Study of arbuscular mycorrhizal fungi from plant
roots by staining methods. 4 hours
5. Isolation of arbuscular mycorrhizal spores from rhizosphere soil. 4 hours
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6. Study structure of Anabaena and Azolla structure - Isolation of Anabaena from Azolla
leaf. 4 hours
7. Study various biocontrol methods and their application Pheromone trap, Trichoderma,
Pseudomonas, Neem etc. 4 hours
8. Projects on any one of the following topics: Rhizobium technology, AMF technology,
Organic farming, Bio composting, Vermicomposting, Azolla culture etc. The design of the
project should be such that it includes a continuous work of at least 6 weeks and a
dissertation submission/ presentation/ CE - continuous evaluation. 24 hours
Essential Readings:
1. Kumaresan, V. (2005). Biotechnology. New Delhi, Delhi: Saras Publication.
2. Sathe, T.V. (2004). Vermiculture and Organic Farming. New Delhi, Delhi: Daya
publishers.
3. Subha Rao, N.S. (2000). Soil Microbiology. New Delhi, Delhi: Oxford & IBH Publishers.
4. Khosla, R. (2017). Biofertilizers and Biocontrol Agents for Organic Farming Kojo Press.
Suggestive Readings:
1. Azotobacter - Isolation and characterization -- https://youtu.be/1Z1VhgJ2h6U
2. Rhizobium -- Identification and characterization - https://youtu.be/jELlo-pMvc4.
3. 3-Days Online Workshop On Arbuscular Mycorrhizal Fungi_ Biodiversity, Taxonomy
and Propagation 19-2 (2022-01-20 at 02_27 GMT-8) – https://youtu.be/LKzK4IuSRc4
4. Vayas,S.C, Vayas, S., Modi, H.A. (1998). Bio-fertilizers and organic Farming. Nadiad,
Gujarat: Akta Prakashan.

110
Bioinoculants for Agriculture and Sustainable Development
Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisite
Lecture Tutorial Practical/ of the
Practice course
Bioinoculants for 2 0 0 2 Class XII NA
Agriculture and
Sustainable Development
Learning Objectives

• To make students aware of the role of microorganisms in sustainable development and
remediation.
• To develop their own biofertilizers and other kinds of bio-inoculants for use in
agriculture and environment.
• Skill development in initiating a bioinoculant-based low cost startup.
Learning outcomes
After studying this course, the students will be:
• Able to identify the role of microbes in sustainable development and how microbes can
be used in remediation of damaged environments.
• Skilled in isolating microorganisms from a variety of different sites. Will learn
Selection, purification and preservation of useful cultures.
• Skilled in formulating bioinoculants and test its efficacy.
SYLLABUS
Practical 60 hours
Unit 1: Introduction and scope of bioinoculants 20 hours
Biofertilizers: success story – biofertilizer production under ICAR - How Biofertilizers for Corn
Went Commercial. Biopesticides: success story of using biopesticides for nematode
management in horticultural crops. Bioinoculants as a solution to the problem of parali (stubble)
burning: case study of “PUSA Decomposer”. Bioinoculants for reforestation. Bioinoculants for
the reclamation of waste lands having alkaline, acidic, heavy metal-contaminated soils.
Bioinoculants for clearance of oil spills. Mycorrhizal inoculants. Some important commercially
available bioinoculants.
Unit 2: Isolation of microorganisms for the preparation of bioinoculants 28 hours

Isolation of phosphate solubilizers, free-living nitrogen fixers, heavy metal-accumulating
microbes, alkalophiles, acidophiles from suitable soil samples. Observation of colony
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morphology and microscopic structure of selected microbes and preservation of these cultures
in slants and glycerol stocks.
Unit 3: Formulation of bioinoculant using selected microbes (student group project)

12 hours
Culturing of selected microbes from those isolated, and formulating them into a bioinoculant.
Preparation of workflow for evaluating efficacy in potted plants and in fields, for determining
shelf life, and stability.
Essential/Recommended readings
1. Microbiology: A Lab Manual by J. G. Cappuccino and C. T. Welson. 12th edition.
2. Pearson. 2020.
3. Bio-inoculants as prospective inputs for achieving sustainability: Indian Story by C.
Gupta et al. Economic Affairs. Vol. 65, No. 1, pp. 31-41. 2020.
4. Bioinoculants for bioremediation applications and disease resistance: Innovative
Perspectives by T. Chaudhary and P. Shukla. Indian J Microbiol. 59 (2): 129–136.
2019.
5. Remediation of metalliferous soils through the heavy metal resistant plant growth
promoting bacteria: paradigms and prospects by M. Ahemad. Arabian Journal of
Chemistry, 12 (7);1365-1377. 2019.
6. Laboratory manual of Microbiology and Biotechnology by K.R. Aneja. 2nd edition.
Scientific International Pvt. Ltd., Delhi. 2018.
7. Online resource: https://www.jaivikkheti.in/DMS/Waste-Decomposer%20Book-
Eng.pdf
8. Online resource: https://www.iihr.res.in/success-story-using-biopesticides-nematode-
management-horticultural-crops.
9. Biofertilizer Production under ICAR All India Network Project on Soil Biodiversity
Biofertilizers DOI: 10.13140/RG.2.2.26840.42244
10. Online resource: https://blog.teamtrade.cz/the-story-of-how-biofertilizers-for-corn-
went-commercial-part-one/
11. Online resource: https://en.wikipedia.org/wiki/Microbial_inoculant

112
Organic Farming
Course Title & Credits Credit Distribution of The Course Eligibility Pre-
Code Criteria requisite
of the
(if any)
Practice
Organic arming 2 0 0 2 Class XII NA
● To create awareness among the students about organic farming and its importance in
sustainable agriculture.
● To provide a skill set of Organic farming to students to help them become self-reliant.
Learning Outcomes:
After completion of this course the learners will be able to:
● practice organic farming along with application of indigenous knowledge.
● establish entrepreneurial ventures and generate employment (Organic Grower).
● evaluate the organic produce as per FSSAI standards (Government rules).
SYLLABUS
Practical: 60 hours
1. Study of Organic Farming as an integrated approach. 4 hours
2. Soil analysis-physical testing and assessment of soil types, weighment, water movement,
soil conditioners, etc. 8 hours
3. Manure preparation and introduction to compost, composting and its value addition
quality test. 4 hours
4. Study of Indigenous Technology Knowledge (ITK) for nutrient, insect, pest disease and
weed management. 8 hours
5. Study of various agriculturally useful Biofertilizers. 4 hours
6. Biocontrol agents including Integrated Pest Management. 4 hours
7. Study of traditional organic input preparation/formulation of Biofertilizer, biopesticides,
plant health promoters like Panchgavya, Beejamrut etc. 8 hours
8. Study of the system of organic certification and inspection. 4 hours
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9. Branding of rural products, FSSAI, marketing, packaging and handling of organic
produce. 4 hours
10. Current Government schemes related to organic farming. 4 hours
11. Visit organic farms to study the various components and their utilization. 8 hours
Essential Readings:
1. Dhama, A.K. (2014). Organic Farming for Sustainable Agriculture (2nd edition), Agrobios
(India), Jodhpur.
2. Sharma, Arun K. (2013). A Handbook of Organic Farming, Agrobios (India), Jodhpur
3. Palaniappan, S.P. and Anandurai, K. (1999). Organic Farming – Theory and Practice.
Scientific Pub. Jodhpur
4. Thapa, U and Tripathy, P. (2006). Organic Farming in India, Problems and prospects,
Agritech, Publising Academy, Udaipur.
5. Jaivik Kheti Sahayak Pustika- National Centre for Organic and Natural Farming,
Department of Agriculture & Farmers Welfare, GoI.
1. National Program for Organic Production-APEDA, Ministry of Commerce &
Industry, GoI.

114
Horticulture
Course Title Credits Credit Distribution Of The Course Eligibility Pre-

Code of the
(if any)
Practice
Horticulture 2 0 0 2 Class XII NA
Learning objectives
● To acquaint students with the basic, principles, concepts and importance of Horticulture
● To train students in lawn designing, species selection for lawns, parks, home gardens
and terrace gardens.
● To provide information about the employment and business opportunities and other
avenues in the horticulture sector
Learning Outcomes
● design gardens and learn the art of landscape design.
● describe and implement methods of preparing soil, cultivation and propagation for
growing hedges, climbers, vegetables, and fruit yielding plants
● create and maintain nurseries, green houses and implement innovative practices in
maintenance, harvesting and storage of horticultural produce.
● apply the skills for enhancing the job opportunities (Horticulturist) as well as self-
employment.
SYLLABUS
Practical: 60 hours
1. Introduction to Horticulture; Garden tools and safety. 4 hours
2. Lawn making and lawn care: recognizing soils and drainage systems, types of grasses.
4 hours
3. Choosing the appropriate plants (species selection) for plantation in different seasons and
locations (Outdoor, roof-top, balcony, rock gardens); Flowering annuals, herbaceous
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perennials, vines and climbers, ornamental trees, bulbous and foliage plants, cacti and
succulents. 4 hours
4. Vegetable Garden: Sowing, raising seedlings, transplantation methods; choosing the
right vegetables for the season. 4 hours
5. Seed germination, viability tests and comparison of other parameters of seeds (stored
from different years/different temperatures). 4 hours
6. Weeding, manuring, and irrigation methods used in lawns, parks, and vegetable
gardens. 4 hours
7. Propagation and plant care: propagation by layering, cutting and other methods.
4 hours
8. Pruning: pruning roses, shrubs, and trees. 4 hours

9. Supporting plants: bamboos, strings, and enclosures. 4 hours
10.Maintenance and care of lawns and gardens: understanding diseases caused by pests and
pathogens; protecting garden plants from infections, treating the plants with organic and
biopesticides. 4 hours
11. Bonsais: Art and craft. 4 hours
12. One week internship on field or in a company/organisation (Landscape Design) that shall
be facilitated by the college and report to be submitted. 8 hours
13. Methods and plantation approaches in various garden designs: Japanese, Mughal,
Buddhist, English and Indian Gardens. 4 hours
14. Enhancing beauty of a garden using flowering plants, Garden walls, Fencing, Steps,
Hedge, Edging, Lawn, Flower beds, Borders, aquatic garden with flowers; Case studies:
Some selected gardens of India. 4 hours
Essential Readings:
1. Edmondson, J.L., Cunningham, H., Densley Tingley, D.O. et al. (2020). The hidden
potential of urban horticulture. Nat Food 1, 155–159.
2. Musser E., Andres. (2005). Fundamentals of Horticulture. New Delhi, Delhi: McGraw
Hill Book Co. 2.
3. Sandhu, M.K. (1989). Plant Propagation. Madras, Bangalore: Wile Eastern Ltd.
4. Bird, C. (Ed.). (2014). The fundamentals of horticulture: Theory and practice. Cambridge
University Press.
5. The Practical Gardener (1994). Reader's Digest Special Volume.

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Floriculture

Code of the
Practice (if any)
Floriculture 2 0 0 2 Class XII NA
Learning Objectives
● To acquaint students with the basic principles and importance of Floriculture.

● To teach students about flowering plants that can be grown in different seasons in Delhi-
NCR.
● To make students aware about exotic flowering plants of ornamental value and their
propagation in laboratories and greenhouses.
● To provide information about employment, business opportunities and other avenues in
the Floriculture sector (Floriculturist).
Learning Outcomes
After completion of this course learners will be able to:

● identify and describe the ornamental flowering plants in Delhi-NCR.
● practice the methods of preparing soil and water, cultivation and propagation
methods.
● design, prepare and apply appropriate combinations of plants and methods of
cultivation for commercial setup.
● adapt to the job role of Floriculturist (employment/ entrepreneurship)
SYLLABUS
Practical: 60 hours
1. Introduction to floriculture, tools and equipments. 4 hours

2. Study of diversity in shape, size, and colour of flowers (including basic botany,
nomenclature, common name and general uses). 4 hours
3. Identification and preparation of an inventory of herbaceous flowering plants, climbers,

shrubs, and trees around the campus. 4 hours
4. Study the various physico-chemical soil properties for understanding different
soils/soil-types. 8 hours
5. Methods of preparation of floral beds, soil preparation, greenhouse design and

fumigation methods. 8 hours
6. Methods of seed sowing and raising flowering plants through seeds, bulbs and
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through vegetative methods in planters, containers and in outdoor environments. Role
of light, plant growth regulators and nutrients in blooming and flowering. 8 hours
7. Bacterial and fungal diseases and pests of ornamental flowers and their management.
4 hours
8. Interior decoration methods, flower arrangements (Japanese, Western and Indian).

4 hours
9. Harvesting, methods to increase the shelf life of flowers, post-harvest care and
marketing platforms for the floriculture industry. 8 hours
10. Field visit to nearby nursery/garden to understand basic aspects of Garden design.
4 hours
11. Project Report on any five flowering plants that are grown commercially, their share
in the global market, methods used for selling the products and importance of the
floriculture industry in job creation. 4 hours
Essential Readings:
1. Randhawa, G.S., Mukhopadhyay, A. (1986). Floriculture in India. New York, NY:
Allied Publishers.
2. Larson, R. A. (Ed.). (2012). Introduction to floriculture. Elsevier.
1. Pal, S. L. (2019). Role of plant growth regulators in floriculture: An overview. J.
Pharmacogn. Phytochem, 8, 789-796.

118
Hydroponic and Aeroponic Farming
Course Title Credits Credit Distribution of The Course Eligibility Pre-

Code of the
Practice (if any)
2 0 0 2 Class XII NA
Hydroponic
and
Aeroponic
Farming
● The objective of the course is to provide hands-on experience to students on various

aspects of hydroponics and aeroponics.
● To make students self-reliant and employable by providing the necessary knowledge
and experience to establish hydroponic and aeroponic systems.
Learning Outcomes:
After completing the course, learners will be able to:
● develop basic hydroponics and aeroponics facilities at any given location (pilot scale
and/or industrial scale).
● devise and implement a strategy for marketing of the product.
● apply the knowledge to fulfill certification rules and various government policies.
● establish themselves as entrepreneurs (Hydroponic cultivator).
SYLLABUS
Practical: 60 hours
1. Study of techniques used in hydroponics (Circulating methods such as Nutrient Film

Technique (NFT), Deep Flow Technique (DFT), Dutch bucket; Non circulating
methods such as Root dipping, Floating, Capillary action; Aeroponics such as root mist
and fog feed techniques). 8 hours
2. Study of various instruments used in hydroponics (Pressure gauge, Filters, PVC Tanks,
Venturi/Reciprocating Pump/Mixing tank, EC meter, pH meter, TDS meter, water
pump, net cups, air pump, thermometer, lux meter, drip irrigation system. 8 hours
3. Construction of sustainable hydroponic and aeroponic units (including greenhouse
facilities) 8 hours
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4. Preparation of growth media for Hydroponics. 4 hours
5. Estimation of NPK, DO, TDS, pH of growth media. 4 hours
6. Study of suitable conditions for Hydroponics-quality, light intensity, photoperiod and
temperature. 4 hours
7. Growing a leafy vegetable/fruity vegetable/medicinal herb /aromatic plant in
Hydroponics /Aeroponic solution. 16 hours
8. Study of safety measures, certification standards and government policies. 4 hours
9. Visit to Hydroponic/Aquaculture/Aeroponic farm/Institute. 4 hours
Essential Readings:
1. Meier Schwarz. (1995). Soilless Culture Management. Advanced Series in Agricultural

Sciences, vol 24.Springer, Berlin.
2. Hasan, M.; Sabir, N.; Singh, A.K.; Singh, M.C.; Patel, N.; Khanna, M.; Rai, T.; and
Pragnya, P. (2018). Hydroponics Technology for Horticultural Crops, Tech. Bull. TB-
ICN 188/2018.Publ. by I.A.R.I., New Delhi.
3. Misra, R.L., Misra S. (2017). Soilless Crop production. Daya Publishing House, Astral
1. Goddek, S., Joyce, A., Kotzen, B., Burnell, G.M. (2019). Aquaponics Food Production
Systems.Springer, Cham.

120
Green Belt Development for Smart Cities

Code of the
Practice (if any)
Green Belt 2 0 0 2 Class XII NA
Development
for Smart
Cities
● To introduce students with one of the key green skill development programs under the
Skill India mission by the Government of India.
● To acquaint students with various methods and techniques used in development of green
infrastructure for smart cities
Learning Outcomes:
After completion of the course, students will be able to:
• measure factors (biotic and abiotic) contributing to sustainable, healthy environment.
• Assess, describe and use the appropriate plants for restoring polluted environment.
• use their skills enhancing for green infrastructure development (UN-SDG).
SYLLABUS
Practical: 60 hours
1. Methods of vegetation sampling and calculation of importance value index 4 hours
2. Measuring Tree Basal Area, Height and Canopy Cover to estimate green cover of an area.
8 hours
3. Understanding of Instruments for measuring microclimatic variables viz., light, wind,
temperature, humidity and precipitation 4 hours
4. Estimation of Total Carbon stock of an area. 8 hours
5. Understanding methods for selection of plants according to pollutant load of both air and
water (includes field survey) 4 hours
121
6. Assessing air pollution tolerance of plant species using APTI (Air pollution tolerance
index). 8 hours
7. Use Open Source Softwares for mapping the GPS points and generating a cover map.
4 hours
8. Measurement of Dissolved Oxygen (DO) from treated wastewater. 8 hours
9. Measurement of BOD and TDS from tank and treated pond. 8 hours
10. Determination of total dissolved and suspended solids in water. 4 hours
Essential Readings:
1. Bell, J. R., Wheater, C. P., Cook, P. A., Bell, J. R., Wheater, C. P., Cook, P. A. (2011).
Practical Field Ecology: A Project Guide. United Kingdom: Wiley.
2. Singh J.S., Singh S.P. & Gupta S.R. · 2014. Ecology, Environmental Science &
Conservation. (2014). India: S. Chand Pvt. Limited.
3. Measurements for Estimation of Carbon Stocksin Afforestation and Reforestation Project
Activities under the Clean Development Mechanism, Afield Manual UNFCCC.
4. Slingsby, D., Cook, C., Slingsby, D., Cook, C. (2016). Practical Ecology. United
Kingdom: Macmillan Education UK.
5. Mukerji, K. G. (2013). Laboratory Manual of Food Microbiology. India: I.K.
International Publishing House Pvt. Limited.

122
Nursery, Gardening and Landscaping
Code of the
Practice (if any)
Nursery,
Gardening
and
Landscaping
Learning objectives
The program is aimed to teach students the basic knowledge required to develop
entrepreneurship skills in the development of Nursery, Gardening and Landscaping. This
course would train students to initiate a remunerative enterprise owing to a high demand of
skilled professionals in this field.
Learning Outcomes
After completing this course, the learners will be able to:
• describe and differentiate between the types of gardens.
• practice different methods for propagation of plants.
• execute several nursery and gardening operations.
• assess growing conditions of different horticultural plants, their general requirements
and understand their role in landscaping.
SYLLABUS
Practical: 60 hours
1. Methods of preparation of nursery beds and sowing of seeds. Media for propagation of
plants in Nursery Beds, Pots and Mist chamber. 12 hours
2. Study and practice of different propagation methods viz., cutting, layering, division,
grafting and budding. 4 hours
3. Introduction and practicing Bonsai training, pruning and wiring. 4 hours
4. Study of different types of gardens (indoor and outdoor) and key features of gardens (Paths
& Avenues, Hedges & Edges, Lawn, Flowerbeds, Arches & Pergolas, Fencing, Water
bodies, Rock garden). 8 hours
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5. Methods for selection and enlisting of suitable plants for different locations and in
different types of gardens. 4 hours
6. Identification of key horticultural plants, Herbs including different types of grasses –
foliage and flowering, Shrubs including hedge plants - foliage and flowering, Avenue trees
– foliage and flowering, Climbers, Lianas, Epiphytes, Creepers, Trailers, Aquatic plants,
Succulents, Weeds. 8 hours
7. Study of important gardens of India (any five). 4 hours
8. Methods of Landscape designing of Residential areas and Public Gardens, Aquatic
Garden, Rock Garden, Industrial gardens. 4 hours
9. Concept and Application of Computer aided Designing (CAD) for landscape designing/
Preparation of landscape designs for school and college using CAD technology. 8 hours
10. Demonstration of different composting methods for Biofertilizers. 4 hours
Essential Readings:
1. A handbook of Landscape: CPWD
2. Gopalaswamiengar, K. S., Parthasarathy, G., Mukundan, P. (1991). Complete Gardening
in India. India: Gopalaswamy Parthasarathy, 'Srinivasa'.
3. Hartmann, H. T., Kester, D. E., Hartmann, H. T., Kester, D. E. (1975). Plant Propagation:
Principles and Practices. India: Prentice-Hall.
4. Roy, R. K., Roy, R. K. (2013). Fundamentals of Garden Designing: A Colour
Encyclopedia. India: New India Publishing Agency.
5. Littlepage, R., Littlepage, R. (2017). Fundamentals of Garden Design: An Introduction to
Landscape Design. (n.p.): CreateSpace Independent Publishing Platform.
Suggestive reading:
1. Hodge, G., Hodge, G. (2014). Practical Botany for Gardeners: Over 3,000 Botanical
Terms Explained and Explored. United Kingdom: University of Chicago Press.
2. The Royal Horticultural Society Gardening Manual. (2000). United Kingdom: Dorling
Kindersley.
124
Mushroom Culture and Technology I

Code of the
Practice (if any)
Mushroom
Culture and
Technology I
Learning objectives
To make students aware about
● mushroom growing techniques.
● medicinal and nutritional value of mushrooms.
Learning Outcomes
After successful completion of the course, students will be able to:
● practice the techniques for cultivation of various edible mushrooms
● setup entrepreneurial small-scale units for self-employment
● apply the skills as Mushroom Grower in large scale industries.
SYLLABUS
Practical**: 60 hours
** Specimens and examples studied may vary depending on seasonal factors and availability
1. To study the principle and operation of Autoclave, Incubator, Laminar Air Flow/ BSL 2
facility. 4 hours
2. To study edible mushrooms (Agaricus, Pleurotus, Boletus, Lentinula, Calocybe,
Volvariella, Morchella). 4 hours
3. To study poisonous mushrooms (Amanita, Cortinarius, Psilocybe, Coprinopsis).
4 hours
4. To study medicinal mushrooms (Ganoderma, Ophiocordyceps, Chaga, Hericium).
4 hours
5. Preparation of various types of compost and media which can be used for cultivation of
mushroom. 4 hours
6. To study the common fungal, bacterial, viral, and insect borne diseases of mushrooms
(any 2 from each). 4 hours
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7. To study the cultivation technique of Agaricus mushroom. 4 hours
8. To study the cultivation technique of Pleurotus mushroom. 4 hours
9. To study the cultivation technique of Calocybe/ Volvariella mushroom. 4 hours
10. To study the cultivation technique of Ganoderma mushroom. 4 hours
11. To study the nutritional value and market value of mushrooms, and post-harvest
technologies like packaging and preservation. 4 hours
12. Various requirements for setting up a mushroom cultivation unit (“kuccha” or cemented
house). 4 hours
13. Entrepreneurship in cultivation of mushrooms. 4 hours
14. Government policies related to the promotion of mushroom cultivation. 4 hours
15. Visit to an Institute or Center conducting mushroom cultivation (Report to be submitted).
4 hours
Essential Readings:
1. Bahl, N. (2015). Hand Book on Mushroom. Page no. 1-166. Oxford &IBH Publishing
Company.
2. Russell, S. (2014). The Essential Guide To Cultivating Mushroom. Storey Publishing.
North Adams, M.A. 01247.
3. Zied, D. C., Gimenez, A. P. (017) Edible and Medicinal Mushroom page no. 1-
585.John Wiley & Sons Ltd.UK.
4. Chang, S.T., Miles, P.G. ( 2004) Mushrooms Cultivation, Nutritional Value, Medicinal
effect and Environmental Impact, CRC Press.
5. Fletcher, J.T., Gaze, R.H. (2007). Mushroom Pest and Disease Control. CRC Press.
6. Ahlawat, O.P., Tewari , R.P. (2007) .Cultivation Technology Of Paddy Straw Mushroom
(Volvariella volvacea). Pages 1-44 National Research Center for Mushroom (Indian
Council of Agricultural Research) Chambaghat, Solan (HP).
7. Rai, R.D., Arumuganathan, Y. (2008). Post Harvest Technology of Mushrooms.
National Research Center for Mushroom (Indian Council of Agricultural Research)
Chambaghat, Solan (HP)
8. Singh, M., Vijay, B., Kamal, S., Wakchaure, G.C. (2011) . Mushrooms Cultivation,
Marketing and Consumption., Publishers Directorate of Mushroom Research ( ICAR)
Chambaghat, Solan.

126
Mushroom Culture and Technology-II

Code of the
(if any)
Practice
Mushroom
Culture and
Technology-II
Cultivation of Button mushroom and King oyster mushroom
Prerequisites:
Compost preparation for button mushroom would start around October-November and further
cultivation steps will take place from January. Compost and spawn should be prepared before
going to the next step.
• To develop skills for growing button and king oyster mushroom
Learning Outcomes:
After completion of this course, the learner will be able to:
• prepare casing soil and apply over spawn-run compost bags.
• implement harvesting, packaging and marketing of produce as per FSSAI standards.
Syllabus
Practical**: 60 hours
** Specimens and examples studied may vary depending on seasonal factors and availability
1. To add and mix spawn of button mushroom to pre-prepared compost (Spawning).
4 hours
2. To set up ideal mushroom house for cultivation of button mushroom. 8 hours
3. To maintain ideal environmental conditions for spawn run. 4 hours
4. Preparation and sterilization of casing soil. 4 hours
5. To apply casing soil over the spawn run compost bags and incubating for case run.
127
4 hours
6. To maintain appropriate conditions for pin head formation and fruiting of button
mushroom. 8 hours
7. Harvesting of first flush of button mushrooms. 4 hours
8. Post-harvest packaging and storage of button mushrooms. 4 hours
9. Maintaining the environmental conditions for the second flush of button mushroom.
4 hours
10. To prepare and sterilize substrate bags for cultivation of king oyster mushroom.
4 hours
11. To add the spawn of king oyster mushroom in the substrate bags under aseptic conditions
and incubator under appropriate conditions. 4 hours
12. To induce fruiting of king oyster mushroom by scraping the mycelium from the edges and
surface of spawn run bags. 4 hours
13. Harvesting, post-harvest packaging and storage of king oyster mushrooms. 4 hours
Essential Readings:
1. Aggarwal, A., Sharma, Y.P., Angra, E. (2021). A textbook on mushroom cultivation,
Theory and Practices. Newrays Publishing House, 2021.
2. Tiwari, S.C. Kapoor, P. (2018). Mushroom Cultivation. Mittal Publications. ISBN - 978-
8183249232.
3. Bahl, N. (2015). Hand Book on Mushroom. Page no. 1-166. Oxford &IBH Publishing
Company. ISBN- 13:978-8120413993.
4. Russell, S. (2014). The Essential Guide To Cultivating Mushroom. Storey Publishing.
North Adams, MA 01247 page no. 1-233. ISBN 978-1-61212-146-8.
5. Chang, S.T. Miles, P.G. (2004). Mushrooms Cultivation, Nutritional Value, Medicinal
effect and Environmental Impact. Page no. 1-477, CRC Press.
6. Fletcher, J.T., Gaze, R.G. (2007). Mushroom Pest and Disease Control. CRC Press.
7. Rai, R.D., Arumuganathan, Y. (2008). Post harvest technology of mushrooms. Pages 1-
72. National Research Center for Mushroom (Indian Council of Agricultural Research)
Chambaghat, Solan-173 213 (HP)

128
Plant Aromatics and Perfumery

Code of the
(if any)
Practice
Plant
Aromatics
and
Perfumery
Learning objectives
● Provide the basic understanding of aromatic and medicinal plants including classification and methods
of extracting essential oils.
● Practical demonstration of extraction and quality assessment of the product obtained.
Learning Outcomes
● extract essential oils from a variety of plants and plant parts.
● develop strategy for promotion and marketing of the aromatic and essential oils.
● establish their own startup, become self-reliant and/or adapt to job roles in beauty and wellness sector.
SYLLABUS
Practical: 60 hours
1. Classification of essential oils on the basis of chemical composition, aroma and extraction methods.
4 hours
2. Principles, processing and techniques of extraction of essential oils. 4 hours
3. Cultivation practices of the common aromatic crops (any five) - Rose, Lavender, Peppermint,
Spearmint, Basil, Citronella, Vetiver, Palmrosa, Lemongrass. 8 hours
4. Extraction process of essential oil from fruit/ fruit peel by steam distillation (e.g. orange, lemon).
4 hours
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5. Extraction of essential oil from bark by steam distillation (e.g. cinnamon). 4 hours
6. Extraction of essential oils from flower by steam distillation (e.g. clove, rose, jasmine, lavender,
rosemary). 4 hours
7. Extraction of essential oil from leaves and stems by steam distillation (e.g. lemongrass, eucalyptus,
citronella, bottlebrush). 4 hours
8. Extraction of essential oil from seeds by steam distillation (e.g. fennel, nutmeg). 4 hours
9. Extraction of essential oil from root (e.g. vetiver) and rhizome (e.g. ginger, curcuma) by steam
distillation 4 hours
10. Determination of oil content in aromatic crop/material by Clevenger’s method. 4 hours
11. Quality assessment of essential oils through sensory evaluation (odour, colour), physical tests (specific
gravity, refractive index, optical rotation, solubility), chemical tests (determination of acid value, ester
value). 8 hours
12. Demonstration/Illustration of Instruments and techniques quality assessment of Gas chromatography
(GC) and Thin layer chromatography (TLC). 4 hours
13. Field Visit to essential oils and perfumery Institute/Industry. 4 hours
Essential Readings:
1. EIRI BOARD. (2008). Handbook of Essential Oils Manufacturing and Aromatic Plants5/E edition,
Engineers India Research Institute (India), New Delhi.
2. Kochhar, S.L. (2016). Economic Botany – A Comprehensive Study, 5th Edition. New Delhi, India:
Cambridge University Press.
1. Başer, K.H.C., Buchbauer, G. (2020). Handbook of Essential Oils: Science, Technology, and
Applications, 3rd edition, CRC Press.

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Viewing and Capturing Diversity in Nature

Code of the
Practice (if any)
Viewing and 2 0 0 2 Class XII NA
Capturing
Diversity in
Nature
Learning objectives
● Understand fundamentals of digital cameras and smartphone photography technology.
● Develop a working knowledge of digital image analysis and processing.
● Understand the importance and use of Nature photography in business and as career goal.
● Enhance appreciation for the tremendous aesthetics inherent in nature.
Learning Outcomes
On successful completion of this course, a student will be able to:
● Describe and use the digital camera and smartphone camera functions and their applications
● employ different photographic equipment to enhance their photographic skills and create digital
resources.
● discriminate between the photographic variables with reference to weather and season.
● employ the photographic skills in various professions and for entrepreneurship.
SYLLABUS
Practical: 60 hours
1. To study the parts of a digital camera. 4 hours
2. To study the principle and working of digital camera/ smartphone camera. 4 hours
3. Working and handling of light microscopes (Dissection and Compound). 4 hours
4. Study of plant forms through microscopic lens (Single-celled, colonial forms, filamentous forms,
multicellular and complex forms). 8 hours
5. To study techniques of capturing shots (using light and lenses effectively, macro and micro
photography, wide angle and close-ups). 4 hours
6. Study of plant adaptations through photographs (Aquatic and desert plants). 4 hours
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7. To capture and understand the Ecological Interactions. 8 hours
8. Identification of different plant life forms through online available tools/ search engines.
8 hours
9. Outdoor/ Campus Photography: Plants, Environment, Landscapes and Cityscape. 4 hours
10. Foldscope: The domestic microscope. Use the Foldscope to explore microscopic organisms in pond
water. 4 hours
11. Project Work: To make a portfolio of diverse landscaping patterns/ selected themes through outdoor
visits. 8 hours
Essential Readings:
1. Ang., T. (2008). Fundamentals of modern Photography. London, Mitchell.
2. Freeman Patterson “The Art of Seeing” by Key Porter Books.
3. Tim Fitzharris “Landscape Photography” Firefly Books.
4. Kelby, S. (2012). The digital photography book. Peachpit Press.
5. Langford, M., Fox, A., and Smith, R.S. (2013). Langford basic photography:the guide for serious
photographers. Amsterdam: Focal Press/Elsevier.
6. Peterson, B. (2016). Understanding exposure: how to shoot great photographs with any camera.
AmPhoto Books.
Suggestive readings:
1. Sharma P.D. (2008) Ecology and Environment. Rastogi Publishers.

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Apiculture

Apiculture 2 0 0 2 Class XII NA
Learning Objectives
• To help the student to become familiar with the significance of beekeeping as an economically
viable industry.
• To help the student to understand the different species of honeybees, their biology, behaviour and
role in pollination.
• To train the students to learn the techniques of honey bee rearing, optimization of techniques based
on climate and geographical regions, and various measures to be taken to maximize the benefits.
• To understand the significance of beekeeping in the diversification of agriculture for the rural
communities to increase their income and create employment opportunities and at the same time to
develop entrepreneurial skills required for self-employment in the beekeeping sector.
Learning Outcomes
After studying this course, the students will be able to:
• Comprehend the various species of honey bees in India, their social organization and its importance.
• Appreciate the opportunities and employment in apiculture – in public, private and government
sector.
• Gain thorough knowledge about the techniques involved in bee keeping and honey production.
• Make various products and by-products obtained from beekeeping sector and their importance.
• Develop entrepreneurial skills necessary for self-employment in beekeeping sector.
• Enhance collaborative learning and communication skills through practical sessions, teamwork,
group discussions, assignments and projects.
Skill development and job opportunities

● After completion of this course students would obtain the training in collection, identification, and
various ways/aspects of bee rearing.
● The students can also take a job as an apiary worker, often called a beekeeper, manage colonies of
honeybees for the production of honey as well as pollination services.
● The course would also provide a basic training to enable the students to construct hives and replace
combs.
● Enhance entrepreneurial skills by collecting and packaging hive products including honey, beeswax and
pollen.
● Make decisions on yards, treatment, splits, honey harvesting and all other beekeeping decisions.
● Identify and report hive health concerns.
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SYLLABUS (Practical)
Unit 1: Biology of Bees 16 hours
Historical background of apiculture, classification and biology of honey bees, Social organization of bee
colony, behavioral patterns (bee dance, swarming).
1. Study of the life history of honey bees: Apiscerana indica, Apis mellifera, Apis dorsata, Apis florea,
Melipona sp. from specimen/ photographs - Egg, larva, pupa, adult (queen, drone, worker).
2. Study of morphological structures of honey bees through permanent slides/photographs–mouthparts,
antenna, wings, sting apparatus and temporary mount of legs (antenna cleaner, mid leg, pollen basket).
3. Study of natural beehive and identification of queen cells, drone cells and brood.
Unit 2: Rearing of Bees 18 hours

Artificial Bee rearing (Apiary), Beehives – Newton and Langstroth; Bee Pasturage; Selection of bee species
for apiculture –Apiscerana indica, Apis mellifera; Bee keeping equipment methods of extraction of honey
(Indigenous and Modern) & processing; Apiary management - Honey flow period and lean period, effects
of pollutants on honeybees.
1. Distinguishing characters of workers of three bee species.
2. Importance of site selection for bee keeping.
3. Study of an artificial hive (Langstroth/Newton), its various parts and beekeeping equipment: draw
diagrams of bee boxes proportionate to the body size and measure the body length and wing size.
4. Preparation of mount of pollen grains from flowers.
Unit 3: Diseases and Enemies 10 hours

Bee diseases control and preventive measures: enemies of bees and their control.
1. Diagnosis of honeybee diseases: Protozoan diseases, Bacterial diseases, Viral diseases (one each)-
symptoms, nature of damage and control.
2. Identification of honeybee enemies: Predators-Insects and non-insects.
Unit 4: Bee Economy 8 hours

Products of apiculture industry (Honey, Bees Wax, Propolis, Royal jelly, Pollen etc.) and their uses;
Modern methods in employing artificial Beehives for cross pollination in horticultural gardens- stationary
and migratory bee keeping.
1. Video demonstration of wax extraction and preparation of comb foundation sheets.
2. Analysis of honey – purity, physical and biochemical parameters (any two constituents).
3. Study of bee pasturage – visit to fields/gardens/orchards for studying the bee activity (role in pollination,
nectar collection, videography of honeybee activity) and preparation of herbarium of nectar and pollen
yielding flowering plants (floral mapping).
Unit 5: Entrepreneurship in Apiculture 8 hours

Bee keeping industries – Recent advancements, employment opportunities, economics in small and large-
scale beekeeping, scope for women entrepreneurs in beekeeping sector, study of development programs and
organizations involved in beekeeping in India.
Exercise:
1. Visit to an apiary/honey processing unit/institute and submission of a report.
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Singh, S. (1962). Beekeeping in India, Indian Council of Agricultural Research, New Delhi.
Mishra, R.C. (1995). Honeybees and their management in India. Indian Council of Agricultural Research,
New Delhi.
Prost, P. J. (1962). Apiculture. Oxford and IBH, New Delhi.
Rahman, A. (2017). Beekeeping in India. Indian Council of Agricultural Research, New Delhi.
Gupta, J.K. (2016). Apiculture, Indian Council of Agricultural Research, New Delhi.

135
Formulation of Fish Feed
Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Lecture Tutorial Practical/ criteria of the course
Formulation 2 0 0 2 Class XII NA
of Fish Feed
Learning Objectives

• To give first-hand training on identification of various indigenous ingredients for formulation of fish
feed.
• To gather knowledge on the nutritional requirements of the cultivable species.
• To gain knowledge on the impact of formulated feeds on fish growth.
• To enhance the quality of aquacrops and increase the production.
Learning Outcomes
By the end of the course, the students will be able to:
• Identify the useful ingredients for fish feed formulation.
• Learn to prepare fish feed using locally available ingredients.
• Start the Fish feed production industry.
• Initiate entrepreneurship on Fish feed production.

After completion of this course students may be
● Employed in various aquaculture related business including prawn and fish farms.
● Fully equipped to start own fish feed production industry.
SYLLABUS:
Practical
Unit I: Selection of ingredients 20 Hours
Identification of various types of non-conventional ingredients for fish feed formulation. Evaluation of
their nutritional quality. Preparation of fish feed and feeding of the prepared feeds to the cultivable fishes
and prawns. The study of impact of the prepared feeds on the performances of fishes and prawns.
Exercises:
1. Identification of various types of locally available ingredients (viz. macrophytes, oil-cakes, plants etc.)
for fish feed formulation.
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2. Evaluation of the nutritional values (viz. protein, lipid, carbohydrates, ash, amino acids, fatty acids) of
these ingredients.
3. Assay of presence of anti-nutritional factors (viz. tannin, saponin, phytic acid, oxalic acid etc.) in these
ingredient
Unit II: Formulation of Fish Feed 20 Hours

Preparation of fish feed using traditional method and computerized soft ware. Evaluation of quality of
prepared feed for the cultivable species.
Exercises:
1. Formulation of fish feed using “Pearson Square” method.
2. Formulation of fish feed using computerized soft ware.
3. The assay of biochemical composition of formulated feed: protein, lipid, carbohydrate, ash, amino
acids, fatty acids.
Unit III: Feeding of Fish 20 Hours

The feeding of the prepared feeds to the cultivable fishes and prawns. The study of impact of the prepared
feeds on the performances of fishes and prawns. Evaluation of nutritional value of fishes for human
consumption.
Exercises:
1. The feeding of the prepared feeds to the cultivable fishes and prawns.
2. Evaluation of impact of the prepared feeds on the survival, growth and production of fishes and prawns.
3. Assessment of Feed Conversion Ratio (FCR) and Feed Conversion Efficiency (FCE) of the feed.
4. Assay of nutritional value of the produced fishes/ prawns for human consumption.
5. Evaluation of impact of prepared feed on the water quality of the culture system.
6. Visit to a Fish feed preparation facility/ industry.
Recommended Readings:
• AOAC, Association of Official Analytical Chemists. 2017. Official Methods of Analysis. Washington,
DC: Association of Official Analytical Chemists Inc.
• APHA, American Public Health Association. 2017. Standard Methods for the Examination of
Water and Wastewater. 23rd ed. Washington DC, USA: American Public Health Association,
American Water Works Association, Water Environment Federation.
• Chakrabarti, R. and Sharma, J. G. 2008. Aquahouse. New Dimension of Sustainable Aquaculture.

DIPAS, Indian Council of Agricultural Research, New Delhi, India.
• Holt, G. J. 2021. Larval Fish Nutrition. Willey-Blackwell, UK.
137
• ICAR, Indian Council of Agricultural Research. 2013. Handbook of Fisheries and Aquaculture.
Directorate of Knowledge Management in Agriculture, Indian Council of Agricultural Research, New
Delhi, India.

138
Fish Breeding and Larviculture

Fish 2 0 0 2 Class XII NA
Breeding and
Larviculture
Learning Objectives

• To give first-hand training on various aspects of brood stock maintenance of carps and air breathing
fishes.
• To understand the breeding techniques for carps and air breathing fishes.
• To understand the larviculture techniques for carps.
• To gain experience on the larviculture techniques of air breathing fishes.
• To gather knowledge in the management of optimum water quality for larviculture.
• To gain knowledge on the impact of live food in larviculture.
Learning Outcomes
• Produce seeds of carps and air breathing fishes.
• Start the Fish hatchery business.
• Start fish-food production.
• Initiate entrepreneurship in fish seeds production.

● Fully equipped to start own entrepreneurships in fish farming.
SYLLABUS:
Practical
Unit I: Breeding of Economically Important Fishes 20 Hours
Breeding of various fishes in the captivity and production of quality fish seeds for aquaculture.
Exercises:
1. Management of brood stock units and breeding of carps.
2. Maintenance of brood stock units and breeding of air breathing fishes.
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3. Estimation of major water quality parameters viz., temperature, pH, dissolved oxygen, conductivity etc.
in the fish breeding units.
Unit II: Culture of Important Live Food Organisms 15 Hours
Culture of various live food organisms using organic manures and feeding of different fish larvae
produced.
Exercises:
1. Culture of live food organisms viz., rotifers, cladocerans, copepods, chironomid larva etc. using
organic manures (like cattle manure, poultry wastes and mustard oil-cake).
2. Evaluation of major water quality parameters viz., temperature, pH, dissolved oxygen, ammonia etc. in
the live food culture units.
3. The enrichment of live food organisms (with vitamin C, DHA, EPA etc.) to enhance the nutritional
value of the live food for fish larvae.
Unit II: Larviculture 25 Hours
Culture of larvae of carps and air breathing fishes and production of healthy seeds for stocking ponds.
Exercises:
1. Culture of fish larvae in the static water/ Recirculating Aquaculture Systems (RAS).
2. Measurement of water quality parameters (viz., temperature, pH, dissolved oxygen, ammonia etc.) in
the larvae culture unit regularly.
3. Feeding of fish larvae with live food thrice daily.
4. The study of morphological and physiological changes in the larvae during ontogenic development.
5. Visit to a fish farm.
• APHA, American Public Health Association. 2017. Standard Methods for the Examination of Water
and Wastewater. 23rd ed. Washington DC, USA: American Public Health Association, American Water
Works Association, Water Environment Federation.

140
Delhi, India.
• Pillay, T. V. R. 2005. Aquaculture. Principles and Practices. Blackwell Publishing, New Delhi, India.

141
Ornamental Fish Culture: Opportunity and Scope

Ornamental 2 0 0 2 Class XII NA
Fish Culture:
Opportunity
and Scope
Learning Objectives

• To give first-hand training on Aquarium preparation and decoration.
• To gain hands-on training on breeding and culture of various Ornamental fishes.
• To gain experience in the management of optimum water quality in the fish aquarium.
Learning Outcomes
• Prepare and decorate ornamental fish aquarium.
• Identify the suitable and economically important Ornamental fish species.
• Initiate entrepreneurship on Aquarium making and Ornamental fish production.

After completion of this course students will be
● Fully equipped to start own entrepreneurship in aquarium making and its decoration.
● Aware about the requirements to start their own Ornamental fish industry.
SYLLABUS:
Practical
Unit I: Preparation of Aquarium and Its Decoration 20 Hours
Preparation of glass aquaria of various shapes and their decoration using locally available materials. The
impact of aquatic plants in the maintenance of healthy environment in the aquarium.
Exercises:
1. Construction of glass aquaria of various shapes (rectangular, square, round etc.).
2. Identification and culture of useful aquatic plants for the decoration of fish aquarium.
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3. Decoration of aquarium with plants and locally available materials.
Unit II: Breeding of Ornamental Fishes and Culture of Plants 20 Hours

Identification of economically important cultivable Ornamental plants and fishes for culture.
Exercises:
1. Identification of economically important Ornamental fishes and their breeding.
2. Culture of young larvae and feeding them live food.
3. Regular monitoring of water quality parameters viz. temperature, pH, conductivity, dissolved oxygen,
ammonia etc. in the fish aquarium.
4. Culture of zooplankton (rotifers, cladocerans, copepods etc.) using organic manures for the feeding of
fish larvae.
5. Production of plants for the decoration of aquarium.
Unit III: Production of Marketable Ornamental Fishes 20 Hours

Culture of compatible fishes together and feeding them with live food and prepared diets. Keep them ready
for local market.
Exercises:
1. Maintenance of aquarium.
2. Feeding of ornamental fishes with various natural foods and prepared diets.
3. Evaluation of their growth rate and colour development.
4. Development of marketing strategy for the produced ornamental fishes in well decorated aquaria.
5. Visit to any Aquarium Facility.
and Wastewater. 23rd ed. Washington DC, USA: American Public Health Association, American
Water Works Association, Water Environment Federation.

Delhi, India.
143
• Swain, S. K., Sarangi, N. and Ayyapan, S. 2010. Ornamental Fish Farming. DIPAS, Indian Council of
Agricultural Research, New Delhi, India.

144
Bio-floc Technology
Course title Credits Credit distribution of the course Eligibility Pre-

& Code Lecture Tutorial Practical/ criteria requisite
Practice of the
course (if
any)
Bio-floc 2 0 0 2 Class XII NA
Technology
Learning Objectives
• To learn about the basics of Bio-floc technology and it’s important as a skill for self-sustainable
and self-employment
• To learn production of fish in the larger scale with minimum use of water source and land to help
in the total production of fish for human consumption in India.
• To learn about how to set-up the technology looking into the different conditions and availability
of space and training.
• To teach fundamental concept of running this system with the biological knowledge of bacteria
culture, water quality management
• To learn the types of fish species, types of feed and feeding, density of fish to be maintain in the
particular volume of water etc.
Learning Outcomes
• After studying this course, students will be able to gain insight into fish culture using minimum amount of
water, land, fish feed and with high biosecurity.
• After studying this course, students will be able to learn and explain about the bio-floc technology and they
can set up bio-floc tanks for themselves and for others in the form of industries and entrepreneurship as well
as for stat-up with the help of existing Government funding and self funding.
• After studying this course, students will be able to understand and implement bio-floc system and this can
be an alternative skill for earning, self-employment, job generation and contribute in large scale fish
production which are hygienic, organic and good protein source for human health.
SYLLABUS:
Practical
Unit-I 12 Hours
Introduction to basics of Bio-floc technology and its applications in aquaculture industry, Standard
operating procedure, Microbial Role in Bio-floc System, Design Set-up and installation of Bio-floc
system, Biosecurity , Advance over pond aquaculture, basic equipment’s and necessary items .
Exercises
1. Inoculation of bacteria and its role in Bio-floc technology.
2. Plankton and microbial analysis of bio-floc.
3. Set-up and Installation of Bio-floc system.
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Unit-II 12 Hours
Optimum water quality parameters and its management. Floc water preparation and floc volume
measurement. Monitoring and management of dissolved oxygen, pH, conductivity, temperature, salinity,
ammonia, nitrate, nitrite, TDS. Measurement of floc volume and its control. Role of bacteria in management
of water quality.
Exercises
1. Analysis of following water quality parameters in Bio-floc culture tanks using kits: temperature, pH,
conductivity , salinity, TDS, ammonia, nitrate, nitrite.
2. Water preparation for Bio-floc system.
3. Measurement of floc volume using imhoff cone.
Unit-III 12 Hours
Suitable species selection, Pre-stocking and post stocking management, Food and feeding management,
Production performance, Nursery rearing days, Survival (%), Average body weight at harvest, feed
conversion ratio.
Exercise
1. Identification of suitable fish, feeding habits, stocking capacity, growth rate and duration of culture.
2. The study of Feed Conversion Ratio (FCR) and Feed Conversion Efficiency (FCE).
Unit-IV 12 Hours
C: N ratio management , Nutritional requirements and protein levels in the food.
Source of carbon, calculation of carbon and nitrogen ratio, suitable C:N ration management in the initial
floc preparation and during culture days. Selection of species-specific food with optimum protein level,
food size, quantity of feed according to per cent body weight, feeding rate.
Exercise
1. Calculation of C: N ratio and its management from the TAN content in the floc water.
2. Mouth size and food size and growth study.
Unit-V 12 Hours
Disease management and prophylactic treatment, Economics values of fish and its marketing strategies.
Common disease in bio-floc, identification of disease its causes, species-specific disease, stress management
and treatment. Steps for prevention and protections of possible disease, possible control measures with setup
systems by controlling light, temperature etc. Sludge management. Economics values of fish and its
marketing strategies. Production capacity and requirements, start-up and entrepreneurship opportunities,
funding and grants for setting up from Government.
Exercise
1. Fungal, bacterial, parasitic and viral disease commonly found in bio-floc fish culture system.
2. Identification and economically important fish species for culture in bio-floc system like prawn, other
new economic species etc.
3. Write a Project for start-up or entrepreneurship and governmental grants.
4. Visit to hatcheries with super-intensive models.
• Avnimelech, Y. 2015. Bio-floc Technology- a Practical Guidebook. 3rd ed. World Aquaculture Society,
USA.
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Aquaculture Entrepreneurship

Aquaculture 2 0 0 2 Class XII NA
Entrepreneur
ship
Learning Objectives
• To give first-hand training on traditional and technology-based Aquaculture.
• To understand the importance of different types of ponds required for aquaculture.
• To understand the requirement of advanced technology for sustainable development of aquaculture in
India.
• To gain experience in the management of optimum water quality in the fish production systems.
• To enhance the quality of aquacrops and increase the production.
Learning Outcomes
• Identify the useful aquaculture systems for sustainable aquaculture development.
• Recognize the suitable and economically important aquacultural species.
• Understand the importance of aquaculture in nutrition security, poverty elevation and employment
generation.

● Fully equipped to start own entrepreneurships in fish farming.
SYLLABUS:
Practical
Unit I: Pond-based Traditional Aquaculture 20 Hours
Introduction to indigenous pond-based fish culture systems and identification of economically important
cultivable finfishes and shellfishes. The impact of aquatic organisms in the production of aquacrops.
Exercises:
1. Designing (layout) and drawing of a self-sustainable Aquaculture farm showing different ponds.
2. Selection and identification of cultivable finfishes and shellfishes (prawns, mussels, crabs).
3. Collection and identification of various freshwater aquatic plants. Understanding of the role of different
aquatic plants in aquaculture.
147
4. Identification of harmful aquatic insects and their remedial measures.
5. The study of diurnal fluctuations of major water quality parameters (viz., temperature, pH, dissolved
oxygen, ammonia etc.) in a pond.
Unit II: Recirculating Aquaculture System (RAS) 20 Hours

Application of advance technology like, Recirculating Aquaculture System (RAS) for the sustainable
development of Aquaculture in India.
Exercises:
1. Designing of a land-based Recirculating Aquaculture System (RAS).
2. Evaluation of various types of filters like, mechanical, chemical and biological filters in the maintenance
of water quality in the RAS.
3. The study of role of flow rate and duration of circulation in the maintenance of water quality in the RAS.
4. The monitoring of temperature, pH, dissolved oxygen, ammonia, nitrite, nitrate, phosphate etc. at
different hours of water circulation.
5. Culture of various fishes and prawns in the RAS.
6. Visit to a Recirculating Aquaculture System.
Unit III: Aquaponics System 20 Hours

Application of Aquaponics System to grow multiple crops simultaneously and thereby, increases the
production of aquacrops in per unit area in a sustainable manner. Thus, enhances the earning of Fish
farmers.
Exercises:
1. Designing of an Aquaponics System.
2. Evaluation of role of various types of edible (lettuce, tomato, water spinach etc.) and ornamental plants
in the maintenance of ammonia levels in the fish culture units.
4. Identification of microorganisms functioning in the Aquaponics System.
5. Culture of various fishes and prawns in the Aquaponics System.
6. The monitoring of temperature, pH, dissolved oxygen, ammonia, nitrite, nitrate, phosphate etc. in the
fish culture units.
7. Visit to an Aquaponics System.
and Wastewater. 23rd ed. Washington DC, USA: American Public Health Association, American
Water Works Association, Water Environment Federation.

148
Delhi, India.

149
Pearl Culture
Course title Credits Credit distribution of the course Eligibility Pre-

& Code Lecture Tutorial Practical/ criteria requisite
Practice of the
course (if
any)
Pearl Culture 2 0 0 2 XII NA
Learning Objectives
• To learn the basics of Pearl culture and it’s important as a skill for self-sustainable and self-employment.
• To impart a comprehensive knowledge regarding morphology, anatomy, physiology, food and feeding
behaviour, related diseases and its control measures of the mother Pearl Oyster.
• To gather a comprehensive knowledge of various types of implantations in Oyster and also the technique
of insertion of beads for the formation of Pearl.
• To gather experience of post-operative care.
• To learn the techniques of harvesting, processing, sorting and marketing of the Pearl produced.
The Learning Outcomes:

• Gain overall idea about Pearl oyster - its biology, morphology especially the histology of mantle, pearl
formation etc.
• Recognize the suitable species of oyster for pearl culture in India.
• Set up a pearl culture system in pond/ tanks.
• Start entrepreneurship on Pearl culture.
• Start-up with the help of existing Government funding.

● Employed in various pearl farming related businesses.
● Fully equipped to start own entrepreneurship in pearl farming.
● Completely aware about the requirements to start their own Pear processing industry.
SYLLABUS:
Practical
Unit-I 20 Hours
Introduction to pearl culture. Morphology and anatomy of pearl culture. Structure and histology of mantle.
Origin of pearls, mussels producing pearls. Identification of species capable of producing pearl.
Exercises:
1. Set-up and Installation of culture system (sac culture, raft culture) for sustainable production.
2. Identification of suitable species capable to produce pearl.
3. The study of morphology and growth rate of the pearl oyster.
4. Measurement of major water quality parameters.
5. Feeding of the pearly oyster.
150
Unit-II 20 Hours
Implantation of foreign particles for pearl formation and post operation care.
Exercise:
1. Preparation of the graft tissue for insertion.
2. Pearl oyster surgery and insertion technique of bead.
3. Post-operational care.
4. Culture of the pearl oyster using natural food .
5. Regular monitoring of the water quality parameters.
Unit-III 20 Hours
Harvesting of Pearl and its processing. Sorting of Pearl. Marketing and economics concerned.
Exercises:
1. Bleaching and collection of pearls.
2. Cleaning of pearls.
3. Sorting of pearls.
4. Marketing of pearl.
5. Visit to a pear production site.
• Srivastava, C.B.L. 2014. Fishery Science and Indian Fisheries.
• Far, A. E. 1986. Pearls. Butterworth Heinemann publications.
• Beveridge, M.C.M. 1987. Cage aquaculture. Fishing News.
• Bardach, J.E.W . 1972. Aquaculture farming and husbandry of freshwater and Sorting of Pearl.
Marketing and economics concerned with Pearl Culture. Generation marine organisms
• Dobilet, D. 199. Pearl Farming. Australia: Nat Geographic Mag publication.

151
Sericulture I: Mulberry Silkworm Rearing

Sericulture 2 0 0 2 Class XII NA
I:
Mulberry
Silkworm
Rearing
Learning Objectives
1. To make the students aware about the significance of sericulture as a profit-making enterprise.
2. To help the students to understand the biology of silkworms and its nutritional requirement to secrete
quality silk.
3. To give an understanding about the techniques of silkworm rearing, reeling of silk and various
measures to be taken to maximize the benefits.
4. To help the students to know about various uses of silk and develop entrepreneurial skills required
for self-employment in sericulture and silk production sector.
Learning Outcomes
Upon completion of the course, students should be able to:
1. Learn about the history of sericulture and silk route.
2. Recognize various species of silk moths in India, and exotic and indigenous races.
3. Be aware about the opportunities and employment in sericulture industry- in public, private and
government sector.
4. Gain thorough knowledge about the techniques involved in silkworm rearing and silk reeling.
5. Develop entrepreneurial skills necessary for self-employment in mulberry and seed production and
be apprised about practicing sericulture as a profit-making enterprise.
6. Enhance collaborative learning and communication skills through practical sessions, team work,
Skill Development and Job Opportunities

1. Sericulture is multi-disciplinary activity consists of mulberry leaf production, silkworm rearing
(cocoon production), silkworm egg production, silk reeling (yarn production), twisting, Warp and
weft making, printing and dyeing, weaving, finishing, garment designing, marketing etc.
2. The demand for silk is bound to increase in the coming years This course will therefore help in
generating employment, economic development and improvement in the quality of life of
unemployed youth.
3. This course will generate entrepreneurs in this field. Sericulture offers gainful employment not only
the rural masses but also for the educated youth in semi-urban and urban areas.
152
4. Effective utilization of waste generated in the industry will help in making the sericulture sector
more viable, stable and create more employment opportunities.
5. Sericulturists fall under the category of primary activities. They usually find employment in sectors
like government and research development centres.
SYLLABUS
Introduction to sericulture. Life cycle of silkworm and its characteristic features, Rearing of mulberry silk worm
(60 hours)
Practical
1. Study of models of rearing houses, appliances used in silkworm rearing
2. Preparation and application of disinfectants in rearing house and appliances
3. Technique for hot and cold acid treatment of silkworm eggs, its advantages and disadvantages
4. Rearing Techniques: Harvesting and preservation technique; leaf selecting for different instants;
mulberry leaf estimation; Identification of moulting larva, care during moulting, mounting and
mounting density, types of mountages; Harvesting of cocoons, assessment of cocoons.
5. Selection of moth, pairing and despairing, preparation of eggs (loose and sheet, surface sterilization
of eggs
6. Visit to seed cocoon markets, commercial grainage and cold storage centre to know activities of
cocoon markets, preparation of laying and cold storage of eggs.
7. Mulberry Crop Cultivation: Preparation of nursery beds, Different propagation methods – grafting
and layering, Planting System and Intercultural Operations: - pit and row system, mulching,
irrigation.
8. Visit to Sericulture research institute
Essential Readings
• Manual on Sericulture (1976); Food and Agriculture Organisation, Rome Ullal, S.R. and
Narasimhanna M.N. (1987) Handbook of Practical Sericulture; 3rd Edition, CSB, Bangalore
Suggested Readings
• Yonemura, M. and Rama Rao, N. (1951) A Handbook of Sericulture. I. Rearing of silk-worms.
Government Branch Press, Mysore.
• Ananthanarayanan, S. K. (2008) Silkworm Rearing. Daya Publishing House
Aruga, H. (1994). Principles of Sericulture. CRC Press
• Sathe, T. V. and Jadhav, A. (2002) Sericulture and Pest Management. Daya Publishing House Yup-
Lian, L. (1991) Silkworm Diseases. Food and Agricultural Organization.

153
Sericulture II: Eri Silkworm Rearing

II: Eri
Silkworm
Rearing
Learning Objectives
quality silk.
Learning Outcomes
government sector.

Sericulture mainly focuses on silkworms rearing with the main aim of silk production. There are several applications
of this:
unemployed youth. This course will generate entrepreneurs in this field.
2. . Sericulture by-products have remarkable application in the preparation of compost. Sericulture
waste upon enrichment can be converted to high value manures.
3. Silk consists of two types of proteins, silk fibroin and sericin.
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a. Sericin contributes about 20-30 per cent of total cocoon weight. It is characterized by its high
content of serine and 18 amino acids, including essential amino acids. Sericin has wide
applications in pharmaceuticals and cosmetics such as, wound healing, bioadhesive
moisturizing, antiwrinkle and antiaging properties.
b. Silk fibroin, has a variety of applications in pharmaceutical, food, and fodder industries. Silk
fibroin is used for bone formation, silk thread in surgery, and drug delivery system . Silk fibroin
has unique properties including good adherence with flexibility to wound bed, absorption of
exudates, biocompatibility, biodegradability, minimal inflammatory reaction and in skin grafting
due to its outstanding mechanical properties.
4. Mulberry, the sole food plant of silkworm has also the potential to be used in pharmaceutical
and food industry.
SYLLABUS
Introduction to non-mulberry sericulture (Eri, Tassar, Muga). Morphology of Eri silkworm, Propagation of
host plant. (60 hours)
Practical
1. Propagation of castor food plant
2. Study of models of rearing houses, appliances used in Eri silkworm rearing
3. Preparation and application of disinfectants in rearing house and appliances
4. Rearing techniques of Eri silkworm, Eri mother moth examination, mounting method and storage of cocoons.
5. Incubation of eri eggs and its egg hatching ratio
Essential Readings
Suggested Readings
• Hisao Aruga, Principles of Sericulture, Oxford & IBH Publications

• Eikichi Hiratsuka, Silkworm Breeding, Oxford & IBH Publications
• P.K. Pandey, S.K. Sharan, Silk Culture, APH Publishing Corp.
• Dr. P.K. Rajan, Silkworm Rearing Technology, Central Silk Board
• R.K. Goel, Laboratory Techniques in Sericulture, APH Publishing Corp.

155
Sericulture III: Silk Technology

III: Silk
Technology
Learning Objectives

quality silk.
Learning Outcomes
government sector.

Sericulture mainly focuses on silkworms rearing with the main aim of silk production. There are several applications
of this:
unemployed youth. This course will generate entrepreneurs in this field.
2. . Sericulture by-products have remarkable application in the preparation of compost. Sericulture
waste upon enrichment can be converted to high value manures.
3. Silk consists of two types of proteins, silk fibroin and sericin.
a. Sericin contributes about 20-30 per cent of total cocoon weight. It is characterized by its high
content of serine and 18 amino acids, including essential amino acids. Sericin has wide
156
applications in pharmaceuticals and cosmetics such as, wound healing, bioadhesive
moisturizing, antiwrinkle and antiaging properties.
b. Silk fibroin, has a variety of applications in pharmaceutical, food, and fodder industries. Silk
fibroin is used for bone formation, silk thread in surgery, and drug delivery system . Silk fibroin
has unique properties including good adherence with flexibility to wound bed, absorption of
exudates, biocompatibility, biodegradability, minimal inflammatory reaction and in skin grafting
due to its outstanding mechanical properties.
4. Mulberry, the sole food plant of silkworm has also the potential to be used in pharmaceutical
and food industry.
SYLLABUS
Introduction to Silk Technology (60 hours)
Practical
1. Introduction to different textile fibres.
2. Cocoon stifling- different methods and determination of degree of drying.
3. Determination of commercial characters of cocoon: average cocoon weight, shell weight, shell percentage,
average filament length, reelibility, raw silk recovery percentage, renditta and denier.
4. Identification of silk, cotton, wool and synthetic fibres by various tests.
5. Raw silk testing and grading by mechanical tests like winding test, seriplane test and cohesion test.
6. Study of silk manufacturing unit.
Essential Readings
Suggested Readings

• Hisao Aruga, Principles of Sericulture, Oxford & IBH Publications

• Eikichi Hiratsuka, Silkworm Breeding, Oxford & IBH Publications
• P.K. Pandey, S.K. Sharan, Silk Culture, APH Publishing Corp.
• Dr. P.K. Rajan, Silkworm Rearing Technology, Central Silk Board
• R.K. Goel, Laboratory Techniques in Sericulture, APH Publishing Corp.

157
Sericulture IV: Application of Sericulture in Therapeutic and Cosmetic
Industry
Course title & Credits Credit distribution of the Eligibility Pre-requisite

Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Sericulture IV: 2 0 0 2 Class XII NA
Application of
Sericulture in
Therapeutic and
Cosmetic
Industry
Learning Objectives
quality silk.
Learning Outcomes
government sector.

1. Sericulture is multi-disciplinary activity consists of mulberry leaf production, silkworm rearing
(cocoon production), silkworm egg production, silk reeling (yarn production), twisting, Warp and
weft making, printing and dyeing, weaving, finishing, garment designing, marketing etc.
158
unemployed youth.
3. This course will generate entrepreneurs in this field. Sericulture offers gainful employment not only
the rural masses but also for the educated youth in semi-urban and urban areas.
4. Effective utilization of waste generated in the industry will help in making the sericulture sector
more viable, stable and create more employment opportunities.
5. Sericulturists fall under the category of primary activities. They usually find employment in sectors
like government and research development centres.
SYLLABUS
Sericulture as a tool for rural development. Uses of different by-products of sericulture in pharmaceuticals
and Cosmetics (60 hours)
Practical
1. Identify and collection of different waste materials of mulberry, silkworm rearing and silk reeling
2. Prepare different useful products of mulberry leaf waste and sticks.
3. Silkworm sericin in- medical textiles, regenerative drugs, and tissue engineering, cosmeceuticals,
food additives, and manufacturing of valuable biomaterials.
4. Silkworm pupa in the field of therapeutics, cosmetics, animal feed, fertilizer, etc.
5. Sericulture wastes in sustainable applications for biofuels generation.
6. Entrepreneurial ideas to convert waste material of sericulture into raw material for other industries.
7. IT/ non IT based projects of sericulture.
Essential Readings
Suggested Readings

159
Chemistry Lab Operations and Safety Measures
Course Credits Credit distribution of the course Eligibilit y Pre-

title Lecture Tutorial Practical/ criteria requisite of
Practice the course
& (if any)
Code
Chemistry 2 0 0 2 Class XII with NIL
Lab Science
Operations
and Safety
Measures
Learning Objectives
 To cultivate efficient working skills among the students to work in a chemistry laboratory
 To create a trained workforce which can responsibly learn imbibe and explore verticals
on structured knowledge safely.
 To make students aware of different chemicals and their properties being used in the
chemistry laboratory.
Learning outcomes
After studying this course, the student will be:

 Able to design and implement safe working practices in chemistry laboratory.
 Able to safely handle different glass apparatus
 Able to handle the chemicals and equipment safely and properly.
 Able to design working protocols related to various methods and instruments in chemistry
laboratory.
SYLLABUS
Practicals/ Hands-on Training: 60 hours

Part A: Safety Measures
1) Design an illustrative chart exhibiting creativity at transaction of Do’s and Don’ts
instructions for working in a chemistry laboratory.
2) i. Carry out Classification and labeling of the given set of chemicals based upon Globally
Harmonized System.
ii. Carry out detailed survey of the Chemical Abstract Service (CAS) Registry Number and
identify the given set of CAS RN and explain the different sections of CAS RN.
3) Carry out preparation of the indicative MSDS (Material Safety Data Sheet) of given set of
chemicals as per Standard MSDS format.
4) Design an illustrative chart exhibiting creativity at transaction of Common Safety Symbols
along with its description. Associate appropriate safety symbol with each of the given set
of chemicals.
160
5) Draw and elucidate the National Fire Protection Association Hazard Labels.
6) i. Identify and enlist the Incompatible Chemicals from a given set of chemicals available in
the laboratory.
ii. Carry out investigations on Labeling and storage of Chemical in laboratory.
7) i. On the basis of MSDS analysis, identify the required storage conditions for the given set
of chemicals.
ii. Describe procedure for the storage, maintenance and handling of compressed gas
cylinders.
iii. Explore guidelines for the Storage of shelf chemicals and reagents.
8) i. Carry out a brief review of common pathways by which working Chemicals can enter the
Body.
ii. Carry out a detailed study of the Limits of Exposure of given Chemicals.
9) i. Classify the Hazard based on storage, handling, and disposal of chemicals.

ii. Identification and describe handling protocols for Substances with Greater Hazardous
Nature.
10) Carry out detailed investigations on procedural protocols for safe Disposal of Chemicals.
11) i. Carry out study on recommended Safety and Emergency Equipment essential for the safe
practices in a Chemistry Laboratory.
ii. Study the guidelines in the Event of a Chemical Accident or Spill.
12) i. Write detailed description on Fire Safety in the laboratory.

ii. Carry out investigations of the data regarding Institute Safety Policies: Safety Audits /
Inspections.
Part B: Chemistry Lab Standard Operations
1) Carry out exploration on Holding, Handling and use of Common Laboratory Apparatus as
per given list of laboratory apparatus (Appendix A).
2) Carry out investigations of various types of apparatus in labs based on material they are
made of such as Pyrex Glass (borosilicate Glass) Apparatus, Fused Silica Apparatus:
Corning Vycor Glass, Porcelain apparatus, Plastic Apparatus, Metal Apparatus.
3) Understanding the protocol of Cleaning and drying and polishing of Glassware apparatus.
4) Carry out detailed investigations on Identification, diagrammatic representation, set up of
Apparatus assemblies and details exploration on operational procedural protocols for
glassware apparatus with Interchangeable ground glass joints: Typical Assemblies.
5) i. Carry out calibration of Volumetric/ Graduated Glassware Apparatus along with
description on Temperature Standards.
ii. Carry out Calibration of thermometers.
6) i. Carry out exploration and investigations of working protocol for various heating
equipment in laboratory: Burners, Hot Plates, Electrical Heating Mantles, Electric Oven,
161
I'
Microwave Oven, Muffle Furnace, Infrared lamps, Crucible and Beaker Tongs and
Emersion heaters.
ii. Carry out exploration and investigations of working protocol for various Stirring
apparatus in laboratory: Stirring rods; Policeman, Boiling rods, Use of Mechanical
agitation-Magnetic Stirrer and Mechanical Shaker.
iii. Carefully analyze the Glass, Cork and Rubber Stoppers and investigate their preparation
and appropriate applications.
7) i. Carry out detailed investigations of Heating and Cooling Bath, and determine their
working ranges and working protocols.
ii. Explore and differentiate between different forms of water for Laboratory Use: Distilled
(Grade I to III), De-ionized and tap water, and carry out conductance measurement /other
analytical investigations for the differentiation purpose.
8) i. Differentiate among Various types of Filter Paper and explore their applications.
ii. Preparation of a fluted filter paper and its advantages.
iii. Classification of reagents as AR/ GR grade.
9) i. Care and Use of Analytical Balance: Mass and Weight, Two-Pan Balance and Electronic
Balance.
ii. Carry out Calibration of weighing balances and accuracy in measurement.
10) Introduction to Chromatographic adsorption: Paper and Thin Layer Chromatography.

Preparation of Thin Layer Chromatography (TLC) Plates.
11) i. Use of melting point apparatus. Experimental determination of the melting point using
various methods.
ii. Experimental determination of the boiling point using various methods.
12) To Purify given organic solvents.

13) i. Hand on training for working with typical assemblies of apparatus for distillation and
refluxing.
ii. Assessment of Fire hazards attending the distillation of inflammable solvents.
14) i. Purification of given solid organic compounds by crystallisation method.

ii. Recrystallization of given non-volatile organic solids and outline the Difficulties
encountered in recrystallization process.
15) Removal of traces of colouring matter and use of decolourising carbon.

16) i. Carry out exploration and investigations of working and working protocol for Filtration
Apparatus: Filtration with suction.
ii. Explore and imbibe knowledge about types of Vacuum Pump; Water and Oil Pump and
their applications.
17) Investigate Conventions for Drying of the recrystallized material.

18) i. Introduction to Gas absorption traps and their importance.
ii. Recrystallization in an atmosphere of inert gas.
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19) i. Performing Evaporation of the solvent in the laboratory.
ii. Preparation of anhydrous liquids or solutions of organic compounds in organic
solvents.
20) i. Various procedures for the precipitation and washing of the precipitates.
ii. Application of various methods and instruments for drying of solid organic compounds.
21) i. Incineration of Filter paper with precipitate.

ii. Differentiate between various types of centrifugation methods, principle, uses and
application of centrifugation method.
iii. Calculation of yields for different chemical processes.
22) In-depth Understanding and Preparation of Chemical Laboratory Reagents.

23) Explore methodologies of Preparation and Storage of Standard Solutions.
Important Instruction Note on working approach:

A minimum of 5 exercises from Part A and 10 exercises from Part B is required to be
discussed/performed/investigate. Moreover, exercises related to MSDS, CASRN safety
symbols identification is required to be performed mandatorily.
Mandatory exercises:
Part A Exercise No.: 2, 3, 4, 5 and 9
Part B Exercise No.: 1 to 10.
The exercises mentioned above will be performed by the student strictly in accordance with the
instructions received and only under the supervision of the teacher concerned.
Essential Readings:
1. Skoog D.A., West D.M., Holler F.J., Stanley R.C., Fundamentals of analyticalchemistry, 9th
Edition, Cengage Learning.
2. Mendham, J.; Denney, R.C.; Barnes, J.D.; Thomas, M.J.K. (2007), Vogel’s Quantitative
Chemical Analysis, 6th Edition, Prentice Hall.
3. Furniss, B. S; Hannaford, A. J.; Smith, Peter W. G.; Tatchell, A. R; Vogel’s Text Book of
Practical Organic Chemistry, 5th Edition, Longman Scientific and Technical, Longman Group
Ltd.
4. Garland, C. W.; Nibler, J. W.; Shoemaker, D. P. (2003), Experiments in PhysicalChemistry,
8th Edition, McGraw-Hill, New York.
5. https://iupac.org/
6. https://edu.rsc.org/resources/practical/experiments

163
Basic Analytical Techniques
COURSE
Course Credits Credit distribution of the course Eligibilit y Pre-requisite

title Lecture Tutorial Practica criteria of the course
l/ (if any)
&
Practice
Code
Basic 2 0 0 2 Class XII NIL
Analytical with Science
Techniques
Learning Objectives
 To make students aware of the importance and the concepts of chemical analysis of
water and soil samples collected from different sources
 To make them learn few techniques like chromatography, analytical techniques and
instrumentation techniques, for example: spectrophotometry and flame photometry.
Learning Outcomes
After studying this course, the student will able to:

 Handle analytical data
 Determine the pH and conductance of soil samples, which can be useful in agriculture
sector
 Do quantitative analysis of metal ions in water samples
 Separate ions using chromatographic techniques
 Estimate macronutrients using Flame photometry.
SYLLABUS
Practical: 60 hours
1. Determination of pH of soil samples collected from college nursery, sports ground and the
soil collected from Yamuna River Bank.
2. Determination of conductance of soil samples collected from college nursery and sports
ground.
3. Determination of pH of different types of aerated drinks and fruit juices.
4. Estimation of Calcium and Magnesium ions as Calcium carbonate (total hardness) by
complexometric titration.
5. Determination of pH, acidity, and alkalinity of water samples collected from different water
body/supply sources like Yamuna water, MCD supply water, Groundwater, water samples
collected from water sewage treatment plants (Delhi /NCR).
6. Determination of dissolved oxygen (DO) of a water sample collected from different sources
(at least two sources).
7. Determination of BOD of water sample collected from different water sources.
164
8. Paper chromatographic separation (ascending and circular both) of the mixture of metal
ion (Ni2+ and Co2+) and (Cu 2+ and Cd2+).
9. To study the use of phenolphthalein in trap cases.
10. Estimation of macro-nutrients: Potassium, calcium and magnesium in soil samples by flame
photometry.
11. Spectrophotometric determination of Iron in vitamin / dietary tablets / different solutions
of iron.
12. Spectrophotometric identification and determination of caffeine and benzoic acid in soft
drink.
13. Spectrophotometric determination of cadmium and chromium in the given water sample.
14. Determination of ion exchange capacity of anion / cation exchange resin (using batch
procedure if use of column is not feasible).
15. Visit STP plants and different chemical industries.
Essential Readings:
 Svehla, G. (1996), Vogel’s Qualitative Inorganic Analysis, Prentice Hall.
 Mendham, J.; Denney, R.C.; Barnes, J.D.; Thomas, M.J.K. (2007), Vogel’s Quantitative
Chemical Analysis, 6th Edition, Prentice Hall.
 De, A. K. (2021), Environmental Chemistry, 10th edition. New Age International Pvt.
Ltd.

165
Lab Testing and Quality Assurance

Lab Testing 2 1 0 1 Class XII NIL
and Quality with Science
Assurance
The objective of this course is:
 To introduce the concept of quality check and quality control in chemical industries.
Learning Outcomes:
 Describe role of quality control chemist
 Discuss and demonstrate analytical and separation techniques
 Carry out sample preparation
 Illustrate fundamentals of quality check
 Describe and use safety procedures
SYLLABUS
Unit 1: Introduction 2 hours

Industry and sub-sectors, standards for manufacturing in life-sciences, drug regulatory agencies,
role of quality control chemist, quality management systems
Unit 2: Modern Analytical methods and separation techniques 5 hours

Gravimetric methods, volumetric methods, electroanalytical methods, spectroscopic
methods,chromatographic techniques
Unit 3: Sample preparation 2 hours
Basics of sample preparation, preservation and storage, standards and guidelines for sample
handling, good storage practices
166
Unit 4: Quality check 6 hours
Overview, productivity concept, statistical analysis of laboratory data, measurements, calibrations,
validation, reference standards and materials, requirements of a calibration lab, fundamentals of advanced
QC approaches, Trouble shooting in QC, documentation, audit/ process related query, Quality certifications,
Government regulations in industries like pharmaceuticals, food supplements, cosmetics.
Practicals/Hands-on-Training 30 hours
1. Calibration of glassware
2. Weighing of samples, accuracy of measurements
3. Preparation of TLC plates and separation of amino acids
4. Working protocols of various laboratory instruments-oven, pH-meter, conductivity meter,
water baths, muffle furnace, spectrophotometer.
5. Calibration of instruments like colourimeter, pH-meter, conductivity meter,
spectrophotometer using reference standards or reference materials.
Suggested exercise: Visit some industries to study the validation of simple procedures.
Essential readings:
 Skoog D.A., West D.M., Holler, F.J., Crouch S.R., Fundamentals of Analytical
Chemistry, 9th Edition, Cengage learning.
 Quality control chemist participant manual prepared by LSSSDC in collaboration
with NSDC India.
 iso.org

167
Essential Food Nutrients
COURSE

title Lecture Tutorial Practical criteria of the course
/Practice (if any)
&
Code
Essential 2 1 0 1 Class XII NIL
Food with Science
Nutrients
Learning Objectives
 To develop a basic understanding of the components of food, their source, properties
and interactions as well as changes that occur during processing, storage, and
utilization
Learning Outcomes
After studying this course, the student will be able to:
● Account for chemistry of foods: composition of food, role of each component
● Recognize some of the reactions and changes in individual food components which occur
during processing, handling and storage
SYLLABUS
Theory:
Unit 1: Carbohydrates 3 hours
Introduction, sources, functions, deficiencies, Structures of monosaccharides and disaccharides:
glucose, fructose, galactose; lactose, maltose, sucrose, maltitol, concept of reducing and non-
reducing sugars; role of carbohydrates as sweeteners in food; lactose intolerance, galactosemia,
dental plaque, overview of carbohydrate metabolism.
Unit 2: Lipids 5 hours

Introduction, sources, functions, deficiencies, classification (fatty acids, phospholipids, fats & oils,
waxes), common fatty acids present in oils and fats, Omega- 3,6,9 fatty acids, trans fats, chemical
properties: iodine value, saponification value, effect of frying on fats, changes in fats and oils-
rancidity, lipolysis, flavor reversion, auto-oxidation and its prevention.
Unit 3: Proteins 5 hours

Introduction, sources, functions, deficiencies, protein structure (primary, secondary and tertiary),
physico-chemical & functional properties of proteins, food proteins: animal and plant proteins.
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Unit 4: Vitamins & Minerals 2 hours
Vitamins: Introduction, classification: fat-soluble vitamins & water-soluble vitamins.
Minerals: Introduction, classification: macrominerals (Ca, P, Mg) &microminerals (Se, Fe, I, Co,
Zn, Cu, Se, Cr). Role of vitamins and minerals in food chemistry.
Practicals/Hands-on Training 30 hours
1. Determination of moisture in food products by hot air oven-drying method.

2. Colorimetric determination of iron in vitamin/dietary tablets.
3. Estimation of Vitamin C in a given solution/lemon juice/chillies by 2, 6 Dichlorophenol
indophenol method.
4. Estimation of total soluble sugar content by ferricyanide method (volumetric analysis).
5. Determination of saponification value of the given fat/oil.
6. Determination of iodine value of the given fat/oil.
7. Qualitative tests for proteins and carbohydrates.
8. Qualitative Estimation of cholesterol by Liebermann Burchard method.
Essential Readings:
Theory:
 deMan, J.M., Finley, J.W., Hurst, W.J., Lee, C.Y. (2018), Principles of Food Chemistry, 4th
Edition, Springer.
 Msagati, T.A.M. (2013), Chemistry of Food Additives and Preservatives, Wiley-Blackwell.
 Fennema, O.R. (2017), Food Chemistry, 5th Edition, CRC Press.
 Attokaran, M. (2017), Natural Food Flavors and Colorants, 2nd Ed., Wiley-Blackwell.
 Potter, N.N., Hotchkiss, J.H, (1995) Food Science, 5th Ed., Chapman & Hall.
 Brannen, D., Davidsin, P.M., Salminen, T. Thorngate III, J.H. (2002), Food Additives, 2nd
Edition, CRC Press.
 Coultate, T. (2016), Food: The Chemistry of its Components, 6thEdn., Royal Society of
Chemistry.
 Belitz, H. D.; Grosch, W. (2009), Food Chemistry, Springer.
 Course: FOOD CHEMISTRY (iasri.res.in)
Practicals:
 Ranganna, S. (2017). Handbook of analysis and quality control for fruits andvegetable
products, 2ndEdn., McGraw Hill Education
 Sawhney, S.K., Singh, R. (2001), Introductory Practical Biochemistry, NarosaPublishing
House

169
Chemistry of Food Flavors and Colourants

/Practice (if any)
&
Code
Chemistry of 2 1 0 1 Class XII NIL
Food Flavors with Science
and
Colourants
The learning objectives of this course are as follows:
 To provide introduction to quality attributes of food such as appearance and flavour.
 To impart an understanding of the chemistry of the flavour as well as colour constituents
of foods.
Learning Outcomes:

 Describe mechanisms of flavor perception
 Demonstrate various mechanisms of flavor formation
 Discuss the chemical dimension of flavour.
 Recognize off-flavor defects in foods and strategies to control it.
SYLLABUS
Unit 1: Flavors 9 hours

Introduction and importance of flavors in food.
Taste & Odour: Structure and physiology of taste organs- tongue, papillae, taste buds, salivary
glands, Mechanism of taste and odour perception
Basic Types of taste : Salty, Sweet, Bitter, Sour, Umami taste, Chemical dimensions of basic tastes
(sweet, salt, sour, bitter and umami), odour and other sensations (like astringency, coolness,
pungency/pungency), Non-nutritive and nutritive sweeteners ( including structures of aspartame,
saccharin, sucralose, Stevioside), Molecular Theory of Sweetness, Taste Inhibition and
enhancement, Chemical dimension of Flavors (peppers, peppermint, coriander, cinnamon, onion),
Chemistry of food flavorings: Maillard browning, enzymic browning reactions, caramelisation
browning, Off-Flavour in Food (Rancidity in Fats/Oils, Non Enzymic Browning), Control of
enzymic browning (acidulants, chelating agents, heat treatment etc)
170
Unit 2: Food Colours 6 hours
Introduction, importance, classification: Natural food colourants (Anthocyanins, Carotenoids,

Chlorophyll), Examples of Pigments in common food (turmeric, tomato, carrot, orange); Nature-
identical colourants (β-Carotene, Canthaxanthin and Riboflavin); Artificial/synthetic colourants:
Azo dyes (e.g. amaranth dye, tatrazine, citrous red); Quinoline (e.g. quinoline yellow); Phthalein
(e.g. erythrosine); Triarylmethanes and indigoid (e.g. indigo carmine), FD&C Dyes and Lakes.
Practicals/Hands-on-Training 30 hours
1. Determination of the taste threshold for the different sensations – sweet, salty, sour.
2. Extraction of limonene from orange peels using supercritical carbon dioxide.
3. Quantitative determination of food dyes in powdered drink mixes by spectrophotometric
method.
4. Extraction and separation of pigments present in spinach by Thin Layer Chromatography
(TLC).
5. Experiment to demonstrate the enzymic browning and its prevention.
6. Determination of rancidity of edible oils by Kriess Test.
7. Estimation of carotenoids in sample by colorimetric method.
Essential readings:
Theory:
 DeMan, J.M., Finley, J.W., Hurst, W.J., Lee, C.Y. (2018), Principles of Food Chemistry, 4th
Edition, Springer.
 Msagati, T.A.M. (2013), Chemistry of Food Additives and Preservatives, Wiley-
Blackwell.
 Fennema, O.R. (2017), Food Chemistry, 5th Edition, CRC Press.
 Attokaran, M. (2017), Natural Food Flavors and Colorants, 2nd Ed., Wiley-Blackwell.
 Potter, N.N., Hotchkiss, J.H, (1995) Food Science, 5th Ed., Chapman & Hall.
 Brannen, D., Davidsin, P.M., Salminen, T. Thorngate III, J.H. (2002), Food Additives,
2nd Edition, CRC Press.
 Coultate, T. (2016), Food: The Chemistry of its Components, 6th Edn., Royal Society of
Chemistry.
 Belitz, H. D.; Grosch, W. (2009), Food Chemistry, Springer.
 Course: FOOD CHEMISTRY (iasri.res.in)
Practicals:
 Ranganna, S. (2017). Handbook of analysis and quality control for fruits and
vegetable products, 2nd Edn., McGraw Hill Education
 Sawhney, S.K., Singh, R. (2001), Introductory Practical Biochemistry, Narosa
Publishing House
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Chemistry of Cosmetics and Hygiene Products
COURSE

/Practice (if any)
&
Code
Chemistry of 2 0 0 2 Class XII NIL
Cosmetics with Science
and Hygiene
Products
Learning Objectives
 To introduce the concept of cosmetics in terms of chemistry and their formulation.

 To make students understand the role of each ingredients in the preparation of the
cosmetic products.
 To give an idea about the role of herbal ingredients in the making of any cosmetic
product.
Learning Outcomes
After studying this course, the student will:
● Be familiar with the basic principles of various cosmetic formulations

● Be aware of different ingredients and their roles in cosmetic products.
● Appreciate the role of herbal ingredients in various cosmetic products
● Use safe, economic and body-friendly cosmetics
● Prepare new innovative formulations to achieve the aimed efficacies and effects
SYLLABUS
Practicals/Hands-on-training 60 hours
1. Definition, History and Classification of cosmetic & cosmeceutical products.
Skin Care Products: Basic structure and function of skin. Principles of formulation of skin care
products. Role of herbs in Skin Care: Aloe and turmeric. General Ingredients and preparation of
(a) Preparation of Talcum powder (chemical based and herbal)
(b) Face cream/ vanishing cream/ cold cream/ suntan cream/lather shaving cream (any two)
(c) Body lotion
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2. Hair Care Products: Basic structure of hair and classification of hair. Principles of formulation
of Hair care products. Types of shampoo and conditioners. Role of herbs in Hair care: Henna and
amla. Role of primary and secondary surfactants in shampoo. General Ingredients and preparation
of
(a) Shampoo (chemical based and herbal)
(b) Conditioners
3. Hand Care and hygiene Products: Principles of formulation of hand sanitizers and hand wash.
General Ingredients and preparation of:
(a) Hand wash
(b) Hand sanitizer
4. Nail preparation: Structure of nail, Nail lacquers, Nail polish remover. General Ingredients and
preparation of:
(a) Nail polish and nail polish remover
5. Personal hygiene products: Total fatty matter, alkali content and pH of soaps. Bathing soap
and toilet soap. Antiperspirants and deodorants. General Ingredients and preparation of
(a) Soaps
(b) Cream Soaps
6. Oral hygiene products: Common problem associated with teeth and gums.Role of herbs in
oral care: Neem and clove. Principles of formulation of Oral hygiene products. Flavours and
essential oils. General Ingredients and preparation of
(b) Tooth powder (chemical based and herbal)
(c) Tooth paste
Essential Readings
 Barel, A.O.; Paye, M.; Maibach, H.I. (2014), Handbook of Cosmetic Science and
Technology, CRC Press.
 Garud, A.; Sharma, P.K.; Garud, N. (2012), Text Book of Cosmetics, Pragati Prakashan.
 Gupta, P.K.; Gupta, S.K. (2011), Pharmaceutics and Cosmetics, Pragati Prakashan
 Butler, H. (2000), Poucher's Perfumes, Cosmetic and Soap, Springer
 Flick, E.W. (1990), Cosmetic and toiletry formulations, Noyes Publications / William
Andrew Publishing.
 Natural Ingredients for Cosmetics; EU Survey 2005
 Formulation Guide for cosmetics; The Nisshin OilliO Group, Ltd.
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 Functional Ingredients & Formulated Products for Cosmetics & Pharmaceuticals; NOF
Corporation

174
Green Methods in Chemistry

/Practice (if any)
&
Code
Green 2 0 0 2 Class XII NIL
Methods in with Science
Chemistry
 To create awareness about the chemistry that is good for human health and the environment.
 To provide thorough knowledge of the green chemistry principles, and new remediation
technologies for the cleaning up of hazardous substances.
 To develop basic skills to be able to design, develop and run chemical processes in a
sustainable way.
Learning Outcomes:
● Design and develop materials/ processes that reduce the use and generation of hazardous
substances in industry.
● Describe how injudicious use of chemicals can have an adverse/potentially damaging
effect on humans and the environment.
● Propose ideas for innovative approaches to environmental and societal challenges.
● Critically analyse the existing traditional chemical pathways/processes and creatively think
about bringing environmentally benign reformations in these protocols.
● Convert biomass into valuable chemicals through green technologies.
SYLLABUS
Practicals/Hands-on Training 60 hours
1. Definition and Importance of green chemistry. Introduction to the prevention of waste/ by

products and waste/ pollution prevention hierarchy. Provide the scheme for the traditional as well
as green method for the synthesis of ibuprofen and ask students to compare the amount and hazards
of waste generated in both the processes.
2. Principle and calculation of atom economy. Use of molecular model kit to stimulate the reaction
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to investigate how the atom economy can illustrate Green Chemistry.
Preparation of propene by two methods can be studied
(I) Hoffman elimination
(II) Dehydration of propanol
The other types of reactions, like addition, elimination, substitution and rearrangement should also
be studied for the calculation of atom economy
3. Prevention/ minimization of hazardous/ toxic products reducing toxicity. Risk = (function)

hazard x exposure.
(a) Nitration of salicylic acid using green method Ca(NO3)2
(b) Preparation and characterization of nanoparticles of gold using tea leaves/silver nanoparticles
using plant extracts.
(c) Preparation of dibenzalacetone by cross aldol condensation reaction using base catalysed green
method
(d) Acetylation of primary aromatic amine using the green method.
4. Use of Green solvents and comparison of greenness of solvents:
(a) Explain about supercritical fluids with special reference to carbon dioxide. Extraction of D-
limonene from orange peel using liquid CO2 prepared from dry ice
(b) Introduction to water as a solvent for chemical reactions. preparation of Manganese (III)
acetylacetonate using green method
(c) Advantages and application of solventless processes in organic reactions.
(i) Benzil- Benzilic acid rearrangement in solid State under solvent-free Condition.
(ii) Mechanochemical solvent free, solid–solid synthesis of azomethine using p- toluidine

and o-vanillin/p-vanillin
5. Energy requirements for reactions – alternative sources of energy: use of microwaves and
photochemical energy.
(a) Photoreduction of benzophenone to benzopinacol in the presence of sunlight.
(b) Microwave assisted ammonium formate-mediated Knoevenagel reaction: p-

anisaldehyde, ethyl cyanoacetate, ammonium formate.
6. Selection of renewable starting material rather than depleting, Illustrate with few examples such
as biodiesel and polymers from renewable resources (such as green plastic). Preparation of
biodiesel from waste cooking oil and characterization.
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7. Importance of using catalytic reagents in preference to stoichiometric reagents; catalysis and
green chemistry, comparison of heterogeneous and homogeneous catalysis, biocatalysis,
asymmetric catalysis and photocatalysis.
(a) Benzoin condensation using Thiamine Hydrochloride as a catalyst instead of cyanide
(b) Rearrangement of diazoamino benzene to p-aminoazo benzene using K10 montmorillonite clay
8. Students should be asked to prepare a presentation/project based on any of the following topics:
● Bhopal Gas Tragedy and safer route to carbaryl synthesis

● Flixiborough accident and safer route to cyclohexanol
● Use of Surfactants for SC-CO2 for precision cleaning and dry cleaning of garments
replacing PERC.
● A brief study of Green Chemistry Challenge Awards (Introduction, award categories and
study about five last recent awards
● Healthier Fats and oils by Green Chemistry: Enzymatic Interesterification for production
of No Trans-Fats and Oils.
● Synthesis of anti-tuberculosis drug Paramycin from waste water stream
● Syntheses of vitamin D3 using photochemical energy
● Greener Manufacturing of Sitagliptin Enabled by an Evolved Transaminase
● Microwave assisted solvent free synthesis of aspirin
● Synthesis of 6-Aminopenicillanic Acid (6-APA) from penicillin G using biocatalyst.
Essential Readings:
Theory:
 Anastas, P.T., Warner, J.C. (2014), Green Chemistry, Theory and Practice, Oxford University
Press.
 Lancaster, M. (2016), Green Chemistry: An Introductory Text, 3rd Ed., RSC Publishing.
 Cann, M.C., Connely, M. E. (2000), Real-World cases in Green Chemistry, American Chemical
Society, Washington.
 Matlack, A.S. (2010), Introduction to Green Chemistry, 2nd Ed., CRC Press.
 Alhuwalia, V.K.; Kidwai, M.R. (2012), New Trends in Green chemistry, Kluwer Academic
Publishers, Springer.
 Sidhwani, I.T; Sharma, R.K. (2020), An Introductory Text on Green Chemistry, Wiley India Pvt
Ltd.
 Etzkorn, F. A . (2019), Green Chemistry: Principles and Case Studies, Royal Society of
Chemistry.
Practicals:
 Kirchoff, M., Ryan, M.A. (2002), Greener approaches to undergraduate chemistry
experiment, American Chemical Society, Washington DC.
 Sharma, R.K., Sidhwani, I.T., Chaudhari, M.K. (2013), Green Chemistry Experiments:
A monograph, I.K. International Publishing House Pvt Ltd. New Delhi.
 Pavia, D.L., Lamponam, G.H., Kriz, G.S.W. (2006), Introduction to organic Laboratory
Technique- A Microscale approach, 4th Edition, Brooks-Cole Laboratory Series for
Organic chemistry.
 Sidhwani, I.T. ; Saini, G.; Chowdhury, S. Wealth from Waste: A green method to
produce biodiesel from waste cooking oil and generation of useful products from
177
waste further generated. University of Delhi, Journal of Undergraduate Research and
Innovation, Volume 1, Issue 1, February 2015, ISSN: 2395-2334.
 Sharma, R. K., Gulati, S., Mehta, S. (2012), Preparation of Gold Nanoparticles Using
Tea: A Green Chemistry Experiment, Journal of Chemical Education, 89 (10), 1316-
1318.

178
Forensic Chemistry
COURSE

/Practice (ifany)
&
Code
Forensic 2 1 0 1 Class XII NIL
Chemistry with Science
Learning Objectives
 To introduce students to this fascinating branch of science and familiarize them with
important concepts like fingerprints, explosives/arson, drugs and their detection.
Learning outcomes

 Describe latent fingerprints, various methods of detection of latent fingerprints, explosive
analysis in forensic science, collection and preservation of evidence from crime scene etc
SYLLABUS
Theory:
Unit 1: History of Development of Forensic Science in India 2 hours

Definitions, Scope and Need of forensic science, Ethics in forensic science, History of forensic
science, Basic principles of forensic science, Organizational structure of forensic science
laboratories, Different branches in forensic science
Unit 2: Fingerprints 5 hours

Definition, History of fingerprint identification, Fingerprint as forensic evidence, Visible Finger
marks, Latent Finger marks, ten-digit classification, Methods of Development of latent fingerprints
using conventional methods–Powdering (Black and grey, fluorescent and magnetic), Methods of
development of latent fingerprint using chemical method (iodine fuming, silver nitrate, Ninhydrin,
Vacuum metal deposition), Automated Fingerprint identification system (AFIS), Poroscopy and
Edgescopy
Unit 3: Forensic Chemistry 8 hours

Scope & significance of Forensic Chemistry, Types of cases/exhibits received for analysis. Trap
Cases: Collection, and Preliminary analysis of evidence in trap cases.
Alcoholic Beverages: Types of alcohols, country made liquor, illicit liquor, denatured spirits,
Indian made foreign alcoholic and non-alcoholic beverages.
Dyes: Scope & Significance of dyes in crime investigation, analysis of ink by TLC and UV visible
spectrophotometry. Petroleum products and their adulterations: Chemical composition of various
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fractions of Petroleum Products, Analysis of petrol, kerosene, diesel.
Fire/Arson and Explosives Fire: Introduction to Fire & Arson, origin of fire,
Chemistry of Fire, Fire tetrahedron,Firefighting operations, preservation of fire
scene, collection of evidences, Seat offire, cause of fire, motives, Analysis of fire
debris, Case studies related to fire and Arson. Explosive and Explosion: Scope &
significance of explosive analysis in forensic science, Types of explosives,
deflagration and detonation, explosive trains, collection, preservation and
forwarding of exhibits, preliminary analysis of explosives. Dos and Don’ts. Case
studies related to explosives.
Drugs of abuse: Classification, including designer drugs. Ill effects of drugs of
abuse, Preliminaryand conformatory tests.
Practicals/Hands-onTraining 30hours
1. Development of fingerprint through conventional powder method.

2. Development of fingerprint through chemical methods.
3. To check the alcohol presence in different liquor.
4. Phenolphthalein test for trap cases.
5. Identification of Handwriting Individual Characteristics.
6. Study of Disguise in handwriting.
7. TLC of amino acids
 Saferstein, R. (1990) Criminalistics, Prentice Hall, New York.

 Basic Principles of Forensic Chemistry by JaVed I. Khan • Thomas J. Kennedy
Donnell
R. Christian, Jr.
 Fundamentals of FINGERPRINT ANALYSIS Hillary Moses Daluz
 Clarke’s Analysis of Drugs and Poisons 3rd Ed.

Evaluation scheme and mode will be as per the guidelines notified by the University of
Delhi.
180
ENVIRONMENTAL IMPACT AND RISK ASSESSMENT
Course title & Code Credits Credit distribution of the course Eligibility Pre-
criteria requisite of
the course
Lecture Tutorial Practical/
Practice
ENVIRONMENTAL 02 0 0 02 Class XII NA
IMPACT AND RISK with
ASSESSMENT Science
Learning Objectives
• To gain insights into the concepts of environmental impact assessment (EIA) and its
relevance for sustainable development
• To acquire knowledge of the socio-ecological and economic perspectives of any
developmental project.
• To evaluate methodologies to conduct and analyze EIA acceptable per prevalent regulations
Learning outcomes
The Learning Outcomes of this course are as follows.

After studying the course, the students will be able to:
 Conduct EIA of any developmental project and analyze its environmental and other implications
 Serve as consultant to different agencies working on EIA and a developmental plan
 Evolve strategies to ensure development and conservation hand-in-hand
 Formulate sustainable development strategies for any development plan varying in scale
 Identify and classify different development projects based on their sales and impacts on the
environment
SYLLABUS
Practical (02 Credits: 60 hours)
1. Based on the given project details, classify them as Category A and Category B1 and B2 projects.
2. Prepare the scope of any recent developmental project of Category A which received
Environmental Clearance.
3. To prepare a questionnaire and compilation of primary data to study the scope of the project
based on public participation.
4. Identify the impacts due to a Mining Project using the checklist method.
5. Based on the impacts identified in Activity 4, formulate mitigating measures for the project.
6. Determine the impacts due to a large-scale hydropower project in a given state using the matrix
method and geo-spatial data,
7. Prepare an environmental management plan for a mining project.
8. To conduct a public hearing for any project and prepare a draft for the process.
9. Prepare a brief life cycle assessment of a smartphone.
10. Prepare a brief EIA report of a River Valley Project.
Teaching learning interface for practical skills
To impart training on technical and analytical skills related to the course objectives, a wide range of
learning methods will be used, including (a) laboratory practicals; (b) field-work exercises; (c)
customized exercises based on available data; (d) survey analyses; and (e) developing case studies; (f)
181
demonstration and critical analyses; and (h) experiential learning individually and collectively.
Prospective Sectors:
As per the Ministry of Environment, Forests, & Climate Change (MoEF&CC), Govt. of India, ~30
sectors require EIA for Environmental Clearance before any project activity. Some of them include
Mining, Oil and gas exploration, development & production, River valley, hydel, drainage and irrigation
projects, thermal Power plants, Nuclear power projects, Coal washeries, Mineral, Metallurgical
industries, Cement plants, Petroleum industry, Coke oven plants, Asbestos milling, Chlor-alkali
industry, Soda ash Industry, Chemical fertilizers, Pesticides industry, Synthetic organic chemicals
industry, Distilleries, Integrated paint industry, Pulp & paper industry, Induction/arc furnaces, Air ports,
All ship breaking yards, Industrial estates, Common hazardous waste treatment, storage and disposal
facilities, Highways, railways, transport terminals, mass rapid transport systems, Building and large
construction projects, Townships, and area development projects.
 EIA 2020. Ministry of Environment, Forest and Climate Change, Draft Environment Impact
Assessment Notification, 2020,
<http://environmentclearance.nic.in/writereaddata/om/6998FGGHOI_Gaztte_EIA2020_Comm
ents.pdf>.
 Glasson, J. and Therivel, R., 2013. Introduction to Environmental Impact Assessment.
Routledge.
 MacKinnon, A.J., Duinker, P.N. and Walker, T.R., 2018. The Application of Science in
Environmental Impact Assessment. Routledge.
 Mareddy, A.R. (2017) Environmental Impact Assessment Theory and Practices, Butterworth
Heinemann.
Suggested readings
 Judith, P. 1999. Handbook of Environmental Impact Assessment. Blackwell Science.
 Lawrence, D.P., 2013. Impact assessment: practical solutions to recurrent problems and
contemporary challenges. John Wiley & Sons.
 Marriott, B. 1997. Environmental Impact Assessment: A Practical Guide. McGraw-Hill, New
York, USA.
 Petts, J. (1999). Handbook of Environmental Impact Assessment. Vol. 1, Blackwell Science.
182
SUSTAINABILITY REPORTING
criteria requisite of
the course
Practice
SUSTAINABILITY 02 0 0 02 Class XII NA
REPORTING
Learning Objectives
 To gain insights into the step-by-step process of writing a sustainability report using
internationally acceptable standards.
 To evolve a holistic view of sustainability and understand the carrying capacity of ecosystems
for human needs.
 To acquire skills to address sustainability challenges in a global context.
 To evaluate industrial/organizational processes/programmes based on the interconnections
among economic, environmental, and social activities
Learning outcomes
The Learning Outcomes of this course are as follows.

 Develop a multi-disciplinary and holistic perspective of sustainability and identify key factors
determining sustainability and associated benefits
 Write sustainability reports using universal, sector, and topic standards
 Explain sustainability challenges and effective methods to communicate it to different
stakeholders
 Apply sustainability concepts, and GRI Standards for sustainable industries
 Serve as environmental consultants to different industries
 Advise governments on sustainable environmental polices
SYLLABUS
Practical/Hands-on Exercises (02 Credits: 60 hours)
1. Investigate the framework for sustainability reporting outlined by global reporting initiatives
(GRI)
2. Analyse universal, sector, and topic standards given by GRI
3. Develop sustainability reporting of your institute
4. Examine and report the sustainability of your residential society or residential area around your
College
5. Compare and contrast sustainability reporting of the market in your neighbourhood and the
selected mining industry
6. Visit a thermal power plant in and around your city and write its sustainability report
183
7. Using appropriate standards, evaluate the sustainability of a Cement Factory in your city
8. Field survey of a waste treatment facility in your city, assess their sustainability and give
recommendations if required.
9. Analyze the potential and limitations of certified tools and software recommended by the GRI
for sustainability reporting
10. Examine and evaluate sustainability reports available on different sectors and topics worldwide
and give appropriate recommendations, if any.

All Multi-National Companies, (b) Environmental and Sustainability Consultancies, (c)
Environmental NGOs, (d) World Bank, and (e) UNDP
 Bini, L. and Bellucci, M., 2020. Integrated Sustainability Reporting: Linking Environmental
and Social Information to Value Creation Processes. Springer.
 A Short-Introduction to GRI Standards. https://www.globalreporting.org/media/wtaf14tw/a-
short-introduction-to-the-gri-standards.pdf
 Evaluating National Policies on Corporate Sustainability Reporting
https://wedocs.unep.org/handle/20.500.11822/9435
 Gutterman, A.S., 2021. Sustainability Reporting and Communications. Business Expert Press.
 Sustainability Reporting in the Financial Sector: A Governmental Approach
https://wedocs.unep.org/handle/20.500.11822/17375
 United Nations Environment Program (UNEP), 2015. Raising the bar: Advancing
environmental disclosure in sustainability reporting.
Suggested readings
 Greiling, D., Traxler, A.A. and Stötzer, S., 2015. Sustainability reporting in the Austrian,
German and Swiss public sector. International Journal of Public Sector Management.
 https://www.globalreporting.org/reporting-support/reporting-tools/certified-software-and-tools/

184
ENVIRONMENTAL AUDITING
criteria requisite
of the
Practice
ENVIRONMENTAL 02 0 0 02 Class XII NA
AUDITING
Learning Objectives
 To gain an understanding of the fundamental principles and components of environmental
auditing
 To train in conducting an environmental audit in any organization/ institution
 To implement critical thinking toward environmental problems and formulate local solutions
for their mitigation
Learning outcomes

 Conduct an environmental audit in a scientific manner
 Recommend organizations to adopt specific sustainable strategies
 Serve as catalyst to evolve sense of ownership and responsibility among
organizations/industries towards solving local environmental problems.
 Pursue environmental auditing for higher studies and a future career.
SYLLABUS
1. Prepare a working plan (in the form of a flowchart/ graphical abstract) for the environmental
audit of any organization/ institution focusing on pre-audit, on-site and post-audit objectives
and activities
2. Prepare a brief profile of any selected organization/ institution (Area, land use, green cover,
organizational setup, demography etc.) and discuss its environmental policy and the
environmental management systems
3. Prepare an interpretive electricity consumption report of the organization/ institution over a
five-year period (both actual or arbitrary data can be used).
4. Prepare an interpretive water consumption report of the organization/ institution over a five-
year period (both actual or arbitrary data can be used). Also, identify the sources of wastewater
discharge and its management, if any.
5. Survey the campus and prepare a list of the plant/ animal (or both) diversity, highlighting its
importance and threats faced.
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6. Prepare a monthly air quality level dataset nearest to the institution’s location, extracting data
from the National Air Quality Index (CPCB) website. Prepare a report on causes of variation
and measures taken by an organization to improve air quality levels
7. Prepare a comprehensive assessment report of Solid Waste Management at the organization/
institution highlighting compliance to Solid Waste Management Rules, 2016.
8. Formulate a scientifically sound protocol for identifying and disposing of e-waste and
hazardous waste at any organization based on E-waste (management) rules, 2016 and
Hazardous waste (management) rules, 2016.
9. Examine various environment-related practices and activities of the organization/ institution
that have impacted the neighbouring communities and prepare a social audit questionnaire for
studying the impact.
10. Compile the data, results, and analysis of all previous practicals and prepare a detailed
environmental audit report of your selected organization/ institution.

(a) Universities/Colleges, (b) Environmental Consultancies, (c) Environmental NGOs, and (d)
Indian Audit & Revenue Departments
 Cahill, L.B (2017). Environmental Health and Safety Audits: A Compendium of Thoughts and
Trends, 2nd Edition, Bernan Press.
 Council, N.C., Britain, G. and Unit, E.F., 2011. Handbook for Phase 1 Habitat Survey: A
Technique for Environmental Audit. Nature Conservancy Council.
 Ho G, Anda, M., Brennan, J., 2015. Water Auditing and Water Conservation. IWA Publishing
 Pain, S.W., 2010. Safety, Health, and Environmental Auditing: A Practical Guide. CRC Press.
 Thuman, A., Niehus, T., Younger, W.J., 2012. Handbook of Energy Audits, 9 th ed. Routledge,
Taylor and Francis
 Van Guilder, C.V., 2014. Environmental Audits. Mercury Learning & Information.
Suggested readings
 Barton, H., and Bruder N., 1993. A Guide to Local Environmental Auditing. Routledge, Taylor
and Francis

186
PROSPECTING E-WASTE FOR SUSTAINABILITY
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Prospecting E- 2 0 0 2 Class XII NA
Waste for
Sustainability
Learning Objectives

• To provide in-depth knowledge on the effective mechanisms to regulate the
generation, collection, and storage of e-waste
• To gain insights into the internationally/nationally acceptable methods of transport,
import, and export of e-waste within and between countries
• To develop a holistic view on recycling, treatment, and disposal of e-waste and
related legislative rules.
Learning outcomes

• After studying this course, students will be able to holistically analyze the
environmental impacts of e-waste
• After studying this course, students will be able to apply the skills and various
concepts for sustainable management of e-waste
• After studying this course, students will be able to decipher the role of various
national and international regulations for e-waste management
• After studying this course, students will be able to provide specific
recommendations for improved methods for handling e-waste at different stages
such as generation, collection, storage, transport, and recycling
SYLLABUS

1. Identification of e-waste and its types
2. Composition of e-waste and segregation- from the material provided
3. Dismantling of e-waste and handling process
4. Visit a nearby e-waste handling facility
5. Environmental protection laws and producer’s responsibility for e-waste
management
6. Build an understanding of how regulatory mechanisms can be utilized in the
management of e-waste in educational institutions.
7. Discussion on plausible ways and implementation of e-waste reduction at the source
8. Evaluation of the status of e-waste handling at your institution. Suggest potential
solutions as per the existing norms of E-Waste (Management) Rules, 2016 and
beyond.
187
9. Estimate how recycling of e-waste in metro cities will go in sync with the circular
economy
10. Develop an understanding and itinerary of the process for procuring e-waste import
permissions.
11. Inventory of the e-waste disposal mechanisms.
12. Study the evolution of e-waste management rules and its implementation-
Hazardous Waste Rules, 2008, E-waste (Management and Handling) Rules, 2011;
and E-Waste (Management) Rules, 2016
13. Study the international laws on e-waste management- the international legislations:
The Basel Convention; The Bamako Convention; The Rotterdam Convention; Waste
Electrical and Electronic Equipment (WEEE) Directive in the European Union;
Restrictions of Hazardous Substances (RoHS) Directive
Teaching and learning interface for practical skills:
To impart training on technical and analytical skills related to the course objectives, a wide
range of learning methods will be used, including (a) laboratory practicals; (b) field-work
exercises; (c) customized exercises based on available data; (d) survey analyses; and (e)
developing case studies; (f) demonstration and critical analyses; and (h) experiential learning
individually and collectively.
Prospective sector(s):
• Electric and electronic industries,
• E-waste Recycling Unites,
• Private entrepreneurs,
• Environmental consultancies,
• Pollution Boards, and
• Environmental NGOs
Suggested Readings:
• Hester, R.E. and Harrison, R.M., 2009. Electronic Waste Management: Design. Analysis and
Application. Royal Society of Chemistry Publishing. Cambridge, UK.
• Fowler, B.A., 2017. Electronic Waste: Toxicology and Public Health Issues. Academic
Press.
• Gaidajis, G., Angelakoglou, K. and Aktsoglou, D., 2010. E-waste: environmental problems and
current management. Journal of Engineering Science and Technology Review, 3(1), pp.193-199.
• Janyasuthiwong, S., 2020. Metal Removal and Recovery from Mining Wastewater and E-waste
Leachate. CRC Press.

Evaluation scheme and mode ll be as per the guidelines notified by the University of Delhi.
188
DEVELOPING SUSTAINABILITY PLANS FOR A BUSINESS
Practice (if any)
Developing 2 0 0 2 Class XII NA
Sustainability
Plans for a
Business
Learning Objectives

 To assess the status of integration of social and ecological values into business
practices
 To determine strengths and weaknesses in linkages between people, planet, and
profit during business practices
 To correlate the changes in ecological footprint with growth in corporate
responsibility
 To recommend strategies to improve current CSR practices for environmental
conservation and enhance the return on investment of the organization
Learning outcomes

 After studying this course, students will be able to develop CSR plans to balance
ecological security with economic success.
 After studying this course, students will be able to evolve methods for the
financial stability of different organizations/companies
 After studying this course, students will be able to develop a framework to reduce
energy consumption, adopt renewable resources and integrate waste management
strategies among employees
 After studying this course, students will be able to design sustainable business
plans having major positive impacts on plant and next-generation business setting
SYLLABUS OF SEC
 Determine strategies to reduce carbon footprint and improve supply chain

efficiency of an organization
 Assess the current status of renewable energy use and investment and develop
strategies to become carbon negative in the next decade.
 Identify opportunities for sustainable alternatives for an environmental cause that aligns well with
the organizational goal and areas of philanthropic investments
189
 Analyze material use at different stages of organizational process based on a set of sustainable
principles and suggest environment-friendly alternatives to reduce waste
 Calculate the water footprint of the organization and develop methods for mindful water
consumption to improve human health and reduce the economic cost
 Examine the current status of infrastructure with respect to the energy-efficient lighting system and
evolve strategies for shifting to 100% renewable energy
 Determine the ecological impact of current infrastructure using guiding principles of LEED
(Leadership in Energy and Environmental Design) Certification and identify areas for biophilic
design, green spaces, and work conditions
 Optimize to reduce waste by improved methods of handling and disposing of waste
 Develop guidelines for eco-friendly transportation to reduce fuel usage and maximize route
efficiency
 Eco-innovation in developing energy alternatives and providing solutions to complex
environmental challenges
 Document the biological wealth (especially plants, insects, and birds) of an organization and
develop the green design to maintain and enrich the biological wealth

To impart training on technical and analytical skills related to the course objectives, a wide rangeof
(a) Environmental Consultancies, (b) Sustainability Advisors, (c) All Multi-National Large-
Scale Industries, and (d) Environmental NGOs
Suggested readings
 Calkins, M., 2012. The Sustainable Sites Handbook: A Complete Guide to the Principles,
Strategies, and Best Practices for Sustainable Landscapes (Vol. 39). John Wiley & Sons.
 Daniels, T., 2017. The Environmental Planning Handbook: For Sustainable Communities and
Regions. Routledge.
 Davoudi, S., Cowell, R., White, I. and Blanco, H. eds., 2019. The Routledge Companion to
Environmental Planning. Routledge.
 Quaddus, M.A. and Siddique, M.A.B. eds., 2013. Handbook of Sustainable Development
Planning: Studies in Modelling and Decision Support. Edward Elgar Publishing.
 USEPA, 2012. Planning for Sustainability: A Handbook for Water and Wastewater Utilities.

Evaluation scheme and mode ll be as per the guidelines notified by the University of Delhi.
190
PCB Designing and Fabrication
CREDIT DISTRIBUTION, ELIGIBILITY AND PREREQUISITES OF THE COURSE

title& Lecture Tutorial Practical/ criteria of the course
PCB 2 0 0 2 Class XII NIL
Designing
and
Fabrication
Learning Objectives
The Learning Objectives of the course are as follows:
 To give a comprehensive understanding and hands-on exposure to the various processes,

industrial tools, protocols, and design specifics which are involved in PCB Designing
 To enable the students to design an electronic printed circuit board for a specific
application using industry-standard software after going through the complete procedural
steps of developing circuit schematic, board files, image transferring, assembly, soldering,
and testing.
Learning Outcomes
After Studying this course, the student will be able to:

 Identify the various types of devices/components that may be mounted on PCB
 Understand the PCB layout techniques for optimized component density and
power saving.
 Perform design and printing of PCB with the help of various image transfer and
soldering techniques
 Understand the current trends and scope of the PCB industry
Syllabus
Practical
Unit 1: PCB Fundamentals 12 hours
PCB Advantages, components of PCB, Electronic components, Microprocessors and
Microcontrollers, IC‘s, Surface Mount Devices (SMD). Classification of PCB - single, double,
multilayer, and flexible boards, Manufacturing of PCB, PCB standards.
Unit 2 : Schematic & Layout Design 16 hours

Schematic diagram, General, Mechanical, and Electrical design considerations, Placing and
Mounting of components, Conductor spacing, routing guidelines, heat sinks and package
density, Net list, creating components for a library, Tracks, Pads, Vias, power plane,
grounding.
Unit 3: PCB Design Processes 20 hours

Design automation, Design Rule Checking; Exporting Drill and Gerber Files; Drills; Footprints
and Libraries Adding and Editing Pins, copper-clad laminates materials of copper-clad
laminates, properties of laminates (electrical & physical), types of laminates, soldering
techniques. Film master preparation, Image transfer, photo printing, Screen Printing, Plating
191
techniques, Etching techniques, Mechanical Machining operations, Lead cutting and Soldering
Techniques, Testing, and quality controls.
Unit 4 : PCB Technology 12 hours

Introduction of PCB prototyping machines, Schematic Entry, PCB Parts creation, Auto
Routing, Post Design, Brief overview of various models available, Recent Trends, and
environmental concerns in the PCB industry.
Exercises
PCB Designing, Fabrication, Component Mounting and Testing using Standard Procedures
(Hardware)
A. Analog Electronic Circuits
1. Verification of Thevenin theorem

2. Designing of RC Low Pass Filter and High Pass Filter circuits
3. To study current-Voltage characteristics of a p-n junction diode (forward bias and
reverse bias)
4. Designing of Centre tapped full wave rectifier – without and with shunt
capacitance filter.
5. Simple circuit to glow an LED
6. Design, fabrication, and testing of a 9 V power supply with Zener regulator
7. Design and study of voltage divider biasing.
8. Designing of a CE based amplifier of given gain
B. Digital Electronic Circuits

1. To verify and design AND, OR, NOT and XOR using NAND gates
2. Design a Half adder and Full Adder
3. Design a Half Subtractor and Full Subtractor
PCB Design Softwares recommended

 KiCAD (Open Source Electronics Design Automation Suite) https://www.kicad.org/
 EasyEDA (Online PCB Design Tool) https://easyeda.com/
 PADS - Siemens EDA (PCB Design Software) https://eda.sw.siemens.com/en-
US/pcb/pads/
 Any other similar PCB designing software
 Printed Circuit Board – Design & Technology, Walter C. Bosshart, Tata McGraw Hill,
2008.
 Printed Circuit Board –Design, Fabrication, Assembly & Testing, R.S. Khandpur, First
Edition, Tata Mcgraw-Hill Education Pvt. Ltd., 2005.
 Printed Circuit Board Design Using Autocad, Chris Schroeder, Newnes Publisher, 1998.
 Printed Circuits Handbook, Clyde F. Coombs, Jr, Happy T. Holden, Sixth Edition,
Publisher: McGraw-Hill Education, 2016.

192
Electronic Product Testing
CREDIT DISTRIBUTION, ELIGIBILITY AND PREREQUISITES OF THE COURSE

Electronic 2 0 0 2 Class XII NIL
Product
Testing
Course Learning Objectives

The Learning Objectives of the course are as follows:
 To enable students for testing of various electronic and electrical components and
instruments such as diode, transistor, transformer, switches, fuses, cables, CRO,
multimeters, voltmeter, ammeters etc.
 To give an insight upon the SMD and its soldering and de-soldering, EDS.
 To help students to have insight knowledge of SMPS, UPS and batteries along with
maintenance of consumer electronics gadgets like computers, Audio Amplifiers,
Induction Top, Solar Panel etc.
 To enhance their capabilities of assembling, fault diagnosis and rectification in a
systematic way. To enrich students about reliability and quality control standards of
equipment.
Course Learning Outcomes

 Test different types of electronic and electrical components and instruments.
 Practice soldering and de-soldering processes with correct methods.
 Testing of SMPS, UPS, Inverters and batteries.
 Identify faults in consumer electronics gadgets such as audio amplifiers,

computers, Induction top, Microwave, solar panel.
Syllabus
Practical
Unit 1 : Introduction 16 hours
Overview of Basic Measuring Instruments: CROs, Multimeter, Power supplies, LCR meter, Signal
Generator and Power Analyzer.
Testing of various Devices: a) Semiconductor Devices: Single and Two junction Devices, Thyristor b)
Electrical Devices: Transformers, relays, switches and fuses, cables and connectors, Batteries, Idea
about ICs, PCBs, Sensors.
193
Unit II : Soldering and Power Sources 16 hours
Basics of soldering: Soldering tools and materials (solder, flux), Types of soldering irons (Wattage,
temperature, Tips), Soldering/ disordering station. Concept of ESD (Electrostatic discharge). The SMD
(surface mounted Devices) and its soldering and de-soldering
Basics of SMPS (Switch Mode Power Supply), UPS (Uninterrupted power supply), batteries and
Inverters along with their block diagram and Pin configuration of some important ICs used in it. Touch
current and touch voltage.
Unit III : Appliance Testing and Computer Assembling 12 hours
Testing of Induction cook Top, microwave, Solar panel; Installation and Requirements, stand alone and
Grid connected PV system.
Basics of computer assembling and testing. Brief description about its specifications and costing
Factors.
Unit IV : Reliability and Quality Standards 16 hours

Concept of Reliability: Scope, objectives and factors influencing equipment effectiveness, Acceptance
Testing, Type Testing , Safety Testing, Identification of legends, symbols, color codes, Safety, safety
standards, safety certificates (CE, UL and VDE), General awareness of quality standards, quality
management systems &documentation, Idea of ISO 17025, ISO 9001,Calibration and Uncertainty of
measurements, Effect of environmental testing( refer to IEC60068-1 for guidance), Awareness on
disposal of Electronic waste
Exercises
1. An overview of testing of basic electronic / electrical components (BNC cable, switches and
fuses, Capacitors, Inductors, Transformers, Relays, diodes, transistor, Thyristor, IC,
Potentiometer etc.); Design a curve tracer on CRO for component testing.
2. Control the intensity and color of bi-Color LED with the help of POT, SPDT switch and 9V
battery.
3. Soldering and De-soldering processes; SMD
4. Safety testing of SMPS (Applicable Standard: IS 14886.
a. Safety Testing (Earth Leakage current Test, Dielectric Test, Short Circuit Protection)
b. Performance Testing (Line Regulation, Load Regulation for a variation of Load Min to
Max load and vice versa, Efficiency at nominal input and rated load)
5. Tubular Batteries (Applicable standard: IS 1651) Test for Capacity, Test for voltage during
discharge
6. Personal Computer (Applicable Standard: IS 14896)
a. Safety Testing (Earth Leakage current Test, Dielectric Test) Performance Testing
(Microprocessor used,
b. RAM expansion Capacity, Clock Rate and RAM Capacity, Effect of Power Supply
variations)
7. Invertor (Applicable Standard: IS 13314)
a. Visual Inspection, High Voltage Test, Insulation Resistance Test, No –Load Test,
Output Test
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8. UPS (Applicable Standard: IEC 62040-3)
a. Steady State Input Voltage Tolerance, Output-Normal Mode – No Load, Output-Normal
Mode – Full Load, Output-Stored Energy Mode – No Load, Output- Stored Energy
Mode – Full Load, Output-Normal Mode – Over Load, Output-Stored Energy Mode –
Over Load Output-Normal Mode – Short Circuit, Output- Stored Energy Mode – Short
Circuit, Efficiency and Input Power factor
9. Audio Amplifier (Applicable Standard: IEC 60065)
a. Audio frequency response at various power levels, Response to various inputs sources
like DVD player, IPOD, CD player, etc., audio output power, Power Consumption,
Voltage range
10. Solar Panel system: Testing and Efficiency
Suggested Readings
 Nutan Kala Joshi and Swati Nagpal, Basic Electronics with Simulations and Experiments,
Khanna Publishers (2021)
 Jesting Yong, Testing Electronic Components (2007)
 Mark de Vinck, Make Getting Started with Soldering; A Hands-on Guide to Making Electrical
and Mechanical Connections, Maker Media (2017)
 Mike Judd and Keith Brindley, Soldering in Electronics Assembly, Second Edition, Elsevier
(1999)
 Jestine Yong, Troubleshooting Repairing Switch Mode Power Supplies (1995)
 David Griffith, Uninterruptible Power Supplies, CRC Press (1989)
 Thomas Reddy, Lindens Handbook of Batteries, 4th Edition, McGraw Hill
 Kevin Wilson, Essentials Computer Hardware; The Illustrated Guide to Understanding
Computer Hardware, Elluminet Press (2018)
 N.S. Reddy, PC Hardware Maintenance and Troubleshooting, NEO Publishing House (2016)
 Handbook of Induction Heating Second Edition Valery Rudnev, Don Loveless, Raymond L.
Cook, CRC Press Taylor & Francis Group (2017)
 R. G. Gupta, Audio and Video systems, Tata McGraw Hill (2004)
 A.R. Jha, Solar Cell Technology and Applications, CRC Press (2009)
 Statistical Applications in Process Control (Quality and Reliability), J. Bert Keats, Douglas C.
Montgomery, CRC Press (1996)
 Reliability and Quality Management , Ankitsandilya (Author), R.C.Mishra , New Age
International Private Limited. (2009)
 E-Waste Management Challenges and Opportunities in India, Varsha Bhaga
Ganguly, Routledge India (2021)

195
Radiation Safety
Credit distribution of the

Course Title course Pre-requisite of
Credits Eligibility Criteria
and Code the course
Lecture Tutorial Practical
Class XII pass with
Radiation Safety
Physics and
2 1 0 1 NIL
Mathematics as
main subjects
Learning Objectives
 To focus on the applications of nuclear techniques and radiation protection.

 To not only enhance the skills towards the basic understanding of the radiation but also provide
the knowledge about the protective measures against radiation exposure.
 To impart all the skills required by a radiation safety officer or any job dealing with radiation
such as X-ray operators, jobs dealing with nuclear medicine: chemotherapists, operators of
PET, MRI, CT scan, gamma camera etc.
Learning Outcomes:
 Understand and use the applications of nuclear techniques and radiation protection to guard
against nuclear radiation hazards.
 Understand and use the units of radiations and their safety limits, the devices to detect and
measure radiation.
 Understand and use radiation safety management, biological effects of ionizing radiation,
operational limits and basics of radiation hazards evaluation and control, radiation protection
standards,
 Use the devices which apply radiations in medical sciences, such as X - r a y, MRI, PET, CT-
scan with the required safety measures.
SYLLABUS
THEORY COMPONENT
Unit 1: 6 hours
Radiation and its interaction with matter: Basic idea of different types of radiation
electromagnetic (X-ray, gamma rays, cosmic rays etc.), nuclear radiation and their origin.
Nuclear Radiation: Basic idea of Alpha, Beta, Gamma neutron radiation and their sources (sealed
and unsealed sources).
Interaction of Charged Particles (including alpha particles): Heavy charged particles (e.g.
accelerated ions) - Beth-Bloch Formula, Scaling laws, Mass Stopping Power, Range, Straggling.
Interaction of Beta Particles: Collision and Radiation loss (Bremsstrahlung).
Interaction of Photons: Linear and Mass Attenuation Coefficients.
Interaction of Neutrons: Collision, slowing down and Moderation.
196
Unit 2: 4 hours
Radiation detection and monitoring devices: Basic concepts and working principle of gas detectors,
Scintillation Detectors, Solid State Detectors and Neutron Detectors, Thermo- luminescent
Dosimetry.
Radiation Quantities and Units: Basic idea of different units of activity, KERMA, exposure,
absorbed dose, equivalent dose, effective dose, collective equivalent dose, annual limit of intake
(ALI) and derived air concentration (DAC).
Unit 3: 2 hours
Radiation Units, dosage and safety management: Basic idea of different units of activity,
KERMA, exposure, absorbed dose, equivalent dose, effective dose, collective equivalent dose,
annual limit of intake (ALI) and Derived air concentration (DAC).
Radiation safety management: Biological effects of ionizing radiation, Operational limits and
basics of radiation hazards, its evaluation and control: radiation protection standards.
Unit 4: 3 hours
Application of radiation as a technique: Application in medical science (e.g., basic principles of X-
rays, MRI, PET, CT scan, Projection Imaging Gamma Camera, Radiation therapy), Archaeology,
Art, Crime detection, Mining and oil. Industrial Uses: Tracing, Gauging, Material Modification,
Sterilization, Food preservation.
PRACTICAL 30 hours
Minimum five experiments need to be performed from the following, graphs to be plotted using
any graphical plotting software
1) Estimate the energy loss of different projectiles/ions in Water and carbon, using SRIM/TRIM
etc. simulation software, (different projectiles/ions to be used by different students).
2) Simulation study (using SRIM/TRIM or any other software) of radiation depth in materials
(Carbon, Silver, Gold, Lead) using H as projectile/ion.
3) Comparison of interaction of projectiles with ZP = 1 to 92 (where ZP is atomic number of
projectile/ion) in a given medium (Mylar, Carbon, Water) using simulation software (SRIM
etc).
4) SRIM/TRIM based experiments to study ion-matter interaction of heavy projectiles on heavy
atoms. The range of investigations will be ZP = 6 to 92 on ZA = 16 to 92 (where ZP and ZA
are atomic numbers of projectile and atoms respectively). Draw and infer appropriate Bragg
Curves.
5) Calculation of absorption/transmission of X-rays, γ-rays through Mylar, Be, C, Al, Fe and ZA
= 47 to 92 (where ZA is atomic number of atoms to be investigated as targets) using XCOM,
NIST (https://physics.nist.gov/PhysRefData/Xcom/html/xcom1.html).
6) Study the background radiation in different places and identify the source material from gamma
ray energy spectrum. (Gamma ray energies are available in the website
http://www.nndc.bnl.gov/nudat2/).
7) Study the background radiation levels using Radiation meter.
8) Study of characteristics of GM tube and determination of operating voltage and plateau length
using background radiation as source (without commercial source).
9) Study of counting statistics using background radiation using GM counter.
10) Study of radiation in various materials (e.g. KSO4 etc.). Investigation of possible radiation
in different routine materials by operating GM counter at operating voltage.
11) Study of absorption of beta particles in Aluminum using GM counter.
12) Measurement of gamma ray attenuation co-efficient of aluminium using GM counter.
13) Estimation of half thickness for aluminium using GM Counter.
197
Essential Readings:
 Basic ideas and concepts in Nuclear Physics: An introductory approach by
K Heyde, thirdedition, IOP Publication, 1999.
 Nuclear Physics by S N Ghoshal, First edition, S. Chand Publication, 2010.
 Nuclear Physics: Principles and Applications by J Lilley, Wiley Publication, 2006.
 Fundamental Physics of Radiology by W J Meredith and B Massey, John
Wright and Sons,UK, 1989.
 An Introduction to Radiation Protection by A Martin and S A Harbisor ,
John Willey andSons, Inc. NewYork, 1981.
 Radiation detection and measurement by G F Knoll, 4th Edition, Wiley
Publications, 2010.
 Techniques for Nuclear and Particle Physics experiments by W R Leo, Springer,
1994.
 Thermoluminescence dosimetry by A F Mcknlay, Bristol, Adam Hilger
(Medical PhysicsHand book 5
 Medical Radiation Physics by W R Hendee, Year book Medical Publishers, Inc.,
London, 1981.
 Physics and Engineering of Radiation Detection by S N Ahmed, Academic
Press Elsevier, 2007.
 IAEA Publications: (a) General safety requirements Part 1, No. GSR Part 1
(2010), Part 3 No.GSR Part 3 (Interium) (2010); (b) Safety Standards Series
No. RS-G-1.5 (2002), Rs-G-1.9 (2005), Safety Series No. 120 (1996); (c) Safety
Guide GS-G-2.1 (2007).
References (for Laboratory Work):

 Schaum’s Outline of Modern Physics, McGraw-Hill, 1999.
 Schaum’s Outline of College Physics, by E. Hecht, 11th edition, McGraw Hill,
2009.
 Modern Physics by K Sivaprasath and R Murugeshan, S Chand Publication,
2010.
 AERB Safety Guide (Guide No. AERB/RF-RS/SG-1), Security of
radioactive sources inradiation facilities, 2011
 AERB Safety Standard No. AERB/SS/3 (Rev. 1), Testing and
Classification of sealedRadioactivity Sources., 2007.

198
Healthy and Sustainable Food Choices

Healthy and 2 0 0 2 Class XII NIL
Sustainable
Food
Choices
Learning Objectives
 To identify healthier food options
 To understand portion control for foods
 To demonstrate skill for preparing healthy and nutritious dishes
 To link sustainability with healthy food choices
Learning Outcomes
 Select and prepare healthier food options

 Relate the influence of food environment on food choices
 Comprehend the importance of sustainable food choices
SYLLABUS
Unit 1: Healthy food choices 12 hours

Identification of healthy and unhealthy foods and Understanding the immediate food
environment
 Food labels and basics of nutrient profiling models to classify foods as HFSS
 Nutrient profiling of commonly consumed food items
 Exploring the food environment by mapping the food outlets and food available
near home andcollege
199
Unit 2: Food portion sizes and related factors 12 hours
Understanding food portion sizes and its relation to nutrient density
 The concept of portion/serving sizes and portion control

 Estimation of energy and nutrient density of selected food products using nutrient
composition database
Unit 3: Basics of food preparation 20 hours

Planning and preparation of healthy and nutritious dishes
● Planning and preparation of the following:

- Snacks
- Soups and Salads
- Desserts
- Meal combinations
Unit 4: Sustainability and healthy food 16 hours

Linking the concept of healthy eating with sustainability
 Identification of nutritious food sources which have minimal impact on the

environment
 Case study on understanding food supply chain and carbon footprints of any
commonly consumed foods
 Chadha R and Mathur P (2015). Nutrition - A Lifecycle Approach. New Delhi: Orient
Blackswan Pvt Ltd.
 Longvah T, Ananthan R, Bhaskarachary K and Venkaiah K (2017). Indian Food
Composition Tables. National Institute of Nutrition, Indian Council of Medical
Research, Department of Health Research, Ministry of Health and Family Welfare,
Government of India, Hyderabad.
 Khanna K, Gupta S, Seth R, Mahna R, Rekhi T (2004). The Art and Science of Cooking:
A Practical Manual, Revised Edition. New Delhi: Elite Publishing House Pvt Ltd.
 Raina U, Kashyap S, Narula V, Thomas S, Suvira, Vir S, Chopra S (2010). Basic Food
Preparation: A Complete Manual, Fourth Edition. Hyderabad: Orient Black Swan.
Suggestive readings
 HLPE. 2017. Nutrition and food systems. A report by the High Level Panel of Experts on Food
Security and Nutrition of the Committee on World Food Security, Rome.
https://www.fao.org/3/i7846e/i7846e.pdf
 Agarwal P and Mathur P (2021). Eat Right - A Food Systems Approach . New Delhi: Food
Future Foundation
 NIN-ICMR. Food Based Dietary Guidelines for Indians
200

201
CHOCOLATE CRAFTS
Course Credits Credit Distribution of the Course Eligibility Pre-

Title & Lecture Tutorial Practical/ Criteria requisite
Code of the
Practice
Course
(if any)
Chocolate 2 1 0 1 Class XII NIL
Crafts
LEARNING OBJECTIVES:
This Skill Enhancement Course enables student to understand the basic principles, hygiene and
precautions of chocolate cookery. The emphasis of this will be to develop the skill required for
preparation of various chocolates and its packaging and marketing.
The learning objectives of the course are:
● To learn the skill to craft different types of chocolates

● To learn the basic principles, hygiene and precautions of chocolate crafting and
entrepreneurship in chocolate industry.
LEARNING OUTCOMES
● Have the understanding of different chocolates and acquire the skill to handle them.
● Develop the abilities and showcase skills for preparation of molded, center filled, free
hand cluster, chocolate accessories, garnishes and ancillary chocolate recipes
● Get acquainted with techniques of packaging, costing and marketing of chocolates.
● Gain knowledge and skill to start small scale chocolate enterprise
SKILL DEVELOPMENT AND JOB OPPORTUNITIES’:
Employment Opportunities:
● Apprentice in Small Catering units/ Kiosk/ Restaurant
● Entrepreneurship in chocolate industry
● Food Stylist / Designer
SYLLABUS
Credits: 2 Total lectures (45): 45 Hours/ 15 weeks

Theory: 30%, Credit – 1 (Lectures – 15)
Practical/ Field work/ Hands on learning: 70%, Credit – 1 (Lectures – 30)
202
THEORY
Unit 1: Introduction to Chocolates (7 hours)
Description: The focus of this unit is on chocolates, various aspects of

chocolate processing and learning the precautions to make good
chocolates.
Subtopics:
● Chocolates: history and types of compound and couverture
chocolates.
● Processing of cocoa bean to manufacture chocolate liquor, cocoa
butter, cocoa powder, chocolate and chocolate chips.
● Precautions and hygiene practices while handling chocolate.
Unit 2: Applications of Chocolates (8 hours)
Description: The focus of this unit is on using the chocolates to make

different products, understanding and rectifying the faults.
Subtopics:
● Molded, center filled, free hand clusters, garnishes and
accessories.
● Recipe development, costing and packaging of chocolates.
● Faults in chocolates like sugar bloom and fat bloom, their reasons
and correction. temperature and moisture control while handling
chocolate.
PRACTICALS
1. Introduction to different kinds of chocolates: Compound and (2 hours)

Couverture; their sensory analysis and mouth feel.
2. Market survey of Indian and Internationally made chocolates with (2 hours)
respect to label reading (ingredients).
3. Equipment’s (molds, scrapers, piping bags, nozzles, cooking (2 hours)
thermometers, microwave, double boiler) and precautions to be used
in handling chocolate.
4. Making molded compound chocolate. (2 hours)
5. Variations of molded chocolates. (2 hours)
6. Making center filled chocolate. (2 hours)
7. Variations of center filled chocolate (2 hours)
8. Making free hand chocolate clusters. (2 hours)
9. Making chocolate accessories and garnish. (4 hours)
10. Ancillary chocolate recipes like chocolate sauce, ganache and hand (2 hours)
203
rolled truffles.
11. Tempering of couverture chocolate. (2 hours)
12. Packaging and labeling of chocolates. (2 hours)
13. Visit to chocolate factory or chocolate exhibition and sale trial. (4 hours)
ESSENTIAL READINGS
● Afoakwa E.O. (2013). Chocolate Science and Technology, Wiley India Pvt Ltd, 978-
8126545735.
● Beckette S.T. (2018). The Science of Chocolate, Royal Society of Chemistry, 978-
1788012355.
● Minifie B.W. (1999). Chocolate, Cocoa and Confectionary, Aspen Publication. 978-
0834213012.
● Manay, S. & Shadaksharaswamy, M. (2020). Foods: Facts and Principles, New Age
Publishers. 978-8122422153.
● Panda, H. (2012). Technology of Confectionery, Chocolates, Toffee, Candy,
Chewing & Bubble Gums, Lollipop and Jelly Products with Formulations,
Engineers India Research Institute publisher. 978-9380772165.
SUGGESTED READINGS:
● Hodge N. (2018). The Art and Craft of Chocolate, Quarry Books, 978-1631594663.
● Perry S. (2008). Deep Dark Chocolate, Chronicle Books. 978-0811860895.
● Panda, H. (2017). Start Your Own Confectionery and Chocolate Products with
Manufacturing and Formulations Hand Book, Bio-Green Books publisher. 978-
9380772844.
● Greweling, P.P. (2012). Chocolates and Confections: Formula, Theory, and Technique
for the Artisan Confectioner, The Culinary Institute of America (CIA), Wiley; 2nd
edition, 978-0470424414.
● Shaffer, K. (2019). Chocolate for Beginners: Techniques and Recipes for Making
Chocolate Candy, Confections, Cakes and More, Rockridge Press Publishers, 978-
1641528887.

204
PASTA AND PATISSERIE TECHNOLOGY
Course Credi Credit Distribution of the Course Eligibility Pre-

Title & ts Lecture Tutorial Practical/ Criteria requisite
Code of the
Practice Course
(if any)
Pasta And 2 1 0 1 Class XII NIL
Patisserie
Technology
Learning Objectives
This Skill Enhancement Course is about developing an understanding and skill about the types,
role of ingredients, processing/production, innovations, sensory attributes and quality
assessment of Pasta and Patisserie. The student can also study SEC on Bakery Enterprise, Food
Business and Cafeteria Management to enhance scope of work opportunities.
 To provide students with basic knowledge of pasta technology.

 To familiarize students with patisserie technology/ skill.
Learning Outcomes
 Develop understanding of the pasta and patisserie technology.

 Acquire skill to prepare different pasta and patisserie.
 Work in specialized pasta and patisserie outlets such as restaurants, food courts, kiosks,
fast food centers as well as in large institutions such as hotels, hospitals and food
processing units.
● Entrepreneurship in pasta and patisserie technology
● Food Stylist / Designer for pasta and patisserie
SYLLABUS

Practical/Field work/Hands on learning: 70%, Credit – 1 (Lectures – 30)
205
THEORY
Unit 1: Introduction to Pasta (7 hours)
Description: This unit will include history of pasta , types of pasta, pasta
making tools and equipment and understanding different sauces for
preparing pasta dishes
Subtopics:
 History and types of pasta: packaged and handmade.
 Types: names and shapes of pasta.
 Tools and equipment commonly used for manufacturing pasta and
preparing pasta dishes.
● Different types of sauces used for preparing pasta dishes: Tomato
sauce, Béchamel, Bolognese, pesto and aglio olio.
Unit 2: Introduction to Patisserie (8 hours)
Description: This unit is about different types of Patisserie like short crust
pastry, choux pastry, puff pastry, sponge cake, shortened travel cakes,
cheese cakes, cookies, brownies and biscotti.
Subtopics:
 Short crust Pastry: Tarts and Pies
 Choux Pastry: Eclairs, Profiteroles.
 Puff Pastry: Patties, French Hearts, Vol au vents.
 Sponge cake and its decoration techniques.
 Shortened travel cakes and its variations.
 Cheesecakes with different toppings.
● Cookies, Brownies and Biscotti.
PRACTICALS 30 hours
1. Market survey of Packaged Pasta and patisserie. (2 hours)

2. Orientation and handling of the tools and equipment used in (2 hours)
Pasta making (mechanical pasta roller and cutter, rolling
pins, serrated knives, ravioli cutters, drying rack and drying
trays, stock pots, pans).
3. Making the Pasta dough, shaping Pasta (Fettuccine, Farfalle, (4 hours)
Macaroni, Noodles, Spaghetti, Vermicelli), drying and
storage.
4. Making Stuffed Pasta: Ravioli with fillings like spinach and (2 hours)
Ricotta Cheese; herbed cream cheese.
5. Making Sauces: Tomato, Bechamel, Pesto and preparing (2 hours)
Pasta dishes with them.
206
6. Making Baked Pasta: Mac n cheese and Lasagna. (2 hours)
7. Preparation of short crust pastry: Tarts or Pies (2 hours)
8. Preparation of Choux pastry: Eclairs or Profiteroles. (2 hours)
9. Preparation of Puff pastry: Patties/ Vol au vents/ French (4 hours)
Hearts
10. Preparation of cakes (sponge cake/shortened cake) and their (4 hours)
variations/decoration with whipped cream frosting.
11. Preparation of Cheesecake with fruit compote topping. (2 hours)
12. Preparations of Brownies or biscotti (2 hours)
ESSENTIAL READINGS:
 Karr, N. (2016).Handmade Pasta Workshop & Cookbook: Recipes, Tips & Tricks for
Making Pasta by Hand, with Perfectly Paired Sauces. US : Page Street Publishing
.https://amzn.eu/d/6skTmuM(ISBN 10-1624143229, ISBN 13-978-1624143229)
 Donnelly,K. (2021). The Artisan Pasta Cookbook: The Step by Step Guide with Flavorful
Recipes for Mastering Handmade Pasta, Noodles, Gnocchi and Risotto at Home.Oksana
Alieksandrova . https://amzn.eu/d/dFir9Zx(ISBN 10-195460503X , 13-978-1954605039 )
 Juillet, C. (1998). Classic Patisserie: An A-Z handbook. CBS publishers and distributors
pvt. Ltd.https://amzn.eu/d/5RC7hja(ISBN 10-075063815X, ISBN 13-978-0750638159)
 Rippington, N. Baker, C. Burke, M (2013). Professional Patisserie: For Levels 2, 3 and

Professional Chefs. Hodder Education; UK https://amzn.eu/d/352HVZy
( ISBN-10: 1444196448, ISBN-13: 978-1444196443)
SUGGESTED READINGS:
 Dubey, S. C. (2016). Basic Baking - Science and Craft. Delhi: Society of Indian Bakers.
 Dubey, S. C. (2009). Bakery Vigyan. Delhi: Society of Indian Bakers
 Ketrapaul, N., Grewal, R.B., & Jood, S. (2005). Bakery Science and Cereal Technology.
Delhi: Daya Publishing House.
 Edward, W. P. (2007). The Science of Bakery Products. Cambridge: RSC Publishing.

207
FROZEN DESSERT TECHNOLOGY

Code of the
Practice
Course
(if any)
Frozen 2 1 0 1 Class XII NIL
Dessert
Technology
LEARNING OBJECTIVES
This course will help learners be equipped with the skills of developing, packaging, innovating
and marketing of frozen desserts like ice creams, sorbets, ice popsicles, yoghurts, traditional
kulfi, etc. During the past decade, the frozen food industry has grown, with an array of
innovations in ice-creams, frozen yogurt, gelato and traditional desserts such as shrikhand.
There is vast scope for the development of lower-fat, reduced-sugar products which may lead
to increased sales. This course will equip the students with knowledge and skills necessary to
work in the frozen food industry.
 To learn basic concepts on processing, distribution and storage of frozen desserts

 To develop the skill of preparing various types of frozen desserts
LEARNING OUTCOMES
 Prepare/ process/pack/handle/sell different types of frozen desserts

 Work in frozen food industry or start own business – manufacturing, distribution and
retail.
● Apprentice, supervisor, processor in frozen food manufacturing units/ distribution
and retail outlets
● Entrepreneurship in frozen food industry
● Food Stylist / Designer for frozen desserts
SYLLABUS

Practical/Field work/Hands on learning: 70%, Credit – 1 (Lectures – 30)
208
THEORY
Unit 1: Food Freezing (7 hours)
Description: This unit will give an introduction to the concept of frozen
foods/industry, their properties. It will also include the various equipments,
freezing systems/methods which can be used to process, store and maintain
cold chain during distribution.
Subtopics:
 Background, description and properties of frozen foods
 Freezing time
 Equipment and Freezing systems (direct and indirect contact)
 Act, regulations and standards
Unit 2: Frozen Desserts (8 hours)

Description: This unit will focus on salient types of frozen desserts; both
milk based as well as water based. It will include the composition, physical
properties, processing, storage, freezing, common defects, packaging.
Subtopics:
Subtopics:
 Definitions and important terminology
 Ice-cream – composition, physical properties, processing, storage,
freezing, common defects, packaging
 Ice based sherbets, sorbets, ice candies, popsicles
 Other frozen desserts – frozen yogurt, shrikhnad, mellorine,
parevine, ice-cream sandwiches
● Future trends (novelties)
PRACTICALS
1. Market survey of frozen desserts and accessories and basics of working (2 hours)
in food lab.
2. Preparation, packaging, labeling and sensory evaluation of vanilla ice (4 hours)
cream
3. Preparation, packaging, labeling and sensory evaluation of any fruit (4 hours)
based ice cream (mango, strawberry, pineapple etc.)
4. Preparation, packaging, labeling and sensory evaluation of Kulfi or nuts (4 hours)
and fruit ice cream
5. Preparation, packaging, labeling and sensory evaluation of ice cream (4 hours)
with egg or gelato or frozen custard
6. Preparation, packaging, labeling and sensory evaluation of ice cream (4 hours)
sandwich or novelties
7. Preparation, packaging, labeling and sensory evaluation of ice-lolly/ (4 hours)
popsicles/ ice-candies
8. Preparation, packaging, labeling and sensory evaluation of Shrikhand (4 hours)
or frozen yogurt
209
ESSENTIAL READINGS
 Raina, U., Kashyap, S., Narula,V., Thomas, S., Suvira, Vir, S., & Chopra,
S. (2005). Basic Food Preparation – A Complete Manual.
Delhi:OrientLongman.
 Khanna, K., Gupta, S., Seth, R., Mahana, R., & Rekhi, T. (2004). The Art
and Science of Cooking. Delhi: Phoenix Publishing House Private
Limited.
 Migoya, MJ. (2008). Frozen Desserts. First Edition. John Wiley and
SonsInc.
 Food Safety and Standards Authority of India (FSSAI). (2011). Food Safety
and Standards (Food Products Standards and Food Additives) Regulations,
2011. Compendium on Food Additives Regulations. Elite Publishers. Pgs.
877.
 Food Safety and Standards Authority of India (FSSAI). (2019). FSSAI regulations
on frozen desserts.
Website: https://www.fssai.gov.in/upload/media/FSSAI_News_Ice_FNB_22_05_20 19.pdf.
SUGGESTED READINGS:
 Clarke, C. (2004). The Science of Ice Cream. The Royal Society of Chemists.
 De, S. (2001). Outlines of Dairy Technology. First Edition. Oxford Publishing House.
 Francis, F.J. (2010). Encyclopedia of Food Science and Technology. Volume 2.
SecondEdition. John Wiley & Sons.
 Goff, H.D. & Hartel, R.W. (2008). Ice Cream. Seventh Edition. Springer.
 Himadari, P. (2010). Handbook on Frozen Food Processing and Freeze Drying
Technology. First Edition. Engineers India Research Institute.
 Jana, A., Pinto, S. & Moorthy, P.R.S. (2016). Ice Cream and Frozen
Desserts. AgriMoon.com Publishing. Website:
https://www.agrimoon.com/wp- content/uploads/Ice-cream-Frozen-
Dessrt.pdf.
 Rorer, S.T. (2005). Ice Creams, Water Ices, Frozen Puddings Together with
Refreshments for All Social Affairs. First Edition. Project
Gutenberg. Website: https://www.gutenberg.org/ebooks/8501.
 Stogo, M. (2018). Ice Cream and Frozen Desserts: A Commercial Guide to
Productionand Marketing. John Wiley & Sons.
 Tharp, B.W. & Young, L.S. (2012). Tharp and Young on Ice Cream: An
EncyclopedicGuide to Ice Cream Science and Technology. First Edition. DEStech
Publications Inc.
 Weinstein, B. (2010). The Ultimate Ice Cream Book. First Edition. Perfect Bound
Publishing House. Website: https://www.pdfdrive.com/the-ultimate-ice-cream-book-
over-500-ice-creams-sorbets-granitas-drinks-and-more-e184459836.html.

210
Early Child Care and Education Settings
Course Credits Credit distribution of the course Eligibility Pre-

title & Lecture Tutorial Practical/ criteria requisiteof
Code Practice the course
(if any)
Early Child 2 0 0 2 Class XII NIL
Care and
Education
Settings
Learning Objectives
 To understand the significance of early childhood years and the importance of ECCE
 To understand developmental milestones and delays in development
 To plan, organize and create care facilities and developmentally appropriate material for
infants and young children.
 To be acquainted with the ECCE centre, its daily routine, requirements, functioning and
evaluation of the programme.
 To trace the progression of children in early childhood setting
Learning outcomes
 Explain the significance of early childhood development andECCE

 Become familiar with developmental milestones and learn to assesschildren in early
years.
 Understand, plan and organize care activities for youngchildren
 Prepare activities and aids for fostering development in theearly years
 Learn about evaluation of an ECCE programme
SYLLABUS
Unit 1: Importance of early years and significance of ECCE 20 hours
The unit will help to develop an understanding on the concept and importance of ECCE
 Meaning and objectives of ECCE and importance of early years
211
 Norms and developmental milestones of infants and young children
 Observations, developmental checklists and developmental delays
 Nurturing care framework and early childcare practices
 Review of existing ECCE programmes and policies in India
Unit 2: Developmentally appropriate activities for young children 20 hours

The unit will focus on ways to promote development during early years through play and
exploratory activities.
 Care and stimulation activities for infants and young children

 Plan and prepare multi-sensory materials and activities to promote development across
domains: Physical motor, socio-emotional, cognitive and language development
 Use of music, dance, drama, storytelling, puppetry, rhymes/poems and art and craft
 Importance of- Indoor and outdoor activities; individual and group activities; free play
and guided play; circle time
 Activities for school readiness
Unit 3: Components of ECCE Programme 20 hours

The unit will focus on the understanding of infrastructure, materials and equipment, curriculum
development and assessing the development of children.
 Daily routines in child care and preschool centres

 Creating safe spaces for children: Organizing indoor and outdoor material and equipment
 Understanding the ECCE curriculum: Developing daily, weekly and monthly plans
 Assessing children’s development across domains
 Indicators of a quality ECCE centre
 ECCE National Curriculum Framework-
https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_final_03022014%20%28
2%29.pdf
 Managing Children’s Programmes: Some Perspectives. Indira Gandhi National Open
University DECE Study Material. http://www.ignouhelp.in/ignou-dece-study-material/
 Morrison, G. S. (2018). Early Childhood Education Today. Pearson
 National Education Policy 2020-
education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
 Organizing a Child Care Centre. Indira Gandhi National Open University DECE Study
Material
 Soni, R. (2015). Theme Based Early Childhood Care and Education Programme: A Resource
Book. National Council of Educational Research and Training.
 Swaminathan, M. (1998). The First Five Years. Sage Publications
Suggestive Readings
 Aggarwal, J. C. (2007). Early Childhood Care and Education: Principles and Practices.
212
Shipra: New Delhi.
 Arni, K. and Wolf G. (1999). Child Art with Everyday Materials. TARA Publishing.
 Mohanty, J. Mohanty, B. (1996). Early childhood care and Education. Deep and Deep
Publication, New Delhi.
 Morrison, G. S. (2003). Fundamentals of early childhood education. Merrill/Prentice Hall:
 Play Activities for Preschoolers – 1 and 2. Indira Gandhi National Open University DECE
Study Material
 Virginia Singh, A. (1995). Playing to Learn: A training manual for Early Childhood
Education. M. S. Swaminathan Research Foundation.
Note: Learners are advised to use the latest edition of readings

213
Image Styling

title Lecture Tutorial Practical/ criteria of the course
Practice (if any)
&
Code
Image Styling 2 0 0 2 Class XII NIL
Learning Objectives
• To strengthen the student's hands on experience in using different tools of improving the
visual and non-visual appearance
• To train the students with technical and professional ways of understanding wardrobe
needs and their development
• To develop skills in understanding fashion trends for planning personal shopping .
Learning Outcomes
After studying this course the student will be able to:
• Demonstrate the practical ways to strengthen physical image based on body type, face
shape and personal style analysis.
• Understand the effect of elements and principles of design on visual appearance.
• Explain the fashion trends of apparel and accessories.
• Identify wardrobe elements and the processes of planning and organization.
• Plan personal shopping of apparel and accessories based on physical traits, personal
style and budget.
SYLLABUS
Practical
Unit 1: Physical traits and analysis 16 hours

Learning the first step in styling by developing skills to analyze individual characteristics
such as body type, proportions, face shapes etc.
Subtopics:
• Body types
• Body proportion
• Face shapes
• Personal colour analysis
214
Unit 2: Application of elements and principles of design for image styling 16 hours
Understanding the basics of design by learning about the various elements and principles of
design, their role in the success of a design, and their importance in personal styling.
Subtopics:
• Effects of design elements and principles on clothing and visual appearance
• Effect of garment components on visual appearance
Unit 3: Wardrobe planning 12 hours
Learning the skills of wardrobe planning, analysis and management as per apparel and
accessory needs.
Subtopics:
• Wardrobe analysis
• Wardrobe essentials
• Organization and categorization of wardrobe
• Elements of a basic wardrobe
• Optimising wardrobe and budgeting
Unit 4: The business of styling 16 hours
Understand the working of styling business. Developing the art of styling. Analyzing the
present market trends.
Subtopics:
• Dress vs Style
• Analysis of trends of apparels and accessories
• Survey of apparel and accessory stores/ brands with respect to style, size and price.
• Types of stylists: Freelance stylists, Celebrity stylists, Editorial stylists
• Marketing your business
• Forms and Contracts
Essential Readings
 Constantine, S. & Woodall, T. The Body Shape Bible: Forget Your Size Discover Your Shape
Transform Yourself, published by Weidenfeld & Nicolson (1877), ASIN: B01K14NWB8
 Funder, D.C. 2001, The Personality Puzzle (2nd ed), New York: W.W. Norton
 Phares, J.E. 1991, Introduction to Personality (3rd ed), New York: Harper Collins
 Rasband, J. Wardrobe Strategies for Women, published by Fairchild Books; Student edition
(September 18, 2001), ISBN-10: 1563672596
215
Suggested Readings
 Baumgartner, J. You are What You Wear, Da Capo Press (2012)
 Mc Call, Sewing in Color, Hamlyn Publishing Group 11th edition (1975)
 Romano, C. Plan your Wardrobe, New Holland Publishers (1998)
Vega, L. The Image of Success, American Management Association
(2010)

216
Content Development and Media for Children

title Lecture Tutorial Practical/ criteria of the course
Practice (if any)
&
Code
Content 2 0 0 2 Class XII NIL
development
and Media
for Children
Learning Objectives

 To explore and review current trends in media and content for children
 To plan developmentally appropriate media and content for children
 To create culturally appropriate content for learning
Learning Outcomes
 Identify forms of content and media available for children

 Understand the impact of content and media on thoughts, attitudes and values of
children
 Create age-appropriate content and media for children
SYLLABUS
Unit 1: Content for children: Relationship and interaction 20 hours

This unit will cover the different forms of content available to children and will create a linkage
between children, content and context
 Exploring different forms of content for children (exposure to history and folk forms)
 Children's usage and significance of print, audio visual content
 Review and analysis of available content for children
 Enabling parents/caregivers to be able to use content appropriately with children
Unit 2: Media for Children 20 hours

This unit will discuss the different forms of media available to children in the contemporary
context and also focus on advances in media technology
 Different media forms available for children
217
 Children’s use and significance of media forms
 Assessing the portrayal of children in media; assessing the quality of Print, App or TV
program, website, film
 Media literacy for children, parents and caregivers
Unit 3: Developing content and media for children 20 hours

This unit will enable students in developing content and media for children.
 Scripting for children: content and structure; Literature for and by children; Writing
stories/poems for children (significance of humour, wonder, logic)
 Music/ Dance/Theatre/puppetry as sources for content development and dissemination
 Creating age-appropriate content for:
- Developmental and domain specific needs
- Children activity box/ Preschool Kit
- Interactive Mobile applications/Digital content
Essential readings
 Condry, J. (1989). The Psychology of Television. Lawrence Erlbaum, Associates, Inc.
 Daniel,A.K. (2012). Storytelling across the Primary Curriculum. London: Routledge.
 Engel, S. (1999). The Stories Children Tell: Making Sense of the Narratives of Childhood.
USA: W.H.. Freeman and Company.
 Honig, A. (1983). Television and young children. Young children 38(4).
 Joshi, P. & Shukla, S. (2019). Child development and education in the twenty-first
century. Singapore: Springer International.
 Livingstone, S. (2002). Young People and New Media. New Delhi: Sage
 Prakash, S. &Mathur, P. (2000). Children and TV. NCERT,
 Real, M. R. (1996). Exploring Media Culture. New Delhi: Sage
 Singer D.G. & Jerome L. (2012). Handbook of Children and Media. California: Sage.
 Calvert, S.L. & Wilson, B.J. (2008). The Handbook of Children, media and Development.
United Kingdom: Blackwell Publishing.
 Jordan, A.B. & Romer, D. (2014). Media and the Well-Being of Children andAdolescents.
New York: Oxford University Press.

218
Small Scale Catering

Small Scale 2 0 0 2 Class XII NIL
Catering
Learning Objectives
 To comprehend fundamentals of menu planning through management of resources in a
food service establishment.
 To develop insight for recipe standardization and to apply acquired skills in menu
planning and quantity food production.
 To use knowledge of preliminary steps for starting a small-scale catering unit.
Learning Outcomes
 Comprehend fundamentals of menu planning throughmanagement of resources in a food

service establishment.
 Develop insight for recipe standardization.
 Apply acquired skills in menu planning and quantity foodproduction
 Use the knowledge of preliminary steps for starting a small-scalecatering unit.
SYLLABUS
Unit 1: Introduction to Food Service 12 hours
Kinds of food service establishments, kinds of food service outlets
 Market survey of various food products raw and processed in different kinds of markets.
 Survey of a nearby small-scale catering unit
219
Unit 2: Food Production 32 hours
- Menu planning: Importance of menu, factors affecting menu planning, types of menus, menu
planning for different kinds of food service units, features of good menu card
- Basics of food purchase, receiving and storage
- Quantity food production: standardization of recipes, quantity food preparation techniques,
recipe adjustments and portion control
- Hygiene and Sanitation
□ Planning menus within specified budget for the following:

- Menu for a birthday party/ nursery school.
- Packed tiffin lunch for MNC employees.
- Cyclic menu for catering breakfast, lunch and dinner for PG/ hostel girls.
□ Evaluation of menu card
□ Visit to a small-scale catering unit
□ Use of computers in inventory and billing
□ Standardization of a recipe
□ Scaling up of recipe for large number of customers (75)
□ Food stall/ event catering
□ Demonstration of specific dishes for entrepreneurial set up
□ Use of checklist to assess implementation of good hygiene and sanitation practices in a
small-scale catering unit
Unit 3: Planning of a Food Service Unit 16 hours

- Preliminary planning: survey of types of units, identifying clientele, menu, operations and
delivery
- Planning the set up:
- Identifying resources (money, manpower, time, facilities, equipment, utilities, types of
kitchen areas, flow of work and work area relationship), types of services and delivery system,
business registration
- Basics of Finance (Components of cost and factors affecting them, determining the selling
price)
 Market survey/visit for equipment

 Development of a business plan
 Desai V. (2011) The Dynamics of Entrepreneurial Development and Management,
Himalaya Publishing House Pvt. Ltd., Mumbai.
 Mohini, S. (2005) Institution Food Management New Age International Publishers.
 West, B.B.& Wood, L. (1988) Food Service in Institutions 6th Edition Revised By Hargar
FV, Shuggart SG, &Palgne Palacio June, Macmillan Publishing Company New York.
Suggested Readings
 Knight, J.B. & Kotschevar, L.H. (2000) Quantity Food Production Planning &
Management 3rd edition John Wiley & Sons.
 Payne-Palacio, J. & Theis, M. (2011) Foodservice Management: Principles and Practice
12th edition.
220
 Taneja, S. & Gupta, S. L. Entrepreneur Development- New Venture Creation. Galgotia
Publishing Company

221
CULINARY SCIENCE

Code of the
Practice Course
(if any)
Culinary 2 1 0 1 Class XII NIL
Science
Culinary science skill paper is about the cuisine arts of food preparation, cooking, and presentation
of food. Students will be equipped with knowledge of various tools and equipments used for
cooking, different cooking techniques, working in establishments such as restaurants and relatively
large institutions such as hotels and hospitals, standardized cooking practices and recipes.
● To develop cuisine arts of food preparation, cooking, and presentation of food.

● The practical exercises aim to provide hands-on training to develop the skill of various
cooking techniques and knowledge about various tools and equipment used for cooking
Learning Outcomes
● Develop different cooking and presentation skills.

● Get hands-on training to develop the skill to prepare Indian traditional and nutritious
recipes.
● Develop the ability to work in establishments such as restaurants, food courts, kiosks,
fast food centers large institutions such as hotels and hospitals.
● Food Supplier
● Food Storekeeper
SYLLABUS

222
Unit 1: Basic Culinary Concepts (8 hours)
Description: This unit is an introductory unit about the culinary science and
basic food ingredients, importance of hygiene to serve safe food.
Subtopics:
● Culinary Terms
● Basic Safety and Hygiene
● Basic food ingredients
● Recipe Evaluation: Sensory evaluation scales
Unit 2: Kitchen Techniques and Technology (7 hours)

Description: This unit is about methods of cooking, storage and organizing
the storage and imparting knowledge about various kitchen equipment and
accessories.
Subtopics:
 Methods: Moist heat, Dry heat, Frying, Microwave Cooking
 Basic Equipment: Gas stove/Cooking range, Refrigerator, Oven,
Microwave, Electrical Blenders, Air Fryer
 Kitchen Aids: Cooking Equipment, Measuring Equipment, Baking
Equipment, Assorted Knives, Assorted tools, Service Equipment.
 Storage and organization of work area
PRACTICALS 30 hours
1. General Instructions: Working in Food Lab/ Kitchen, Weight of (2 hours)

edible portion, Temperature, Abbreviations used in recipes
2. Basic Indian Gravies: White, Makhani, Salan, Red gravies, Kadi (2 hours)
3. Beverages: Tea, Coffee, Cold Coffee, Smoothies, Milk Shakes, Fruit (2 hours)
Punch, Iced Tea, Panna, Mojito.
4. Indian Breads: Chapatti, Paratha, Naan, Kulcha, Bhatura, Bedmi (2 hours)
Puri, Sandwich (open, grilled, rolled), Puranpoli, Kathi roll.
5. Indian Rice Cooking: Boiled, Curd, Tomato, Lemon, Fried, Pulao, (2 hours)
Tamarind, Biryani, Poha
6. Soups: Stock, Clear soups, Cream soups (2 hours)
7. Salads and Salad cuts/ craft: Coleslaw, Quinoa salad, Corn (2 hours)
&Walnut, Exotic seeds salad, Salad vegetable cuts and crafts
8. Vegetables Preparations: Dry veg, Koftas, Stuffed veg, Baked veg (2 hours)
preparations.
9. Indian Dry Snacks with Dips: Dhokla, Idli, Uttapam, Kachori, (4 hours)
Khandvi, Chilla, Dumplings, (Momos/Dim sums/ wontons)
10. Indian Savory Snacks: Assorted Pakoras, Dahi Bhalla, Cutlets, (4 hours)
Samosa, Tikki, Paneer Tikka
11. Traditional Deserts 1: Halwa, Kulfi, Kheer, Gulab Jamun (2 hours)
12. Traditional Deserts 2: Rasmali, Ladoo, Burfi, Jalebi, Gujia, Rasgulla (2 hours)
13. Baking: Tea cake, Muffins (2 hours)
223
ESSENTIAL READINGS
 Raina, U., Kashyap, S., Narula,V., Thomas, S., Suvira, Vir, S., &
Chopra, S. (2005).Basic Food Preparation – A Complete Manual.
Delhi: Orient Longman. 
 Khanna, K., Gupta, S., Seth, R., Mahana, R., & Rekhi, T. (2004). The Art
and Science ofCooking. Delhi: Phoenix Publishing House Private
Limited. 
 Arora, K. (2011). New Delhi: Theory of Cooking. Frank Bros & Co.
SUGGESTED READINGS:
 Kumar, B. (2021). Theory of Culinary Arts. Rudra Publications
 Sethi, P. & Lakra, P. (2015). Aahar Vigyan, Poshan Evam
Suraksha. Delhi: ElitePublishing House Pvt. Ltd.
 Suri, S. & Malhotra, A. (2014). Food Science Nutrition and Safety.
Delhi: Pearson IndiaLtd.

Delhi.
224
Credit Distribution, Eligibility and Pre-Requisites of The Course

Code Practice (If any)
Dairy 2 0 0 2 XII NIL
Processing (PCM/PCB)
Learning Objectives
 To study the processing of milk products
Learning Outcomes
 Gain skills in dairy product development and hands-on training forthe processing of
different milk products.
 Establish a food industry/start up based on their learnings in thesubject.
 Start providing 3rd party manufacturing to premier dairy-based industries.
 Work in any dairy based industry.
Syllabus
Practical Exercises: 60 hours
The learners are required to perform the following:
 Processing of Flavoured milk
 Preparation of Dahi
 Preparation of Ghee
 Preparation of milk based traditional Indian sweet
 Preparation of Ice cream
 Preparation of milk based instant mix
 Preparation of whey based drink
 Milk based new product development
 How to plan a startup, budgeting, marketing / case study/ entrepreneur (anyone of
the above)
 Regulations, Licensing and registration of a startup
225
 De, Sukumar. (2007). Outlines of dairy technology. Oxford University Press.
 Webb B.H. & Alford (2005). Fundamentals of dairy chemistry. CBS Publisher
 P.F. Fox, T. Uniacke-Lowe and J.A.O’ Mahony (2005). Dairy Science and
Technology. Taylor & Francis.
 P. Walstra, Jan T.M. Wouters and Tom J. Geurts (2015). Dairy chemistry and
Biochemistry. Springer

Skill progression
India is indisputably the largest milk producer in the world. Overall, dairy industry in India
engages about 80 million households in rural area. The course ‘Skills in Dairy Processing’
provides valuable skills to the candidates required to be in a dairy industry. The course is planned
to provide a hands-on training experience to the students in relevance to the dairy product
preparation and setting up an enterprise. The other courses like Technology of Milk and milk
products, Food Quality Management, Agri-business management, Sensory science, Food
standards and regulations in the upcoming semesters will provide a deeper insight to thesubject
and will help students to improve their skill set.
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FRUITS & VEGETABLE PROCESSING
Course Credits Credit distribution of the Eligibility Pre-

title & course criteria requisite
Code Lecture Tutorial Practical/ of the
Practice course
(If any)
Fruits and 2 0 0 2 XII NIL
Vegetable (PCM/PCB)
Processing
Learning Objectives
 To provide hands-on training to students for the entire process of selection, preparation,
packaging, & presentation of variety of fruits & vegetable products.
 To impart skills of scale-up production of fruits & vegetable products & by products
for setting their own enterprise.
Learning Outcomes

 Create variety of value-added products of consumer’s choice & need.
 Enhance the level of processing, level of valueaddition, share in global food
trade & employability.
Skill Development and Job Opportunities: Justification
The food processing sector is one of the largest sectors in India in terms of production, growth,
consumption, and export. however, there exists a definite lack in processing and storage
infrastructure and skilled manpower, which are essential to reducing the waste and enhancingthe
value addition and shelf life of the farm products. The government has ambitious plans to increase
the level of processing, value addition and share in global food trade. This will have a spike in
the requirement for qualified and trained fruits & vegetable processing professionals. The main
objective of having this paper is to impart knowledge of processing various value added fruits &
vegetable products which is ultimately used to enhance the employability of anycandidatestudying
the paper including food technology graduates.
Syllabus
Practical 60 hours
Practicals based on different processing/ preservation techniques.
1. Preparation of canned fruits /vegetables
2. Preparation of chips from potato/bittergourd/apples etc.
3. In bottle pasteurization of fruit juices, nectars, purees etc.
4. Preparation of fruit squashes
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5. Preparation of fruit cordials
6. Preparation of fruit jams/jellies
7. Preparation of fruit nectars
8. Preparation of mango/chilli/ lime pickle
9. Preparation of Tomato puree & product
10. How to plan a startup, budgeting, marketing / case study/ entrepreneur (anyone ofthe
above)
11. To study the Regulation, Licensing & registration of particular
Essential Readings
 Girdharilal., Siddappaa, G.S and Tandon, G.L.(2009). Preservation of fruits &
vegetables. ICAR, New Delhi.
 Thompson, A.K., (2003). Fruits and vegetables; Harvesting, handling and storage.
Blackwell Publishing.
Suggested Readings:
 Crusess, W.B. (2004). Commercial Unit and Vegetable Products. W.V. SpecialIndian
Edition. Agrobios India.
 Manay, S. and Shadaksharaswami, M. (2004). Foods: Facts and Principles. New Age
Publishers.
 Ranganna S.(2007). Handbook of analysis and quality control for fruits and vegetable
products. Tata Mc Graw-Hill publishing company limited, Second edition.
 Srivastava, R.P. and Kumar, S. (2006). Fruits and Vegetables Preservation-
Principles and Practices. 3rd Ed. International Book Distributing Co.
 Somogyi, L.P., Ramaswamy, H.S. and Hui, Y.H. (1996). Biology, Principles and
Applications. Volume 1. Technomic Publishing Company, Inc.

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MINIMAL FOOD PROCESSING

Minimal 2 1 0 1 XII (PCM/PCB) NIL
Food
Processing
Learning Objectives
 To provide the best combination of health, nutrition and convenience based on minimal
food processing
 To impart skills in food processing for extending the shelf life with minimal processing
that results in minimum changes to sensory characteristics and nutritional qualities, yet
imparting convenience to the consumer.
 To make students aware of the various novel technologies being developed and used
for minimal processing across the world.
Learning Outcomes
 Have skills and knowledge of methods of preservation by minimal processing of
food.
 Do minimal processing of different food samples.
Job/Employment Opportunities:
● Students can establish his/her start-up specialized in minimal food processing of
foods.
● Students can help in Research and Development in food industries to explore
various novel technologies for minimal processing.
● Students can either collaborate or join with any Food Industry and help in
developing various thermal and non-thermal techniques in food processing.
Syllabus
THEORY Total Lecture (Nos): 15 Hours
Unit 1: Basic minimal processing (8 Hours)

Introduction and importance of minimal processing, Preparation and pre-treatments, Minimal
processing of foods by thermal, refrigeration and freezing methods, MAP (Modified
Atmosphere Packaging) and CAP (Controlled Atmosphere Packaging). Physiological
responses and biochemical changes during minimal processing of fruits and vegetables, Meat,
Fish, poultry and Dairy products. Role of minimal processing in economic creation.
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Unit 2: Advanced technologies in minimal processing of foods (7 Hours)
Principle and applications of; irradiation, pulsed electric field processing, high
pressure processing, pulsed light, ultrasound, ohmic heating, sous vide.
PRACTICALS (30 Hours)
1. To study basic hygiene and sanitation requirements for minimal processing

2. Preparation and pre-treatment method for minimal processing of fruits and vegetables.
3. Minimal processing of Meat products.
4. Minimal Processing of fish and Poultry.
5. Minimal processing by Vacuum/ MAP/CAP/ edible coating.
6. Minimal Processing of Dairy Products.
7. To study the shelf life and quality characteristics of minimally
processed foodsavailable in the market
8. To study the effect of packaging material on shelf life of different minimally
processedfoods.
9. To determine the cost of minimally processed food.
Essential Readings:
 Fellows, P. J. (2009). Food processing technology: principles and practice.
ElsevierRahman, M. S. (Ed.). (2007). Handbook of food preservation. CRC
press.
 Tewari, G., & Juneja, V. (Eds.). (2008). Advances in thermal and non-
thermal foodpreservation. John Wiley & Sons.
 Barbosa-Canovas, G. V., Tapia, M. S., & Cano, M. P. (Eds.). (2004).
Novel foodprocessing technologies. CRC press.
 Bansal, V., Siddiqui, M. W., & Rahman, M. S. (2015). Minimally
processedfoods: overview. Minimally processed foods, 1-15.

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Food Waste and By-product Utilisation

Food Waste 2 0 0 2 XII (PCM/PCB) NIL
and By-
product
Utilisation
Learning Objectives
Environment sustainability is a key area of interest to government, scientist,
environmentalist, researchers, and students. The present course is designed to address the
issues of food waste and further their utilization into value added products. It’s a
multidisciplinary subject which can be taken by students of varied background. The
objectives of the course are as follow:
● To improve students’ understanding of basic food industry waste and by-product.
● To provide students an opportunity in understanding the significance of treating
and utilizing food waste and by-products.
● To study effluent treatment plant.
● The practicals provide hands-on training in different type of food waste and by-
products, further their utilization.
● After completion of course students can apply for courses specific to any category
of food waste and further specialize in it.
Eligibility: Being interdisciplinary in its nature and scope, the course will be equally
engaging and beneficial for students of all subject streams.
Learning Outcomes
After Studying this course, the student will be able to:
 Identify waste produced from different sectors of the food industry.
 Utilise waste from the food industry.
 Understand waste water treatment.
Skill Development and Job Opportunities:

 Students are eligible to handle the processing and operations at effluent treatment plant
running in food and chemical-based industries.
 Students can provide consultancy to waste industries.
 Students can also start with hands-on training to students and industrialist on handling
and utilizing the waste from industries.
 Students can work with Ministry of Agriculture to devise ways of utilizing the food
waste.
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 Students can start his/her own start-up by providing waste water treatment services to
food industries.
 The course will provide basic training enabling students to apply to advanced food
waste management courses.
Syllabus
Practical 60 hours
2. Identification of waste from agriculture and food processing (Dairy/ Meat/ Fruits
Vegetables / Alcoholic beverages/ cereals)
3. Study and layout of waste water treatment system (ETP)
4. Identification of co-products from F&V industry, estimation and utilization to develop
value added products (pectin, banana fibre, lycopene from tomato waste, watermelon/
pumpkin rind).
5. Identification of waste from animal industry and utilisation to develop value added
products (gelatin, egg shell).
6. Identification of various co-products from dairy industry, estimation and utilization to
develop value added products (utilisation of ghee residue, buttermilk beverage, whey).
7. Identification of co-products from cereal industry, estimation and utilization
to develop value added products (cereal husk, wheat fibre).
8. Determination of physico-chemical properties of wastewater.
9. Production of alcohol/ acetic acid from waste material.
Essential readings
● Marriott, N. G., Gravani, R. B., & Schilling, M. W. (2006). Principles of food
sanitation(Vol. 22). New York: Springer.
● Sadasivam, A, & Manickam, A. (2021). Biochemical Methods. New Age
InternationalPublishers.
● Green, J. H., & Kramer, A. (1979). Food Processing. Waste Management. Avi
PublishingCompany, 629.
● Herzka, A. and Booth, R.G. Food Industry and Trade: Recycling Waste. Applied
SciencePublishers, 1981.
● Tegge, G., Green, J. H., and A. Kramer. Food Processing Waste
Management; AVIPublishing, 1979

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INDIAN SNACK INDUSTRY

Code of the
Practice
Course
(if any)
Indian 2 1 0 1 Class XII NIL
Snack
Industry
LEARNING OBJECTIVES
With changing lifestyles and rising income levels, the processed Indian Snack industry has
grown exponentially in recent years due to a massive upsurge in the demand for snack (ready
to eat/ ready to cook) products in India. This course will equip our students with knowledge
and skills necessary to work in the snack industry, contribute to the growth and after gaining
some experience start-up their own micro/macro enterprises.
● To provide students with the basic knowledge of Indian snack industry.

● To familiarize students with different types of Indian snacks.
LEARNING OUTCOMES
After Studying this course, the student will be able to
● Describe various aspects of Indian snacks industry and regional snacks.

● Identify various types of snacks and their processing
● Prepare traditional, regional and healthy snacks.
● Start-up of micro/macro enterprises
● Able to set up home based/ small scale food catering units
● Work in Cloud Kitchen
SYLLABUS

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Theory (6 hours)
Unit 1: Indian Snack Industry Current Scenario
Description: This unit is an introductory unit about what is a snack food,
the history and current trends of snacks industry and regional snacks of
India.
Subtopics:
● Definition and history of snack foods in India.
● Current scenario of Indian snack industry.
● Indian regional snacks and their salient features.
Unit 2: Processing of Snacks (9 hours)

Description: This unit is about different types of Indian snacks and
common packaging materials and techniques used in snack industry.
Subtopics:
● Packed Snacks of India: Classification of packaged snacks,
common packaging materials and techniques
● Ready to cook (RTC) snacks, Instant snacks, Freshly prepared
snacks, Extruded snacks.
● Usage of oils for frying and various seasonings
● Healthy snacks preparations (innovations in snack preparation)
● FSSAI License and regulations
PRACTICALS 30 hours
1. Weights, Measures and Food hygiene practices (2 hours)
2. Basic cooking terminologies and techniques of preparation (2 hours)
3. Pakoras/ fritters: Assorted pakoras, Bondas and its variations (2 hours)
4. Cutlets and Tikkis – Mixed Veg cutlets,Sago cutlets, Aloo tikki, (2 hours)
Vegetable tikki,
5. Dough snacks: Kachori, Samosa, Spring rolls, Mathri, Kathi rolls, (4 hours)
Pani puri
6. Vadas: Dahi vada, Masala vadas, Medu vada and accompaniments (2 hours)
7. Dips (Accompaniments): Mint chutney, Imli chutney, coconut (4 hours)

chutney, Salsa sauce, Hummus, Hung curd dips, Guacamole etc.
8. Marinates: Curd marinates, Green marinates, Pickled marinate etc. (2 hours)
9. Tikkas and Kababs: Paneer tikka, Soya chaaps, Seekh kabab, Hara (2 hours)
kabab
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10. Healthy snacks 1: Sprouts, Cheela, Roasted snacks, Bhel, Fruit chat (2 hours)
11. Healthy Snacks 2: Fermented snacks (Idli (variations), Dhokla) (2 hours)
12. Extruded snacks: Bhujia, Chakli, Fafda, Gathiya (2 hours)
13. Packaging materials and techniques of packaging snacks (2 hours)
ESSENTIAL READINGS:
● Raina, U., Kashyap, S., Narula,V., Thomas, S., Suvira, Vir, S., & Chopra, S. (2005).
Basic Food Preparation – A Complete Manual. Delhi: OrientLongman.
● Khanna, K., Gupta, S., Seth, R., Mahana, R., &Rekhi, T. (2004). The Art and Science of
Cooking. Delhi: Phoenix Publishing House PrivateLimited.
SUGGESTED READINGS:
● Kumar, B. (2021). Theory of Culinary Arts Delhi: RudraPublications
● Arora, K. (2011).Theory of Cooking. New Delhi Frank Bros &Co.
● Lusas E.W., Rooney, L.W. (2002). Snack Food Processing: Delhi, CRC Press LLC.

Paper and Skill Progression
The paper provides understanding a huge untapped sector if food wastage. This waste across
globe is an environment concern. Students will be able to deeper understanding to the huge
market of food wastage from industries. The course is designed to provide exclusive hands on
training to students so that they can contribute the same to industries in search of food waste
management.
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Sustainable Eco-Tourism and Entrepreneurship
SEC –33:
SUSTAINABLE ECOTOURISM AND ENTREPRENEURSHIP
Coursetitle& Credits Credit distribution of the course Eligibility Pre-requisite

Practice (if any)
Sustainable Eco- 2 0 0 2 Class XII NIL
Tourism and
Entrepreneurship
Learning Objectives

• To train students in concepts and principles of sustainable ecotourism leading to a new generation of
entrepreneurs
• To inculcate field-based practical skills in translating ecological systems into wealth generation while
conserving natural resources
• To transform local biological wealth into a hub of global attraction and generate a scientific basis of
Indian traditional knowledge
Learning outcomes

• After studying this course, students will be able to develop next-generation ecological entrepreneurs
• After studying this course, students will be able to evolve eco-literate society by integrating
market-based instruments with eco-cultural knowledge of traditional societies
• After studying this course, students will be able to practice ecological knowledge for wealth
generation, environmental conservation, and popularization of Indian traditional knowledge
SYLLABUS
• Assess the current state of ecotourism in little-known/explored areas and examine ecotourism potential
• Field surveys to identify the existing locations having ecological, wildlife, scenic, and ethnic potential
for ecotourism and analyze existing prevalent eco-practices having the potential to integrate with
ecotourism programme
• Identify ten plant species having ecological, economic, and cultural significance as ecotourist
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attraction
• Develop stories on the selected wild habitats to attract ecotourists from within and outside
the country
• Identify suitable track and prepare a checklist of birds and animals with their stories for
a diverse group of ecotourists
• Examine the current state of natural resources and develop suitable messages and
appropriate media for educating different target groups
• Survey and identify the target group for ecotourism based on their age, education, economic
and other criteria and evaluate their psychological barriers to ecotourism
• Conduct inventory of facility and analyze a preliminary competitive advantage over
ecological attractions in the nearby area
• Analyze tourist spending patterns and track preferences for ecotourism attractions in nearby
areas and add value to ecological, wildlife, and cultural attractions
• Survey attitude and perception of residents regarding ecotourism plan and analyze costs
and benefits of the sustainable ecotourism development programme using a demand-driven
marketing approach
• Develop messages, stories, and pictures to attract tourists and promote ecotourism in the
target area
• Analyze basic elements of ecotourism, the special needs of ecotourists, develop trips
and travel packages offering an array of experiences and predict the market trends
• Develop ecotourist activities for individuals, families, and groups and craft social media
campaigns for the proposed ecotourism business
• Develop a plan for strategic alliances and partnerships with other projects/groups
/organizations for public- private partnership in the proposed ecotourism programme

To impart training on technical and analytical skills related to the course objectives, a wide
rangeof learning methods will be used, including
(a) laboratory practicals;
(b) field-work exercises;
(c) customized exercises based on available data;
(d) survey analyses;
(e) developing case studies;
(f) demonstration and critical analyses;
(h) experiential learning individually and collectively.
• Forest Departments
• Tourism industry
• World Bank
• UNDP
• WWF
• Environmental NGOs
Suggested Reading:
• Ballantyne, R. and Packer, J., 2013. International Handbook on Ecotourism. Edward
Elgar Publishing Limited, UK
• Blumstein, D.T., Geffroy, B., Samia, D.S. and Bessa, E., 2017. Ecotourism’s
promise and
• Peril. A Biological Evaluation. Springer Int. Publ. (Chapters 10–11)
• Fennell, D.A., 2014. Ecotourism. An Introduciton. Routledge, London, UK.
• Fletcher, R., 2014. Romancing the wild. In Romancing the Wild. Duke University
Press.
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• Tanguay, G.A., and Rajaonson, J., (2015). Evaluating Sustainable Tourism Using
Indicators:
• Problems and Solutions. In: Brophy, S.C., (Ed), Ecotourism: Practices, Benefits and
Environmental Impacts. Nova Science Publishers, pp. 119 – 134.
• Wearing, S. and Schweinsberg, S., 2019. Ecotourism: Transitioning to the 22nd
century. Routledge

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E-Tourism
SEC –
33: SUSTAINABLE ECOTOURISM AND ENTREPRENEURSHIP
Coursetitle& Credits Credit distribution of the course Eligibility Pre-requisite

Practice (if any)
E-Tourism 2 0 0 2 Class XII NIL
Learning Objectives

• To learn about the application of e-business in tourism sector with understanding of
contemporary issues of the use of electronic technology in the tourism business.
• To learn about e-business strategies and how to apply it to help them comprehend
a variety of basic e-business ideas and theories.
• To teach fundamental concept of what e-business is and how to conduct e-business
successfully in the tourism sector.
Learning outcomes

• After studying this course, students will be able to gain insight into concept of e-
tourism, travel intermediaries and travel websites.
• After studying this course, students will be able to learn and explain the emerging
ICT tools and its impact in the industry.
• After studying this course, students will be able to understand and implement the use
of social media platforms/artificial intelligence in e-tourism.
SYLLABUS OF SEC-36
Unit-I (20 hours)

Introduction to E-tourism, stages of ICT revolution, ICTS and new business tools, Strategic
and Operational use of IT in Tourism, The Internet and tourism – a powerful combination.
Networks for intermediaries: Travel trade intermediaries-Features of a travel trade web site,
implementing a travel trade website, online travel intermediaries.
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Unit– II (20 hours)
E-business for Destination Management Organizations: Principles and concepts –
Positioning DMOs in value net, destination e-business system model, e-Business
Partnerships for DMOs, Case Studies of Red Apple DMC, OYO Rooms, OLX, Zoom
Car, Ofo Cycles etc.
Unit– III (20 hours)

Social Media Marketing in Tourism - Facebook, Twitter, YouTube, WhatsApp - Travel
Blogs –Usage of Artificial Intelligence- Virtual Reality - Challenges for conventional
business models and Competitive strategies.
• Reynolds, Jonathan. (2012). E-Business: A management Perspective.
Oxford University Press.
• Kulkarni. P, Jahirabadkar. S & Chande. P. (2012). E-Business. Oxford
University Press.
• World Tourism Organization. (2001). E-business for tourism: Practical
guidelines for tourism, Destinations and businesses. World Tourism
Organization.
• D. Buhalis: e-Tourism, Information Technology for Strategic Management
• Buhalis & Costa: Tourism Business Frontiers
• Poon: Tourism, Technology and Competitive Strategies Harish Bhatt &
Badan: Impact of ICT in Tourism
Suggested Reading:
• Stiakakis. E. & Georgiadis C. K. (2009). Drivers of a tourism e-business
strategy: the impact of information and communication technologies.
Oper Res Int J. DOI 10.1007/s12351-009-0046-6.
• European Commission (2004). Electronic Business in Tourism: Key issues,
case studies, conclusions. European Commission. Enterprise publications.
Sector Report: No. 07-II, August 2004.
• Šimunić. M, Pilepić L., Šimunić M. (2013). Tourism and e‐business: the
semantic paradigm as a precondition for success. Informatol. 46, 2013.,
1, 1‐7.
• Buhalis. D., & Hyun Jun S. (2011). E-Tourism. Contemporary Tourism
Reviews: Series. Goodfellow Publishers Limited, Woodeaton, Oxford,
OX3 9TJ.

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Design Thinking

& criteria of the course
Code (if any)
Practice
Design 2 0 0 2 Class XII NIL
Thinking
Learning Objectives
To provide basic understanding of problem search, design process, design thinking and ability
to convert an innovative product idea to a prototype.
Learning Outcomes
After studying the course, the student will be able to:
● Understand innovation process

● Do product designing
● Empathy research.
● Do designing brief and proof of concept.
● Do prototyping. product testing and validation
SYLLABUS:
Unit I: Design thinking and innovation in product or process designing. Identifying user needs.
Human Centered Design. (8 hours)
Unit II: Innovation Opportunities. Problem space exploration. Ideation. Empathy Research
(13 hours)
Unit III: Novel product or process Opportunities. Solution space exploration. Design brief.
Concept generation. User validation (13 hours)
Unit IV: Converting ideas to product. Developing Prototypes. Iterative improvement. Proof of
concept - Product testing and validation (18 hours)
Unit V: Disruptive design innovations – case studies (8 hours)
Teaching Plan
Week 1: Design thinking and innovation in product or process designing

Week 2: Identifying user needs. Human Centered Design
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Week 3: Innovation Opportunities.
Week 4: Problem space exploration. Ideation.
Week 5: Empathy Research
Week 6: Novel product or process
Opportunities. Week 7: Solution space
exploration. Design brief. Week 8:
Concept generation. User validation
Week 9: Converting ideas to product.
Week 10: Developing Prototypes.
Week 11: Iterative improvement.
Week 12: Proof of concept - Product testing and validation
Week 13, 14 & 15: Disruptive design innovations – case studies
Essential Readings:
1. Creative Confidence: Unleashing the creative potential within us all by Tom
Kelley &David Kelley, Crown Business (New York, 2013)
2. The Design of everyday things by Don Norman, Basic Books (2013)
3. Design Thinking: Understanding how designers think and work by
Nigel Cross, Bloomsbury Visual Arts (2019)

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Innovation and Entrepreneurship
Course title & Credits Credit distribution of the course Eligibility Pre-
Code Lecture Tutorial Practical/ criteria requisite
Practice of the
course
(if any)
Innovation and 2 0 0 2 Class XII NIL
Entrepreneurship
Learning Objectives
The primary objectives of the course will be to:

● Encourage the process of creative thinking and innovation
● Build an entrepreneurial perspective to identify and tackle problems and explore new
opportunities
● Gain insight into building business models and plans
● Identify tools and strategies that entrepreneurs may use for start-up, innovation and
reinvention
● Understand how to go from an idea to product and scale it up for sustainability
● Develop skills to work in teams and build connections, collaborations and social
networks .
Learning Outcomes
By the end of the course students should be able to:

● Identify and comprehend the concepts of creativity, innovation and invention in
various contexts.
● Enrich their theoretical and conceptual foundations in entrepreneurship.
● Gain hands-on experience that shall empower them to identify business and social
opportunities and venture in the entrepreneurial landscape.
● Prepare themselves to take informed decisions in establishing start-ups and ongoing
innovation in organisations.
PEDAGOGY
While suitable concepts and theory will be utilized, the emphasis of the course will be on
inquiry driven hands-on activities and experiential learning in a team setting. As this is essentially
a group activity based course, the two lectures scheduled for each week shall be held together. The
class to be split up ideally in groups of 5 – 7 students each, who will work
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together for the rest of the semester on identifying a specific problem and by semester-end present
a feasible innovative prototype capable of being funded as a start-up.
SYLLABUS
Unit I: Understanding Creativity

● Understanding the concept and process of creativity; students exploring within
themselves the nature of the creative process; approaches to understanding creativity (Ref.
B1)
● Differentiate between invention and innovation (Ref. OR1)
● Understanding entrepreneurial mindset and skills (creativity, decision making, risktaking
behaviour, networking) and entrepreneurship in different contexts (eg. Social, Cooperative,
Commercial, Public, Not for Profit organisations) (Ref. B1)
● Case studies of some successful innovations/start-ups – Different group can be given a
different Case Study and the groups can have a discussion on same (Ref. Suggestive Case
Studies A)
(15 practical hours)
Unit II: Ideation
● Identifying a specific problem through observation, contemplation, networking and
research (Ref. B2)
● Generating ideas for problem solving using mind mapping, brainstorming, focus groups,
idea generation tool kit (SCAMPER) (Ref. B1)
● Learning through failures of others – case studies of some ventures that could not sustain
– Different group can be given a different Case Study and the groups can have a discussion
on same (Ref. Suggestive Case Studies B)
Unit III: Understanding the business
● Building a business plan using the lean canvas model (Ref. OR2)
● Understanding customers/stakeholders and evaluating the business plan through
survey/questionnaire/interview/secondary research (Ref. B1 and B2)
● Designing, prototyping and iteration (Ref. B2)
● Networking and growth strategies (Ref. B3)
● Building and managing organisations (Ref. B3)
● Role of leadership and team based culture (Ref. B3 and OR4)
Unit IV: Venturing Forth
● Financing the innovation: pitching and communicating the idea
● Sources of finance: crowdfunding, venture capital, equity funds, angel investing,
borrowing (including government initiatives, bank and public funded schemes) (Ref. OR5
and OR6)
● Various forms of IPR (patent, copyright, trademark, geographical indication, industrial
design) (Ref. OR7 and OR8)
● Setting and scaling up (Ref. B3)
● Entrepreneurial resilience and ongoing creativity (Ref. B1)
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Suggested Readings: Books
B1.The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators, Jeff Dyer, Hal
Gregersen, C.M. Christensen, Harvard Business Review Press, 2011
B2. Design Thinking: Business Innovation, Maurício Vianna, Ysmar Vianna, Isabel K. Adler,
Brenda Lucena, Beatriz Russo, MJV Press, 1st Electronic Edition, 2011
(also available at https://cdn2.hubspot.net/hubfs/1701231/Documents/Design_Thinking_-
_The_Book/Design_Thinking_The_Book.pdf)
B3. Contemporary Strategy Analysis: Text and Cases, Robert M Grant, Wiley, 9th
Edition,2016 (Chapter 6 and Chapter 9)
Online Resources
OR1. Discovery, Innovation and Invention

https://www.laits.utexas.edu/~anorman/long/DII.html
OR2. How to create your lean canvas

https://leancanvas_production.s3.amazonaws.com/cms/LeanCanvas.pdf
OR3. Organisational behaviour and human relations, Module 12, Creativity in decision making
https://courses.lumenlearning.com/wm-organizationalbehavior/
OR4. Organisational behaviour and human relations, Module 13, Leadership

https://courses.lumenlearning.com/wm-organizationalbehavior/
OR5. Sources of Funding Innovation and Entrepreneurship

https://www.wipo.int/edocs/pubdocs/en/wipo_pub_gii_2020-chapter4.pdf
OR6. Government Schemes for Startups

https://www.startupindia.gov.in/content/sih/en/government-schemes.html
OR7. Intellectual Property Rights in India

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachme
nt_data/file/627956/IP-Rights-in-India.pdf
OR8. What is Intellectual Property? WIPO 2020 doi:10.34667/tind.42176

https://www.wipo.int/publications/en/details.jsp?id=4528
Suggestive Case Studies A

1. Amul
2. Goonj
3. Aravind Eye care systems
4. Apple
5. Pixar
6. ISRO
7. Khan Academy
8. Nyka
9. Swiggy
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10. Sulabh International
11. OYO
12. Mumbai's Dabbawalas
13. Lijjat Papad
14. Jaipur Rugs
15. WOW! Momo
16. Biryani by Kilo
Suggestive Case Studies B

1. Nokia
2. Cafe Coffee Day
3. HMT watches
4. Atlas Cycles
5. Jet Airways
6. Kodak
7. Stayzilla
8. SKS Microfinance IPO
9. Satyam Computers
10. Groupon Inc.
Weekly Plan:
Week I: Understanding the concept and process of creativity; Approaches to understanding

creativity; differentiate between invention and innovation.
Week II: Activity week - Students exploring within themselves the nature of the creative process
in groups (eg. exploring the surroundings for possible problems and challenges that may have
innovative solutions).
Week III: Understanding entrepreneurial mindset and skills (creativity, decision making, risk
taking behaviour, networking) in different contexts through discussion of a case study (may select
one case study from Suggestive Case Studies A).
Weeks IV - IX: Activity Weeks - The class to be split up ideally in groups of 5 – 7 students
each, who will work together for the rest of the semester on identifying a specific problem
and by semester-end present a feasible innovative prototype capable of being funded as a
start-up.
Week IV: To begin with, each group shall identify a problem through observation,contemplation,
brainstorming, networking and research.
Week V: Each group to generate ideas for solving their identified problem using mind mapping,
focus groups, idea generation tool kit (SCAMPER).
Week VI: Each group to critically assess the feasibility of the proposed ideas by learning through
the failures of others – case studies of some ventures that could not sustain (may use a case study
from Suggestive Case Studies B).
Week VII: Each group to build a business plan using the lean canvas model and
survey/questionnaire/interview/secondary research.
246
Week VIII: Each group to design and prototype their proposed business
solution/model/product.
Week IX: The groups evaluate their proposed business plan/model using feedback from
networking. Submission of formal business plan (written) by each group.
Week X: Formulating growth/scaling up strategies; building and managing organisations;

role of leadership and team based culture, entrepreneurial resilience and ongoing creativity.
Week XI: Financing the innovation: pitching and communicating the idea. Sources of
finance: crowdfunding, venture capital, equity funds, angel investing, borrowing (including
government initiatives, bank and public funded schemes)
Week XII: Various forms of IPR (patent, copyright, trademark, geographical indication,
industrialdesign)
Week XIII, XIV and XV: Activity weeks - Submission of final project report (written) and
presentation (oral) by each group, Viva.

Delhi.
247
SEC Museum and Museology


Practice (if any)
Museum and 2 1 0 1 XII Class NA
Museology

Learning Objectives

The objective of this paper is to introduce and provide basic understanding about
Museum and Museology as a discipline. Through this paper the students will be exposed
to various aspects of museum history- (museum movement in India, particularly), its
functioning, types and purpose. It will highlight the role of the museum as an important
centre for preservation and dissemination of knowledge. This paper is of particular value
to those who are seeking careers as curators, art collectors, researchers and
conservators.

Learning outcomes
Upon completion of this course the student shall be able to:

• Understand museum as a resource center.
• Understand the historical process of institutionalization of archaeology and
culture through museums.
• Develop an insight into the various roles of museum an organizer, preserver
and manager of artifacts.
• And how museum is an effective center for dissemination of knowledge and
information, and space for dialogue and interaction.
• Also develop some understanding about new museums.
• A student having studied this course will be skilled in culture and tourism
based industries: possible employment includes tour guides, archaeology
assistants, archivist, jobs in art galleries, museums, auction houses,
researchers in NGOs and other institutions, culture and art based writing and
journalism and on social media

248
SYLLABUS

Unit I - Theory (15 hours)
(i) Definition and meaning of Museum and Museology.
(ii) History of museums in India- Colonial to post independence.
Research based project (any two): History of- National Museum/ Indian
Museum/ Salar Jung Museum/Chhatrapati Shivaji Maharaj Vastu Sangrhalay
(iii) A brief introduction to New Museology

Unit II - Practical (30 hours)
(i) Various functions of a museum- Collection, documentation (manual, digital
and photographic), preventive conservation and exhibition should be taught in
conjunction with practical/ project.
(ii) Types of museums: Project
Practical/Project: Visit any one museum to understand the nature and scope of its
collection and exhibition techniques - National Museum/ Redfort Archaeological
Museum/National Craft Museum and Hastkala Academy/ National Gallery of Modern
Art/ National Science Centre /Gandhi Smriti Museum/Delhi Sulabh International
Museum of Toilet/ Sanskriti Kendra (individual/ group assignments may be designed
and assigned on one of these museums)
30 hours for practical with minimum 3-5 Days for Museum visit and field work.

Unit I:
This unit introduces students to the concept of Museum and Museology. With the
help of International Council of Museum (ICOM) definitions - meaning, purpose and
changing roles of museum can be understood. Unit will look into the history of
colonial museums and their transformation into National Museums in the post-
independence era. With the help of case studies of various national museums and
their making, their historical trajectory can be studied and understood in the
background of the museum movement in India. Provide a brief introduction to the
concept of new museology and how new museums became an agent of change in
the Museum world.
• Burdhan, Anand (2017), Colonial Museum: An Inner History, Research India
Press, Delhi
• Choudhary, R. D. (1988). Museums of India and their Maladies. Calcutta:
AgamPrakashan.
• Desvaltees, Andre, & Francas Mairesse Arrond Cown (2010), Key concept in
Museology ICOM-2010, Paris.
• Dwivedi, V P, Museums and Museology: New Horizons. Agam Kala Prakashan
249
• Guha-Thakurta, Tapti. (2004). Objects, Histories: Institution of Art in Colonial
India, New York: Columbia University Press.
• Mathur, Saloni. (2007). India by Design: Colonial History and Cultural Display.
Berkley: University of California
• Mathur, Saloni. (2000). “Living Ethnological Exhibits: The Case of 1886”,
Cultural Anthropology, Vol. 15 No. 4, pp 492-524
• सहाय, िशव !व#प ( 201 9). सं#हालय क" ओर , मोतीलाल बनारसीदास, नई !द#ली
• Tiwari, Usha Rani and Pandey, Aarti. 2016. नव सं#हालय !व#ान. Kala
Prakashan
• Vergo, Peter, ( 1997)New Museology. Germany: Reaktion Books.

Unit II:
In this unit various functions of museum are to be studied. With the help of examples
and case studies, types of Museums and their features will be discussed. By studying
the nature of the collection and the exhibition methods student shall be able to
identify the museum types.
• Aggarwal, O. P. (2006). Essentials of Conservation and Museology, Delhi:
Sundeep Prakashan.
• Agrawal, O.P. (Translation: Tiwari, R.P.) (2012) पु#तकालय साम$ी और कला
व"तुओ ं का पर#$ण, Delhi.
• Dean, David and Gary, Edson (1994) Handbook for Museums, Routledge.
• Jain, Sanjay (1999), !यू$जयम और !यू$जयोलॉजी एक प"रचय, Kanika Prakashan,
New Delhi
• Munsuri, Shahida. Museums, Museology and New Museology. India:
Readworthy Press Corporation, 2018.
• Nair, S. N. (2011). Bio-Deterioration of Museum Materials, Calcutta: Agam
Prakashan
• शु#ला, िगर$श चं#।, सं#हालय !व#ान, मोतीलाल बनारसीदास

Suggestive readings
Museum:
• Ambrose Timothy, Paine Crispin ( 1993, 2006),Museum Basics, Routledge
• Burdhan, Anand (2017), Museological Pedagogy: Colonial Politics versus
People’s Museography, Research India Press
• Bedekar. V. H, New Museology, Museum Association of India, New Delhi
• Macdonald, S. (Ed.). (2010). The politics of display: Museums, science, culture.
Routledge.London
250
• Mathur, Saloni and Kavita Singh(reprint2020), no-touching, no spitting, no
praying: The Museums in South Asia,Routledge.
• Roychowdhury, Madhuparna (2015). Displaying India's Heritage: Archaeology
and the Museum Movement in Colonial India, Orient Black Swan.
• Munsuri, Shahida. Museums, Museology and New Museology. India:
Readworthy Press Corporation, 2018
• Macdonald, Sharon (2006), A companion to Museum Studies, Blackwell, UK
and Australia.
• Punja, Shobhita, (2014) Treasures: Salar Jung Museum, Hyderabad. Niyogi
Books, Delhi.
• Punja Shobhita (2014) Treasure: Chhatrapati Shivaji Maharaj Vastu
Sanghralaya, Mumbai, Niyogi Books, Delhi.

Total Marks: 100 marks
faculty.


251
SEC Reading the Archive


Practice (if any)
Reading the Archive 2 1 0 1 Class XII NA

Learning Objectives

This course seeks to develop skills and methods of historical research through the critical
evaluation of primary sources. The first unit of the course will emphasize that the
historical archive cannot be treated as mere “information” and that issues of authorship,
representation and access are crucial to any understanding of primary sources. At the
core of the course are three carefully designed basic research projects that will introduce
students to a wide variety of primary sources that range from colonial ethnographic and
legal texts to visual photographic archives. The student will focus on one kind of archive
in each project along with an important text that will illuminate the reading of this kind of
archive by a historian.

Learning outcomes
• To expose students to a wide variety of archives used in historical work.

• To introduce students to scholarship that has critically and creatively used
different kinds of primary sources.
• To develop skills to access, contextualize, and analyze primary sources and
carry out research.
• A student having studied this course will be skilled in culture and tourism
based industries: possible employment includes tour guides, archaeology
assistants, archivist, jobs in art galleries, museums, auction houses,
researchers in NGOs and other institutions, culture and art based writing and
journalism and on social media

SYLLABUS

Unit 1: Theory (15 hours)
Introduction to Primary Sources: Power and Memory in the Archive
Unit 2: Projects
Practical (30 hours.)
252
1) The documentary archive: colonialism and nationalism
2) Photography and the visual archive.
3) Gender, law and the archive

Unit 1: Introduction to Primary Sources: Power and Memory in the Archive Theory
This unit will introduce the student to the notion of the archive as a cultural
institution produced in contexts of power that allows both for the production, and
elision of different kinds of historical narratives. It will also underline the issue of
access, and digitization which is crucial to researchers today.

Students will be taken for a guided visit to either the National Archives of India or the
Delhi State Archives.

Readings:
• Aparna Balachandran and Rochelle Pinto, Archive and Access, Bangalore,
Centre for Internet and Society, 2011, 14-29, 50-81. https://cis-
india.org/raw/histories-of-the-internet/blogs/archives-and-access
• Joan Schwartz, & Terry Cook, “Archives, Records, and Power: The Making of
Modern Memory,” Archival Science, Vol. 2, 1-19.

Unit 2: This unit is divided into 3 sections containing research projects that use
different types of archives. The Documentary Archive: Colonialism and Nationalism:
In this section, the student can choose to do EITHER a project on a colonial text, or
on a document produced in the course of the nationalist struggle in India. In the first
case, students will understand the making of colonial knowledge; in the second, they
will access the voices of peasants filtered through the accounts of the nationalist
elite. Students can choose any section/chapter/ pages of the primary source in
consultation with the teacher.
a. Primary source: H.H. Risley and E.A Gait, Report on the Census of India,
1901; Secondary reading: Bernard Cohn, “The Census, Social Structure
and Objectification in India” in Anthropologist Amongst the Historians,
Delhi: OUP, 1987, 224-254.
b. Primary Source: Shahid Amin, Tridip Suhrud and Megha Tod eds,
Thumb Printed: Champaran Indigo Peasants Speak to Gandhi,
Navajivan Trust and National Archives of India, 2022.
Secondary Reading: Shahid Amin, Thumb Printed: Champaran Indigo
Peasants Speak to Gandhi edited by Shahid Amin, Tridip Suhrud and
Megha Tod, Navjivan Press and National Archives of India, Introduction,
xiii-xxxvi.
2) In this section, the students can choose to either do a project on colonial-
era photographs or on online personal photographic archives. In the first
253
case, the student will be engaged with the idea of the camera as a
technology of rule; in the second the focus will be on cultural memory and
digitization. Students can choose any section/pages/chapter/s of the
primary source in consultation with the teacher.
a. Primary Source: William Johnson, The Oriental Races and Tribes,
Residents and Visitors of Bombay: A Series of Photographs with Letter
Press Descriptions, London: W. J Johnson, 1863,
https://archive.org/details/gri_33125008252070; Secondary Reading:
Christopher Pinney, Camera Indica: The Social Life of Indian
Photographs, London: Reaktion, 1997, Chapter 1: ‘Stern Fidelity’ and
Penetrating Certainty.’ 17-71.
b. Primary Source: The Indian Memory Project
https://www.indianmemoryproject.com/
Secondary Reading: Katja Muller, “Between Lived and Archived
Memory: How Digital Archives Can Tell History.” Digithum, 19, 2017,1
1-18. https://redib.org/Record/oai_articulo1211444-between-lived-
archived-memory-how-digital-archives-can-tell-history

3) In this section, students will reflect on historical archives are gendered in
character through an analysis of a legal text on the Age of Consent
controversy. The project will allow students see legal debates and law-
making as masculine projects even as the legal archive allows us some
access to the agency and voices of women. Students can choose any
section/pages/chapter/s of the primary source in consultation with the
teacher.
a. Primary Source: Age of Consent Act Report, Government of India,
Calcutta, 1929.
b. Secondary Reading: Tanika Sarkar, “Rhetoric against Age of Consent:
Resisting Colonial Reason and the Death of a Child-Wife,” Economic
and Political Weekly. 1993, Vol.28,
1869-1878.

Suggestive readings
• Anjali Arondekar “Without a Trace: Sexuality and the Colonial Archive.”
Journal of the History of Sexuality, vol. 14, no. 1/2, 2005, 10–27.
• Antoinette Burton, ed., Archive Stories: Facts, Fictions, and the Writing of
History (Durham: Duke University Press, 2005)
• Arlette Farge, The Allure of the Archives, New Haven: Yale University Press,
2013, 79-113.
• Crispin Bates, “Race, caste and tribe in central India: the early origins of Indian
anthropometry” In Peter Robb (Ed.), The Concept of Race in South Asia, Delhi:
OUP, 219-59.
254
• Edwards, Elizabeth. “Photography and the Material Performance of the Past.”
History and Theory, vol. 48, no. 4, 2009, 130–50.
• Kama MacLean, “The Portrait’s Journey: The Image, Social Communication
and Martyr-Making in Colonial India.” The Journal of Asian Studies 70, no. 4,
2011 1051–82.
• Ranajit Guha, “The Prose of Counter Insurgency”, Subaltern Studies: Writings
of South Asian History and Society, Vol 2, Delhi: Oxford University Press, 1-42.
• Shahid Amin, “Gandhi as Mahatma: Gorakhpur District, Eastern UP, 1921-2’ in
R. Guha (ed.), Subaltern Studies: Writings on South Asian History and Society,
vol. 3, Delhi, Oxford University Press, 1984, 1-61.
• Tanika Sarkar “A Book of Her Own. A Life of Her Own: Autobiography of a
Nineteenth-Century Woman.” History Workshop, no. 36, 1993, 35–65.

Total Marks: 100 marks
faculty.


255
WORKING WITH PEOPLE
Practice course
(if any)
WORKING WITH Class XII NIL
1 0 1
PEOPLE 2
Learning Objectives

● To inculcate values in strengthening knowledge and skills in field work practice learning
● To develop aptitude and attitude to work in the field
● To enhance skills of self-awareness, self-development, goal setting and time management
Learning outcomes
At the end of the semester the students will be able to

● Develop a practical understanding of using different skills while working with individuals
and groups
● Develop skills and competencies to work effectively in field settings
● Acquire understanding about self, goal setting, networking, and communication
SYLLABUS
Course Content
Unit I: Developing Personal and Professional Self (No. of hours)

Unit Description: This unit will provide a conceptual understanding of 3
Self-awareness and sensitivity. The students will learn about goal setting,
time management and ethics in social work practice. Weeks: I-III
Subtopics:
● Understanding personal self and professional self.
256
● Professional Ethics: Responsibility, accountability, loyalty,
commitment, cultural sensitivity and competence.
● Goal setting and time management
Unit II: Planning for Field Work Practice
Unit Description: This unit will introduce the students to strategic (No. of hours)
learning plans required for field work, thematic modules for different 4
target groups and importance of rapport building and communication Weeks: IV-VII
while working in community.
Subtopics:
● Preparation of Field work learning plans and strategies.
● Rapport building, initiating dialogues and sustaining communication.
● Thematic learning modules for targeted populations: Children,
adolescent, youth and elderly.
Unit III: Documentation in Field Work (No. of hours)
Unit Description: This unit will focus on documentation and maintaining 4
records while working with individuals, groups and communities. The
students will also learn to develop community profile. Weeks: VIII-XI
Subtopics:
● Case records
● Group work records
● Community profile
Unit IV: Application of Skills and Techniques (No. of hours)
Unit Description: This unit will introduce various skills and techniques 4
required in understanding self and mobilising support. Weeks: XII-XV
Subtopics:
● Understanding Self: Johari Window
● Strength and Weakness- SWOT Analysis
● Mobilising Community Support: Networking, Advocacy and Public
Relation
Practical component (if any) – Unit III & IV application based (30 hours)
Essential readings
● Datar,S. et al. (2010). Skill Training for Social Workers: A Manual. New Delhi: Sage
Publications
● Kumar, S. (2002).Methods for Community Participation: A Complete Guide for

Practitioners. London: ITDG Publishing.
● Nair,R., Juvya,S., & Nadkarni,V. (2020). Field Instructions in Social Work Education, The
Indian Experience. Routledge India.
● Subhedar, I. S. (2001). Field Work Training in Social Work. New Delhi: Rawat Publications.
257
● Trevithik, P. (2000). Social Work Skills: A Practice Handbook. Buckingham, Philadelphia:
Open University Press.
● Verma, R.B.S. & Singh, A.P. (2013).Standard Manual for Field Work Practicum in Social
Work. Lucknow: New Royal Book Company.
Suggested readings
● NAPSWI. (2016). NAPSWI’s Code of Ethics for Professional Social Workers in India. New
Delhi: National Association of Professional Social Workers in India

258
LIFE SKILL EDUCATION
Practice (if any)
LIFE SKILL 2 1 0 1 Class XII NIL
EDUCATION
Learning Objectives

● To impart life skills education in field work practice
● To strengthen life skills for career building, critical thinking, attitudinal base for innovate
leadership
● To learn the application of life skills in diverse field work settings
Learning outcomes

● Focus on development of values in strengthening knowledge and life skills, bringing high
quality standards in field work practice-learning
● Understand the strength-based life skill development, team work, innovate leadership, design
thinking and career building skills
● Develop universal human values while utilizing life skills in field work
SYLLABUS
Unit I: Life Skills Introduction (No. of hours)

Unit Description: To introduce students to the basic concepts of life 3
skill management. Weeks: I-III
259
Subtopics:
● Basic Life Skills: Concept, Components and Significance
● Life Skills Development: National Perspective
● Universal Human Values – Love, Compassion, Truth, Non-
violence, Peace, Gratitude, Patience and Tolerance
Unit II: Basic Life Skills (No. of hours)
Unit Description: To learn the set of essential life skills that can lead 4
to high employability and good work culture.
Weeks: IV-VII
Subtopics:
● Team Work Skills: Social Etiquettes, Democratic Decision, and
Collaboration
● Innovative Leadership: Initiative taking, Time Management,
Capacity building, Life Coaching
● Career Building Skills: Exploring Career Opportunities,
Mentoring, Resume Preparation, facing Interview & Group
Discussion, Presentation Skills, Creating social media profile
Unit III: Significant Life skills and Techniques (No. of hours)
Unit Description: To understand potential changes that can be 4
brought about by employing essential life skills Weeks: VIII-XI
Subtopics:
● Developing Strategies for enhancing Life Skills
● Life Skills (Cognitive based): Critical Thinking, Knowledge
construction, Evaluating reasoning, Solution Focused Thinking,
● Life Skills (Behavioural Based): Ethics, Integrity, Problem
Solving, Decision making
Unit IV: Application of life skills in Field Work (No. of hours)
Unit Description: To learn the application of essential life skills in 4
diverse settings through case studies about interventions Weeks: XII-XV
Subtopics:
Developing specific life skills intervention plan for
● Stress Management and Coping strategies
● Simulation exercises: Brainstorming, Role plays for Team building
● Case Management
Essential readings
● Bandyopadhyay and Subrahmanian (2008), Gender Equity in Education: A Review of Trends

and Factors
260
● Brinkman, F. J. (2016). Environment, Religion and Culture in the Context of the 2030
Agenda for Sustainable Development, (April).
● Brown, T. (2012). Change by Design. Harper Business
● Care, E., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017). Skills for a Changing
World: National
● Census of India. (2011), Registrar General of India
● Clarke, D., Bundy, D., Lee, S., Maier, C., Mckee, N., Becker, A., Paris, F. (n.d.). Skills for
Health Skills-based health education including life skills: An important component of a
Child-Friendly/Health-
● Dewan S, Sarkar U (2017) From education to employability: Preparing South Asian Youth
for the world of work, UNICEF ROSA
● International Youth Foundation. (2014). Strengthening life skills for youth : A practical guide
to quality programming.
● Kwauk C & Braga. (2017) Life skills education is more than teaching skills, Brookings
institution Washington DC
● LIFESKILLS EDUCATION. (n.d.). Retrieved from, http://www.cbse.nic.

in/cce/life_skills_cce.pdf
● Perspectives and the Global Movement. Retrieved from https://www.brookings.edu/wp-

content/uploads/2017/03/global-20170324-skills-for-a-changing-world.pdf
Suggested readings
● Martin, R. (2007). How Successful Leaders Think. Harvard Business Review, 85(6): 60.
● Govt. of India. (2014 & 2016) Educational Statistics at a glance, MHRD,
● Murphy-Graham (2012), Opening Minds, Improving Lives: Education and Women’s

Empowerment in Honduras
● Sen Madhucchanda (2010), An Introduction to Critical Thinking, Pearson, Delhi
● South, T., Life, A., & Forum, E. (2005). Life Skills-Based Education in South Asia.
● Street, C. (2012). Global Life Skills Education Evaluation, (February).
● WHO (1997). Life Skills Education for Children and Adolescents in Schools. Geneva: WHO.

261
PARTICIPATORY LEARNING AND ACTION
Practice course
(if any)
PARTICIPATORY 2 1 0 1 Class XII NIL
LEARNING AND
ACTION
Learning Objectives

● To understand the basic principles and process of using Participatory Learning in field work
settings
● To learn various techniques of Participatory Learning for working in rural and urban
communities
● To learn the skills involved in application of participatory learning techniques
Learning outcomes
● Identify the situations where participatory learning techniques can be applied
● Demonstrate the process of various techniques and skills of participatory learning in field
setting
● Analyse PLA data and reflect the same in report writing
SYLLABUS
Course Content
Unit I: Introduction to Participatory Learning and Action (No. of hours)

Unit Description: This unit introduces the students to the concept of 4
262
Participatory Learning and Action (PLA). The students will also learn the Weeks: I-IV
advantages of PLA and its use over other similar techniques.
Subtopics:
● Participatory learning Action (PLA): Meaning, origin and principles
● Participatory learning: Basic rules and phases
● Preparations for PLA
Unit II: PLA : Tools and Techniques (No. of hours)

Unit description: This unit aims to familiarize students with various tools 4
and techniques of PLA which can be applied in community setting. Weeks: V-VIII
Subtopics:
● PLA techniques I: Community mapping (social & resource mapping),
● PLA Techniques II: livelihood analysis, Venn(chapati) diagram, Time
line analysis, Vector scoring, (preference ranking, issue prioritization,
wealth ranking), Calendars (Seasonal calendar, Daily routine
diagram), Transect walk
● Roles and responsibilities of PLA teams
Unit III: Practical Application of Participatory Learning techniques (No. of hours)

Unit Description: The students will be engaged in hands on learning for 3
practical application of PLA techniques through workshops and group Weeks: IX-XI
exercises.
Subtopics:
● Project work: Community Mapping,
● Project work: Need assessment (Calender/Seasonal Analysis/Transect
Walk/Vector scoring)
● Project work: Resource identification & Utilization
Unit IV: Analysis of data through PLA Techniques (No. of hours)

Unit description: The students will learn to analyse the information 4
collected through PLA tools. Weeks: XII-XV
Subtopics:
● Use of PLA for research and community action
● Processing, analysis and interpretation of data generated through
participatory learning tools
● Report writing: Tips and techniques
Essential readings
● Chambers, R (1983) Rural Development: Putting the last first. Longman inc., USA, 1983.
263
● Chambers, R (2008). Revolutions in Development Inquiry. Institute of Development Studies,
2008, Earthscan, London.
● Mikkelsen, B (1995). Methods for Development Work and Research: A guide for
practitioners. London, Sage.
● N. Narayansamy (2009): Participatory Rural Appraisal-Principles, Methods and Application,

first edition. Gandhigram Rural University, Tamil Nadu, India
● Ramesh, R (2020):Participatory Rural Appraisal :PRA Application in Rural Development

Planning. National Institute of Rural Development and Panchayati Raj Ministry of Rural
Development, Government of India.
● Slocum, R; Wichhart, D; Rocheleau, D and Thomas-Slayter, B (eds.) (1995). Power, Process

and Participation – Tools for change. London, IT Publications
Suggested readings
● Jules N. Pretty, Irene Guijt, Ian Scoones, & John Thompson (1995): A Trainer’s Guide for
Participatory learning and Action. International Institute for Environment and Development,
London.
● Gosling, L and Edwards, M (2003). Toolkits: A practical guide to assessment, monitoring,

review and evaluation. Second edition. Save the Children, UK
● The Leprosy Mission Trust India TLMTI (2015): Participatory Learning Approach Training
Manual, New Delhi.
● Mukherjee, N. (1993): Participatory rural appraisal: Methodology and applications (Studies

in rural participation). Concept publications,India.
● Mascarenhas, J (1991): Participatory Rural Appraisal and Participatory Learning methods:

recent experiences from Myrada and South India, RRA Notes, Issue 13, pp.26–32, IIED,
London.

264
PROGRAMME MEDIA

Practice (if any)
PROGRAMME 2 1 0 1 Class XII NIL

MEDIA
Learning Objectives

● To understand the concept of programme media and its importance in field work practice
● To learn about various types of programme media and their effective use in field work
● To learn to demonstrate creative ideas and tools in field settings
Learning outcomes
● Learn the concept of programme media in social work
● Develop various programme media tools to be used in field settings
● Demonstrate the skills essential for using programme media in the field work
SYLLABUS
Unit I: Understanding Programme Media

(No. of hours)
Unit Description: This unit will give an opportunity to the students to
4
understand the concept of programme media in social work.
Weeks: I-IV
Subtopics:
 Programme media: Concept, characteristics, purpose and significance
 Communication in programme media
265
 Role of programme media: propaganda and public opinion
Unit II: Mediums and Methods of Programme Media

(No. of hours)
Unit Description: Student will learn different types of programme media
4
to be used for diagnostic, problem-solving and therapeutic purposes.
Weeks: V-VIII
Subtopics:
 Types of programme media: Talk, public meeting & hearing, group
discussion, press conference, movement, advertisement, campaign,
storytelling and entertainment/games
 Information and digital literacy: Concept, importance and components
 People’s participation in programme: Film screening, discussion and
review
Unit III: Handmade Creations and Creative Writings in Social Work

Unit Description: This unit will give an opportunity to the students to learn (No. of hours)
various handmade creations and creative writings of programme media to 3
interact with client groups. Weeks: IX-XI
Subtopics:
 Handmade creations: Collage, poster making, wall paintings
 Creative writings: short story writing, slogans writing and preparing
brochures, hand-outs & pamphlets, FAQs
 IEC materials: Flip chart, flash cards, flyers, leaflets, banners,
hoardings and standee
Unit IV: Programme Media for Masses (No. of hours)

Unit Description: The students will be engaged in various learning 4
activities related to application of programme media in field settings. Weeks: XII-XV
Subtopics:
 Tools preparation: Puppet shows & folk songs,
 Performing arts: street plays, drama & theatre &, mime, skit and role
plays
 Significance of digital media: TV, community radio broadcast and
various social media platforms
266
Essential readings
● Balwant, G. (1991). Folk Theatre in India. Bombay: Rupa & Co.
● Chen, H. T. (2005). Practical Programme Evaluation: Assessing and

Improving Planning, Implementation and Effectiveness. California: Sage
Publication.
● Cortright, R. & Hinds, G. (1959). Creative Discussion. New York:

The MacmillianCompany.
● Dev, M. P. (2009). Creative Writing: A Beginner’s Manual. New Delhi: Pearson

Longman.
● Mathur, D. (2003). AASHAA, Short Stories by Indian Women, Odyssey

II. London: IndianBookshelf and New Delhi: Star Publishing.
● Menon, M. & Gandhi, V.P. (1997.) Media and Communications - Vol. I.

(New InformationOrder). New Delhi: Kanishka Publishers/Distributors.
Suggested readings
● National School of Drama. (2006). Nukkad Natak Rachnaaur Prastuti. Delhi:

NSD.
● Mohan, K. &Banerji, M. (1990). Developing Communication Skills.

Pilani: Birla Institute ofTechnology and Science.

267
Finance for Everyone
Course title & Credits Credit distribution of the Eligibility Pre- requisite
Practice
Finance for 2 1 0 1 Class XII NIL

Everyone
Learning Objectives

• To offer an integrated approach to the understanding of concepts and applications
of financial planning.
• To help the students in their financial planning.
Learning outcomes

of financial literacy and the institutions providing financial services.
• After studying this course, students will be able to prepare a financial plan, budget
and manage personal finances.
• After studying this course, students will be able to open, avail and manage services
offered by banks.
• After studying this course, students will be able to open, avail and manage services
offered by post offices.
• After studying this course, students will be able to plan for life insurance and
property insurance.
• After studying this course, students will be able to choose instruments
for investment in shares.
SYLLABUS
Unit 1: Introduction, Financial Planning and Budgeting (4 hours)

Meaning, importance and scope of financial literacy; Prerequisites of financial literacy – level
of education, numerical and communication ability; Various financial institutions – banks,
insurance companies, post offices, mobile app based services. Need of availing of financial
services from banks, insurance companies and postal services. Concept of economic wants and
means for satisfying these needs; Balancing between economic wants and resources; Meaning,
importance and need for financial planning;268
Personal budget, family budget, business budget
and national budget; Procedure for financial planning and preparing a budget; Budget surplus
and budget deficit, Avenues for savings from surplus, Sources for meeting the deficit.
Unit 2: Banking Services (3 hours)

Types of banks; Banking products and services – Various services offered by banks; Types of
bank deposit accounts – savings bank account, term deposit, current account, recurring
deposit; pan card, address proof, KYC norm; Various types of loans – education loan, consumer
durable loan, vehicle loan, housing loan, short term, medium term, long term, microfinance,
bank overdraft, cash credit, mortgage, reverse mortgage, hypothecation, pledge, Agricultural
and related interest rates offered by various nationalized banks; Cashless banking, e-banking,
check counterfeit currency; CIBIL, ATM, net banking, RTGS, NEFT, IMPS, electronic clearance
services (ECS), debit and credit card, app based payment system, bank draft and pay order;
banking complaints and ombudsman.
Unit 3: Financial Services from India Post Office (2 hours)

Post office savings schemes: savings bank, recurring deposit, term deposit, monthly income
scheme, kisan vikas patra, NSC, PPF, senior citizen savings scheme , sukanya samriddhi yojana ; india
post payments bank. money transfer: money order, e-money order. instant money order,
collaboration with the western union financial services; mo videsh, international money
transfer service, money gram international money transfer, indian postal order.
Unit 4: Insurance Services (3 hours)

Life insurance policies: life insurance, term life insurance, endowment policies, pension
policies, ULIP, health insurance plans, comparison of policies offered by various life insurance
companies, comparison of policies offered by various health insurance companies. Property
insurance policies. Post office life insurance schemes: postal life insurance and rural postal life
insurance.
Unit 5: Stock Markets – Some Basic Concepts (3 hours)

Terms used in stock markets: SENSEX, NIFTY, primary markets, secondary markets, initial public
offering(IPO), follow-on public offering (FPO), offer for sale (OFS), block deal, equity shares,
preference shares, debentures, bonus shares, stock split, dividend, buyback, DEMAT
account, trading account, delivery instruction slip (DI Slips), blue chips, defensive stocks, face
value, market value, market capitalisation, pre-opening session, trading session, opening price,
closing price, business days, bull, bear, bull market, bear market, risk, stop loss, derivatives, call
option, put option, hedge, holding period; Tax on short term capital gains and long-term capital
gains, Mutual Fund and its various schemes.
Practical Exercises: (30 hours)

• visit banks, post offices, and insurance companies to collect information and
required documents related to the services offered by these institutions and to know
the procedure for availing of these services.
• carry out the comparative analysis of different types of life insurance policies.
• carry out the comparative analysis of different types of health insurance policies.
• prepare a personal and family budget for one/six/ twelve months on imaginary
figures.
269
Suggested Readings:
● Avadhani, V. A. “Investment Management” Himalaya Publishing House Pvt. Ltd.,
Mumbai.
● Batra, J.K., Accounting and Finance for Non-finance Managers, Sage Textbook
● Chandra, P. “Investment Game: How to Win” Tata McGraw Hill Education, New
Delhi.
● Kothari, R. “Financial Services in India-Concept and Application” Sage
Publications India Pvt. Ltd., New Delhi.
● Milling, B. E. “The Basics of Finance: Financial Tools for Non-Financial Managers”
Universe Company, Indiana,
● Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. “Financial Planning” Sage
Publications India Pvt. Ltd., New Delhi.
● Zokaityte, A. “Financial Literacy Education” Palgrave Macmillan, London.

270
Personal Financial Planning
Course title & Credits Credit distribution of the Eligibility Pre- requisite
Practice
Personal 2 1 0 1 Class XII NIL

Financial
Planning
Learning Objectives

• To familiarize students with different aspects of personal financial planning
like savings, investment, taxation, insurance, and retirement planning
• To develop the necessary knowledge and skills for effective financial planning.
Learning outcomes

• After studying this course, students will be able to understand the meaning and
appreciate the relevance of financial planning.
• After studying this course, students will be able to understand the concept of
investment planning and its methods.
• After studying this course, students will be able to examine the scope and ways of
personal tax planning.
• After studying this course, students will be able to analyse insurance planning
and its relevance.
• After studying this course, students will be able to develop insight into retirement
planning and its relevance.
271
SYLLABUS
Unit 1: Introduction to Financial Planning: (3 hours)

Financial goals, steps in financial planning, budgeting incomes and payments, time value of
money. Introduction to savings, benefits of savings, management of spending & financial
discipline, Setting alerts and maintaining sufficient funds for fixed commitments.
Unit 2: Investment Planning: (4 hours)

Process and objectives of investment, concept and measurement of return & risk for various
asset classes, measurement of portfolio risk and return, diversification & portfolio formation.
Gold bond; Real estate; Investment in greenfield and brownfield Projects; Investment in fixed
income instruments, financial derivatives & commodity market in India. Mutual fund schemes;
International investment avenues. Currency derivatives and digital currency.
Unit 3: Personal Tax Planning: (3 hours)

Tax structure in India for personal taxation, Scope of personal tax planning, exemptions and
deductions available to individuals under different heads of income and gross total income.
Comparison of benefits - Special provision u/s 115 BAC vis-à-vis General provisions of the
Income-tax Act, 1961, tax avoidance versus tax evasion.
Unit 4: Insurance Planning: (2 hours)

Need for insurance. Life insurance, health insurance, property insurance, credit life insurance
and professional liability insurance.
Unit 5: Retirement Benefits Planning: (3 hours)

Retirement planning goals, process of retirement planning, Pension plans available in India,
Reverse mortgage, Estate planning.
Practical Exercises: (30 hours)

• perform electronic fund transfers through net banking and UPI.
• identify certain recent Ponzi schemes in the market.
• prepare tax planning for a hypothetical individual.
Suggested Readings:
● Halan, M. “Let’s Talk Money: You've Worked Hard for It, Now Make It Work
for You” Harper Collins Publishers, New York.
● Indian Institute of Banking & Finance. “Introduction to Financial Planning”
Taxmann Publication, New Delhi.
● Keown A.J. “Personal Finance” Pearson, New York.
● Madura, J. “Personal Finance”, Pearson
● Pandit, A. “The Only Financial Planning Book that You Will Ever Need” Network
18 Publications Ltd., Mumbai.
● Sinha, M. “Financial Planning: A Ready Reckoner” McGraw Hill Education, New
York.
● Tripathi, V. “Fundamentals of Investment” Taxmann Publication, New Delhi.
272
273
YOGA IN PRACTICE
Credit distribution, Eligibility and Pre-requisites of the Course
Course Credits Credit distribution of the Eligibility Pre-requisite of the

title & course criteria course
Code
Practice
Yoga in 2 0 0 2 Class XII NIL
Practice Pass
Total Credits: 02
Students will be able to discern real significance of yogic oprations from original sources and
will be prone to practicing in their day to day life.
Learning Outcomes:
(i) Student will form an understanding of the concept of yoga.
(ii) Students will learn various aspects of the science of yoga.
(iii) Theoretical and practical knowledge of Aasanas and pranayams to lead a balanced life.
SYLLABUS OF YOGA IN PRACTICE
Practical
Unit: I
30 hours
(i) Definition and types of yoga:
Karma yoga, Gyana yoga, Bhakti yoga, Laya yoga, Raja yoga, Hatha yoga, Mantra
yoga,
Kundalini yoga. (योग एवं 4ा v – अ�ा य -१ )
(ii) Ashtanga Yoga:
Yam- Ahinsa, Satya, Asteya, Brahmacharya, Aparigrah.
Niyam- Sauch,Santosha,Tapa, Swadhyaya, Ishwarpranidhana
Asan, Pranayam- (the types of Pranayaama: Puraka, rechak & Kumbhaka), Pratyahara,
Dharana, Dhyana & Samadhi etc.
(iii) Shat Chakra,s:
Mooladhara, Swadhishthana, Manipur, Anahata, Vishudha, Aagya, Sahasrara-
(Sahasradhara chakra). ( योग एवं 4ा v - अ�ा य – २-३ )
274
Unit: II 30 hours
Asana,s and their advanteges:-
(i) Asana in standing position:
Surya Namaskara,Tadasana, Padahastasana, Garudasana, Natarajasana, Cakrasana.
(ii) Asana in sitting position:
Padmasana, Vajrasana, Siddhasana, Bhadrasana, Gomukhasana,
Shashankasana, Mandukasana, Kukkutasana.
(iii) Asana in stomach side position:
Dhanurasana, Bhujangasana, Mayurasana, Marjarasana, Makrasana.
(iv) Asana in backbone side position:
Uttanapadasana, Naukasana,Sarvangasana, Sheershasana, Savasana etc.
(v) Practice of pranayama- Purak, Rechak and Kumbhaka. ( योग एवं 4ा v - अ�ा य – ३ -४,६)
Essential Readings:
1. योग दश� न – महिाष�पतां जिाल, टा का का र-ह�रका �
दा स गाोय�का , गा ता प्रास,
गाोरखपार, उKर प्रदाश,
४० वा ां पा नमा�द्रण l
2. योग एवं 4ा v – डॉ० िावजय कम र, चौख�ा िाव�भ रत , व र णस , उKर प्रदश, प्र ० सं�रण –
२०२१ l
3. प्रा णा या म रह4 –( वाyा िानक त�ाोां का स थ )– 4ा मा र मदाव, िादD

प्रका शन, िादD योग म�� र ट��
, पतं िजल योगप ठ ,
कनखल, ह�
र�ा र l
4. योग स धन एवां योग िाचिाकTा रह4- 4ा मा रा मदाव, िादD प्रका शन, िादD
योग म�� र ट��
, पतं िजल योगप ठ ,
कनखल, ह�
र�ा र l
5. शतयाव� पा� षा – 4ा मा र मा � र ना �सर4ता , आष�प्रका शन, काां

डा व ला न, िादWा -सां ० २०६२ l ( ई–विादक प�क लय, म�ई )
1. योग िाथरप – 4ा म अ�ा त न� सर4त , ग�कल व�ा वन Wा तक शोध सं�ा न, आसफ
अल रोड,नई िादWा -२००६ l
2. Dा य म क मह� – 4ा म ओम न� सर4त , हरय ण स िाहw सं�ा न, ग�कल झ�र, हरय ण
-
२००६ l
3. आया व�दा य पUकम�िाचिाकTा - आच य� िावhा धर शा4, भ रता य का�ा य िािचकTा
प�रषदा्, नई िादWा
l
4. रोग और योग- 4ा मा कमा�न� सर4ता , योग प� � का शन, मां गा र , िाबहा र , सां �
रण-
२०१३ l
5. स�ा ण�योग िावhा - र ज व जा न िात्रलाोक, मां जा ल प��िाशां ग हा उस, भोपा ल, म� प्रदाश,
सां � रण -
२००५ l

275
Cyber Sphere and Security: Global Concerns

Practice (if any)
&
Code
Cyber Sphere 2 1 0 1 Class NIL
and Security: XII
Global
Concerns
Learning Objectives
The Learning Objective of this course is as follows:

 To spread awareness and enlightening visions of the indiscriminate and
diversified students to ensure their immediate and basic cyber safety and prevent
loss due to sheer ignorance.
Learning outcomes
 After studying this course, students will be able to apprehend key terms of
cyber domain and identify cyber threats.
 After studying this course, students will be able to understand cyber law
 concepts, intellectual property and Digital Rights Management.
 After studying this course, students will be able to diagnose and examine
 basic security loopholes, anomalous behavior in internet.
 After studying this course, students will be able to understand principles of
web security.
 After studying this course, students will be able to secure and protect personal
data with safe Internet usage.
 After studying this course, students will be able to assimilate approaches for
incident analysis and response, risk management and best cyber security practices.
276
SYLLABUS (Theory + Practical)
Unit I: Introducing Cyber ‘Sphere’ and ‘Security’ (3 hours)

 Cyber Terminologies: Cyber Sphere, Cyber Security, Cyber Crime, Cyber
Attack, Cyber Espionage, Cyber Warfare, Cybernetics
 Cyber Security and Paradigms
 Cyber Security: Objectives and Roles
Unit II: Cyber Crime: Insight, Mitigation and Control (3 + 6 hours)

 Cyber Crime and Cyber Activism: An Overview
 Typologies of Cyber Crimes: Generic Cyber Crimes, Advanced Persistent
Threats (APTs), Cyber Threat in Mobile Technology, Cloud Computing and
 BYOD
 Cyber Crime Identification, Risk Assessment, Management and Control
Unit III: Cyber Policies and Cyber Law (3 + 6 hours)

 Cyber Policies and Cyber Law: Dimensions, Determinants, Dilemmas
 Existing Cyber Policies and Must Follow Up Actions
 Grey Areas in Cyber Laws
Unit IV: Security Tools and Usage (3 + 6 hours)

 Knowledge and Identification of Security Tools
  Cyber Security Aspects
 Cyber Security Toolkits
Unit V: Cyber Security: Case Studies (3 + 6 hours)

 Government Institutions
 Banks and Financial Institutions, Commercial Websites, Point of Sale
issues and Online Payment
 Real Time Cases
Essential Readings:
 Bertrand Venard (2019). ‘Cyber Security: The New Art of War’, Lecture delivered at
Developing Countries Research Centre [dcrc], University of Delhi, 1 April 2019.
 Bertrand Venard (2019). ‘The Determinants of Cybersecurity Behaviours: Qualitative
Research Among French Students’ in C. Onwubiko, X. Bellekens, A.Erola, M. Jaatun
and C. Nogueira (eds.), Proceedings of the Cyber Science 2019: Cyber Situational
Awareness for Predictive Insight and Deep Learning. UK: University of Oxford. 
 Bertrand Venard (2019). Cybersecurity Among students. UK: Wolfson College,
University of Oxford.
 Bertrand Venard (2019). Cyber Aggressions in the XXIst Century: Equation of a
Crisis. UK: University of Oxford.
 Cristopher Hadnagy (2018). Social Engineering: The Science of Human Hacking, 2nd
Edition. New York: Wiley
 John Erickson (2008). The Art of Exploitation (2nd Edition). San Francisco: No
Starch Press.
277
 Kevin Mitnick and Robert Vamosi (2017). The Art of Invincibility. Boston: Little,
Brown and Company.
 Kevin Mitnick (2012). The Ghost in the Wires: My Adventures as the World’s Most
Wanted Hacker. New York: Back Bay Books.
 Yogesh Atal and Sunil K Choudhary (2013). Combating Corruption: The Indian Case.
Hyderabad and New Delhi: Orient Blackswan.

278
Harmonium

COURSE

Practice (if any)
&
Code
Harmonium 2 0 0 2 Class NIL
XII
Learning Objectives

● To initiate the students to a very popular instrument of Indian
music through a general discussion on the role of Harmonium in
accompanying various singing forms
● To throw light on the various types of musical instruments that
are played in Hindustani music
● To discuss the features of various types of wind instruments
● To teach the student the fundamentals of playing the Harmonium, such
as the correct placement of the fingers on the instrument, the right
posture for sitting etc.
● To demonstrate tonal exercises, such as palta-s and alankar-s, vital for
playing.
● To initiate his training in the realm of playing the instrument with
the basic ragas, like Alhaiya, Bilawal and Yaman
Learning outcomes
● After studying this course, students will be able to learn the origin,
development and classification of musical instruments.
● After studying this course, students will be able to learn the
importance of wind instruments.
● After studying this course, students will be able to learn gat and dhun
in prescribed ragas.
● After studying this course, students will be able to demonstrate the
various talas and their layakaries.
● After studying this course, students will become well-versed with the
techniques of playing Harmonium
279
● After studying this course, students will be able to achieve dexterity of
the hand, through regular practice of the playing exercises at home.
● After studying this course, students will be able to read and learn new
compositions in the prescribed ragas.
● After studying this course, students will be able to grasp the various
grammatical aspects of the prescribed ragas, like how they arise, what are the
respective rules that govern these ragas, how do the notes move in the ragas,
what are the performing times of the ragas etc.
● After studying this course, students will be able to learn the art of playing
a raga, especially with regard to having the Tabla as an accompanying
instrument.
SYLLABUS Practical (60 Hours)
Unit I
Origin and Development of Musical Instruments
Unit II
Classification of instruments
Unit III
Study of Wind Instruments
Unit IV
Writing notation of compositions in prescribed ragas
Unit V
Writing notation of Talas with Thah, Dugun, Tigun and Chaugun in Kaharva
Unit VI
Theoretical knowledge of the prescribed ragas
(Practical - 1): Stage Performance & Viva-Voce:
Prescribed Ragas:
• Alhaiya Bilawal
• Yaman
• Khamaj
Unit I
Ability to play five alankars in the prescribed ragas.
Unit II
One Sargam Geet to be played each in the prescribed ragas
280
Unit III
One Lakshan Geet each to be played in the prescribed ragas
Unit IV
Two Drut Khyals with elaborations in any of the prescribed ragas
Unit V
Ability to play a Dhun in raga Khamaj
Unit VI
In-depth knowledge of the prescribed ragas
Unit VII
Knowledge and demonstration of the following tala with dugun, tigun and
chaugun - Kaharva
Unit VIII
Basic knowledge of Harmonium and its various parts
Recommended Books:
• Sangeet Bodh – Sharadchandra Shridhar. Paranjape:-Madhye Pradesh Hindi

Granth
Acadamy , Bhopal, IstEdition: 1972
• Samvadini – Jayant Bhalodkar :- Kanishka Publication, New Delhi, Ist
Edition: 2006
• Dhvani Aur Sangeet - Lalit Kishore Singh:- Bhartiye Gyanpeeth, Lodi Road,
New
Delhi, Ist Edition: 1954
• Kramik Pustak Malika – Part- II :- V.N. Bhatkhande, Sangeet Karyalaya,
Hathras,
Editor: Laxminarayan Garg, January: 2008
• Sangeet ShastraVigyan - Dr.Pannalal Madan:- Rajasthan Hindi Granth
Acadamy,
Jaipur, 2nd Edition: 1991, Abhishek Publication
• Tal Parichay Part III ,Girishchandra Srivastava, Rubi Prakashan , Allahabad,
2nd Edition: June: 2002

REGISTRAR
281

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UNIVERSITY OF DELHI

Following addition be made to Appendix-II-A to the Ordinance V (2-A) of the Ordinances of

Add the following:

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

Unit 1: Introduction to Calligraphy (10 hours)

Unit 3: Foundation to Calligraphy (30 hours)

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

UNIT 2 (14 hours)

UNIT 3 (14 hours)

UNIT 5 (16 hours)

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

UNIT 2 (14 hours)

UNIT 3 (18 hours)

UNIT 4 (20 hours)

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

UNIT 1 (18 hours)

UNIT 2 (18 hours)

UNIT 3 (24 hours)

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

Unit 1: Introduction to the essentials of Business Communication (9 hours)

Unit 2: Effective Writing (9 hours)

Unit 3: Report Writing (9 hours)

Unit 4: Business Correspondence and E-Correspondence (9 hours)

Unit 5: Spoken English and Oral Presentation (9 hours)

Note: Learners are advised to use the latest edition of readings.

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

Course Objectives: Course Learning Outcomes:

- Calligraphy - Importance and Characteristics of the Arabic

-Benefits of Good handwriting

Teaching Learning Process

1. M. Ziauddin: Muslim Calligraphy, Kitab Bhawan, Delhi

1. Muhammad Sohail: Administrative and Cultural History of Islam, New Delhi.

2. ‫ واﻟﺪراﺳﺎت ﻟﻠﺒﺤﻮث ا ﳌﻠﻚ ﻓﯿﺼﻞ ﻣﺮﻛﺰ‬W‫ ﺳﻼﻣﯿﺔ‬: ‫ا‬89‫اﻟﻌﺮ ﻂ‬6‫ﺧﻼل ﻲ ﻣﻦ‬

Examination scheme and mode:

Course title Credits Credit distribution of the course Eligibility Pre-requisite of

The Learning Objectives of this course are as follows:

The Learning Outcomes of this course are as follows:

Unit 1 (15 hours)

Unit 2 (15 hours)

Managing critical moments

Effective Communication and Relationship Building

Unit 3 (15 hours)

Unit 4 (15 hours)

Concept of BATNA (Best Alternative to Negotiated Agreement), Methods to evaluate

Legitimacy and Building Commitment

• Getting to Yes: Negotiating Agreement Without Giving in by Roger Fisher, William

Examination scheme and mode: