B.Sc.B.Ed.
B.Sc.B.Ed. is a four-year integrated programme that aims at integrating general studies in sciences and professional studies in education. It provides a wide knowledge base for becoming an elementary and secondary school teacher.
| Duration | 4 Yrs |
| Fees PA | 133000/- |
| Minimum Eligibility Criteria | Pass in 10+2 with 50% or more marks in aggregate with English as a subject |
| Criteria for Preparation of Merit list | Merit preparation/ short listing of candidates shall be on the basis of score in SAT/ MRNAT 2024/ 10+2 Qualifying Examination. |
Note: Manav Rachna now accepts Pearson Test Score for admission- In case the candidate has opted for an additional subject in class 12th, aggregate shall be calculated counting the best 5 subjects including English as one of the subjects.
Brief Description of the Programme
B.Sc.B.Ed. is a four-year integrated undergraduate programme offering a dual degree. The vision of the programme is to impart in-depth knowledge of different subjects including Physics, Chemistry, Mathematics, Botany, and Zoology with some broad interrelated curricular areas.
The programme is designed according to UGC and NCTE guidelines to prepare qualitative future teachers for nation-building. This programme gives students an opportunity to complete their graduation in Science along with graduation in Education. The programme has been designed to impart theoretical knowledge and practical skills to students in different disciplines of Science and empower them with teaching skills for 21st-century learning.
Key Features
- Course accredited by the National Council of Teacher Education (NCTE) and University Grants Commission (UGC)
- Professionally oriented, skill-based curriculum which is in tune with practical and field-based activities
- Focus on competency-based teaching-learning
- Eminent faculties and experts from renowned institutions to facilitate teaching-learning
- Use of bilingual medium of instruction to cater to the educational needs of students from both rural and urban backgrounds
- Interdisciplinary approach to deliver quality education and standard professional training both on- and off- the campus.
- Benefits of inter-disciplinary faculties from departments such as Physical Sciences, Mathematics, and in-house faculties for life science subjects for expert guidance
- Internship-based teaching-learning to provide a first-hand learning experience to students
- Field exposure through visits, workshops, seminars, expert lectures, and conferences
- Strong emphasis on professional training and holistic personality development to provide ample opportunities for placements as well as to promote research and development
Programme Educational Objective
PEO1 To groom professional and humane teachers with key competencies pertinent to local and global scenario.
PEO2 To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields.
Programme Outcomes
After the completion of the program, the students will:
PO1 Demonstrate core values: Commitment to profession; honour diversity and ensure inclusion; ethical integrity.
PO2 Demonstrate competencies such as; Communication skills; working effectively with students and parents; drive for achieving improved student learning outcomes.
PO3 Demonstrate professional/technical knowledge of the physical, social, and intellectual development of students.
PO4 Demonstrate knowledge and understanding of: differentiating teaching to meet the specific learning needs of students; both school education and teacher education-related subjects.
PO5 Demonstrate knowledge required to design lesson plan learning sequences, implement teaching strategies using ICT, set explicit, challenging, and achievable learning goals for all students.
PO6 Demonstrate professional competencies/practices that are required to manage classroom activities by establishing and maintaining orderly and workable routines.
PO7 Demonstrate professional competencies required to select, use and develop informal and formal, diagnostic, formative, and summative assessment strategies to assess student learning, provide timely feedback to students, and participate in assessment moderation activities.
PO8 Demonstrate competencies and actions required for keeping oneself professionally engaged independently and participate in learning to update knowledge and practice.
PO9 Demonstrate the ability to conduct research in related thrust areas.
PO10 Demonstrate the ability to connect with the community and provide solutions at educational, environmental, and social levels.
PO11 Demonstrate an attitude of reflection, social entrepreneurship, and innovation.
Programme Specific Outcomes
After the completion of the program, the students will:
PSO1 Demonstrate the practical and theoretical understanding of core science courses: Botany/zoology/physics/chemistry/mathematics
PSO2 Demonstrate an ability to develop inter and transdisciplinary approaches to connect with community and to provide solutions to emerging problems.
PSO3 Demonstrate bridging of the gap between academia, industry and society through field based projects and social engagements.
CO-PO MAPPING
| Course Title/Course Code | CO | Course Statement | PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO10 | PO11 | PSO1 | PSO2 | PSO3 | ||
| Atomic Structure & Bonding (CHH135-T) | CO1 | Students Will be able to skilled in critical thinking and reasoning for different phenomenon related to structure of atom. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | ||
| CO2 | Students Will be able to use various periodic trends having a firm foundation in the fundamentals and application of current chemical and scientific theories. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| CO3 | Students will be Able to develop confidence for self-education and long learning w.r.t. properties of elements | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| CO4 | Students will be Able to evaluate and solve chemical problems involving the features of chemical bonding. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| CO5 | Students will be Able to analyze concept and application of MOT and participate and succeed in competitive exams. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| Atomic Structure & Bonding Lab (CHH135-P) | CO1 | Learn to run simulation experiment to understand the physical and chemical parameters determination for water | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | ||
| CO2 | To develop understanding of Acid Base titration | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| CO3 | To analyze the concept behind the formation of some organic compounds. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| CO4 | To familiarize students with various spectroscopic instruments, their principle and applications like UV-VIS, IR, NMR and fluoresecence spectroscopy. | 1 | 1 | —- | 3 | —- | —- | —- | —- | 2 | 1 | —- | 3 | 1 | —- | |||
| Physics-I (PHH121-T) | CO1 | Students would be able to understand, explain and demonstrate fundamentals of dynamics of a particle/system of particles and apply work and energy concepts to daily life problems | 1 | 2 | 3 | 2 | —- | 1 | 2 | 2 | 3 | —- | 1 | 3 | 1 | 1 | ||
| CO2 | Students would be able to understand, analyze concept of collisions and hence would be able to evaluate and apply conservation laws on various physical systems | 1 | 2 | 3 | 2 | —- | 1 | 2 | 2 | 3 | —- | 1 | 3 | 1 | 1 | |||
| CO3 | Students would be able to explain and analyze the concepts of central force motion and gravitation and hence apply them on planetary problems and solve and hypothesize problems related to central forces | 1 | 2 | 3 | 2 | —- | 1 | 2 | 2 | 3 | —- | 1 | 3 | 3 | 3 | |||
| CO4 | Students would be able to explain and analyze rotational dynamics. They would also be able to formulate and construct a solution pertaining to it | 1 | 2 | 3 | 2 | —- | 1 | 2 | 2 | 3 | —- | 1 | 3 | 1 | 1 | |||
| Physics-I Lab (PHH121-P) | CO1 | Students would be able to demonstrate an ability to conduct investigations of practical/technical issues consistent with their level of knowledge and understanding | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | 2 | – | ||
| CO2 | Demonstrate an ability to analyze data and reach a valid conclusion. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | 1 | – | – | |||
| CO3 | Designing/performing/resolving the experiments to develop their individual capabilities and representing the collective team work. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | 2 | – | |||
| Diversity of Microbes and Thallophytes (EDH113-T) | CO1 | Understand the basis and principles of classification of living organisms | 2 | 1 | 2 | — | — | — | — | 2 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | Understand the diversity that exists in microorganisms | 2 | 2 | 2 | —– | — | —- | — | 2 | 1 | 1 | 1 | 3 | 1 | 2 | |||
| CO3 | Understand the organization, morphological features and various modes of reproduction in Viruses, Bacteria, Algae and Fungi | 2 | 1 | 2 | —– | — | —- | — | 2 | 3 | 1 | 1 | 3 | 3 | 2 | |||
| CO4 | Understand the structural diversity in Lichens and their ecological and economic importance | 2 | 1 | 2 | —– | — | —- | — | 2 | 3 | 1 | 1 | 3 | 1 | 2 | |||
| CO5 | Understand the various role played by microorganisms in human welfare and would be able to identify some of the diseases caused by microorganisms and study their symptoms | 2 | 1 | 2 | —– | — | —- | — | 2 | 3 | 2 | 2 | 3 | 3 | 3 | |||
| Diversity of Microbes and Thallophytes Lab (EDH113-P) | CO1 | To enable students to develop the skills of staining and mounting microbes. | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 3 | — | 3 | ||
| CO2 | To enable students to develop the skill of preparing bacterial cultures | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 3 | – | 3 | |||
| CO3 | To develop in the student’s skill of identifying diseases caused by microorganisms based on their symptoms. | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 3 | – | 3 | |||
| CO4 | To develop the skill of observing and identifying microbes using temporary and permanent slides. | – | 2 | 3 | 1 | 2 | — | – | 3 | – | 1 | – | – | |||||
| Calculus and Analytical Geometry-I (MAH117B) | CO 1 | Understand & apply the concept of application derivatives to find solution of related Problems | 2 | 3 | —- | 3 | 2 | 3 | 2 | —- | —- | —- | —- | —- | 1 | 2 | ||
| CO 2 | Explain and solve problem based on differentiability theorems and their applications | 2 | 3 | —- | 2 | 2 | 2 | 1 | —- | —- | —- | —- | —- | 2 | 2 | |||
| CO 3 | Apply the knowledge of properties of conics to characterize different types of conics | 1 | 2 | —- | 2 | 2 | 1 | 3 | —- | —- | —- | —- | —- | 1 | 1 | |||
| CO 4 | Explain & analyze different types of confocal conics & polar equation of conics | 1 | 1 | —- | 2 | 2 | 2 | 2 | —- | —- | —- | —- | —- | 1 | 1 | |||
| Animal Diversity-I (EDH114-T) | CO1 | Explain the basis and principles of classification of living organisms | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | Evaluate and understand the diversity that exists in Protozoa and Porifera | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO3 | Remember the organization, morphological features and various modes of reproduction in Cnidaria and Acnidaria | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO4 | Explain the morphology and various mode of reproduction in Helminthes. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO5 | Able to identify some of the diseases caused by Helminthes and study their symptoms | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO 6 | Analyze and understand the diversity of phylum Annelida | 2 | 1 | 2 | – | – | ——- | – | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| Animal Diversity -I Lab (EDH114-P) | CO1 | To familiarize the students with the basic knowledge and working of microscope | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | — | — | ||
| CO2 | To develop in the students the ability to spot the specimens of various organisms belonging to different phyla | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | – | – | |||
| CO3 | To study the permanent slides of the lower invertebrate phyla | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | – | – | |||
| CO 4 | To prepare the temporary mount slides of amoeba and paramecium | – | 2 | 3 | 1 | 2 | — | – | – | – | 1 | – | – | |||||
| Foundations of Education (EDH102-T) | CO1 | Assimilate the concept of Education and Its philosophical aspects | — | — | 2 | 3 | — | 2 | —- | 2 | 3 | 3 | 3 | — | 3 | — | ||
| CO2 | Comprehend the Socio Cultural aspect of Education | 3 | 1 | 2 | 3 | — | 3 | —- | 2 | 3 | 3 | 1 | — | 1 | 1 | |||
| CO3 | Discuss the Interdiscilpinary nature of Education | 3 | 3 | 3 | —- | — | 3 | —- | 2 | 3 | 3 | — | — | — | 3 | |||
| CO4 | Analyse the contribution of various Indian and western Educationists to Indian Education System | 2 | —- | 1 | 2 | 3 | 3 | —- | 2 | 3 | 3 | 3 | — | 2 | 2 | |||
| CO5 | Reflect on the Educational concerns and Issues in the Indian context | 1 | —- | 2 | 3 | — | 3 | — | 2 | 3 | 2 | 3 | — | 1 | 2 | |||
| Foundations of Education Lab (EDH102-P) | CO1 | Assimilate the concept of Education and Its philosophical aspects | —— | —— | 2 | 3 | ——– | 2 | —- | 2 | 3 | 3 | 3 | – | 2 | – | ||
| CO2 | Comprehend the Socio-Cultural aspect of Education | 3 | 1 | 2 | 3 | ——– | 3 | —- | 2 | 3 | 3 | 1 | – | 3 | 2 | |||
| CO 3 | Analyse the contribution of various Indian and western Educationists to Indian Education System | 2 | —- | 1 | 2 | 3 | 3 | —- | 2 | 3 | 3 | 3 | – | 1 | ||||
| Developing Soft Skills and Personality (MOOC-21O-EDS-101) | CO1 | To encourage the all round development of students by focusing on soft skills. | 1 | 2 | 2 | 1 | —– | —– | 2 | 3 | 3 | 3 | 2 | – | 2 | – | ||
| CO2 | To become more effective individual through goal/target setting, self motivation and practicing creative thinking. | 1 | 1 | 2 | 1 | —— | —– | 1 | 3 | 3 | 3 | 1 | – | 3 | 2 | |||
| CO3 | To expose students to right attitudinal and behavioral aspects and to build the same through activities | 2 | 1 | 2 | 2 | 3 | ——- | 2 | 3 | 3 | 3 | —– | – | 1 | ||||
| Communicative English-I (EDS116) | CO1 | Demonstrate accuracy in the usage of grammar in their communication | —- | 1 | 1 | 2 | 3 | 1 | —- | 2 | —- | 3 | 3 | —- | —- | —- | ||
| CO2 | showcase skills while Communicating verbally | —- | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | — | —- | 1 | 2 | |||
| CO3 | Display proficiency while using morphology and syntax of English language | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | —- | 2 | 2 | |||
| CO4 | Express themselves accurately in writing | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | 2 | 2 | ||||
| CO5 | Use different techniques while reading for comprehension | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | — | 1 | 2 | ||||
| Critical Understanding of ICT in Education-I (CSW114B) | CO1 | Describe and demonstrate common computer literacy skills | – | 2 | 3 | – | 3 | 2 | 3 | 2 | – | 3 | – | – | – | 1 | ||
| CO2 | understand the fundamentals of the internet and perform basic internet skills; | – | 2 | 3 | – | 2 | 2 | 2 | 1 | – | 2 | – | – | – | 2 | |||
| CO3 | Describe and perform basic word processing skills; | – | 1 | 2 | – | 2 | 2 | 1 | 3 | – | 1 | – | – | – | 1 | |||
| CO4 | Enhance a word-processed document by including appropriate visual components. | – | 1 | 1 | – | 2 | 2 | 2 | 2 | – | 1 | – | – | – | 1 | |||
| Co-Curricular Activities EDO144 | CO1 | Student Teacher will demonstrate skills related to the core values such as professionalism and time management | 3 | 2 | – | – | – | – | – | – | 3 | 3 | 2 | 3 | – | 2 | ||
| CO2 | Student teachers will demonstrate team work and group activities | 3 | 2 | 1 | – | – | – | – | 2 | 1 | 2 | 1 | 3 | – | 2 | |||
| CO3 | Student teachers demonstrate skill at organizing and participating in activities related to their cognitive domain | 3 | 3 | – | – | – | – | – | 1 | 1 | 1 | 1 | – | 2 | 2 | |||
| CO4 | Student teachers will demonstrate skills at organizing and participating in activities related to affective domain | 3 | 2 | – | – | – | – | – | 3 | 3 | 2 | 3 | 2 | – | 3 | |||
| CO5 | Student teachers will demonstrate skills at organizing and participating in activities related to psychomotor domain | 3 | 3 | – | – | – | – | – | 3 | 3 | 3 | 2 | 2 | – | 3 | |||
| Environmental Sciences (CHH137) | CO1 | Understand and explain the multidisciplinary dimensions of environmental issues. | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | —- | —- | 2 | 2 | 1 | 3 | ||
| CO2 | Understand the primary environmental problelms and and suggest potential solutions | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 1 | 3 | |||
| CO3 | understand and explain about the various groups of plants and animals and their interaction with various ecosystem | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | —- | —- | 2 | 2 | 2 | 1 | |||
| CO4 | Appreciate the principles governing the interactions between social and environmental factors | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 2 | 3 | |||
| States of Matter and Nuclear Chemistry (CHH136-T) | CO1 | To understand concepts of solids and gaseous state and demonstrate professional knowledge of the physical, social and intellectual development of students | 1 | 2 | 1 | — | — | — | — | 2 | 1 | 1 | 1 | 2 | 2 | 1 | ||
| CO2 | To analyze various properties of liquids and colloids and develop the ability to conduct research in the related thrust area. | 1 | 2 | 1 | — | — | — | — | 2 | 1 | 1 | 1 | 2 | 2 | 1 | |||
| CO3 | To explain the concepts of acids and bases and develop attitude of reflection, social entrepreneurship and innovation | 1 | 2 | 2 | — | — | — | — | 2 | 1 | — | 1 | 2 | 2 | 1 | |||
| CO4 | To understand the concepts related to atoms, nucleus and demonstrate the practical and theoretical understanding of core science courses: Botany/zoology/physics/chemistry/mathematics | 2 | 1 | 1 | — | — | — | — | 2 | 1 | 1 | — | 3 | 2 | 1 | |||
| CO5 | Understand the concept and application of nuclear chemistry and demonstrate bridging of the gap between academia, industry and society through field based projects and social engagements | 3 | 2 | – | – | – | – | – | 3 | 2 | 1 | – | – | – | – | |||
| States of Matter and Nuclear Chemistry Lab (CHH136-P) | CO1 | To introduce the basics of titration for determining strength of unknown – a knowledge highly recommended for industrial work | 3 | – | – | – | 4 | – | – | – | – | 2 | 1 | 2 | 2 | 1 | ||
| CO2 | To identify different parameters (physical and chemical) to assess water quality | 3 | – | – | – | 4 | – | – | – | – | 2 | 1 | 2 | 2 | 1 | |||
| CO3 | To demonstrate the ability to conduct research in different areas like soil analysis, etc | – | 2 | – | 1 | – | 3 | – | – | – | 4 | – | 2 | 2 | 1 | |||
| Elasticity Waves Heat & Thermodynamics (PHH122-T) | CO1 | Students would be able to explain, demonstrate the concepts of elasticity, oscillations and waves and solve problems related | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | ||
| CO2 | Students would be able to explain and compare the concepts and principles in kinetic theory of gasses and hence would be able to apply them on daily scenario. | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| CO3 | Students would be able to demonstrate a clear understanding of laws of thermodynamics and apply basic concepts of heat on real life problems. They would further be able to formulate new problems based on thermodynamical laws | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| CO4 | Students would be able to compare and apply the concepts of entropy and hypothesize problems related to entropy | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| Elasticity Waves Heat & Thermodynamics Lab (PHH122-P) | CO1 | Students will be able to demonstrate an ability to conduct investigations of practical/technical issues | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | 3 | – | 1 | ||
| CO2 | they will demonstrate an ability to analyze data and reach a valid conclusion. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | 2 | 1 | |||
| Bryophytes and Pteridophytes (EDH132-T) | CO1 | To get acquainted with the structure, classification, and life history of Bryophytes. | 2 | 1 | 2 | — | —- | —- | — | 2 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | To understand the Geological time scale and the importance of fossils. | 2 | 1 | 2 | — | —- | —- | — | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO3 | To get acquainted with the structure, classification, and life history of Pteridophytes. | 2 | 1 | 2 | — | —- | —- | — | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO4 | To analyse the evolutionary trends among Pteridophytes. | 2 | 1 | 2 | — | —- | —- | — | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| Bryophytes and Pteridophytes Lab (EDH132-P) | CO1 | To observe and identify temporary micro-preparations and permanent slides. | 2 | 2 | 3 | – | 2 | 2 | – | – | 2 | 3 | – | 3 | – | 2 | ||
| CO2 | Study of the taxa included under Bryophytes and Pteridophytes by observing temporary micro-preparations and permanent slides. | 3 | 3 | 3 | – | 3 | 3 | – | – | 2 | 3 | – | 3 | – | – | |||
| CO3 | Study of the morphology, thallus organization and reproductive structures of taxa studied in Bryophytes and Pteridophytes through permanent slides. | 3 | 2 | 2 | – | 3 | 3 | – | – | 2 | 2 | – | 2 | 2 | – | |||
| CO4 | To prepare temporary, double-stained micro-preparations. | 2 | 2 | 3 | – | 2 | 2 | – | – | 2 | 3 | – | 3 | 2 | – | |||
| Number Theory, Theory of Equations and Matrices (MAH118B) | CO1 | Apply the concept of numbers system for higher level. | 3 | —- | 2 | 1 | —- | 3 | 2 | —- | 3 | —- | 2 | 3 | —- | 1 | ||
| CO2 | Prove results involving divisibility and greatest common divisors; | 2 | —- | 2 | 1 | —- | 3 | 2 | —- | 2 | —- | 2 | 3 | —- | 3 | |||
| CO3 | Find integral solutions to specified linear Equations; | 3 | —- | 2 | 1 | —- | 2 | 3 | —- | 3 | —- | 3 | 3 | —- | 2 | |||
| CO4 | Apply the concept of rank to solve system of equation. | 2 | —- | 2 | 1 | —- | 2 | 3 | —- | 2 | —- | 2 | 3 | —- | 3 | |||
| CO5 | Analyze the concept of Eigen value’s and eigen vectors and their properties. | 3 | —- | 2 | 1 | —- | 3 | 2 | —- | 3 | —- | 3 | 3 | —- | —- | |||
| Animal Diversity-II (EDH131-T) | CO1 | Critically analyse the basic structure, classification and life history of Arthropoda, Mollusca and Echinodermata | 2 | 1 | 1 | —– | 3 | 1 | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO2 | Comprehend the systemic position and phylogeny of Onychophoran | 2 | 1 | 1 | —– | 3 | 1 | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO3 | Reflect upon the classification of Mollusca and to gain the knowledge of formation of the pearl | 2 | 1 | 1 | —– | 3 | 1 | —– | 2 | 1 | 1 | 3 | 3 | 3 | 3 | |||
| CO4 | To have the Knowledge of the evolutionary trends among arthropoda, mollusca and echinodermata | 2 | 1 | 1 | —– | 3 | 1 | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 5 | Critically analyze the classification Of Protochordata | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 3 | 3 | 3 | 3 | |||||
| CO 6 | Critically analyze the classification and life history of Cylostomata | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||||
| Animal Diversity-II Lab (EDH131-P) | CO1 | To develop in the students the skills of staining and mounting of materials (temporary and permanent); of dissection, display and Labelling | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | 3 | 2 | ||
| CO2 | To develop in the students the skills of collection, preservation, mounting of specimens | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | 3 | 3 | |||
| CO 3 | To develop in the students the skills of identification and Labelling of collected specimens | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | 3 | 3 | |||
| CO 4 | To develop in the students the skills of field observation of animals | – | 2 | 3 | 1 | 2 | — | – | 3 | – | – | 2 | 3 | |||||
| Calculus and Analytical Geometry-II (MAH119B-T) | CO1 | understand and analyse the various shape of 3D structures | 2 | —- | 2 | 1 | —- | 3 | 2 | —- | 2 | —- | 2 | 3 | —- | 3 | ||
| CO2 | apply the concept of limit, continuity and differentiability of the function of two variable |
3 | —- | 2 | 1 | —- | 2 | 3 | —- | 3 | —- | 3 | 3 | —- | 2 | |||
| CO3 | apply the concept of Reduction Formula in integaral calculus and to find the volume and surface area of of solid of revolution |
2 | —- | 2 | 1 | —- | 2 | 3 | —- | 2 | —- | 2 | 3 | —- | 3 | |||
| Maths Lab (MAH120B) | CO1 | get the basic understanding of Mathematical software | 3 | —- | 2 | 1 | —- | 2 | 3 | —- | 3 | —- | 3 | 3 | —- | 2 | ||
| CO2 | use various commands avaiLable in Mathematical software to find limit continuity and differentiability |
2 | —- | 2 | 1 | —- | 2 | 3 | —- | 2 | —- | 2 | 3 | —- | 3 | |||
| CO3 | implement the commands in Mathematical problems. To compute differentiation ,integration |
3 | —- | 2 | 1 | —- | 3 | 2 | —- | 3 | —- | 2 | 3 | —- | 1 | |||
| CO4 | implement the commands in finding maxima, minima, application of integrals | 2 | —- | 2 | 1 | —- | 3 | 2 | —- | 2 | —- | 2 | 3 | —- | 3 | |||
| Creating An Inclusive Classroom (EDS103) | CO1 | To understand the meaning and need of inclusion in education | 3 | 1 | 1 | 2 | — | — | 1 | 1 | 2 | 2 | 1 | 3 | — | 2 | ||
| CO2 | To get familiarized with various policies, programmes and schemes promoting inclusive education | 2 | 2 | 1 | 2 | — | 1 | 1 | — | 2 | 1 | 1 | 2 | — | 3 | |||
| CO3 | To identify the social, economic, and physical diversity that exists amongst learners | 2 | 3 | 2 | 3 | 1 | 3 | 2 | 1 | 2 | 3 | 1 | 3 | 1 | – | |||
| CO4 | To recognize the challenges in Inclusive Education | 3 | 3 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | – | |||
| Learner and Learning Process (EDH133-T) | CO1 | Comprehend the Nature of both the Psychology of the learner and Learning | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 3 | 3 | —- | 3 | —- | —- | ||
| CO 2 | Assimilate the nature of different components of cognition and their role in producing learning | 3 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 3 | 3 | 3 | —- | 3 | 2 | |||
| CO 3 | Apply the knowledge of concepts and principles of growth in the classroom situation | — | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | — | 2 | |||
| CO 4 | Elucidate the concept of Group dynamics in their day-to-day activities. | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | — | 2 | 2 | |||
| CO 5 | Exhibit all the traits of an effective teacher | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | — | 2 | 2 | |||
| Learner and Learning Process Lab (EDH133-P) | CO 1 | To develop teaching aids as per interests and capabilities of the learners | 3 | 2 | 3 | 2 | 3 | — | 2 | 2 | 1 | 2 | ——— | 3 | ——- | ——- | ||
| CO 2 | To assign tasks /develop assignments as per the abilities of the learners | 1 | 2 | 2 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 3 | ——- | 3 | 2 | |||
| CO 3 | To enable a learner to test various factors of personality of an individual | 3 | 2 | 3 | 2 | 1 | —- | 1 | 3 | 1 | 2 | 3 | 3 | ——– | 2 | |||
| Speaking EffectivelyMOOC-19E-EDS-101 | CO1 | To build up the vocabulary. | – | 3 | 3 | 3 | – | – | – | 3 | 1 | – | 3 | 3 | 1 | – | ||
| CO2 | To improve the pronunciation skill. | – | 3 | – | 2 | 1 | – | – | 3 | – | – | – | 3 | – | – | |||
| CO3 | To make presentations precisely, logically and effectively. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | |||
| CO4 | To read and comprehend the major points discussed in various types of written texts. | – | 3 | 3 | 1 | – | 1 | – | 3 | – | – | 3 | 3 | – | – | |||
| Spoken English (MOOC-18E-EDS-103) | CO1 | -To read and comprehend the major points discussed in various types of written texts. | – | 3 | 3 | 3 | – | – | – | 3 | 1 | – | 3 | 3 | 1 | – | ||
| CO2 | -To use acceptable English in academic writing. | – | 3 | – | 2 | 1 | – | – | 3 | – | – | – | 3 | – | – | |||
| CO3 | -To build up their vocabulary. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | |||
| CO4 | -To make academic presentations precisely, logically, and effectively. | – | 3 | – | 2 | – | – | – | 3 | – | – | – | 3 | – | – | |||
| Communicative English-II (EDS134) | CO 1 | Demonstrate accuracy in the usage of grammar in their communication | —- | 1 | 1 | 2 | 3 | 1 | —- | 2 | —- | 3 | 1 | 3 | 1 | – | ||
| CO 2 | showcase skills while Communicating verbally | —- | 1 | 1 | 3 | 3 | 1 | 2 | 1 | 3 | 3 | 1 | 2 | — | 3 | |||
| CO 3 | Display proficiency while using morphology and syntax of English language | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | 1 | 3 | 1 | – | |||
| CO 4 | Express themselves accurately in writing | —- | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 3 | 1 | 2 | 1 | – | |||
| Critical Understanding of ICT in Education-II/(CSW115B) | CO1 | Describe and demonstrate common computer literacy skills | – | 2 | 3 | – | 3 | 2 | 3 | 2 | – | 3 | – | – | – | 1 | ||
| CO2 | understand the fundamentals of the internet and perform basic internet skills; | – | 2 | 3 | – | 2 | 2 | 2 | 1 | – | 2 | – | – | – | 1 | |||
| CO3 | Describe and perform basic word processing skills; | – | 1 | 2 | – | 2 | 2 | 1 | 3 | – | 1 | – | – | – | 2 | |||
| CO4 | Enhance a word-processed document by including appropriate visual components. | – | 1 | 1 | – | 2 | 2 | 2 | 2 | – | 1 | – | – | – | 1 | |||
| Drama and Art Education (EDW125) | CO1 | To develop the skills to use visual art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | – | – | 1 | ||
| CO2 | To develop the skills to use literary art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | – | 2 | |||
| CO3 | To develop the skills to use performing art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | – | 1 | |||
| CO4 | To develop the skills to integrate technology and art in teaching learning process effectively. | 1 | 2 | 1 | 3 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | – | – | 1 | |||
| Project Report on Field Trip (EDN136) |
CO1 | To develop skills related to the core competencies like commitment to prefession and honouring diversity | 2 | 2 | – | – | – | – | – | – | 2 | 2 | – | 1 | – | 1 | ||
| CO2 | To develop skills including communication and problem solving | 2 | 2 | – | – | – | – | – | – | 2 | 2 | – | – | 2 | — | |||
| CO3 | To develop skills like sensitization towards the environment and solving imminent problems | 2 | 1 | – | – | – | – | – | – | 2 | 2 | – | – | – | 3 | |||
| CO4 | To develop skills like team work, co-operation and leadership | 2 | 2 | – | – | – | – | – | – | 2 | 2 | – | – | 1 | ||||
| Post Second Semester Summer Training (EDO165) | CO1 | To develop skills like school sensitization and solving imminent problems | 1 | 3 | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | 2 | 1 | ___ | ||
| CO2 | To develop skills like team work, co-operation and leadership | 1 | 3 | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | _ | 3 | ___ | |||
| Organic Chemistry-I (CHH237-T) | CO1 | To Understand the stereo-chemistry of organic compounds and its applications. | 2 | 1 | 2 | – | – | – | 2 | 1 | 1 | 1 | 2 | 1 | 1 | |||
| CO2 | To establish a basic concept for structure, properties and reactivity of aliphatic hydrocarbons. | 2 | 1 | 2 | — | — | — | — | 2 | 1 | 1 | 1 | 2 | 1 | 1 | |||
| CO3 | To develop a firm foundation for scientific application of aromatic hydrocarbons | 1 | 1 | 2 | — | — | — | — | 2 | 1 | 1 | 1 | 2 | 1 | 1 | |||
| CO4 | To apply knowledge to communicate reactions and mechanism in alkyl halides | 2 | 1 | 2 | — | — | — | — | 2 | 1 | 1 | 3 | 1 | 1 | ||||
| Organic Chemistry I Lab (CHH237-P | CO1 | To Understand the stereo-chemistry of organic compounds and its applications. | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | – | ||
| CO2 | To establish a basic concept for structure, properties and reactivity of aliphatic hydrocarbons. | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 1 | – | 3 | |||
| CO3 | To develop a firm foundation for scientific application of aromatic hydrocarbons | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | – | 2 | 1 | |||
| CO4 | To apply knowledge to communicate reactions and mechanism in alkyl halides | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 1 | 1 | 2 | |||
| Electricity and Electromagnetism (PHH226-T) |
CO1 | Students would be able to understand, explain and demonstrate about vector calculus, Gauss law and its application to determined D with problems and diagrams. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | ||
| CO 2 | Students would be able to understand, construction and working of different types of capacitors. Also they will able to understand polarization phenomenon. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO 3 | Students would be able to understand about Biot Savarts law, Ampers law and different types of forces in magnetostatics. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO 4 | Students would be able to understand about propagation of electromagnetic waves and electromagnetic induction. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| Electricity and Electromagnetism Lab (PHH226-P) | CO1 | Students would be able to understand, explain and demonstrate about vector calculus, Gauss law and its application to determined with problems and diagrams. | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | — | — | ||
| CO 2 | Students would be able to understand, construction and working of different types of capacitors. Also they will able to understand polarization phenomenon. | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | – | – | |||
| CO 3 | Students would be able to understand about Biot Savarts law, Amperes law and different types of forces in magnetostatics. | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | – | – | |||
| CO 4 | Students would be able to understand about propogation of electromagnetic waves and electromagnetic induction. | – | 2 | 3 | 1 | 2 | — | – | – | – | 1 | – | – | |||||
| Gymnosperms and Reproduction in Angiosperms (EDH204-T) | CO1 | Understand the General characteristics, classification and economic importance of Gymnosperms | 2 | 1 | 1 | —- | —– | —- | —– | 2 | 2 | 1 | 1 | 3 | 1 | 2 | ||
| CO2 | Understand the diverse structural and morphological characteristic features of Angiosperm Flower | 2 | 1 | 1 | —- | —– | —- | —– | 2 | 3 | 1 | 1 | 3 | 1 | 1 | |||
| CO3 | Understand the development of male and female gametophyte | 2 | 1 | 1 | —- | —– | —- | —– | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO4 | Describe Pollination and Fertilization. Different types of Endosperm, Fruit and Seed | 2 | 1 | 1 | —- | —– | —- | —– | 2 | 2 | 1 | 1 | 3 | 1 | 1 | |||
| Gymnosperms and Reproduction in Angiosperms Lab (EDH204-P) | CO1 | To enable students to identify temporary slides of Gymnosperms and Angiosperm Embryology. | 2 | 2 | 3 | – | – | – | – | 3 | 2 | 2 | – | 3 | — | 3 | ||
| CO2 | To enable students to identify permanent slides of Gymnosperms and Angiosperm Embryology. | 1 | 1 | 2 | – | – | – | – | 3 | 3 | — | 1 | 3 | – | 3 | |||
| CO3 | To develop among students skills of free hand sectioning, staining and mounting embryological materials. | 1 | 1 | 2 | — | – | – | – | 3 | 3 | 1 | 1 | 3 | – | 3 | |||
| CO4 | To describe characteristics of Gymnosperms and Angiosperms on basis of slide studies | 1 | 2 | 3 | – | – | 2 | 2 | 2 | 2 | 1 | – | 1 | |||||
| Real Analysis (MAH219B) | CO1 | Understand many properties of the real line ℝ and learn to define sequence in terms of functions from ℝ to a subset of ℝ. | 2 | —- | 1 | 2 | 3 | —- | —- | —- | 2 | —- | 1 | 3 | 3 | 3 | ||
| CO2 | Recognize bounded, convergent, divergent, Cauchy and monotonic sequences and to calculate their limit superior, limit inferior, and the limit of a bounded sequence. | 2 | —- | 1 | 2 | 3 | —- | —- | —- | 2 | —- | 1 | 3 | 2 | 2 | |||
| CO3 | Apply the ratio, root, alternating series and limit comparison tests for convergence and absolute convergence of an infinite series of real numbers. | 2 | —- | 1 | 2 | 3 | —- | —- | —- | 2 | —- | 1 | 3 | 3 | 3 | |||
| CO4 | Apply some of the properties of Riemann integrable functions. | 2 | —- | 1 | 2 | 3 | —- | —- | —- | 2 | —- | 1 | 2 | 1 | 1 | |||
| CO5 | Understand the applications of the fundamental theorems of integration. | 2 | —- | 1 | 2 | 3 | —- | —- | —- | 2 | —- | 1 | 3 | 2 | 2 | |||
| Animal Diversity-III and Comparative Anatomy Of Vertebrates (EDH205-T) |
CO 1 | To understand and analyse characteristics of Pisces | 2 | 1 | 2 | —– | 3 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO 2 | To Understand basic characteristics of amphibians and parental care | 2 | 1 | 2 | —– | 3 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 3 | To understand and analyse hierarchy in reptiles and aves | 2 | 1 | 2 | —– | 3 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 4 | To develop the understanding of evolutionary trends in Mammalia | 2 | 1 | 2 | —– | 3 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 5 | To develop the understanding of heart and aortic arches | 2 | 1 | 2 | —– | 3 | — | — | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 6 | To understand the structure and evolution of kidneys and gonads in vertebrates | 2 | 1 | 2 | —– | 3 | —– | – | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| Animal Diversity-III and Comparative Anatomy of Vertebrates Lab (EDH205-P) |
CO 1 | To develop in the students the skills of staining and mounting of materials (temporary and permanent); of dissection | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | — | — | ||
| CO 2 | To develop in the students the skills of display and Labelling; of micro techniques of fixing, embedding, section cutting, staining and mounting | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | – | – | |||
| CO 3 | To develop in the students the skills of collection, preservation, mounting, identification and Labelling of collected specimens |
1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | – | – | |||
| CO 4 | To develop in the students the skills of field observation of animals | – | 2 | 3 | 1 | 2 | — | – | – | – | 1 | – | – | |||||
| Basics of Biophysics (EDH221-T) | CO 1 | Understand and explain basic concepts of Biophysics | 2 | 1 | 3 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | ||
| CO 2 | Understand and explain the multi-disciplinary dimensions of biophysics | 2 | 1 | 3 | — | — | — | — | 2 | — | — | — | 2 | 3 | 1 | |||
| CO 3 | Understand the principles of Biophysics and underlying fundamentals | 2 | 1 | 3 | — | — | — | — | 2 | — | — | — | 2 | 2 | 1 | |||
| CO 4 | Understand and explain about the various Bio-molecular mechanisms | 2 | 1 | 3 | — | — | — | — | 2 | — | — | — | 2 | 1 | — | |||
| CO 5 | Appreciate the invention of instruments for welfare of human beings and life | 2 | 1 | 3 | — | — | — | — | 2 | — | 2 | 3 | 2 | 3 | 3 | |||
| Basics of Biophysics Lab (EDH221-P) | CO1 | Demonstrate skills used to analyze biomolecules using various biophysical techniques. | 2 | 1 | 3 | —– | —– | —– | —– | 2 | 2 | —– | 1 | 3 | 1 | – | ||
| CO2 | Demonstrate proficiency in using optical microscopes to study biological specimens and slides. | 2 | 1 | 3 | —– | —– | —– | —– | 2 | 2 | —– | 1 | 2 | 1 | – | |||
| CO3 | Demonstrate use of bioinformatic tools to analyse sequence and structure of biomolecules | 2 | 1 | 3 | —– | —– | —– | —– | 2 | 2 | —– | 1 | 3 | —- | —- | |||
| Knowledge and Curriculum (EDH216-T) | CO1 | Explain the concept of knowledge and its relationship with various aspects of curriculum Development | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 | 3 | 3 | 3 | ||
| CO2 | Analyse epistemological thoughts of various Indian and western educationists with regard to significant aspects of curriculum | 3 | 2 | 2 | 3 | 1 | 2 | – | 2 | 1 | 2 | 2 | 3 | 3 | 3 | |||
| CO3 | Infer the interrelationship among Eduation,social forces and curriculum development | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | 3 | 2 | 1 | |||
| CO4 | Assimilate the process of curriculum development with all its significant components | 1 | 2 | 2 | 3 | – | 1 | 2 | 1 | 2 | 2 | 2 | —- | —– | —- | |||
| CO 5 | Reflect on the role of National Level institutions in curriculum Planning | 1 | 2 | 1 | 1 | – | ——- | 1 | 1 | 2 | 1 | 2 | —— | 3 | 3 | |||
| Knowledge and Curriculum Lab (EDH216-P) | CO1 | To discuss the educational thoughts of great educational thinkers on child centered education | 2 | 3 | 2 | 3 | – | 1 | —– | 2 | 1 | 2 | 2 | 3 | 3 | 3 | ||
| CO2 | Analyse epistemological thoughts of various Indian and western educationists with regard to significant aspects of curriculum | 3 | 2 | 2 | 3 | 1 | 2 | – | 2 | 1 | 2 | 2 | 3 | 3 | 3 | |||
| CO3 | To comprehend curriculum process and practice | 2 | 3 | 3 | 2 | – | 1 | —— | 2 | 3 | 3 | 3 | 3 | 2 | 1 | |||
| Gender, School and Society (EDS207) | CO1 | To develop a positive notion on sexuality amongst young people. | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 1 | – | 2 | ||
| CO2 | To identify social construction of gender under the lens of class and caste intersectionality | 3 | 2 | 3 | 1 | 2 | 2 | 1 | 2 | 3 | 1 | 2 | 2 | 2 | – | |||
| CO3 | To analyse the role of schools in promoting gender equality through value education. | 1 | 3 | 2 | 2 | 1 | 3 | 2 | 1 | 3 | 2 | 3 | 2 | 1 | 1 | |||
| CO4 | To develop a strategic approach towards women empowerment with the support of government agencies | 1 | 1 | 3 | 2 | 1 | 2 | 2 | 1 | 3 | 2 | 3 | 3 | – | – | |||
| Craft and Visual Arts (EDW208) | CO1 | To demonstrate awareness and understanding of craft and visual art forms | 2 | — | — | 2 | — | — | — | — | — | 2 | 2 | 1 | 2 | – | ||
| CO2 | To demonstrate skill at integrating craft and visual art for effective teaching | 2 | — | — | — | 2 | 2 | — | — | — | 2 | 2 | 1 | 1 | 2 | |||
| CO3 | To demonstrate aesthetic sensibility to respond through expression | 2 | 2 | — | 2 | 2 | 2 | — | 1 | — | 2 | 2 | 1 | – | 2 | |||
| CO4 | To demonstrate imagination through participation in craft and visual art activities | 2 | — | — | — | 2 | 1 | — | 1 | — | 2 | 2 | – | 3 | – | |||
| Spanish-I (FLS101) | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 2 | – | ||
| CO2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 1 | – | |||
| CO3 | Describe themselves, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | 1 | – | 2 | |||
| CO4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxilary verb and basic verbs. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | – | 3 | – | |||
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | ||||||
| German-I/ FLS102 | CO 1 | Students will be able to know the living standard of Germany and can learn the comparison with their native country like the types of houses Germans have and the type of houses they have in their country. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | – | – | 2 | ||
| CO 2 | Students will be able to identify belongingness of the objects like what belongs to them or what belongs to someone else. | – | 3 | 2 | 3 | – | – | – | – | – | 1 | – | – | – | – | |||
| CO 3 | Students will be able to describe their daily routine in German language. They will be able to learn timings as well. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | – | – | 1 | |||
| CO 4 | Students will be able to learn informal letter writing like they can mention their daily routine to their friend. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | – | – | 1 | |||
| French-I/FLS103 | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | – | – | 1 | ||
| CO2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | – | – | 1 | |||
| CO3 | Describe themselves, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | – | – | 2 | |||
| CO4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxilary verb and basic verbs. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | – | – | 1 | |||
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | – | – | 3 | |||
| Thermodynamics, Equilibrium & Solutions/ CHH238-T | CO1 | To develop an understanding of the chemistry heat of neutralization of acids and bases | 1 | 1 | 1 | – | – | – | – | – | – | – | 1 | – | 1 | – | ||
| CO2 | To develop basic skills for Verification of Hess’s law of constant heat summation | 1 | 1 | 2 | – | – | 2 | – | – | – | – | 1 | – | 1 | – | |||
| CO3 | Learn Determination of dissociation constant of a weak acid in Physical chemistry Laboratory | 1 | 1 | – | – | 1 | – | – | – | 1 | – | 1 | – | 1 | – | |||
| CO4 | Perform determination of dissociation constant of phenolphthalein/methyl orange by colorimeter | 1 | 1 | 1 | – | 3 | 1 | – | – | 1 | – | 1 | – | 1 | – | |||
| Thermodynamics, Equilibrium & Solutions CHH238-P | CO1 | To understand that conservation of energy is the central concept which governs all the changes and to appreciate its role in various thermo chemical equations. | 1 | – | 1 | – | – | – | – | – | – | – | 1 | – | 1 | – | ||
| CO2 | Explain the origin of the driving force of physical and chemical changes and evolution of second law of thermodynamics and related concepts | 1 | – | 2 | – | – | 2 | – | – | – | – | 1 | – | 1 | – | |||
| CO3 | To apply the concept of equilibrium to construct and interpret the phase diagrams. | 1 | – | – | – | 1 | – | – | – | 1 | – | 1 | – | 1 | – | |||
| CO4 | To relate the measurement of colligative properties with molar mass to analyze van’t Hoff factor for association and dissociation of non-volatile solutes in solutions | 1 | – | 1 | – | 3 | 1 | – | – | 1 | – | 1 | – | 1 | – | |||
| Organic Chemistry-II (CHH313-T) | CO1 | To develop an understanding of the chemistry of Functional groups and mechanisms of Organic Reactions. | 1 | 2 | 2 | 2 | 1 | 1 | — | 1 | — | — | — | 3 | 2 | 1 | ||
| CO2 | To develop basic skills of separation of organic compounds and evolve a scheme of analysis of organic compounds based on properties of functional groups for identification | 1 | 2 | 2 | 2 | 2 | 1 | — | 1 | — | — | — | 2 | 2 | 1 | |||
| CO3 | Learn the properties, synthesis and chemical reactions of halogen and/or oxygen containing functional groups in organic chemistry | 1 | 2 | 2 | 1 | 2 | 1 | — | 1 | — | — | — | 1 | 2 | 1 | |||
| CO4 | Perform inter-conversions of various functional groups in organic chemistry. | 1 | 2 | 2 | 2 | 2 | 1 | — | 1 | — | — | — | 1 | 1 | 1 | |||
| Organic Chemistry-II Lab (CHH313-P) | CO1 | To develop an understanding of the chemistry of Functional groups and mechanisms of Organic Reactions. | 2 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | – | 2 | 3 | ||
| CO2 | To develop basic skills for the analysis of organic compounds based on properties of functional groups for identification | 2 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | – | 2 | 3 | |||
| CO3 | Learn the properties, synthesis and chemical reactions of halogen and/or oxygen containing functional groups in organic chemistry Laboratory | 2 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | – | 2 | 3 | |||
| CO4 | Perform inter-conversions of various functional groups experimentally | 2 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 3 | ||||
| Optics (PHH227-T) | CO1 | Students would be able to understand about interference of light. | 3 | 1 | 2 | —– | 1 | ——- | —— | 2 | 1 | |||||||
| CO2 | Students would be able to understand about diffraction of light. | 2 | 1 | 2 | —– | 1 | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| CO 3 | Students would be able to understand about polarisation of light. | 2 | 1 | 2 | 1 | —— | 1 | —— | 2 | 1 | 1 | 3 | 1 | |||||
| CO 4 | Students would be able to understand about LASER and Optical fiber. | 2 | 1 | 2 | —– | —— | ——- | —— | 2 | 1 | 1 | 1 | 3 | 1 | 1 | |||
| Optics Lab (PHH227-P) | CO1 | Students would be able to understand about interference of light. | 2 | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | — | — | ||
| CO 2 | Students would be able to understand about diffraction of light. | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | – | – | |||
| CO 3 | Students would be able to understand about polarisation of light. | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | – | – | |||
| CO 4 | Students would be able to understand about LASER and Optical fiber. | 2 | 2 | 3 | 1 | 2 | — | – | – | – | 1 | – | – | |||||
| Angiosperm Anatomy, Evolution and Economic Botany (EDH224-T) | CO1 | Understand the development, organization and functions of various plant tissues in angiosperms | 1 | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 1 | |||
| CO2 | Understand the diversity of histological complexity in Angiosperms. | 1 | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 1 | ||||
| CO3 | Understand Evolution and economic importance of plants | 1 | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 1 | ||||
| CO4 | Understand the secondary growth in root and stem. | 1 | 2 | —- | —- | —- | —- | 1 | 2 | 1 | _ | 2 | 3 | 1 | ||||
| Angiosperm Anatomy, Evolution and Economic Botany (EDH224-P) | CO1 | To develop the skill of free hand sectioning, staining and mounting of plant parts for anatomical study. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 1 | 1 | ||
| CO2 | To observe and identify different types of tissues using temporary and permanent slides. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 1 | 1 | |||
| CO3 | To study the anomalous secondary growth of Bougainvillea. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 1 | 1 | |||
| CO4 | To give a brief account (botanical name, family, extraction/ processing where necessary) and uses of various economically beneficial plants. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | 1 | |||
| Multivariate Calculus & Vector Calculus (MAH220B) | CO1 | Apply change of variables, change of order of integration involving double and triple integrals. | 3 | 1 | 3 | 1 | —- | —- | —- | —- | —- | —- | —- | 3 | —- | —- | ||
| CO2 | Apply the concept of triple integral to evaluate volume of region. | 3 | 1 | 3 | 1 | —- | —- | —- | —- | —- | —- | —- | 3 | —- | —- | |||
| CO3 | Analyse problems related to improper integrals. | 3 | 1 | 3 | 1 | —- | —- | —- | —- | —- | —- | —- | 3 | —- | —- | |||
| CO4 | Explain physical meaning of gradient of a scalar field, curl and divergence in terms of fluid flow and also be able to evaluate line integrals, surfaceintegrals and volume integrals | 3 | 1 | 3 | 1 | —- | —- | —- | —- | —- | —- | —- | 3 | —- | —- | |||
| CO5 | Solve & analyze the Mathematical problems related to Integral calculus & vector calculus and its applications using mathematical software. | 3 | 1 | 3 | 1 | 3 | —- | —- | —- | —- | —- | —- | 3 | —- | —- | |||
| Probability & Statistics (MAH221B-T) | CO1 | Compute measures of central tendency & measures of dispersion and solve related problems in the real world. | 1 | 1 | 2 | — | — | — | — | 1 | 1 | 2 | — | 3 | 2 | 1 | ||
| CO2 | Assess the shape and peakness of data and calculate the various methods of measurements | 1 | 1 | 2 | — | — | — | — | 1 | 1 | 2 | — | 3 | 2 | 1 | |||
| CO3 | Apply correlation and regression techniques to check the dependency in data. | 1 | 1 | 2 | — | — | — | — | 1 | 1 | 2 | — | 3 | 2 | 1 | |||
| CO4 | Apply the concept of probability theory and probability distributions to solve related problems. | 1 | 1 | 2 | — | — | — | — | 1 | 1 | 2 | — | 3 | 2 | 1 | |||
| CO5 | Apply the knowledge of sampling theory to analyse and interpret given data. | 1 | 1 | 2 | — | — | — | — | 1 | 1 | 2 | — | 3 | 2 | 1 | |||
| Probability & Statistics Lab (MAH221B-P) | CO1 | Create graphical representation of Data using Charts & Diagrams in Excel | 1 | 1 | 2 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | ||
| CO2 | Compute Measures of Central Tendency, measures of Dispersion and coefficient of skewness in Excel | 1 | 1 | 2 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | |||
| CO3 | Analyse data dependency using correlation & regression techniques in excel | 1 | 1 | 2 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | |||
| CO4 | Calculate probability of various distributions | 1 | 1 | 2 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | |||
| CO5 | Apply Statistical and probability distributions on Real time data and analyse the same. | 1 | 1 | 2 | — | — | — | — | 2 | — | — | — | 3 | 2 | 1 | |||
| Animal Physiology and Endocrinology (EDH225-T) | CO1 | Comprehend the enzyme action and physiology of digestion | 1 | 1 | 2 | —– | 3 | —- | —– | 2 | 3 | 1 | 1 | 3 | 3 | 3 | ||
| CO2 | Critically analyse the complexity of respiration and understand the mechanism of transport of gases | 1 | 1 | 2 | —– | 3 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO3 | Reflect upon the mechanism of blood circulation, blood clotting and functioning of human heart | 1 | 1 | 2 | —– | — | 2 | —– | 2 | 1 | 1 | 1 | 3 | 2 | 3 | |||
| CO4 | Explain the process of excretion and homeostasis | 1 | 1 | 2 | —– | 1 | —- | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO5 | Explain the process of excretion and homeostasis | 1 | 1 | 2 | – | 1 | – | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO6 | To conceptualize the mechanism of endocrine and exocrine glands | 2 | 1 | 2 | – | 1 | – | —– | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| Animal Physiology and Endocrinology Lab (EDH225-P) | CO1 | To enable students to analyse biochemically the foodstuffs and urine | 1 | 2 | 3 | — | — | 2 | 1 | — | — | — | — | 3 | — | 3 | ||
| CO2 | To enable students to analyse the biochemical action of enzymes | 1 | 1 | 2 | — | — | – | 2 | — | — | — | — | 3 | — | 3 | |||
| CO3 | To develop in the students the skills of separation of macro molecules using chromatography and electrophoresis | 1 | — | 2 | — | — | 2 | 1 | — | — | — | — | 3 | — | 3 | |||
| CO4 | To demonstrate physiological experiments and the skills of haematology and endocrinology | 1 | 2 | 3 | — | — | 1 | 2 | — | — | 3 | — | 1 | — | — | |||
| Assessment for Learning (EDH122-T) | CO1 | Reflect critically on issues in assessment and evaluation | 3 | 3 | 3 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 1 | ||
| CO2 | Justify the role of continuous and comprehensive assessment in holistic development | 3 | 2 | 2 | 2 | 1 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 2 | |||
| CO3 | Organize appropriate assessment methods | 3 | 1 | ——- | – | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 1 | 1 | |||
| CO4 | Design learning indicators and rubrics as a part of assessment | 3 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 2 | 1 | |||
| CO5 | Devise and implement ways to record and report learning landmarks to be supported by feedback | 3 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 1 | 1 | 1 | |||
| CO6 | Access the habit self-critiquing to improve performance. | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 2 | 2 | 2 | 3 | |||
| Assessment for Learning Lab (EDH122-P) | CO1 | demonstrate the standards learners are required to achieve and help them recognise when they have achieved that standard | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | —– | 1 | 1 | 2 | ||
| CO2 | To give effective feedback on assessment decisions | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | 2 | 1 | 1 | 2 | —– | |||
| CO3 | To reflect on the last performance and review learners’ progress | 3 | —– | 1 | —– | —– | 3 | 3 | 3 | —– | —– | 1 | 2 | 3 | —– | |||
| School Organisation and Management (EDS227) | CO1 | Use various strategies to create positive school climate | 3 | 3 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 | —- | 2 | 3 | ||
| CO2 | Analyse various features of school as an organization. | —- | —- | 3 | 3 | — | 3 | — | 3 | —- | 2 | 2 | —– | 2 | 3 | |||
| CO3 | Discuss different components of school management | —- | —- | 3 | 3 | —- | 3 | —- | 3 | —- | 2 | 2 | — | 2 | 3 | |||
| CO4 | Assimilate the concept and process of educational administration | 1 | 1 | 3 | 2 | — | 2 | —- | 3 | — | 2 | 2 | —- | 2 | 3 | |||
| Design Thinking: A Primer (MOOC-18E-EDN-205) | CO1 | To know about design thinking | 1 | 1 | 1 | 0 | 0 | 1 | — | 0 | — | 0 | 0 | — | 1 | 1 | ||
| CO2 | To learn about customer journey mapping | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | — | — | 2 | 2 | |||
| CO3 | To know about the analysis phase of design thinking | 1 | 1 | 2 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | — | — | 2 | 1 | |||
| CO4 | To know about the ideation phase of design thinking | 1 | 1 | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | — | — | 2 | 2 | |||
| Street Play/Skit/Mime (EDN229) | CO1 | To develop a social sensitivity | 1 | 1 | — | — | — | — | — | — | — | 1 | 1 | 1 | 1 | 1 | ||
| CO2 | understand and identify the social needs of society | 1 | 1 | — | — | — | — | — | — | — | 1 | 1 | 1 | 1 | 1 | |||
| CO3 | To organize camps related with social issues | 1 | 1 | — | — | — | — | — | — | 1 | 1 | 1 | 1 | 1 | 1 | |||
| Principles of Management/ MOOC-18E-EDS-204 | CO1 | To know about staffing/recruitment | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 1 | 1 | 1 | 1 | 1 | ||
| CO2 | To explore performance management and appraisal process | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | 1 | 1 | 1 | |||
| CO3 | To explore training and development | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | 1 | 1 | 1 | |||
| CO4 | To evaluate processes of career management | 1 | 1 | —- | —- | —- | —- | —- | —- | —- | 2 | 1 | 1 | 1 | 1 | |||
| Basics of Economics / MCS231 | CO1 | To comprehend the economic problems of the society. | 2 | 1 | 1 | 1 | — | — | — | — | 3 | 2 | 2 | — | 2 | 2 | ||
| CO2 | To Enlighten the laws of utility, demand and supply and their measurement. | 1 | 1 | 1 | 1 | — | — | — | — | 1 | 1 | 1 | — | 1 | 1 | |||
| CO3 | To Explain the laws of production and various concepts of costs. | 2 | 1 | 2 | 1 | — | — | — | — | 1 | 2 | 3 | — | 2 | 3 | |||
| CO4 | To eLaborate the various market forms | 2 | 1 | — | — | — | — | — | — | 3 | 1 | 1 | — | 1 | 1 | |||
| Introduction to Finance (MCS232) | CO1 | To take an overview of Financial management and its need to take financial decisions. | 3 | 2 | 1 | — | 3 | 2 | 1 | — | — | — | — | — | 2 | 2 | ||
| CO2 | To understand financial statements and distinguishes between profit & loss and Balance sheet of different business organizations. | 3 | 2 | 1 | — | 3 | 2 | 1 | — | — | — | — | — | 1 | 1 | |||
| CO3 | To identify the different sources of long term finance and differentiate amongst equity, preference and Debt | 3 | 2 | 1 | — | 3 | 2 | 1 | — | — | — | — | — | 2 | 3 | |||
| CO4 | To eLaborate and apply various techniques of capital budgeting and analyse cost of capital and capital structure | 3 | 2 | 1 | — | 3 | 2 | 1 | — | — | — | — | — | 1 | 1 | |||
| Spanish-II/ FLS105 | CO1 | Exchange greetings and do introductions using formal and informal expressions. Understand and use interrogative and answer simple questions. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 2 | 2 | |||
| CO2 | Learn Basic vocabulary that can be used to discuss everyday life and daily routines, using simple sentences and familiar vocabulary. Express their likes and dislikes. | 2 | 3 | 3 | – | – | – | – | – | – | – | – | 1 | 1 | ||||
| CO3 | Describe themselves, other people, familiar places and objects in short discourse using simple sentences and basic vocabulary. | 1 | 3 | 3 | – | – | – | – | 2 | 1 | – | – | 2 | 3 | ||||
| CO4 | Students will be able to understand audio text and comprehend to the same. They will be able to form paragraph using auxilary verb and basic verbs. | 1 | 1 | 2 | – | – | – | – | 3 | 1 | – | – | 1 | 1 | ||||
| CO5 | Students will be introduced to French culture and civilization. They will be able to describe various places and locations of Francophonic countries. | 1 | 1 | 3 | – | – | – | – | 3 | 2 | – | – | ||||||
| German-II/ FLS106 |
CO 1 | Students will be able to conjugate the separable verbs. | 1 | 2 | 3 | – | – | – | – | 1 | 1 | – | – | – | – | – | ||
| CO 2 | Students will be able to write the directions. They will have knowledge of prepositions. | 1 | 2 | 3 | – | – | – | – | 2 | 2 | – | – | – | – | – | |||
| CO 3 | Students will be able to identify visiting cards vocabulary in the German language. | 1 | 1 | 2 | – | – | – | – | 1 | 2 | – | – | – | – | – | |||
| CO 4 | They will be able to express or/and justify opinions using equivalents of different verbs. | 1 | 3 | 3 | – | – | – | – | 2 | 2 | – | – | – | – | – | |||
| CO 5 | They will know about the capital of Germany Berlin. | 1 | 1 | 1 | – | – | – | – | 2 | 2 | – | – | – | – | – | |||
| (French-II)/FLS107 | CO1 | Identify colors, professions and adjectives in French and describing different people and objects using these three. | 1 | 3 | 2 | 3 | 2 | 2 | – | 2 | 2 | – | 1 | – | – | 1 | ||
| CO2 | Lear how to use reflexive verbs to describe daily routine. | 1 | 2 | 2 | 3 | 2 | 1 | – | 1 | 1 | – | – | – | – | – | |||
| CO3 | Learn Basic vocabulary that can be used to discuss the weather and seasons | 1 | 3 | 2 | 3 | – | 1 | – | 2 | 1 | – | – | – | 1 | – | |||
| CO4 | Express their likes and dislikes. Also will have understanding of simple conversations in restaurants and how to order food and drinks. | 1 | 3 | 2 | 3 | – | 1 | – | 2 | 1 | – | – | – | 1 | 2 | |||
| CO5 | Exchange personal information like name, number, residence, profession, etc | 1 | 3 | 2 | 3 | – | 1 | – | 1 | 1 | – | – | – | – | 1 | |||
| Community Connect Program (EDO239) | CO1 | Become sensitive towards the prevailing socio-economic conditions | 3 | – | – | – | – | – | – | – | – | 3 | 2 | |||||
| CO2 | Imbibe the universal values of humanity, love and compassion | 3 | – | – | – | – | – | – | – | – | 3 | 2 | ||||||
| CO3 | Appreciate interdependence of various components of society | 3 | – | – | – | – | – | – | 1 | – | 3 | 2 | ||||||
| CO4 | Contribute to the social welfare by participating in community-based activities | 3 | – | – | – | – | – | – | 1 | – | 3 | 2 | ||||||
| Transition Elements, Coordination Compounds and Chemical Kinetics (CHH312-T) | CO1 | Interpret the properties of d and f block elements and their compounds in terms of their electronic configuration and bonding. | 1 | 2 | — | — | — | — | — | — | 2 | — | — | 3 | 2 | — | ||
| CO2 | Identify the properties of coordination compounds in terms of bonding theories | 2 | 2 | — | — | — | — | — | — | 2 | — | — | 3 | 2 | 1 | |||
| CO3 | Develop knowledge on Principles of Chemical Kinetics | — | 3 | — | — | — | — | — | — | 2 | — | — | 3 | 2 | 1 | |||
| CO4 | Develop knowledge on Principles of Surface Chemistry | 1 | — | — | — | — | — | — | — | 2 | — | 1 | 3 | 2 | 1 | |||
| Transition Elements, Coordination Compounds and Chemical Kinetics Lab (CHH312-P) | CO1 | To familiarize the transition metals and estimating them by gravimetric analysis | 3 | 2 | – | – | – | – | – | – | 1 | – | – | 1 | – | 1 | ||
| CO2 | To familiarize the properties of coordination compounds and determine the crystal field stabilization energy of metal complexes | 3 | 2 | – | – | – | – | – | – | 1 | – | – | 1 | – | 1 | |||
| CO3 | To explore the kinetics of a reaction by titrimetric and spectrophotometric methods | 3 | 2 | – | – | – | – | – | – | 1 | – | – | 1 | – | 1 | |||
| CO4 | To understand surface chemistry by adsorption, viscosity and partition coefficient experiments | 3 | 2 | – | – | – | – | – | – | 1 | – | – | 1 | – | 1 | |||
| Basic Electronics (PHH330-T) | CO1 | Recognize a variety of exciting high-tech products, systems and their technology enabled by electronics | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 3 | ||
| CO2 | Manipulate voltages, currents and resistances in electronic circuits | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 2 | |||
| CO3 | Demonstrate familiarity with basic electronic components and use them to design simple electronic circuits | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 3 | 1 | 2 | 2 | 3 | 1 | 2 | |||
| CO4 | Record, analyze and filter audio signals to improve their fidelity. | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | |||
| Basic Electronics Lab(PHH330-P) | CO1 | Demonstrate an ability to conduct investigations of practical/technical issues consistent with their level of knowledge and understanding while designing/performing/resolving the experiments to develop their individual capabilities and representing the collective team work. Demonstrate an ability to analyze data and reach a valid conclusion. | 3 | 3 | 2 | 3 | 3 | 2 | 1 | 3 | 1 | 2 | ||||||
| Plant Systematics ,and Angiosperm Phylogeny (EDH301-T) | CO1 | Understand the basis, aim and principles of classification of Angiosperms | 2 | 1 | 3 | —- | —- | —- | —- | 2 | 2 | 2 | 2 | 3 | 1 | 1 | ||
| CO2 | Understand the salient features of Bentham and Hooker Classification | 2 | 1 | 3 | —- | —- | —- | —- | 2 | 2 | 2 | 2 | 3 | 1 | 1 | |||
| CO3 | Understand the diagonistic features, salient vegetative and floral characteristics and economically important plant of various Angiosperm (dicot) families. | 2 | 1 | 3 | —- | —- | —- | —- | 2 | 2 | 2 | 2 | 3 | 1 | 1 | |||
| CO4 | Understand the diagonistic features, salient vegetative and floral characteristics and economically important plant of various Angiosperm (monocot) families. | 2 | 1 | 3 | —- | —- | —- | —- | 2 | 2 | 2 | 3 | 3 | 1 | 1 | |||
| Plant Systematics ,and Angiosperm Phylogeny Lab (EDH301-P) | CO1 | To acquaint students with the technical terms and identification keys for describing and identifying angiosperms. | 1 | 2 | 3 | – | – | 1 | – | 2 | 2 | 1 | – | 3 | — | 3 | ||
| CO2 | To familiarize the students with local plants belonging to families included in the study (only those avaiLable during the season). | 1 | 1 | 2 | – | – | – | 1 | 2 | 2 | 1 | 1 | 3 | – | 3 | |||
| CO3 | To enable the students to describe the vegetative and floral characteristics, draw floral diagram and write floral formulae of angiosperms. | 1 | 1 | 2 | — | – | – | – | 2 | 2 | – | 1 | 3 | – | 3 | |||
| CO4 | To develop the skill of undertaking field study and preparing herbarium sheets. | 1 | 2 | 2 | – | – | – | – | 1 | 2 | 1 | 1 | 1 | – | 2 | |||
| Differential Equations (MAH319B) | CO1 | explain and solve some standard types of linear differential equations and its applications. | 2 | 3 | 1 | 2 | —- | —- | —- | 1 | 2 | —- | 2 | 2 | —- | —- | ||
| CO2 | explain and solve the differential equations of 1 st order and 1 st degree and its applications. | 2 | 3 | 1 | 2 | —- | —- | —- | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO3 | explain and solve higher order linear differential equations and simultaneous linear differential equations. | 2 | 3 | 1 | 2 | —- | —- | —- | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO4 | explain and solve some special types of ordinary differential equations. | 2 | 3 | 1 | 2 | —- | —- | —- | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO5 | formulate and solve the linear and non-linear PDE. | 2 | 3 | 1 | 2 | —- | —- | —- | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO6 | solve & analyze the differential equations using OCTAVE. | —- | —- | —- | —- | —- | —- | 2 | —- | —- | —- | —- | —- | —- | —- | |||
| Ecology and Animal Behavior (EDH302-T) |
CO1 | To understand the concept of population dispersal and distribution pattern | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO2 | To understand the dynamics of community Diversity | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 3 | To understand the dynamics of Ecosystem | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 4 | To develop understanding of the animal behaviour | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 5 | To understand the evolution of society | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 6 | To develop the understanding of biological rhythm | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| Ecology and Animal Behavior Lab/(EDH302-P) | CO1 | To enable students to understand Animal adaptation in different habitats | – | 2 | 3 | – | – | 2 | 1 | – | – | – | – | 1 | — | — | ||
| CO2 | To enable students to study Collection and qualitative and quantitative analysis of soil organisms | 1 | 1 | 2 | – | – | – | 2 | – | – | — | – | 1 | – | – | |||
| CO 3 | To enable students to study Estimation of dissolved oxygen, alkalinity and salinity in the pond water | 1 | – | 2 | — | – | 2 | 1 | – | – | – | – | 1 | – | – | |||
| CO 4 | To enable students to study Experiments with maze for studying behavioural motivation | – | 2 | 3 | 1 | 2 | — | – | – | – | 1 | – | – | |||||
| Cell Biology and Genetics EDH303-T | CO1 | To understand the structural complexity of a eukaryotic cell | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO2 | To understand the structure and function of various cell organelles | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO3 | To get acquainted with the structure and significance of nucleus and chromosomes | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO4 | To review Mendelian inheritance in the light of gene interactions | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 2 | |||
| Cell Biology and Genetics Lab (EDH303-P) | CO1 | To develop skills of staining cells and observing cell organelles | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 1 | – | 2 | ||
| CO2 | To prepare temporary and permanent cytological preparations of suitable plant materials to study mitosis and meiosis | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | ||||
| CO3 | To verify Mendelian laws of inheritance | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 1 | 1 | ||||
| CO4 | To understand the cell structure in details | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 3 | |||||
| Education in Contemporary India (EDH214-T) | CO1 | Explain diverse social realities and challenges faced by Indian Education System | 3 | 2 | 3 | – | 1 | – | – | – | – | 2 | 2 | – | 2 | 1 | ||
| CO2 | Examine constitutional provisions and safeguards avaiLable for Indian citizen particularly in context of contemporary Educational set up for bringing social equality | 3 | 2 | 3 | – | 1 | – | – | – | – | 2 | 2 | – | 2 | 1 | |||
| CO3 | Analyze current educational scenario in light of the recommendations of various Committees, Commissions and National Policies | 3 | 3 | 2 | – | – | 3 | – | – | 2 | – | 2 | – | 2 | 1 | |||
| CO4 | Appreciate the role of nodal educational agencies and policy making institutions in national development. | 2 | 2 | – | – | – | 2 | – | – | 2 | 2 | 2 | – | 2 | 1 | |||
| CO5 | Reflect upon the structural organization of Indian education system and role of teacher in inclusive education | 2 | 2 | 2 | 2 | – | 2 | – | – | 2 | 2 | 2 | – | 2 | 1 | |||
| Education in Contemporary India Lab (EDH214-P) | CO1 | Appreciate the policies and schemes developed to achieve the objectives of education | 3 | – | – | 2 | 2 | – | – | – | – | 3 | – | 1 | 2 | 1 | ||
| CO2 | Analyse the efforts to achieve the goals of UEE | 3 | – | – | – | 2 | 2 | 2 | – | – | 3 | 1 | 1 | 1 | – | |||
| CO3 | Appreciate the efforts of various agencies in improving the education of children of the country | 3 | – | – | – | – | 2 | 1 | 1 | – | 3 | – | 2 | 1 | – | |||
| Pedagogy of Biological Science (EDH109-T) | CO 1 | Understand and appreciate the nature of Science and contributions by eminent Biologists. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | ||
| CO 2 | Design learning objectives for content related to Biological Sciences. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 3 | Explain Constructivist approach of building knowledge. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | |||
| CO 4 | Apply different pedagogical approaches to design lesson plans. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 5 | Design effective assessment strategies related to Biological Sciences and ICT mediated online assessment sheets. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| Pedagogy of Biological Science Lab (EDH109-P) | CO1 | Understand the Bloom’s Taxonomy of Instructional Objectives and design learning objectives for content related to Biological Sciences. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | ||
| CO2 | Understand the micro teaching skills and prepare the micro lesson plans for each skill. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO3 | Learn about the Herbartian lesson plan and prepare the lesson plans for teaching Biological Science. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | |||
| CO4 | Apply different pedagogical approaches to design lesson plans. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | 2 | |||
| CO5 | Learn about the test construction and construct a test paper for students’ assessment. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 3 | 1 | 2 | 3 | 2 | |||
| Pedagogy of Mathematics (EDH110-T) | CO 1 | To appreciate the role and contribution of eminent mathematicians. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | ||
| CO 2 | develop correlation of mathematics with other subjects | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 0 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 3 | To design instructional objectives for chosen content. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 4 | Apply innovative methods of teachings to teach mathematics at middle school level. | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 5 | to Create content appropriate evaluation tools in mathematics. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| CO 6 | To reflect the skill set of an effective mathematics teacher in classroom. | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | |||
| Pedagogy of Mathematics Lab (EDH110-P) | CO1 | Develop Lesson Plan incorporating the core components. | 2 | 2 | 1 | 2 | 1 | 3 | 3 | 3 | 2 | 3 | 2 | |||||
| CO2 | Make use of innovative methods of teachings to teach mathematics at middle school level. | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 3 | 2 | 3 | 2 | ||||||
| CO3 | Design appropriate evaluation tools for effective evaluation of learning of Mathematical concepts. | 2 | 2 | 1 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 3 | 2 | |||||
| CO4 | To demonstrate skill set of an effective Mathematics teacher in the classroom. | 1 | 1 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | |||||||
| E-Learning (EDW228) | CO1 | Understand concept of e-learning and key concepts | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| CO2 | Use blended learning approach in e-learning | 3 | 2 | 2 | 2 | 3 | 3 | 1 | 3 | 1 | 2 | 2 | 1 | 3 | 2 | |||
| CO3 | Use different online tools and resources in assessment | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 2 | 1 | 2 | 1 | 1 | 1 | |||
| CO4 | Explore and use the potentialities of Information Communication Technology for colLaborative, constructive &inquiry based learning | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | |||
| Yoga & Health Education (EDW304) | CO1 | Acquire knowledge of theoretical concepts of Yoga and Meditation in relation to holistic health | 2 | 2 | 3 | ….. | ….. | 2 | ….. | 2 | 2 | 2 | 3 | 1 | 2 | 2 | ||
| CO2 | Apply knowledge of Yogic and meditation-based practices in developing sound physical and mental wellbeing | 2 | 2 | 3 | ….. | ….. | 2 | ….. | 3 | 2 | 3 | 3 | 1 | 2 | 2 | |||
| CO3 | Develop their personality with a sense of identity and meaning through the practice of Meditation | 3 | 3 | 3 | ….. | ….. | 2 | ….. | 3 | 2 | 3 | 3 | 1 | 2 | 2 | |||
| CO4 | Build awareness of the importance of Yoga and Meditation in educational context | 3 | 3 | 3 | ….. | ….. | 2 | ….. | 2 | 2 | 2 | 3 | 1 | 2 | 2 | |||
| Colloquium (EDN305) | CO1 | Identify the contemporary problems existing in society. | 2 | 3 | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 | ||
| CO2 | Categorize the identified problem and relate it to different research genre. | 2 | 3 | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 | |||
| CO3 | Analyse the problem by reviewing the concepts. | 2 | 3 | 1 | —— | —— | —— | —— | —— | 3 | 2 | 3 | 1 | 3 | 2 | |||
| CO4 | Suggest best possible solution to the identified problems | 3 | 3 | 1 | —— | —— | —— | —— | —— | 3 | 3 | 3 | 1 | 3 | 3 | |||
| Phase-1 Field Engagement (EDO209) | CO 1 | Recognise the contribution of psychological, philosophical and socio – economic factors in optimizing teaching and learning | 3 | —- | —- | —- | —- | 3 | —- | 3 | 3 | 3 | 3 | —- | 3 | 3 | ||
| CO 2 | Articulate experiences of observing various components of the particular school set up as part of internship including the aspects of Infrastructure and Human Resources | 3 | 3 | 3 | 3 | 3 | 3 | —- | 3 | —- | 3 | 3 | —- | 2 | 2 | |||
| CO 3 | Present the observations of internship period in a systematic and structured manner in the form of individual and/or Group Tasks | 3 | 3 | 3 | 3 | 3 | 3 | —- | 3 | —- | 3 | 3 | —- | 2 | 2 | |||
| CO 4 | Appreciate importance of school engagement program as a integral component of teacher training programme | 3 | 3 | —- | —- | —- | 3 | —- | 3 | —- | 3 | 3 | —- | 3 | 3 | |||
| CO 5 | Demonstrate an understanding of the differences between government and private school settings and ways of functioning. | 3 | 3 | —- | 3 | —- | —- | —- | 3 | —- | 3 | 3 | —- | 2 | 2 | |||
| Electrochemistry and Photochemistry (CHH314-T) | CO1 | Explain the nature of Electrolytic conduction involving theories of electrolytes. | 3 | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 3 | 3 | 3 | ||
| CO2 | Understand the processes that occur at electrodes and in electrolytes and to apply emf methods to study different types of reactions. | 3 | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | ——— | 3 | 3 | |||
| CO3 | Describe the basic principles of battery design and understand the chemical reactions used in a lead-acid battery. | 3 | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | ——— | 3 | 3 | |||
| CO4 | Explain and discuss theories for photoinduced electron transfer and excitation energy transfer, and apply these methods in quantitative calculations | 3 | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | ——— | 3 | 3 | |||
| Electrochemistry and Photochemistry Lab (CHH314-P) | CO1 | Explain the nature of Electrolytic conduction using different electrolytes | 3 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 1 | 1 | |||
| CO2 | Understand the calculation of free energy change for an electrochemical cell using the measured cell potential value. |
3 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | 1 | |||
| CO3 | To be able to Measure the cell potential for an electrochemical cell. | 3 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | ||||
| CO4 | Able to explain theory and practice of common photochemical and photophysical methods, and be able to execute these experimentally | 3 | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 1 | 1 | 2 | |||
| Relativity and Quantum Mechanics (PHH331-T) | CO1 | Discuss and interpret the experiments that reveal the relativistic properties of matter. | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | ||||||
| CO2 | Discuss and interpret the experiments that reveal the wave properties and particle properties of matter. | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | |||||||
| CO3 | Understand the central concepts and principles in quantum mechanics, such as the Schrödinger wave equation, the wave function and their statistical interpretation. | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | |||||||
| CO4 | Understand the basic building blocks of quantum behavior by correlating the classical statistical mechanics and various distributions. | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | |||||||
| CO5 | Demonstrate an ability to conduct investigations of practical/technical issues consistent with their level of knowledge. | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 3 | 3 | 1 | |||||||
| Relativity and Quantum Mechanics Lab (PHH331-P) | CO1 | Demonstrate an ability to conduct investigations of practical/technical issues. | 2 | 3 | 3 | 3 | —- | 2 | —- | 3 | 3 | 2 | 1 | 3 | 1 | 2 | ||
| Plant Physiology and Metabolism (EDH310-T) | CO1 | Recognise the water relationships of plants and transpiration. | 1 | 2 | 2 | —- | —- | —- | —- | 3 | 2 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | Understand the ascent of sap and transpiration. | 1 | 2 | 2 | —- | —- | —- | —- | 3 | 2 | 2 | 1 | 3 | 1 | 1 | |||
| CO3 | Comprehend the process of absorption and mineral nutrition. | 1 | 2 | 2 | —- | —- | —- | —- | 3 | 2 | 2 | 1 | 3 | 1 | 1 | |||
| CO4 | Explain the process of photosynthesis and its significance. | 1 | 2 | 2 | —- | —- | —- | —- | 3 | 2 | 2 | 2 | 3 | 1 | 1 | |||
| Plant Physiology and Metabolism Lab (EDH310-P) | CO1 | To understand the functioning of a plant from the physiological point of view. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | —- | 1 | 1 | ||
| CO2 | To enable students to handle glassware and equipment for setting up physiology experiments. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | —- | 2 | 1 | |||
| CO3 | To study responses of plants by manipulating the variables. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | —- | 2 | 1 | |||
| CO4 | To study the role of N, P, K, Ca, Mg, Fe, N & Zn in plant metabolism. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | —- | 2 | 2 | |||
| Groups and Rings (MAH320B) | CO1 | Recognize the mathematical objects called groups & rings and apply the fundamental concepts of these algebraic structures | 2 | 3 | 1 | 2 | —- | —- | 2 | 1 | 2 | —- | 2 | 2 | —- | —- | ||
| CO2 | Explain the significance of the notions of cosets, normal subgroups, and factor groups and analyze consequences of Lagrange’s theorem. | 2 | 3 | 1 | 2 | —- | —- | 2 | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO3 | Illustrate structure preserving maps between different algebraic structures & its consequences. | 2 | 3 | 1 | 2 | —- | —- | 2 | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO4 | Apply the basic concepts of ring of polynomials and irreducibility tests for polynomials over ring of integers. | 2 | 3 | 1 | 2 | —- | —- | 2 | 1 | 2 | —- | 2 | 2 | —- | —- | |||
| CO5 | Appreciate the significance of unique factorization in rings and integral domains | – | – | – | – | —- | —- | 2 | – | – | —- | – | – | —- | —- | |||
| Complex Analysis & Numerical Analysis (MAH321B-T) | CO1 | Demonstrate understanding of the basic concepts underlying complex analysis . | – | – | 2 | 3 | —- | —- | – | 2 | 3 | —- | 1 | 1 | 3 | 1 | ||
| CO2 | Apply the methods of complex analysis to evaluate definite integrals and infinite series. | 2 | – | 2 | 3 | —- | —- | – | 2 | 3 | —- | 1 | 3 | 3 | 1 | |||
| CO3 | Derive numerical methods for various mathematical operations and tasks, such as interpolation, differentiation, integration, and the solution of nonlinear equations. | – | – | 3 | 2 | —- | – | – | 2 | 3 | —- | 1 | 2 | 2 | 1 | |||
| CO4 | Apply numerical methods in Real Life problems. | – | – | 3 | 3 | —- | – | – | 2 | 3 | —- | 1 | 3 | 2 | 1 | |||
| CO5 | Solve & analyze the Mathematical problems related to Numerical Analysis and its applications using software. | 1 | 2 | 3 | —- | – | – | 2 | 3 | —- | 1 | 2 | 3 | 1 | ||||
| Complex Analysis & Numerical Analysis Lab (MAH321B-P) | CO1 | Apply numerical methods in Real Life problems. | 2 | 2 | 2 | 2 | —- | —- | —- | —- | —- | —- | —- | 3 | —- | —- | ||
| Developmental Biology and Applied Zoology (EDH311-T) | CO1 | Explain the process of the development, organization and functions of developmental steps in mammals | 1 | 1 | 2 | —- | 2 | —- | —- | 2 | 2 | 1 | 1 | 3 | 3 | 3 | ||
| CO 2 | To conceptualize the concept of the diversity and systemic complexity in neurulation and gastrulation. | 1 | 1 | 2 | —- | 2 | —- | —- | 2 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| CO 3 | Analyze the developmental stages of chick embryo | 1 | 1 | 2 | —- | 2 | —- | —- | 2 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| CO4 | To have the Knowledge of mechanism of regeneration | 1 | 2 | —- | 2 | —- | —- | 2 | 2 | 1 | 1 | 3 | 3 | 3 | ||||
| CO5 | Develop the skill to judicially use beneficial animals for human population | 1 | 1 | 2 | —- | 2 | – | – | 2 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| CO6 | To have the knowledge of harmful animals and critically analyze the IPM | 1 | 1 | 2 | —- | 2 | – | – | 2 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| Developmental Biology and Applied Zoology Lab (EDH311-P) |
CO 1 | To study the different permanent slides of developmental stages of frog | 1 | 1 | 2 | – | – | 3 | 1 | 2 | – | – | – | 3 | — | 3 | ||
| CO 2 | To study the permanent slides of chick embryos | 1 | 1 | 2 | – | – | – | 2 | – | 2 | — | – | 3 | – | 3 | |||
| CO 3 | To Study the common insect pests of stored grains and crops, Study of common nematode pests of crops and Study of common insect vectors. | 1 | – | 2 | — | – | 1 | 2 | – | 2 | – | – | 3 | – | – | |||
| CO 4 | To Study the economically important a) Fishes, b) crustaceans, c) molluscs |
1 | 1 | 2 | 1 | 2 | — | – | 3 | – | 3 | – | – | |||||
| Atomic and Molecular Physics (PHH432-T) | CO1 | Students would be able to understand the basic knowledge of Atomic structure, and its interpretation based on different models. | 3 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | ||
| CO2 | Students would be able to learn about atomic spectra in presence of magnetic field and electric field. Students would be able to understand different quantum numbers and the selection rules, electronic configuration and L-S coupling. | 3 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | |||
| CO3 | Students would be able to understand about the molecule structure and associated spectra. Diatomic molecule and associated energy levels will be discussed. | 3 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | |||
| CO4 | Students would be able to understand the basic concept in electromagnetic theory & Maxwell equations. | 3 | 1 | 1 | 2 | 1 | 2 | 3 | 1 | 2 | 2 | 3 | 1 | 1 | 1 | |||
| Atomic and Molecular Physics Lab (PHH432-P) | CO1 | Understand of the fundamental concepts used in Optics, and atomic molecular physics. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | – | – | ||
| CO2 | Analyze and design various conceptual based AMP experiments and verify the fundamental laws. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | – | – | |||
| CO3 | Identify basic requirements for a design application and propose a cost effective solution. | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | – | – | |||
| CO4 | Find a new cost effective experiments in Atomic and molecular Physics | 3 | – | – | 3 | – | 3 | 3 | – | – | 3 | – | – | – | – | |||
| Pedagogy of Physical Sciences (EDH128-T) | CO1 | To understand the epistemology of science as a school subject in the school curriculum. | 1 | 2 | 3 | 3 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | 2 | 1 | 2 | ||
| CO2 | To implement various pedagogical approaches to teaching of science at different stages of school. | 3 | 3 | 3 | — | 2 | 2 | — | 2 | 1 | — | — | 1 | — | — | |||
| CO3 | To plan units and lessons through thematic approach in a holistic manner. | — | — | 3 | 3 | 3 | 2 | — | 3 | 1 | 2 | — | 1 | 2 | — | |||
| CO4 | To critically examine teaching-learning process that incorporate enquiry, discovery, activity-based learning, problem solving situations and investigatory projects etc. within the classroom. | — | 3 | — | 2 | 2 | 1 | 2 | — | 2 | — | 1 | 2 | — | 1 | |||
| CO5 | To integrate knowledge of science with other school subjects | — | 3 | 2 | 1 | 2 | 1 | — | — | 3 | 2 | 3 | 2 | |||||
| CO6 | To integrate knowledge of science in day-to-day life | 1 | — | 1 | — | 3 | — | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | |||
| Pedagogy of Physical Sciences (EDH128-P) | CO1 | Understand the Bloom’s Taxonomy of Instructional Objectives and design learning objectives for content related to Physical Science. | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 1 | |||
| CO2 | Understand the micro teaching skills and prepare the micro lesson plans for each skill. | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 1 | — | — | |||
| CO3 | Learn about the Herbartian lesson plan and prepare the lesson plans for teaching Physical Science. | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 1 | 2 | — | |||
| CO4 | Apply different pedagogical approaches to design lesson plans. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | — | ||||
| CO5 | Learn about the test construction and construct a test paper for students’ assessment. | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 1 | 3 | 1 | 3 | 2 | ||||
| Reading and Reflecting on Texts (EDW104) | CO1 | Explain concept and imporatnce of Reflection through reading especially in context of teaching profession. | 2 | 2 | – | 3 | – | 1 | – | 2 | – | – | 3 | – | – | 3 | ||
| CO2 | Read and respond to a variety of texts in different ways as reader and writer. | 2 | 3 | – | 2 | – | 1 | – | 2 | – | – | 2 | – | – | 2 | |||
| CO3 | Engage in Interactive groups discussions with respect to reading and reflection activities. | 2 | 2 | – | 2 | – | 1 | – | 2 | – | – | 2 | – | – | 2 | |||
| CO4 | Explore different ways of developing reflective and critical thinking in personal and professional spaces. | 3 | 3 | – | 2 | – | 1 | – | 3 | – | – | 3 | – | – | 3 | |||
| Phase-II Field Engagement (EDO314) | CO 1 | Recognise the contribution of psychological, philosophical and socio – economic factors in optimizing teaching and learning | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | |||||
| CO 2 | Articulate experiences of observing the teaching of mentor teacher/ teachers and peers | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | ||||||
| CO 3 | Present the observations of internship period in a systematic and structured manner in the form of individual and/or Group Tasks | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | ||||||
| CO 4 | Provide constructive feedback to the peers and accept feedback from them with respect to their teaching | 3 | 3 | ——— | ——— | ——— | 3 | 3 | ——— | ——— | ——— | ——— | ||||||
| CO 5 | Appreciate importance of school engagement program as a integral component of teacher training programme | 3 | 3 | ——— | ——— | ——— | 3 | ——— | 3 | ——— | 3 | 3 | ||||||
| CO 6 | Demonstrate an understanding of the differences between government and private school settings and ways of functioning. | 3 | 3 | ——— | 3 | ——— | ——— | ——— | 3 | ——— | 3 | 3 | ||||||
| Reflective Journal | CO1 | Introspect one’s strength and weakness during classroom teaching | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | 1 | – | – | ||
| CO2 | Develop a plan of action to channelize one’s strength and improve upon the area of concerns | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | 1 | 1 | 1 | |||
| CO3 | Envision himself/ herself as an effective prospective teacher | 3 | ——— | ——— | ——— | ——— | 3 | ——— | 3 | 3 | 3 | 3 | 2 | – | 1 | |||
| CO4 | Imbibe the values essential for becoming the reflective and humane practitioner | 3 | 3 | ——— | ——— | ——— | 3 | 3 | ——— | ——— | ——— | ——— | 1 | 2 | 2 | |||
| Phase-III School Internship-Pedagogy-I | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | 1 | 2 | – | – | – | 1 | 2 | – | ||
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | – | 1 | 3 | 3 | 1 | 2 | – | – | – | 1 | 2 | – | |||
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | 1 | – | – | 3 | 2 | – | 1 | – | – | – | 2 | 1 | – | |||
| CO4 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | – | – | – | 3 | 2 | – | 1 | – | – | – | 2 | 1 | – | |||
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | – | 2 | 3 | – | 1 | 1 | 3 | – | – | – | – | 1 | 1 | – | |||
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 1 | 2 | – | – | – | – | – | 3 | – | – | 2 | 1 | 1 | 1 | |||
| Phase-III School Internship-Pedagogy-II | CO1 | Prepare mega lesson plan incorporating essential maxims and principles of teaching | 1 | – | – | 2 | 3 | – | – | – | – | – | – | 1 | – | – | ||
| CO2 | Deliver the lesson plan in the classroom demonstrating desired pedagogical skills and competencies | 1 | 3 | 1 | 1 | 3 | 3 | – | 1 | – | – | – | 1 | – | – | |||
| CO3 | Prepare and utilize the appropriate TLM to facilitate effective teaching | 1 | – | 1 | – | 3 | 2 | – | – | – | 1 | – | 1 | 1 | 1 | |||
| CO4 | Demonstrate effective use of ICT in transacting the curriculum | 1 | – | 1 | – | 3 | 2 | – | 1 | – | – | – | 1 | 1 | – | |||
| CO5 | Make appropriate use of tools and techniques for effective evaluation of students learning | 1 | 2 | 3 | – | – | – | 3 | – | 1 | 2 | – | 2 | 2 | – | |||
| CO6 | Utilize peer feedback as a tool to enhance the teaching effectiveness | 2 | – | – | – | – | – | – | 3 | – | 2 | 2 | 2 | 1 | 1 | |||
| Action Research | CO1 | Identity problems faced during the real classroom situation | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 1 | – | – | – | ||
| CO2 | Offer tentative solutions for the identified problems | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 1 | 1 | 1 | – | |||
| CO3 | Develop a research based systematic plan of action to solve the problem | 2 | 2 | 2 | – | – | – | – | 1 | 3 | – | 2 | – | 1 | 2 | |||
| CO4 | Execute and evaluate the effectiveness of the solution | 2 | 2 | 2 | – | – | – | 1 | 1 | 3 | – | 1 | 2 | 2 | – | |||
| Case Study | CO1 | Execute and evaluate the effectiveness of the solution | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | 1 | – | – | ||
| CO2 | Collect relevant information about the case identified | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | – | 2 | _ | |||
| CO3 | Explore the probable causes for the present conditions of the identified case | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | _ | – | 3 | |||
| CO4 | Propose a plan of action for the improvement/ restoration of the subject | 3 | 1 | 3 | – | – | – | 1 | 1 | 3 | 1 | – | _ | _ | 2 | |||
| Spectroscopy, Natural Products and Heterocycles (CHH315-T) | CO1 | To develop an understanding of basic principles of Spectroscopy and be able to apply the principles in the structural elucidation of simple organic compounds | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | ||
| CO2 | Learn the different types of alkaloids and terpenoids, their chemistry and medicinal importance and be able to apply knowledge of natural compounds as lead molecules for new drug discovery. | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | |||
| CO3 | Describe the chemistry of biomolecules like carbohydrates, lipids, proteins and amino acids | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | |||
| CO4 | Use fundamental polymer chemistry to explain and predict the synthesis of polymers as well as the resultant structure and properties. | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | |||
| CO5 | To understand the chemistry of drugs with respect to their pharmacological activity. To understand the fundamentals of Dyes. | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | |||
| CO6 | To understand the fundamental theoretical understanding of heterocyclic chemistry, including alternative general methods for ring synthesis and application of such methods for the preparation of specific groups of heterocyclic systems. | – | 3 | 3 | 3 | – | – | – | – | 2 | 1 | – | 2 | 1 | – | |||
| Spectroscopy, Natural Products and Heterocycles (CHH315-P) | CO1 | Study and understand the working of instrumentation techniques like UV, FTIR and NMR | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | – | ||
| CO2 | Hands-on-training on the synthesis and structure elucidation of natural products | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | – | |||
| CO3 | Synthesis of drug and macromolecules | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | – | |||
| CO4 | Experimental understanding of heterocyclic compounds with structure elucidation | – | 2 | 3 | 3 | – | – | – | – | 3 | 1 | – | 2 | 1 | – | |||
| Nuclear and Solid State Physics (PHH433-T) | CO1 | Students would be able to describe the nuclear structure on the basis of different nuclear model. | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | ||
| CO2 | Students would be able to describe radioactive elements and half-life of the elements and familiar with nuclear Reactors/ Detectors | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| CO3 | Students would be able to explain and analyze the different crystal structures and different models for thermal properties of solids | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| CO4 | Students would be able to determine the electrical, magnetic and superconducting properties of materials | – | – | 2 | 1 | 2 | 1 | – | 1 | 3 | 3 | 1 | 3 | 3 | 2 | |||
| Nuclear and Solid-State Physics Lab (PHH433-P) | CO1 | Students would be able to understand of the fundamental concepts and techniques used in Nuclear Physics. | 3 | 3 | —- | —- | —- | 3 | 3 | 3 | —- | 3 | —- | —- | 3 | —- | ||
| CO2 | Students would be able to examine the electronic charge and specific charge of electron, i.e. charge mass ratio | 3 | 3 | —- | —- | —- | 3 | 3 | 3 | —- | 3 | —- | —- | 3 | —- | |||
| CO3 | Students would be able to measure of energy band gap of semi-conductor materials and charge carreir concentrations | 3 | 3 | —- | —- | —- | 3 | 3 | 3 | —- | 3 | —- | —- | 3 | —- | |||
| CO4 | Students would be able to verify the value of verious Physical constant like Rydburg constant, Planck constant, Hall coeficent etc. | 3 | 3 | —- | —- | —- | 3 | 3 | 3 | —- | 3 | —- | —- | 3 | —- | |||
| Biochemistry, Plant tissue culture and Biotechnology (EDH410-T) | CO1 | understand the structure and functions of biological macromolecules | 1 | —- | 2 | —- | —- | —- | —- | 3 | 3 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | get acquainted with the techniques, branches and applications of plant tissue culture | 1 | —- | 2 | —- | —- | —- | —- | 3 | 3 | 2 | 2 | 3 | 2 | 2 | |||
| CO3 | get acquainted with the tools and techniques of biotechnology, the processes involving gene manipulation and their applications | 1 | —- | 2 | —- | —- | —- | —- | 3 | 3 | 2 | 2 | 3 | 2 | 2 | |||
| Biochemistry, Plant tissue culture and Biotechnology Lab (EDH410-P) | CO1 | • To understand the molecular mechanisms operating in cells. | 1 | 2 | 3 | – | – | – | – | 2 | 3 | 1 | 1 | 3 | — | 3 | ||
| CO2 | • To familiarize with techniques in biochemistry and biotechnology. | 1 | 1 | 2 | – | – | – | – | 2 | 2 | 1 | 1 | 3 | – | 3 | |||
| CO3 | To develop in the students the understanding of biochemical pathways inside an organism | 1 | 1 | 2 | — | – | – | – | 2 | 2 | 1 | 1 | 3 | – | 3 | |||
| CO4 | To demonstrate effect of environmental factors such as pH and temperature on various biomolecules. | 1 | 2 | 3 | – | – | – | – | 2 | 2 | 1 | 1 | 3 | – | 3 | |||
| Genetics and Paleontology EDH411-T | CO 1 | To understand the genetic composition of drosophila, Human population and learn method of genetic mapping | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO 2 | To understand the diversity of human genetic diseases. | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 3 | To learn transgenic animal techniques | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 4 | To develop the understanding of molecular bases of various genetic diseases | 2 | 1 | 2 | — | 3 | —- | — | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 5 | To develop the understanding of Palentology | 2 | 1 | 2 | — | 3 | —- | — | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO 6 | To understand Zoogeography | 2 | 1 | 2 | — | 3 | —- | — | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| Genetics and Paleontology Lab EDH411-P | CO1 | To identify and study drosophila | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | ||
| CO2 | To identify blood groups and Rh factor in man | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| CO3 | To study various fossils models and living fossils | 2 | 1 | 2 | —- | 3 | —- | —- | 2 | 1 | 1 | 1 | 3 | 3 | 3 | |||
| Linear Algebra (MAH401B) | CO1 | Interpret vector space and its properties along with examples and solve the related problems | 2 | 3 | 1 | 2 | —- | —- | 3 | 1 | 2 | —- | 1 | 2 | —- | —- | ||
| CO2 | Distinguish between nonlinear and linear transformations on vector spaces and their properties | 2 | 3 | 1 | 2 | —- | —- | 3 | 1 | 2 | —- | 1 | 2 | —- | —- | |||
| CO3 | Apply the concept of Eigen values, Eigen vectors and Eigen spaces in real life application | 2 | 3 | 1 | 2 | —- | —- | 3 | 1 | 2 | —- | 1 | 2 | —- | —- | |||
| CO4 | Analyze and solve the problems on bilinear and quadratic forms | 2 | 3 | 1 | 2 | —- | —- | 3 | 1 | 2 | —- | 1 | 2 | —- | —- | |||
| CO5 | implement the concept of inner product space and its properties along with examples and solve the related problems | 2 | 3 | 1 | 2 | —- | —- | 3 | 1 | 2 | —- | 1 | 2 | —- | —- | |||
| CO6 | analyze the Mathematical problems using OCTAVE software. | —- | —- | —- | —- | —- | 3 | —- | —- | —- | —- | —- | —- | —- | —- | |||
| Molecular Biology and Immunology EDH402-T | CO1 | To Understand the development, organizatio,n and functions of genes | 1 | —- | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 1 | ||
| CO2 | To develop understanding of transcription and translation | 1 | —- | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| CO 3 | To develop an understanding of techniques of immunology | 1 | —- | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 3 | 3 | |||
| CO 4 | To develop the skills required for designing the immune techniques | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 3 | 3 | 3 | |||||||
| CO 5 | To analyze and apply third generation vaccine | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 3 | 3 | 3 | ||||||
| CO 6 | To analyze and apply skills and tools to design the drugs against cancer | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 3 | 3 | 3 | ||||||
| Molecular biology and Immunology Lab (EDH402-P) |
CO1 | To study the staining of Mitochondria | 1 | 1 | 2 | 1 | —- | 2 | —- | 1 | 2 | 1 | 1 | 3 | 1 | 3 | ||
| CO 2 | Study of slides of grasshopper | 1 | 1 | 2 | 1– | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 3 | |||
| CO 3 | study of Karyotype of man | 1 | 1 | 2 | —- | —- | —- | —- | 1 | 2 | 1 | 1 | 3 | 1 | 3 | |||
| CO 4 | Study of antigen antibody reaction | 1 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 3 | 1 | 3 | ||||||
| SEMINAR (EDN412) | CO 1 | To enable interest in a theme and structure thoughts for a presentation. | 1 | 1 | 2 | 1 | 1 | —- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | ||
| CO 2 | To understand annotated bibliography with an outline that demonstrates scholastic abilities | —- | — | 2 | — | — | —- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | |||
| CO 3 | To develop analysis and understanding of conceptual data. | 1 | 1 | 2 | 1 | 1 | —- | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | |||
| CO4 | To develop soft skills and employ cutting-edge technology to create proposal reports, such as Trello, Zootero, Jasper ai, and Ref-n-write | —- | — | 2 | — | — | —- | 1 | 3 | 3 | 3 | —- | 3 | 3 | 3 | |||
| School Leadership and Management (EDH236) | CO1 | understand key leadership theories and ideas, from inside and outside education, and apply these to thinking about their own practice | 2 | – | 2 | – | – | 3 | — | 3 | – | – | 3 | 3 | 3 | |||
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | – | – | – | – | 3 | — | 3 | – | – | 3 | 3 | 3 | ||||
| CO3 | relate these to their own leadership context in planning actions | 3 | – | – | – | – | 3 | — | 3 | – | – | 3 | 3 | 3 | ||||
| CO4 | undertake practice-based tasks enabling self-evaluation of their leadership in action | 3 | – | 3 | – | – | 3 | — | 3 | – | – | 3 | 3 | 3 | ||||
| CO5 | develop their reflective practice skills to help them to evaluate and improve their own leadership practice | 3 | – | 3 | – | – | 3 | — | 3 | 2 | – | 3 | 3 | 3 | ||||
| CO6 | learn colLaboratively, supported by a mentor, to share insights, and develop knowledge and skills. | 3 | – | 3 | – | – | 3 | — | 3 | – | – | 3 | 3 | 3 | ||||
| Educational leadership (MOOC-210-EDS-402) | CO1 | understand key leadership theories and ideas, from inside and outside education, and apply these to thinking about their own practice | 2 | 2 | 2 | – | – | 3 | — | 3 | – | – | – | 3 | — | 3 | ||
| CO2 | draw on evidence from research and practice to develop knowledge with an understanding of what is known about effective leadership | 2 | 2 | – | – | – | 3 | — | 3 | – | – | – | 3 | — | 3 | |||
| CO3 | relate these to their own leadership context in planning actions | 3 | 3 | – | – | – | 3 | — | 3 | – | – | – | 3 | — | 3 | |||
| CO4 | undertake practice-based tasks enabling self-evaluation of their leadership in action | 3 | 3 | 3 | – | – | 3 | — | 3 | – | – | – | 3 | — | 3 | |||
| Peace and Value Education (EDS220) | CO1 | Assimilate the concept of Self Identity | 2 | 2 | — | 2 | 2 | 2 | —– | 1 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| CO2 | Reflect on the factors which influence ones self Identity | —- | 3 | — | 2 | 3 | 2 | — | 1 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| CO3 | Analyse the factors which positively enhance one’s professional Identity | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| CO4 | Appreciate the teaches role as a facilitator to build students self identity and professional identity | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | |||
| CO5 | showcase qualities of teacher as a reflective practioner | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | |||||
| Guidance and Counselling EDS221 | CO1 | The students will apply the knowledge of guidance and counselling in real life situations | 3 | 3 | 3 | – | – | – | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| CO2 | The student will imbibe and demonstrate qualities of an effective counsellor | 3 | 3 | 2 | – | – | – | 3 | 3 | 1 | 2 | 2 | 1 | 2 | 2 | |||
| CO3 | The student will demonstrate various approaches of guidance and counselling | 2 | 2 | 2 | – | – | – | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | |||
| CO4 | The student will effectively use tools for testing and evaluating different techniques for assessment | 1 | 1 | 1 | – | – | – | 2 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | |||
| Human Rights in Education (EDS222) | CO1 | To inculcate the knowledge of the Human Rights. | 2 | 2 | —— | 2 | 2 | 2 | —– | 1 | 2 | 2 | 2 | 1 | 1 | 2 | ||
| CO2 | To Realize the importance and need of human rights | —- | 3 | —— | 2 | 3 | 2 | —— | 1 | 2 | 2 | 2 | ||||||
| CO3 | To Comprehend the role of the Constitution in human rights | 1 | 2 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | ||||||
| CO4 | To Comprehend the role of human rights in their life | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | ||||||
| Environment and Education (EDS223) | CO1 | To understand about the concept of environmental education | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | —- | —- | 2 | 2 | 1 | 3 | ||
| CO2 | To develop sense of awareness about the environmental pollution, and possible hazards and its causes and remedies. | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 1 | 3 | |||
| CO3 | To build up a sense of responsibility towards conservation of environment, bio-diversity and sustainable development. | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | —- | —- | 2 | 2 | 2 | 1 | |||
| CO4 | To widen reasonable understanding about the role of school and education in fostering the idea and learning to live in harmony with nature. | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | —- | —- | 2 | 2 | 2 | 3 | |||
| Numerical Analysis (MAH455-T) | CO1 | |||||||||||||||||
| CO2 | ||||||||||||||||||
| CO3 | ||||||||||||||||||
| CO4 | ||||||||||||||||||
| Numerical Analysis (MAH455-P) | CO1 | |||||||||||||||||
| CO2 | ||||||||||||||||||
| CO3 | ||||||||||||||||||
| CO4 | ||||||||||||||||||
The consistency of PEOs with Mission of the School of Education and Humanities is established through the correlation matrix given below-
| Program Educational Objectives (PEOs) | M1 | M2 | M3 | M4 |
| To groom professional and humane teachers with key competencies pertinent to local and global scenario. | 3 | 3 | 3 | 2 |
| To educate students to succeed in higher studies and thrust areas of research in the field of Education and other related fields. | 2 | 3 | 2 | 1 |
PROGRAM STRUCTURE
| B.Sc.B.Ed (CBZ) | |||
| Education Course | Program Core | Program / Discipline Electives | Project(s) |
| Foundation of Education | Atomic Structure and Bonding | Diversity of Microbes and Thallophytes | Project Report on Field Trip |
| Foundation of Education LAB | Atomic Structure and Bonding LAB | Diversity of Microbes and Thallophytes LAB | Two weeks summer training |
| Communicative English- I | States of Matter and Nuclear Chemistry | Animal Diversity-I | Community Connect internship |
| Critical Understanding of ICT in Education-I | States of Matter and Nuclear Chemistry LAB | Animal Diversity-I LAB | Colloquium |
| Co-Curricular Activities | Organic Chemistry I | Bryophytes and Pteridophytes | Phase I Field Engagement |
| Environmental Science | Organic Chemistry I LAB | Bryophytes and Pteridophytes LAB | Phase-II Field Engagement
|
| Learner and Learning Process | Basics of Biophysics | Animal Diversity-II | Reflective Journal |
| Learner and Learning Process LAB | Basics of Biophysics LAB | Animal Diversity-II LAB | Phase-III School Internship-Pedagogy-I |
| Creating An Inclusive Classroom | Thermodynamics, Equilibrium and Solutions | Gymnosperms and Reproduction in Angiosperms | Phase-III School Internship-Pedagogy-II |
| Communicative English-II | Thermodynamics, Equilibrium and Solutions LAB | Gymnosperms and Reproduction in Angiosperms LAB | Action Research |
| Critical Understanding of ICT-II | Organic Chemistry II | Animal Diversity-III and Comparitive Anatomy of Vertebrates | Case Study |
| Drama and Art Education | Organic Chemistry II LAB | Animal Diversity-III and Comparative Anatomy of Vertebrates LAB | Seminar
|
| Knowledge and Curriculum | Transition Elements, Coordination Compounds and Chemical Kinetics | Angiosperm Anatomy, Evolution and economic Botany | |
| Knowledge and Curriculum LAB | Transition Elements, Coordination Compounds and Chemical Kinetics LAB | Angiosperm Anatomy, Evolution and economic Botany LAB | |
| Gender, School and Society | Electrochemistry and Photochemistry | Animal Physiology and Endocrinology | |
| Craft And Visual Arts | Electrochemistry and Photochemistry LAB | Animal Physiology and Endocrinology LAB | |
| French-I | Plant Systematics and Angiosperm Phylogeny | ||
| German-I | Plant Systematics and Angiosperm Phylogeny LAB | ||
| Spanish-I | Ecology and Animal Behaviour | ||
| Assessment For Learning | Ecology and Animal Behaviour LAB | ||
| Assessment For Learning LAB | Cell Biology and Genetics | ||
| School Organization & Management | Cell Biology and Genetics LAB | ||
| Basics of Economics | Pedagogy of Biological Sciences | ||
| Introduction to Finance | Pedagogy of Biological Sciences LAB | ||
| Spanish-II | Pedagogy of Mathematics | ||
| German-II | Pedagogy of Mathematics LAB | ||
| French-II | Plant Physiology and Metabolism | ||
| Education in Contemporary India | Plant Physiology and Metabolism LAB | ||
| Education in Contemporary India LAB | Developmental Biology and Applied Zoology | ||
| Pedagogy of Physical Sciences | Developmental Biology and Applied Zoology LAB | ||
| Pedagogy of Physical Sciences LAB | Biochemistry , Plant Tissue culture and Biotechnology | ||
| Yoga & Health Education | Biochemistry , Plant Tissue culture and Biotechnology LAB | ||
| Reading And Reflection On Texts | Genetics and Palentology | ||
| Genetics and Palentology LAB | |||
| Molecular Biology and Immunology LAB | |||
| Molecular Biology and Immunology LAB | |||
| Peace and Value Education | |||
| Guidance and Counselling | |||
| Human Rights in Education | |||
| Environment and Education | |||
| Peace and Value Education | |||
| School leadership and Management | |||
| B.Sc.B.Ed (PCM) | |||
| Education Course | Program Core | Program / Discipline Electives | Project(s) |
| Foundation of Education | Atomic Structure and Bonding | Physics-I | Project Report on Field Trip |
| Foundation of Education LAB | Atomic Structure and Bonding LAB | Physics-I LAB | Two weeks summer training |
| Communicative English- I | States of Matter and Nuclear Chemistry | Calculus and Analytical Geometry-I
|
Community Connect internship |
| Critical Understanding of ICT in Education-I | States of Matter and Nuclear Chemistry LAB | Elasticity, Waves, Heat and Thermodynamics | Colloquium |
| Co-Curricular Activities | Organic Chemistry I | Elasticity, Waves, Heat and Thermodynamics LAB | Phase I Field Engagement |
| Environmental Science | Organic Chemistry I LAB | Number Theory, Theory Of Equations And Matrices | Phase-II Field Engagement
|
| Learner and Learning Process | Basics of Biophysics | Calculus And Analytical Geometry-II | Reflective Journal |
| Learner and Learning Process LAB | Basics of Biophysics LAB | MATHS LAB | Phase-III School Internship-Pedagogy-I |
| Creating An Inclusive Classroom | Thermodynamics, Equilibrium and Solutions | Electricity and Electromagnetism | Phase-III School Internship-Pedagogy-II |
| Communicative English-II | Thermodynamics, Equilibrium and Solutions LAB | Electricity and Electromagnetism LAB | Action Research |
| Critical Understanding of ICT-II | Organic Chemistry II | Real Analysis | Case Study |
| Drama and Art Education | Organic Chemistry II LAB | Optics | Seminar
|
| Knowledge and Curriculum | Electrochemistry and Photochemistry | Optics LAB | |
| Knowledge and Curriculum LAB | Electrochemistry and Photochemistry LAB | Multivariate Calculus and Vector Calculus | |
| Gender, School and Society | Spectroscopy, Natural Products and Heterocyclics | Probability & Statistics | |
| Craft And Visual Arts | Spectroscopy, Natural Products and Heterocyclics LAB | Basic Electronics | |
| French-I | Basic Electronics LAB | ||
| German-I | Differential Equations | ||
| Spanish-I | Pedagogy of Biological Sciences | ||
| Assessment For Learning | Pedagogy of Biological Sciences LAB | ||
| Assessment For Learning LAB | Pedagogy of Mathematics | ||
| School Organization & Management | Pedagogy of Mathematics LAB | ||
| Basics of Economics | Relativity and Quantum Mechanics | ||
| Introduction to Finance | Relativity and Quantum Mechanics LAB | ||
| Spanish-II | Groups And Rings | ||
| German-II | Complex Analysis & Numerical Analysis | ||
| French-II | Complex Analysis & Numerical Analysis Lab | ||
| Education in Contemporary India | Atomic and Molecular Physics | ||
| Education in Contemporary India LAB | Atomic and Molecular Physics LAB | ||
| Pedagogy of Physical Sciences | Nuclear and Solid State Physics | ||
| Pedagogy of Physical Sciences LAB | Nuclear and Solid State Physics LAB | ||
| Yoga & Health Education | Linear Algebra
|
||
| Reading And Reflection On Texts | Peace and Value Education | ||
| Guidance and Counselling | |||
| Human Rights in Education | |||
| Environment and Education | |||
| Peace and Value Education | |||
| School leadership and Management | |||
Scheme & Syllabus
The programme follows the choice-based credit system. The total credit requirement for the award of the B.Sc.B.Ed. degree ranges between 190 and 200 depending upon the specified curriculum and scheme of examination of B.Sc.B.Ed. program. The distribution of credits over the semesters of the programme is as specified in the table below:
| Semester | Credits |
| Semesters 1 and 2 | 23-25 credits per semester |
| Semesters 3 and 4 | 23-24 credits per semester |
| Semesters 5 and 6 | 21-24 credits per semester |
| Semesters 7 and 8 | 19-30 credits in each semester |
| Total | 190-200 Credits |
Candidates shall have to earn the minimum credits as specified in the curriculum scheme of the Programme, to be eligible for the award of degree. These credits should be earned under different categories as follows:
- All core courses as defined in the curriculum scheme
- All summer training
- At least two elective courses offered by the parent department
- At least one elective course offered by allied departments
Career Opportunities
With an ever-growing education sector, there is no dearth of employment opportunities. Education as a specialization has vast opportunities in teaching at the School level, curriculum planning, educational administration, content writing, and editing with publishing houses, instructional designing with multinationals, career counselling, and policy planning with SCERT/NCERT. Merit-based placement opportunities are also being offered with allied chains of schools. Some of the career opportunities include:
- Higher Secondary Teachers (PGT)
- Secondary Teachers (TGT)
- Primary Teachers (PRT)
- School Coordinators
- Administrators
- Counsellors
- Communication Skill Trainers
- Language Experts
- Educational Researchers
- Curriculum Developers
- Content Writers
- Entrepreneurs
- Edupreneurs
- Freelancer
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2023-2027)
| Sr No | Roll Number | Name of the Student |
| 1 | 2K23EDUN02001 | Aastha Gupta |
| 2 | 2K23EDUN02002 | Nisha Roy |
| 3 | 2K23EDUN02003 | Pragyamayee Khandai |
| 4 | 2K23EDUN02004 | Pranav Kumar |
| 5 | 2K23EDUN02005 | Ritika Verma |
| 6 | 2K23EDUN02006 | Tanya Sharma |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2022-2026)
| Sr NO | Roll Number | Name of the Student |
| 1 | 2K22EDUN02001 | AKSHITA BHARDWAJ |
| 2 | 2K22EDUN02002 | AYESHA MANSOORI |
| 3 | 2K22EDUN02003 | BHUMIKA SEHRA |
| 4 | 2K22EDUN02004 | CHELSI |
| 5 | 2K22EDUN02005 | FARDEEN KHAN |
| 6 | 2K22EDUN02006 | GAURAV SINGH |
| 7 | 2K22EDUN02007 | HIMANI SHARMA |
| 8 | 2K22EDUN02008 | KHUSHI SHARMA |
| 9 | 2K22EDUN02009 | MAHAK CHOPRA |
| 10 | 2K22EDUN02010 | MAHI SHARMA |
| 11 | 2K22EDUN02012 | SHWETA BHATI |
| 12 | 2K22EDUN02013 | SUNIDHI THAKKAR |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2021-2025)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K21EDUN02001 | Aditi Singh |
| 2 | 2K21EDUN02002 | Ayush Raj |
| 3 | 2K21EDUN02004 | Himanshi Gupta |
| 4 | 2K21EDUN02005 | Jatin Kumar |
| 5 | 2K21EDUN02006 | Khushi Sharma |
| 6 | 2K21EDUN02007 | Kritika |
| 7 | 2K21EDUN02008 | Prerna Sharma |
| 8 | 2K21EDUN02009 | Ritika Yadav |
| 9 | 2K21EDUN02010 | SakshiVerma |
| 10 | 2K21EDUN02011 | Yamya Tiwari |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2020-2024)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K20EDUN02001 | Aditi |
| 2 | 2K20EDUN02002 | Ayushi Chaudhary |
| 3 | 2K20EDUN02003 | Mahima Massey |
| 4 | 2K20EDUN02004 | Manisha Mehta |
| 5 | 2K20EDUN02005 | Pawan Kumar Yadav |
| 6 | 2K20EDUN02006 | Riya Aggarwal |
| 7 | 2K20EDUN02007 | Sachi |
| 8 | 2K20EDUN02008 | Shweta |
| 9 | 2K20EDUN02009 | Simran Chhabra |
| 10 | 2K20EDUN02010 | Trisha Mishra |
| 11 | 2K20EDUN02011 | Vanshika Bhatia |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2019-2023)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K19EDUN02001 | AasthaBhargav |
| 2 | 2K19EDUN02002 | Akash Mehar |
| 3 | 2K19EDUN02003 | Anjali |
| 4 | 2K19EDUN02004 | Anjali Mohapatra |
| 5 | 2K19EDUN02005 | Arushi Gandhi |
| 6 | 2K19EDUN02007 | Bhupinder Kaur |
| 7 | 2K19EDUN02008 | ChetnaKhetwal |
| 8 | 2K19EDUN02009 | Daksh Sejwal |
| 9 | 2K19EDUN02010 | DeeptiJha |
| 10 | 2K19EDUN02011 | GarimaDahiya |
| 11 | 2K19EDUN02012 | Ishika |
| 12 | 2K19EDUN02013 | Kanika |
| 13 | 2K19EDUN02014 | KasakRathi |
| 14 | 2K19EDUN02015 | Kashika Adlakha |
| 15 | 2K19EDUN02016 | KavyaKatyal |
| 16 | 2K19EDUN02017 | Muskan Swami |
| 17 | 2K19EDUN02018 | Nikhil Sharma |
| 18 | 2K19EDUN02019 | Pema OngmooBhutia |
| 19 | 2K19EDUN02020 | Priyanka Sharma |
| 20 | 2K19EDUN02021 | Ritu Singh |
| 21 | 2K19EDUN02022 | Riya Chauhan |
| 22 | 2K19EDUN02023 | SakshiPapnai |
| 23 | 2K19EDUN02024 | SaloniMendiratta |
| 24 | 2K19EDUN02025 | Tanvi Sharma |
| 25 | 2K19EDUN02026 | Tripti Mittal |
| 26 | 2K19EDUN02027 | Tripti Sharma |
| 27 | 2K19EDUN02029 | Sneha Pandey |
MANAV RACHNA UNIVERSITY FACULTY OF EDUCATION & HUMANITIES STUDENTS DETAILS B.Sc.-B.Ed. (2018-2022)
| Sr. No. | Roll Number | Name of the Student |
| 1 | 2K18EDUN02001 | Akshay Kumar Mehar |
| 2 | 2K18EDUN02002 | Alisha Newton |
| 3 | 2K18EDUN02003 | Aparna Jha |
| 4 | 2K18EDUN02004 | Diksha |
| 5 | 2K18EDUN02005 | HarshitaChaurasia |
| 6 | 2K18EDUN02007 | Neha |
| 7 | 2K18EDUN02008 | Nikita Jaiswal |
| 8 | 2K18EDUN02009 | Nitika Gupta |
| 9 | 2K18EDUN02010 | Riya Shukla |
| 10 | 2K18EDUN02011 | Sadhna |
| 11 | 2K18EDUN02012 | Shikha Rai |
| 12 | 2K18EDUN02013 | Simran |
| 13 | 2K18EDUN02014 | SurajSain |
| 14 | 2K18EDUN02015 | TanviTayal |
| 15 | 2K18EDUN02016 | Tanya |
| 16 | 2K18EDUN02017 | Vaishali Bharti |
| 17 | 2K18EDUN02018 | Bhupender |
| 18 | 2K18EDUN02019 | Kuldeep |
