B.Ed Hons

Curriculum / Scheme of Studies
of
Bachelors of Education (Honors)
B.Ed. (Hons)
(Revised in 2018)
University of Education,
Lahore
1
Table of Contents
Serial # Chapter Page #
1 Introduction 01
2 Program Objectives 02
3 Program Vision 02
4 Program Mission 02
5 Admission Requirements 02
6 Medium of Instruction and Examination 02
7 Program Design 03
8 Program Layout 03
9 Semester Breakup 09
10 Course Outlines 14
2
Introduction
Professional education needs life time commitment and intensive training of four year‘s
education such as the engineering, medical and law professions in keeping with the tradition
of professional education, a new four year program BEd Hons is presented in the following
pages.
In order to make teaching a profession of choice through implementing B.Ed. (12+4)

program developed in 2006, it is imperative to revise the current curriculum to improve the
teacher development program further. A teacher in the classroom needs to be competent in
the content areas as well as in teaching strategies in order to ensure expected student learning
outcomes. As in any profession teachers should be provided the opportunity to practice
teaching through interacting with the school and community. In the clinical model of
developing teachers as professionals, it is important for that prospective teacher to gain
adequate insight into the ground realities of school and classrooms through their attachments
in schools and communities. This rich experience of practice enables prospective teachers to
bring a positive attitude in classroom teaching and understanding a plurality of cultures.
Practice teaching is a major and joint responsibility of teacher training institutions, schools
involving teacher educators, prospective teachers and school teachers. Inclusion of short term
training with long term teaching practice will provide an opportunity to prospective teachers
to extend their role in the school situation other than classroom teaching. During their short
term teaching practice, prospective teachers can be engaged in administrative activities under
supervision such as maintenance of school records and registers, management of laboratories
and library, preparation of tests and assignments, admission and selection of students and
classroom management, etc.
Planning and carrying out an action research activity, engaging in courses like critical
thinking and reflective practices, studying contemporary issues and trends in education and
involvement of prospective teachers in practical/field work would greatly reduce isolation of
the teacher and will develop the habit of inquiry into practice. This breakthrough is expected
to facilitate the process of multiculturalism and pluralism in our education system to bring
about social transformation in the society.
Hence, a blend of content and pedagogical courses has been provided in the scheme of
studies – the three years of graduate courses and three years long professional courses to
prepare prospective teachers as professionals in education.
In addition, the revised curriculum is based on the principal of choice and flexibility,
allowing different entry points and the accumulation of credits for the three year degree
courses to be transferred to join the 4 year B.Ed. (Hons) program.
1
Program Objectives
The objectives of the B.Ed. Hons Program are to:
• Prepare teachers in different disciplines focusing on content excellence, pedagogical
Competence, commitment, and integrity.
• Develop among students the perception of the discipline of education as a lifelong

activity enabling them to devote time and energy to improve their knowledge and skills in
this area;
• Enable the students to contribute in education using modern instructional approaches;
• Enable the students to understand teacher education in global context;
• Develop curriculum and evolve teaching strategies
• Apply research skills in education
• Apply management skills in the classrooms and institutions
• Select and use appropriate resource material
Program Vision
The vision of B.Ed. Hons program is to prepare future exceptional elementary school
teachers and educational leaders
Program Mission
The mission of the program is to produce elementary school classroom teachers having
content excellence, pedagogical competence, commitment and integrity.
Admission Requirements
A Higher Secondary School Certificate or equivalent with minimum 2nd Division
Medium of Instruction and Examination
The medium of instruction and examination shall be ENGLISH except Islamic Studies
which is Urdu. For languages (e.g. Arabic), the medium of instruction and examination
shall be that language.
2
Program Design
Category No. of Courses Credit Hours
Compulsory Courses 07 19
Professional Courses 14 39
Foundation Courses 08 24
Content Courses 15 45-57
Research Project 01 03
Teaching Practice 04 12
**Internship Non-Credited
Total 49 142-153
Program Layout
Compulsory Courses
Course Code Course Title Credit Hours
ENGL1114 Functional English 3(3+0)
ENGL1119 Communication Skills 3(3+0)
ENGL2115 Technical Writing and Presentation Skills 3(3+0)
ISLA1111 Islamic Studies* 2(2+0)
COMP1111 Introduction to Information Technology 3(3+0)
MATH1117 General Mathematics 3(3+0)
PAKS1111 Pakistan Studies 2(2+0)
HUMN1111 Ethics** 2(2+0)
* for Muslim students ** for non-Muslim students
Professional Courses
EDUC3140 Methods of Teaching Islamic Studies 2(2+0)
EDUC1114 Teaching of Urdu 3(3+0)
3
EDUC2116 Teaching of General Science 3(3+0)
EDUC2112 Instructional and Communication Technology in
Education 2(2+0)
EDUC2115 Teaching of English 3(3+0)
EDUC2111 Teaching of Mathematics 3(3+0)
EDUC1113 Teaching of Social Studies 2(2+0)
EDUC4111 Contemporary Issues and Trends in Education 3(3+0)
EDUC3120 Comparative Education 3(3+0)
EDUC3142 Introduction to Guidance and Counseling 3(3+0)
EDUC3126 Research Methods in Education 3(3+0)
EDUC3133 School Management 3(3+0)
EDUC4112 Test Development and Evaluation 3(3+0)
EDUC4113 Research Project 3(3+0)
Foundation Courses
EDUC1111 Child Development 3(3+0)
EDUC1112 General Methods of Teaching 3(3+0)
EDUC3139 Classroom Management 3(3+0)
EDUC2114 Classroom Assessment 3(3+0)
EDUC3141 School, Community and Teacher 3(3+0)
EDUC3111 Foundations of Education 3(3+0)
EDUC3147 Curriculum Development 3(3+0)
EDUC3112 Educational Psychology 3(3+0)
Content Courses
Course Code Course Title Credit

Hours
URDU1115 ٗ‫اسد‬ 3(3+0)
4
GSCI2111 General Science 3(3+0)
FINE3129 Arts and Craft 3(3+0)
Disciplines and Content Courses for Arts, Social Sciences and Humanities
The students who have studied arts subjects at intermediate level will choose one of the
following disciplines. All the courses listed below are developed by the Division of Arts and
Social Sciences. Any questions pertaining to these courses must be addressed to the Board of
Studies in Arts and Social Sciences directly.
A) Economics
ECON1111 Principles of Microeconomics 3(3+0)
ECON1115 Economics of Pakistan 3(3+0)
ECON1116 Principles of Macroeconomics 3(3+0)
ECON3117 Development Economics: Theory and Application 3(3+0)
B) Political Science
POLS1111 Introduction to Political Science 3(3+0)
POLS1115 Political System of Pakistan, India, Iran and Turkey 3(3+0)
POLS1116 Introduction to International Relation 3(3+0)
POLS1117 The World Political Thoughts 3(3+0)
C) History
HIST1111 Introduction to World Civilizations 3(3+0)
HIST4113 History of Pakistan 3(3+0)
HIST3112 Islamic History 3(3+0)
HIST3119 History of Europe 3(3+0)
D) Health and Physical Education
PHED1111 Basics of Physical Education and Recreation 3(3+0)
5
PHED1112 Science of Movement Education 3(3+0)
PHED1113 Sports Psychology 3(3+0)
PHED1114 Science of Track and Field 3(3+0)
E) Pakistan Studies
PAKS1117 Pakistan Movement 3(3+0)
PAKS1114 Political and Constitutional Development in Pakistan
(1947-1971) 3(3+0)
PAKS1118 Economic Development in Pakistan 3(3+0)
PAKS1116 Pakistani Languages and Literature 3(3+0)
F) Arabic
ARAB1111 Al-Adab-UlDeeni 3(3+0)
ARAB1115 Al-Nasar Al Qadeem WalJadeed 3(3+0)
ARAB1116 Al-Shairul Arabi 3(3+0)
ARAB1117 Al Inshaa Al Arabi 3(3+0)
G) Islamyat
ISLA1116 Al-Quran 3(3+0)
ISLA1117 AL-Hadith 3(3+0)
ISLA1118 Islamic Beliefs and Islamic History 3(3+0)
ISLA1119 Islamic Culture and Civilization 3(‫؛‬3+0)
H) Urdu
URDU1111 ‫اسدٗ صتاُ کی سٗاید‬ 3(3+0)
URDU1112 ‫ُُ اسدٗ شاػشی ایک سٗاید‬ 3(3+0)
URDU1113 ‫ُُ اسدٗےکے تْیادی ق٘اػذ‬ 3(3+0)
6
URDU1114 ‫اُسدٗ ّثش کی سٗاید ذقغیٌ ہْذ ذک‬ 3(3+0)
I) Geography
GEOG1111 Physical Geography 3(3+0)
GEOG1112 Geography of Pakistan 3(3+0)
GEOG1113 Map Work and Survey 3(3+0)
GEOG1114 Human and Economic Geography 3(3+0)
J) Fine Arts
FINE1114 Fundamentals of Drawing 3(3+0)
FINE1111 Fundamentals of Design 3(3+0)
FINE1115 Techniques of Painting 3(3+0)
FINE1113 Art Appreciation 3(3+0)
Disciplines and Content Courses for Science
The students who have studied science subjects at intermediate level will choose one of the
following disciplines. All the courses listed below are developed by the Division of Science
and Technology. Any questions pertaining to these courses must be addressed to the Board of
Studies in Science and Technology directly.
Zoology
ZOOL1111 Principles of Animal Life-I 4(3+1)
ZOOL1112 Principles of Animal Life-II 4(3+1)
ZOOL2111 Animal Diversity-I 4(3+1)
ZOOL2113 Animal Diversity-II 4(3+1)
Chemistry
CHEM1111 Fundamentals of Inorganic Chemistry 4(3+1)
CHEM1112 Fundamentals of Physical Chemistry 4(3+1)
7
CHEM1113 Fundamentals of Organic Chemistry 4(3+1)
CHEM2111 Environmental Chemistry 3(3+0)
Physics
PHYS1111 Mechanics-I 4(3+1)
PHYS1114 Mechanics-II 4(3+1)
PHYS2111 Electricity and Magnetism-I 4(3+1)
PHYS2114 Modern Physics and Electronics 4(3+1)
Botany
BOTN1111 Diversity of Plants 4(3+1)
BOTN1112 Plant Systematics, Anatomy and Development 4(3+1)
BOTN2112 Plant Physiology and Ecology 4(3+1)
BOTN2111 Cell Biology, Genetics and Evolution 4(3+1)
Mathematics
MATH1111 Calculus-I 3(3+0)
MATH1112 Calculus-II 3(3+0)
MATH2116 Analytic Geometry 3(3+0)
MATH2117 Ordinary Differential Equations 3(3+0)
8
Semester Wise Breakup of the Courses
Semester I
URDU1115 ٗ‫ُُ اسد‬ 3(3+0)
Discipline-I, Course-I
Semester II
EDUC1114 Teaching of Urdu 3(3+0)
MATH1117 General Mathematics 3(3+0)
Discipline-I, Course-II
Teaching Practice
EDUC2127 Short Term Teaching Practice-I 3(0+3)
This Teaching Practice will be organized for 4 weeks staring from 15 August (during summer
break). The students will observe classes and write reflections. They will be encouraged to
co-teach with the teacher. The assessment of Teaching Practice will comprise of classroom
observations during the teaching practice and a reflective report submitted by the students
9
before the mid of third semester. The reflective report may be comprised of the following
sections:
• Preparation for the Teaching Practice
• Relationship with the students
• Relationship with the school teachers
• Teaching skills and classroom management
• Personal and professional qualities
• What did they learn during Teaching Practice?
• General comments
• Actions for next teaching practice
The assessment of this teaching practice will be reflected in the 3rd semester.
Semester III
EDUC2112 Instructional and Communication Technology
in Education 2(2+0)
Discipline-I, Course-III
EDUC2127 Short Term Teaching Practice-I 3(0+3)
Semester IV
ISLA1111 Islamic Studies 2(2+0)
HUMN1111 Ethics* 2(2+0)
10
Discipline-I, Course-IV
*For non-Muslim Students only

Teaching Practice
EDUC3160 Short Term Teaching Practice-II 3(0+3)
break). The students will co-teach and write reflections. The assessment of Teaching Practice
will comprise of classroom observations during the teaching practice and a reflective report
submitted by the students before the mid of third semester. The reflective report may be
comprised of the following sections:
• Relationship with the students Relationship with the school teachers
• Teaching skills and classroom management Personal and professional qualities
• What did they learn during Teaching Practice? General comments
• Actions for next teaching practice
The assessment of this teaching practice will be reflected in the 5th semester
Semester V
Discipline-II, Course-I
EDUC3160 Short Term Teaching Practice-II 3(0+3)
Semester VI
11
Discipline-II Course-II
Teaching Practice
EDUC4114 Long Term Teaching Practice 6(0+6)
break). The students will teach the classes under the supervision of class teacher. The
assessment of Teaching Practice will comprise of classroom observations during the teaching
practice and a reflective report submitted by the students before the mid of third semester.
The reflective report may be comprised of the following sections:
• Relationship with the students Relationship with the school teachers
• Teaching skills and classroom management Personal and professional qualities
• What did they learn during Teaching Practice? General comments
The assessment of this teaching practice will be reflected in the 7th semester
12
Semester VII
EDUC4113 Research Project 3(3+0)
Discipline-II, Course-III
Discipline-III, Course-I
Discipline-III, Course-II
EDUC4114 Long Term Teaching Practice 6(0+6)
Semester VIII
Discipline-II, Course-IV
Discipline-III, Course-III
Discipline-III, Course-IV
Research Project
SN Course Code Course Title Credit Hours
1 EDUC4113 *Research Project (0+3)
Research project is a compulsory requirement for the award of degree BEd Hons. The
weightage of Research Project shall be 3(0+3) credit hours. The students may be allowed to
complete their research projects in groups of maximum three students.
Internship
SN Course Code Course Title Credit Hours
1 *Internship Non-Credit
* A Non-credited Internship is mandatory to fulfill degree requirement. It will consist of

16 weeks and it will be done after 8th semester and it will also be reflected as non-credited
course on the Transcript.
13
Course Outlines
14
Semester I
15
Course description
This course is intended to orient learning about the process and mechanism of children
development with reference to language, cognition, emotional, social, physical, and
characteristics of these aspects. Students will also be exposed to different theoretical basis for
such development and how to manage learning for children at different levels of
development. Student will be provided with real experiences to study/observe children at
different levels of development in order to enhance their understanding. The course will be
delivered in a manner to develop knowledge, skills and attitudes of prospective teachers so as
to create conducive environment for children. The student-teacher will be assessed in terms
of application of knowledge in making teaching learning process suitable in meeting the
needs of children.
Learning Outcomes
After studying the course the students will be able to:
• Describe the theoretical basis of child development and their application to

educational stetting
• Explain basic concepts in child growth, development.
• Differentiate between various aspects of child development;
• Demonstrate an understanding of Individual differences of students and children with

special needs.
• Practice appropriate teaching methods for students.
Course outline
1. Introduction to Growth and Development
1.1. Overview of Growth and Development
1.2. Nature and Nurture controversy
1.3. General Principles of Child Development
1.4. Factors influencing Child Development
2. Physical Development
2.1. The ABCs of Genetics
2.2. Life before birth
16
2.3. Physical Development in childhood
2.4. Physical Characteristics of Learners and appropriate activities in schools at the

following levels
2.5. Preschool and Kindergarten
2.6. Elementary Level
3. Intellectual Development
3.1. Definition of intelligence
3.2. Measurement of intelligence
3.3. Intellectual Development from Infancy to Adolescence
3.4. Learning and Intellectual Characteristics of Learners and organization of relevant

activities in the classroom at the following levels.
4. Social Development
4.1. Social Development from Infancy to Adolescence
4.2. Social Characteristics of Learners and provision of activities at the following

level.
5. Emotional Development
5.1. Emotional Development from Infancy to Adolescence
5.2. Emotional Characteristics of Learners and provision of relevant activities at the

following level
6. Moral Development
6.1. Morality as rooted in child nature
6.2. Morality as the Adoption of social norms
17
6.3. Moral development from Infancy to adolescence and moral characteristics of
learners and provision of suitable activities to inculcate moral values at the following
levels
7. Language Development
7.1. What is Language development
7.2. Components of Language
7.3. Environmental Influences on Language
7.4. The Sequence of Language Development at different stages
8. Human Learning and Classroom Teaching
8.1. Definition of Learning
8.2. Factors Affecting Learning
8.3. Laws of Learning
8.4. Learning and Maturation
8.5. Role of teacher in classroom learning (should be deleted in order to avoid

repetition)
9. Individual Differences
9.1. Sources and Types of Individual Differences
9.2. Heredity and Environment.
9.3. Differences in Learning and Thinking Styles.
9.4. Effects of Individual Differences on Learning.
9.5. Strategies for dealing with individual differences.
9.6. Children with special needs.
9.7. Educational interventions for the special students.
18
Recommended Books
Arif, H. A. (2003). ―Child Development and Learning‖. Lahore: Majeed Book Depot.
Berk, L. E. (2006). ―Child Development‖. (7th Edition). Pearson Prentice Hall: Pearson
Education, Inc.
Cook, J., & Cook. (2010). ―The World of Children‖ 2nd edition. Boston, M A. Parson
Education Inc.
Meggitt, C. (2006). ―Child Development An illustrated Guide‖ (2nd edition). New York: The
McGraw-Hill Companies, Inc.
Merman, A& Bronson, P. (2009). ―Nature Shock: New thinking about children‖. New York:
Hachette Book Group.
Santrock, J.W. (2015) ―Educational Psychology‖ 5th edition. Boston: McGraw Hill.
Santrock, J.W. (2013). ―Child Development‖, 14th edition. New York: McGraw Hill.
Vander Zanden, J. W. (1997) ―Child Development‖. (6th Edition). New York: The McGraw-
Hill Companies, Inc
19
Course Description
The course will help students to develop teaching competencies and skills. The students will
be able to choose and apply appropriate methods of teaching according to their content areas.
Course objectives
At the completion of the course the student will be able to:
• Describe the importance of the efficient teaching methodology in the overall teaching
learning process.
• Appreciate the characteristics of various methods of teachings.
• Select a suitable method or strategy to make his/her teaching effective in local

context.
• Apply various teaching methods and strategies during teaching of their subjects.
Course Contents
1 The Concept and Principles of Teaching
1.1 Concept of teaching
1.2 Features of teaching
1.3 Planning for teaching
1.4 Principles of teaching
2 Teaching Methods/ Strategies and their selection
2.1 Concept of methods, strategies, tactics, and techniques
2.2 Criteria for selection of a method/ strategy
2.3 Selection of Method / technique
3 Methods of Teaching
3.1 Lecture Method
3.2 Text Book Reading
3.3 Discussion Method
3.4 Team Teaching
3.5 Demonstration Method
20
3.6 Project Method
3.7 Activity Method
3.8 Story telling
3.9 Problem Solving Method
3.10 Illustration Method
3.11 Drill Method
3.12 Socratic Method
3.13 Simulated Teaching
3.14 Programmed learning
3.15 Micro teaching
4 Lesson Planning
4.1 Introduction to Lesson Planning
4.2 Steps of Lesson Planning
4.3 Types of Lesson Planning
4.4 Evaluation of Lesson Planning
5. Planning Instruction In the relevant Content Area
5.1 Instructional objectives in Behavioral Terms (Blooms Taxonomy)
5.2 Learn to teach different topics in their relevant content area.
Teaching Learning Strategies

• Lecture method followed by discussion and question answer method
• Cooperative learning
• Students are required to prepare and maintain course portfolio
• Assignments and presentations / quizzes based on the content of the course outline
and project
• using ―do-it-yourself‖ or ―learner-centered‖ methods.
Suggested Readings
Westwood, P. (2008). What teachers need to know about teaching methods, Australia.
Camberwell, Vic. ACER Press
21
Specific Objectives of the Course: To enhance language skills and develop critical thinking,
To enable students to use English language for various functions
Course Outline: Identifying main idea from long extracts / speeches, Making requests and
asking questions to receive specific information in different contexts, Understanding
organizational clues in shorter texts, Use basic punctuation in appropriate way, Compare and
contrast shorter texts, Identifying inferred and implicit meaning in a text, Use of phrasal verbs
and idioms, Using correct grammar (e.g. subject-verb agreement, coherence and cohesion),
Writing applications for leave, job etc. Writing official letters, letters to newspapers, Writing
reports, emails, Reading and writing book reviews, resume writing
Recommended Readings:
1) Ellen, K (2002).Maximize Your Presentation Skills: How to Speak, Look and Act on
Your Way to the Top (Latest Edition).
2) Fisher, A (2001).Critical Thinking. CUP. (Latest Edition).
3) Mandel, S (2000). Effective Presentation Skills: A Practical Guide Better Speaking
Communication for Business Success (Canadian Edition v.1.0)
4) Wren, P.C., Martin, H., & Rao, N.P (2000) High School English Grammar and
Composition, S Chand& Company. (Latest Edition).
22
URDU1115 ٗ‫اسد‬ 3(3+0)
23
24
Course Outline:
Specific Objectives of course: To familiarize the students with political and religious
backdrop of the ideology of Pakistan and other related events concerning the post-
partition history.
Develop vision of historical perspective, government, politics, contemporary
Pakistan, ideological background of Pakistan, Study the process of governance,
national development, issues arising in the modern age and posing challenges to
Pakistan.
Historical Perspective: Ideological rationale with special reference to Sir Syed

Ahmed Khan, Allama Muhammad Iqbal and Quaid-i-Azam Muhammad Ali Jinnah,
factors leading to Muslim separatism, people and land, Muslim advent location and
geo-physical features.
Government and Politics in Pakistan: Political and constitutional phases; 1947-58,
1958-71, 1971-77, 1977-88, 1988-99, 1999 onward.
Contemporary Pakistan: Economic institutions and issues, Society and social
structure, Ethnicity, Foreign policy of Pakistan and challenges, Futuristic outlook of
Pakistan.
Recommended Books:
1) Burki, Shahid Javed. State & Society in Pakistan, The Macmillan Press Ltd
1980.
2) Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University
Press, 2000.
3) S. M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical
analysis. Karachi: Oxford University Press, 1993.
4) Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
5) Wilcox, Wayne. The Emergence of Bangladesh., Washington: American
Enterprise, Institute of Public Policy Research, 1972.
6) Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-
Islamia, Club Road, nd.
7) Amin, Tahir. Ethno - National Movement in Pakistan, Islamabad: Institute
of Policy Studies, Islamabad.
8) Ziring, Lawrence. Enigma of Political Development. Kent England:
WmDawson & sons Ltd, 1980.
9) Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company,
1980.
10) Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad:
National Institute of Historical and cultural Research, 1998.
11) Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton
25
Mifflin, 1967.
12) Aziz, K. K. Party, Politics in Pakistan, Islamabad: National Commission on
Historical and Cultural Research, 1976.
13) Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard,
1987.
14) Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad:
National Commission on Historical and Cultural Research.
26
Semester II
27
Objectives
After completion of the course, the students will:
• Develop analytical, critical and argumentative approaches in order to draw

conclusions.
• Borden students horizons in rich their vision and expand their outlooks
• Give modern trends in Social Studies and scenario rapidly changing socio political
life on global level
• Learn how to think plan and work independently, critically, analytically and
nationally
Contents
1 Meaning, Nature and Scope
1.1 1ntroduction
1.2 Meaning and Definition of Social Studies
1.3 Nature and Scope of Social Studies
1.4 Relation of Social Studies with other School Subjects
1.5 Importance & need of teaching of Social Studies
2 Objectives of Teaching Social Studies
2.1 Objectives of social studies education
2.2 Objectives are important, but children are the reason for teaching
2.3 Source of learning objectives
2.4 Social studies and child with special needs
3 Contents of Social Studies
3.1 Historical Development
• Historical Development (early period)
• The Medieval Period (pre Pakistan 712-1947)
• The Modern Period (post Pakistan 1947-1999)
28
• Some Aspects of Our Cultural Heritage
3.2 Themes in geography
3.3 Developing a national and a global sense of citizenship.
3.4 Learning about economics
3.5 Environmentally education
3.6 Teaching about special social issues
4 Social Studies, Curriculum and Textbooks
4.1 Creating developmentally appropriate social studies curriculum
4.2 Characteristics of an effective social studies curriculum.
4.3 Need and Importance of Social Studies Textbook
4.4 Criteria for a good Social Studies Textbooks
5 The Social Studies Laboratory, Library and Museum
5.1 Social Studies Laboratory
5.2 Need for Social Studies Laboratory
5.3 Social Studies Library
5.4 Social Studies Museum
6 Lesson Planning in Social Studies
6.1 Planning social studies experiences using the DAP perspective
6.5 Steps in lesson planning
6.8 Design a specimen for lesson plan
7 Teaching strategies for Social Studies
7.1 Characteristics of a good teaching strategy/ method in Social Studies
7.2 Choice of teaching strategy
7.3 Different Methods of Teaching Social Studies
• Thematic teaching
• The project approaches
• Learning centers
29
• Activity based teaching
7.4 Teaching of history
7.5 Skills for teaching of geography
7.6 Technology in the social studies classroom
8 Teaching Aids in Social Studies
8.1 Classification of Teaching Aids
8.2 Importance of Teaching Aids
8.3 Principles for Selection of Teaching Aids
8.4 Principle for Effective Use of Teaching Aids
8.5 Some Important Teaching Aids
8.6 Limitations of Use of A.V.Aids
8.7 Proper Use of A.V.Aids
9 Evaluation in Social Studies
9.1 Meaning of Evaluation
9.2 Developing an effective evaluation Program for Social Studies
9.3 Different Techniques of Evaluation
9.4 Testing Attitudes, Interests and Appreciation
Teaching Strategies
Lecture method followed by discussion Cooperative learning
Assignments and presentation Preparing course portfolios
Suggested Readings
Wilma R. Melendex, V. B. & Melba Fletcher. (2000). Teaching Social Studies in Early
Education. Africa, xvii, 299p.
Wilma Robles de Melendez, Vesna Beck and Melba Fletcher. (2000). Teaching Social
Studies in Early Education. United Kingdom: Delmar
Kelly, N. (2004) The history and culture of Pakistan, London, Peak Publishing
30
Rao, M. P. (2005) Teaching of social studies, Delhi, Dominant Publishers
Sethi, H. N. The environment of Pakistan, London, Peak Publishers.
31
‫‪Course Code‬‬ ‫‪Course Title‬‬ ‫‪Credit Hours‬‬
‫‪EDUC1114‬‬ ‫اُردو تدریس ‪Teaching of Urdu‬‬ ‫)ٓ‪3(3+‬‬
‫‪Course Description‬‬
‫‪Urdu is our national language and taught in Pakistan as a compulsory subject from class one‬‬
‫‪to intermediate. The subject teaching course includes the teaching of prose, poems and‬‬
‫‪grammatical concepts which will develop Urdu language skills in a structured, graded‬‬
‫‪progression.‬‬
‫‪Specific Objectives of course:‬‬
‫‪ :‬ذذسیظ اسدٗ کے اط ک٘سط ک٘ پڑْٕے کے تؼذ صیش ذشتید اعاذزٓ اط قاتو ہ٘ جائیں گے کہ‬
‫اسدٗ صتاُ (ىغاّیاخ) کی ٍثادیاخ کا ػيٌ حاصو کش عکیں ۔‬
‫اسدٗ صتاُ کی تْیادی ٍہاسذ٘ں کے ریؼے دسعد اظہاس خیاه کی صاىحید پیذا کش عکیں۔‬
‫ذذسیظ اسدٗ ٍیں اعرؼَاه ہّ٘ے ٗاىے غشیقہ ہائے ذذسیظ کی ٍذد عے اسدٗ کی ذذسیظ ک٘ ٍؤثش تْا عکیں۔‬
‫جذیذ ذذسیغی ذذاتیش اٗس رسائغ کی ٍذد عے ذذسیظ اسدٗ ک٘ دىچغپ تْا عکیں۔‬
‫عثقی ٍْص٘تہ تْذی اٗس اط کے ٍشاحو عے آگآ ہ٘ عکیں۔‬
‫جائضٓ اٗس پیَائش کی اقغاً اٗس اُ کے جذیذ ذقاظ٘ں عے آگآ ہ٘ عکیں۔‬
‫‪ّ :‬صاب کا خاکہ‬
‫صتاُ کی ذفہیٌ ‪ ،‬ذذسیظ صتاُ اٗس اسدٗ‬ ‫حشٗف ذہجی کی عاخد اٗس پہچاُ کے غشیقے رٗ ىغاّی غشیقے‬
‫کے رسیؼے آٗاصٗں کی پہچاُ‬ ‫ہٌ آٗاص حشٗف کی ادائیگی کا دسعد غشیقہ‬
‫)عْْا‪ ،‬ت٘ىْا‪ ،‬پڑْٕا‪ ،‬ىکْٖا( صتاُ داّی کی ٍہاسذیں‬
‫اىفاظ تْاّا‪ ،‬جَيے تْاّا‪ ،‬جَيے کی اقغاً‬ ‫ذذسیظ ق٘اػذ اٗس اط کے غشیقے‬ ‫ذذسیظ ّظٌ اٗس اط کے‬
‫غشیقے‬ ‫ذذسیظ ّثش اٗس اط کے غشیقے‬ ‫ذذسیظ اّشاء اٗس اط کے غشیقے‬ ‫ذذسیغی ذذاتیش اٗس ٍْص٘تہ‬
‫تْذی‬
‫عثقی خاکہ کی ذیاسی اٗس اط کے ٍشاحو‬
‫ذحصیو صتاُ کا جائضٓ اٗس پیَائش‬
‫غاہش شاداّی ٍ٘ى٘ی ػثذ اىحق فشٍاُ فرح پ٘سی ڈاکٹش‬
‫ڈاکٹش عيیٌ فاساّی‬
‫‪ :‬کرة تشائے ٍطاىؼہ‬
‫)عفیِ ٔٓ اُسدٗ (ق٘اػذ ٗ اّشاء‬
‫‪32‬‬
‫ذذسیظ اُسدٗ‬
‫ذذسیظ اُسدٗ اُسدٗ صتاُ اٗس اط کی ذؼيیٌ‬
‫ذذسیظ اسدٓ‬ ‫ڈاکٹش شآ تاّ٘‬
‫‪33‬‬
MATH1117 General Mathematic 3(3+0)
Objectives:
The main objective of this course is;
 After completion of this course the student will be able to:
 Understand the use of the essential tools of basic mathematics;
 Apply the concepts and the techniques in their respective disciplines;
 Model the effects non-isothermal problems through different domains;
Course Outlines:
Algebra: Real and complex numbers, Introduction to sets, set operations, functions, types of
functions.
Matrices: Introduction to matrices, types of matrices, inverse of matrices, determinants,
system of linear equations, Cramer‘s rule.
Quadratic equations: Solution of quadratic equations, nature of roots of quadratic equations,
equations reducible to quadratic equations.
Sequence and Series: Arithmetic, geometric and harmonic progressions.
Permutation and combinations: Introduction to permutation and combinations,
Binomial Theorem: Introduction to binomial theorem.
Trigonometry: Fundamentals of trigonometry, trigonometric identities.
Graphs: Graph of straight line, circle and trigonometric functions.
Statistics: Meaning and definition of statistics, relationship of statistics with social science,
characteristics of statistics, limitations of statistics and main division of statistics.
Frequency distribution: Organization of data, array, ungrouped and grouped data, types of
frequency series, individual, discrete and continuous series, tally sheet method, graphic
presentation of the frequency distribution, bar frequency diagram histogram, frequency
polygon, cumulative frequency curve.
Measures of central tendency: Mean medium and modes, quartiles, deciles and percentiles.
Measures of dispersion: Range, inter quartile deviation mean deviation, standard deviation,
variance, moments, skewness and kurtosis.
Recommended Books
Kaufmann. J. E., ‗College Algebra and Trigonometry’, PWS-Kent Company, Boston, Latest
Edition.
Swokowski. E. W., ‗Fundamentals of Algebra and Trigonometry‘, Latest Edition.
Walpole, R. E., ‗Introduction of Statistics’, Prentice Hall, Latest Edition.
34
Specific objectives of course:
The main objectives of this course are to:
 Understand the fundamentals of Information Technology

 Learn about upcoming technologies in different disciplines
 Understand word processing, spreadsheet, databases and presentation softwares.
 Get the knowledge about networking and internet.
 Get the knowledge about computer risks and safety, system failure and backup.
Course Outline:
Computers and Networks: Introduction to Computers, History of Computers, Classification of

Computers, Advantages and Disadvantages of using Computers, Network types, LAN, MAN and
WAN, Internet, email, World-Wide Web, E-Commerce, Video Conferencing, Computer-based
Training, Distance learning
Computer Hardware: System unit, Central Processing Unit (CPU), Memory, Storage, Input
Devices, Output Devices and Communication Devices.
Computer Software: System Software, Application Software which includes Microsoft Word,
Excel, Access, PowerPoint, Outlook.
Number System: Binary, Decimal, Octal, hexadecimal, Conversion
Computer Security, Safety, Ethics and Privacy: Computer Security Risks, Cyber Crimes, Ethics
and Society
Discipline related Software: Discipline related software of each department for instance (InPage,
CorelDRAW, WinText etc.)
Recommended Books:
 Intro to Computers, Peter Norton, latest edition.

 Discovering Computers Complete, latest edition. Shelly Cashman series.
 Exploring Computers Complete latest edition by Floyd Fuller, Brian Larson.
 Steve Lambert and M Dow Lambert, Microsoft® Office Access(TM) Step by Step
(Step By Step (Microsoft)), 2007.
 Computer Fundamentals by P.K. Sinha 6th Edition
 Computer Science: An Overview (11th Edition) By J. Glenn Brookshear
 Microsoft Office 2010: Ultimate Tips and Tricks by Matt Smith.
35
Note: in addition to the above, any other text or book referred by Instructor may also
be included.
*********
36
Specific Objectives of course: Enable the students to meet their real life communication
needs; enable the learners solve problems and issues related to their career , define
communication and describe communication as a process , identify the essential
components of communication , enable them to excel in their academics.
Course Outline: Definition & types of communication (verbal & non-verbal),

Components of communication, Barriers in Effective Communication, Listening Skills:
Listening to individuals, Listening strategies in group discussion, Listening news reports,
speeches etc and getting the gist. Speaking Skills: Presentations, Formal and informal
Conversation, Interviews and strategies to make interview successful. Reading Skills:
Skimming, Scanning, Intensive and Extensive Reading, Reading short stories, comics and
excerpts. Writing Skills: Writing applications, official letters, resume; precis writing,
Changing narration-converting a story into a news report etc,Writing report/story by
looking at an image.
Recommended Books:
1) Ellen, K. 2002. Maximize Your Presentation Skills: How to Speak, Look and
Act on Your Way to the Top
2) Hargie, O. (ed.) Hand book of Communications Skills
3) Mandel, S. 2000. Effective Presentation Skills: A Practical Guide Better
Speaking
4) Communication for Business Success (Canadian Edition) (v. 1.0).
5) Reading and Study Skills by John Langan
6) Study Skills by Riachard Yorky.
7) Barker, A (2003) Improve Your Communication Skills. London: Kogan Page
8) Bygate, M (2003).Speaking : NewYork. OUP
37
Semester III
38
Course Description
This course will equip prospective teachers with knowledge and skills to teach math in grades
I through VIII. They will become familiar with the math curriculum and expected student
learning outcomes. Prospective teachers will learn to use a variety of instructional methods
that promote active learning of math, including making and using teaching and learning
materials. They will plan math lessons and activities and practice teaching math with peers.
Learning Outcomes
At the end of the course, the prospective teachers will be able to:
• Describe the nature, history, and development of mathematics at elementary level in

Pakistan
• Acquire the skills and competencies required for the teaching of mathematics at
elementary level
• Apply effectively the various methods of teaching mathematics
• know and use techniques and strategies of teaching mathematics at elementary level
• Make and use teaching aids effectively
Course outline
1. Introduction
1.1 Nature of mathematics
1.2 Place of mathematics in elementary school curriculum
1.3 Educational value of mathematics
1.4 Use of mathematics in everyday life
1.5 Use in the study of other subjects
1.6 Use of math in different vocations
1.7 Aesthetic I cultural value and mathematics
2. Methods of Teaching Mathematics:
2.1 Inductive Method
39
2.2 Deductive Method
2.3 Analytic method
2.4 Synthetic Method
2.5 Heuristic Method
2.6 Project Method
2.7 Problem Solving Method
3. Techniques of Teaching Mathematics
3.1 Oral work, written work, assigned work, project work
3.2 Discussions/ Group work
3.3 Drill and practice: Forms of classrooms organization (whole class, large
group, small group, individual work)
4. Teaching Aids and Mathematics Laboratory
4.1 Importance of teaching aids in mathematics teaching
4.2 Some important modern teaching aids for mathematics including computer
4.3 How to set up a mathematics laboratory in elementary school
4.4 How to use teaching aids and mathematics laboratory
4.5 Use of low cost /no cost materials (from classrooms and surroundings) for
teaching of mathematics
4.6 Child centered Activities in mathematics (educational trips, preparation of

materials etc.)
5. Measuring Achievements in Mathematics
5.1 Preparation of different type of tests in mathematics
5.2 Using tests for diagnostic purpose
5.3 Interpreting test results
6. Planning Mathematics Learning
6.1 Importance of planning in teaching of mathematics.
6.2 Planning for the full course.
6.3 Scheme of work.
40
6.4 Lesson planning.
6.5 Qualities of good lesson plan.
6.6 Development of model lesson plans.
7. History of Mathematics
7.1. Historical review of the development of Mathematics Education.
7.2 Contribution of Muslim Mathematicians.
7.3 Contribution of Hindus and other mathematicians
Recommended Books:
Fauvel, John & Jeremy Gray (1990). The History of Mathematics: A Reader: London:
Macmillan Press Ltd.
Greer, Brian and Gerry Mulhern, (1989). New Directions in Mathematics Education. New
York: Routledge.
Lacombe, Antony. (1985) Mathematical Learning Difficulties in the Secondary School:

Pupils‘ needs and Teacher‘s Role. England: Milton Keynes,
Leon, Burton & Jaworski, Barbara (Editors) (1995). Technology in Mathematics Teaching,
Chartwell.
Orton, Anthony Wain Geoffrey (Editors) (1994), Issues in Teaching of Math, London:
Cassell Villiers House.
41
EDUC2112 Instructional and Communication Technology in Education 2(2+0)
Prerequisites
Computer Literacy use MS office (Word, Excel, PowerPoint etc.), Ability to compose and
send emails, search and find information online, download video and audio, and participate in
social networking sites such as Facebook. Ability to complete course assignments using a
computer, Ability to download browser plug-ins and download and install computer
applications on a computer, Access to a personal computer (at home, university, or
elsewhere), Access to Internet (at home, university, or elsewhere), A working email address
that you check on eight hourly basis (to view many of the course videos and websites and to
get the class/course updates, you will need to register with a valid email address)
Course Outcomes
The course will enable learners to;
• Understand the meaning, concept, and importance of instructional technology in

education process
• Know the meaning of learning and appreciate what is effective teaching and learning
by using latest instructional technology
• Select, arrange, and use appropriate methods/strategies and material for effective use
of technology
• utilize a range of online communication technologies to communicate effectively with

peers and facilitators.(application)
• utilize a range of Campus/Classroom/Content/Learning management tools for

improved teaching-learning experience. (application)
• model effective use of ICTs to locate, analyses, create, and evaluate information
resources to support teaching and learning process (integration)
• engage students in using digital tools and resources as part of an authentic or

collaborative learning activity (integration)
Course Contents
1. Introduction to Instructional and communication Technology
2. Types of Instructional Technologies
2.1 Synchronous and Asynchronous
42
2.2 Linear Learning
2.3 Computer-supported collaborative learning (CSCL)
3 Role of instructional and communication technology in learning
3.1 Learner centered instruction
3.2 Computer Aided instruction
3.3 Electronic and SMART boards
4 School and Student Administration using Technology
4.1 Resource management
4.2 Learning management systems (LMS)
4.3 Content management Systems (CMS)
4.4 Computer-mediated Communication and collaboration
5. Social computing and networking
5.1 Overview: Social computing
5.2 Social Networking
6. Computer-based learning software
6.1 Microworlds (e.g. Lego Mindstorm, Scrach, Squeak Etoys)
6.2 Virtual Experimentation and Laboratory
6.3 Educational Gamification, Simulation, and gaming
6.4 Presentation software e.g. PowerPoint, Prezi)
7. Assessment tools
7.1 Quizzing tools
7.2 Online assessment
7.3 Designing e-portfolio
7.4 Peer assessment software or modules
8. Tutoring and Training
8.1 Computer-based training software
8.2 Web-based Trainings
43
8.3 Various groupware
8.4 Collaborative hypertexts such as Wikis
8.5 MOOCS and OERs
Teaching Strategies
Hands-on trainings and workshops Assignments (as per instructions)
TedTalk like Presentations (as per instructions)
Suggested Books
FormativeTech: Meaningful, Sustainable, and Scalable Formative Assessment with

Technology (2017) by Monica Burns
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change
(2011) by Douglas Thomas, John Seely Brown
Amplify: Digital Teaching and Learning in the K-6 Classroom (2015) by Katie Muhtaris and
Kristin Ziemke
Assistive Technology in the Classroom: Enhancing the School Experiences of Students with
Disabilities, Enhanced Pearson eText with Loose-Leaf Version Edition (What's New in
Special Education) (2016) by Amy G. Dell and Deborah A. Newton
Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (2010) by Will
Richardson Curriculum 21: Essential Education for a Changing World (2010) edited by Heidi
Hayes Jacobs Disruptive Classroom Technologies: A Framework for Innovation in Education
(2017) by Sonny Magana
DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (2010)
by Anya Kamenetz
Flip Your Classroom: Reaching Every Student in Every Class Every Day (2012) by Aaron
Sams & Jonathan Bergmann
Google Classroom: The Ultimate Guide To Making Your Classroom Digital (2017 Updated
User Guide, Google Drive, Google Apps,Google Guide, tips and tricks) by Larry Parris
Grown Up Digital: How the Net Generation is Changing Your World (2008) by Don Tapscott
Integrating Educational Technology into Teaching, 6th Ed. (2012) by M.D. Roblyer and
Aaron H. Doering
Integrating Technology in the Classroom: Tools to Meet the Need of Every Student (2014) by
Boni Hamilton
44
Minds Online: Teaching Effectively with Technology (2016) by Michelle D. Miller One
World Schoolhouse: Education Reimagined (2013) by Salman Khan
Out of Our Minds: Learning to Be Creative (2017) by Sir Ken Robinson
Personal Learning Networks: Using the Power of Connections to Transform Education

(2011) by Will Richardson and Rob Mancabelli
Social Media Wellness: Helping Tweens and Teens Thrive in an Unbalanced Digital World
(2017) by Ana Homayoun
Teaching Digital Natives (2010) by Marc Prensky
Teaching STEM in the Early Years: Activities for Integrating Science, Technology,
Engineering, and Mathematics (2013) by Sally Moomaw
The World Is Open: How Web Technology Is Revolutionizing Education (2009) by Curtis J.
Bonk What Connected Educators Do Differently (2015) by Todd Whitaker and Jeffery Zoul
45
Course Outline
Unit 1 Scientific Methods
1.1 Observations
1.2 Hypothesis
1.3 Theory
1.4 Role of Statistics in Research
Unit 2 Matter and Forces
2.1. Role of Statistics in Research
2.2. Types of matters
2.3. Atomic theory of Matter
2.4. Elements and Compounds
2.5. Mixtures and Solutions
2.6. Molecular structure
2.7. Force
2.8. Motion
2.9. Speed
2.10. Velocity
2.11. Acceleration
2.12. Equation of motion
2.13. Laws of Motion
Unit 3 Energ
y 3.1. Role of Statistics in Research
3.2. Work, Resistance / Friction
3.3. Theory of Energy
3.4. Conversation of Energy from one form to another
3.5. Law of conversation of energy
Unit 4 Head and Light
4.1. Head
4.2. Transfer of Heat
4.3. Measurement of Head and its units
4.4. Evaporation
4.5. Sources of Light
4.6. Reflection of Light
4.7. Regular and irregular reflection
4.8. Spherical Mirrors
4.9. Total internal reflection
46
4.10. Lances and image formation
4.11. Structure of Eye and Camera
Unit 5 Structure of Cell
5.1. Structure of animal and plant cell

5.2. Cell division
5.3. Cell Theory
5.4. Variation in Human Life
5.5. Role of Genes in Human Life
5.6. Twin and its types
Unit 6 Ecology
6.1. Factors Effecting Ecology

6.2. Biotic Components of ECO System
6.3. Abiotic Components of ECO System
6.4. Food Chain
6.5. Algae and Fungal
6.6. Animals and its importance
Unit 7 Human Systems
7.1. Blood circulatory system

7.2. Digestic system
7.3. Reproductive system
7.4. Reproductive system
7.5. Execratory system
Unit 8 Metals
8.1. Difference between metals and non metals

8.2. Formulae of different compounds
8.3. Extraction of Metals from its ore
8.4. Alloys
8.5. Rusting and corrosion
Unit 9 Non Metals
9.1 Gases and their Preparation

9.2 Oxygen and its preparation
9.3 Hydrogen an
9.4 Nitrogen
9.5 Halogen
Recommended Books
Agha Khan University Examination Board (2002) General Sceicne IX-X (based on
National Curriculum 2002). Karachi: AGKEB.
William Lewis Eikenberry (2008) The teaching of general science, The University of
Chicago Press.
47
Specific Objectives of the Course: The main objective of this course is to: Enhance
language skills and develop critical thinking
Course Outline: Presentation skills; Elements of an effective speech, Getting ready for
presentation (organizing data), During the Presentation. (Gaining attention, presenting data,
working with visuals etc.), after the presentation (revision, question answer session,
feedback), Presentation ethics. Essay writing; Descriptive, narrative, discursive,
argumentative, Parts of essay. Academic writing; How to write a proposal for research
paper/term paper, How to write a research paper/term paper (emphasis on style, content,
language, form, clarity, Consistency). Report Writing; What is a report? Types of Reports,
Formats, Formal Report writing, Characteristics of an effective report, Long and short
reports, Writing summaries, articles and review (Note: Extensive reading is required for
vocabulary building). Application writing; Leave, complaint and job applications. Letter
Writing; Formal letter, Cover letters, Business letters, sales letters, Inquiry letters, Office
Correspondence: memorandum, minutes of meeting, electronic mails
Recommended books:
• Technical Writing and Presentation Skills
• Essay Writing and Academic Writing
• Writing. Advanced by Ron White. Oxford Supplementary Skills. Third Impression

1992.ISBN 0194354073 (particularly suitable for discursive, descriptive,
argumentative and report writing).
• College Writing Skills by John Langan. McGraw-Hill Higher Education. 2004.
• Patterns of College Writing (4th edition) by Laurie G. Kirszner and Stephen R.
MandelLSt.-Martin's Press
• The Mercury Reader. A Custom Publication compiled by norther Illinois
University. General Editiors: Janice Neulib; Kathleen Shine Cain; Stephen
• Ruffus and Maurice Scharton. (A reader which will give students exposure to the
best of twentieth century literature, without taxing the taste of engineering
students).
48
• Aaron, J. 2003. The Compact Reader. New York: Bedford
• Axelrod, R. B and Cooper, C.R. 2002. Reading Critical Writing Well: A Reader
and Guide
• Barnet, S. and Bedau, H. 2004. Critical Thinking, Reading and Writing: A Brief
Guide to Writing. 6th Edition.
• Behrens & Rosen. 2007. Reading and Writing Across the Curriculum.
• Gardner, P. S. 2005. New Directions: Reading Writing and Critical Thinking
• George, D. and Trimbur, J. 2006. Reading Culture: Context for Critical Reading
and Writing. 6th Edition
• Goatly, A. 2000. Critical Reading and Writing: An Introductory Course. London:
Taylor & Francis
• Grellet, F., Writing for Advanced Learners of English. CUP
• Jordan, K. M. and Plakans, L. 2003. Reading and Writing for Academic Success
• Jordon, R. R. 1999. Academic Writing Course.CUP.
• Smith, L. C. 2003. Issues for Today: An Effective Reading Skills Text
• Withrow J., Effective Writing. CUP
49
Semester IV
50
Course description
This course emphasizes the link between learning and assessment. During this course,
prospective teachers will develop their knowledge and understanding of formative and
summative learning assessment and how teachers use assessment to inform decisions about
teaching and learning. They will develop a range of practical assessment skills to use in the
classroom with students of different ages, grades and subjects including using questions and
tasks to assess learning and giving oral and written feedback on student work.
Learning Outcomes
After studying this course, the prospective teachers will be able to:
• Understand the concept and nature of assessment
• Differentiate between standardized and classroom tests
• Integrate objectives with learning assessment
• Develop and analyze test items of different levels
• Understand different alternative classroom assessment techniques
• Interpret test scores and results of different assessment techniques
Course Outline
1. Concept of Classroom Assessment
1.1 Distinction between assessment, evaluation, and measurement
1.2 Purpose of assessment
1.3 Individual and group assessment
1.4 Assessment of learning and assessment for learning
2. Achievement Tests
2.1 Measuring lower order thinking
2.2 Measuring complex learning outcomes
51
2.3 Types of test items
a) Supply type test items (Short Answer, Essay type etc.)
b) Selection type test (Completion, Alternative response, MCQ etc.)
2.4 Definition and Characteristics of good achievement test
2.5 Comparison between standardized tests and Teacher made tests
3. Developing Scoring Criteria for complex learning outcomes
3.1 Rubrics- concept and importance
3.2 Types of Rubrics
3.3 Developing Rubrics
4. Test Construction
4.1 Defining the learning outcomes (According to Blooms/SOLO Taxonomy)
4.2 General rules for test construction
4.3 Developing table of specification and its importance
4.4 Assembly the tests
5. Test Administration and Analysis
5.1 Administration/conducting the test
5.2 Item analysis and modification
5.3 Test appraisal
6. Interpreting Test Scores
6.1 Percentage
6.2 Ordering and ranking
6.3 Frequency distribution
6.4 Pictorial form (graph, polygon, histogram)
7. Grading and Reporting Results
7.1 Concept of grading – need and importance
7.2 Types of grading and Reporting
7.3 Relative vs. Absolute Grading
52
7.4 Reporting results to different stakeholder
Recommended Books
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San
Francisco: Jossey- Bass.
Ebel, Robert (2004). Essentials of Educational Measurement. India: Prentice hall.
Freeman, Richard, (2004). Planning and Implementing Assessment. New York: Rout ledge
Flamer.
Kubiszyn, Tom, (2003). Educational testing and Measurement: Classroom Application and
Practice. United States: John Wiley & sons, Inc.
Kumari, Sarita (2005). Education Assessment, Evolution and Remedial. ISHA Books.
Mehnaz Aziz, (2007) Assessing children‘s Development through Observation, Children‘s

Global network Pakistan.
Miller, Linn and Groundlund. (2009). Measurement and assessment in Teaching 10th Ed.
USA: Pearson Smith, D, (2005). Theory of Educational Measurement. New
Delhi:Commonwealth.
53
Course Description
This course will equip prospective teachers with knowledge and skills to teach English in
grades I through VIII. They will become familiar with the English curriculum and expected
student learning outcomes. Prospective teachers will learn the use of different language skills
to enhance variety of instructional methods that promote active learning of English, including
making and using teaching and learning materials. They will plan English lessons and
activities.
Learning Outcomes
At the end of the course, the prospective teachers are expected to be:
• Familiar with the four language skills - Listening, Speaking reading and writing
• Identify and prepare activities for developing four skills
• Apply modern methods and approaches in teaching of English
• Prepare lesson plans of Prose, Poetry, Composition and Grammar
• Effective use of audio visual aids.
• Measure and evaluate the students‘ progress during teaching of English as a foreign I
second language
Course Outline
1. Four skills of language learning
1.1. Listening Comprehension Skills
1.1.1 Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Video-Cassettes for effective listening
1.1.5. Methods of teaching listening
1.1.6. Sub Skills
1.2 Speaking Skills
54
1.2.1. Favorable classroom environment for speaking
1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue
1.2.4. Language games for oral expression
1.2.5. Vocabulary building
1.3 Reading Skills
1.3.1 Importance of silent and loud reading
1.3.2 Methods of teaching Reading
1.3.3. Sub skills
1.4 Writing Skills
1.4.1. Techniques of good handwriting
1.4.2. Importance of spelling in Writing
1.4.3. Creative writing (essays/paragraphs)
1.4.4. Writing letters and invitations to friends
1.4.5. Writing applications
2. Teaching of English
2.1. Teaching of prose
2.2. Teaching of poems
2.3. Teaching of composition
2.4. Teaching of vocabulary
2.5. Teaching of pronunciation
3. Methods of teaching English
3.1. Grammar – Translation method
3.2. Direct method
3.3. Audio-lingual approach
3.4. Structural approach
3.5. Communicative approach
55
3.6. Word building
4. Teaching of Grammar
4.1. Functional approach towards grammar teaching.
5. Lesson Planning
5.1. Importance of activities in all kinds of lessons
5.2. Value of different steps in lesson planning.
5.3 New teaching approaches; activity based.
5.4. Planning Structural lessons
5.5. Planning a Prose and Poetry lesson
5.6. Planning a Paragraph, a Story, and an Essay
5.7. Planning a Grammar lesson
6. A.V. Aids in Teaching of English
6.1. Need and importance
6.2. Charts, Models, Pictures, role plays, Flash Cards, Toys and Real Objects
6.3. Radio, Cassette player, Language Laboratory
6.4. Television, VCR, Movies
6.5. Slides, Filmstrip, OHP, multimedia Projector
7. Assessment
7.1. Construction of Objective type test.
7.2 Construction of subject type test.
Recommended Books
Cook V. (1991). Second Language Learning and Language Teaching, 2nd ed. London,
Arnold
Mohammad. T. (1998). Modern Approaches to the Teaching of English as Second Language,

Lahore: Majeed Book Depot.
Murcia, M.C. (1991), Teaching English as a Second Foreign Language, 2nd Ed. New Bury
House: A Division of Harper Collins Publishers.
Rob Nohand (1993). Conversation, London: Oxford University Press.
56
Sheikh. N. A. (1998). Teaching of English as a Second Language. Lahore: Carvan Book
House.
57
‫‪Course Code:‬‬ ‫‪ISLA1111‬‬ ‫اصنب‪:‬وکڈ ‪:‬اِالس‪:‬ایمت‪1111:‬‬
‫‪Course Title:‬‬ ‫‪Islamic Studies‬‬ ‫ونعام‪:‬اصنب‪::‬اِالسایمت‬
‫‪Credit Hours:‬‬ ‫)‪2 (2+0‬‬ ‫رکڈیٹ‪ٓ:‬اهرز‪2)2+0(:‬‬
‫‪Pre-Requsite:‬‬ ‫‪Nil‬‬ ‫رشاطئ‪::‬وکیئ‪:‬ںیہن‬
‫اصنب‪:‬ےک‪:‬وصخمص‪::‬اقمدص‪:‬‬
‫ِ ب‬
‫اطل‪:‬ملع‪:‬وک‪:‬االسل‪:‬یک‪:‬اینبدی‪:‬امیلعتت‪:‬ےس‪:‬رهانشس‪:‬رکهاان‪،‬اِالسیم‪:‬امیلعتت‪:‬اهراِالسیم‪:‬ذہتبی‪:‬ےس‪:‬قلعتم‪:‬ام‪:‬یک‪:‬میہفت‪:‬وک‪:‬ڑباھان‪،‬ابعدات‪:‬اهر‪::‬رهزرمہ‪:‬‬
‫زدنیگ‪:‬ےک‪:‬اعمالمت‪:‬یک‪:‬اِالصح‪،‬اینبدی‪:‬اقعدئوک‪:‬ےنھجمس‪:‬اهر‪:‬اینپ‪:‬زدنیگ‪:‬االسیم‪:‬دقرهں‪:‬ےک‪:‬اطمقب‪:‬زگارےن‪:‬ےک‪:‬وحاہل‪:‬ےس‪:‬اطبلِ‪:‬ملع‪:‬یک‪:‬الصوتیحں‪:‬وک‪:‬‬
‫ڑباھان۔‬
‫اصنب‪:‬ےک‪:‬دنمراجت‬
‫رقٓااینت‪:‬‬
‫رقٓام‪:‬امتل‪:‬ینب‪:‬ونع‪:‬اِاسنم‪:‬ےک‪:‬ےئل‪:‬اعریگمل‪:‬دوتسر‪:‬ےہ۔افِحتظِ‪:‬رقٓام‪،‬عمج‪:‬ه‪:‬دتهنیِ‪:‬رقٓام‪ٓ،‬اایت‪:‬وسرہ‪:‬رقبہ(‪286‬۔‪ :،)284‬ا‬
‫‪ٓ:‬ايت‪:‬وسرن‪:‬‬
‫رجحات(‪18‬۔‪ٓ:،)1‬اایت‪:‬وسرن‪:‬رفاقم(‪77‬۔‪)63‬‬
‫اطمہعل‪:‬دحثی‪:‬‬
‫رقٓام‪:‬یک‪:‬میہفت‪:‬ںیم‪:‬دحثی‪:‬یک‪:‬اتیمہ‪،‬دتهنیِ‪:‬دحثی‪،‬افحتظِ‪:‬دحثی‪:،‬دحثی‪:‬یک‪:‬ااسقل‪:،‬ارنیعب‪:‬ونهی‪(:‬دحثی‪20‬۔‪)1‬‬
‫اِامیاینت‪:‬اهر‪:‬اقعدئ‪:‬‬
‫‪:‬اراکم‪:‬اِالسل‪:‬اهر‪:‬ام‪:‬اک‪:‬ہفسلف‬
‫اقعدئِاِالسل‪ِ ،‬‬
‫اِالسل‪:‬اک‪:‬اعمیش‪:‬اظنل‪:‬‬
‫اِالسل‪:‬ںیم‪:‬زٰوکۃ‪:‬یک‪:‬اتیمہ‪:،‬دصہق‪:‬ه‪:‬ریخات‪:‬یک‪:‬رعتفی‪:،‬اِالسل‪:‬ںیم‪:‬بسکِ‪:‬الحك‪:‬یک‪:‬اتیمہ‪:‬وسرہ‪:‬رقبہ‪:‬یک‪ٓ:‬اایت(‪)188،168‬اهر‪:‬‬
‫ارنیعب‪:‬ونهی‪(:‬دحثی‪:)10،6::‬یک‪:‬رهینش‪:‬ںیم‪،‬اِالسل‪:‬ںیم‪:‬وسدارال‪:‬اهر‪ :‬ری‪:‬اقون ی‪:‬ےہ۔‪:‬اِالسیم‪:‬اعمرشہ‪:‬ںیم‪:‬وسد‪:‬یک‪:‬ره ‪:‬ماھل‪:‬اهر‪:‬اادساد‪:‬یک‪:‬‬
‫رضهرت۔‬
‫اِالسیم‪:‬رطزِ‪:‬زدنیگ‪:‬‬
‫اسدیگ‪:،‬تعیشاات‪:‬ےس‪:‬ارتحاز‪،‬امسج ی‪:‬ه‪:‬رهاح ی‪:‬اپزیکیگ‪،‬لمحت‪:‬ه‪:‬ربداتش‪:،‬املسمونں‪:‬اهر‪ :‬ریوملسمں‪:‬ںیم‪:‬وفع‪:‬ه‪:‬درزگر‪:‬اهر‪:‬ربص‪(:‬وسرہ‪:‬ارعاف‪ٓ:‬اي‪:،19:‬‬
‫وسرن‪:‬اوبكنعلت‪ٓ:‬اي‪،46‬وسرن‪:‬ازمللم‪ٓ:‬اي‪،10‬االاعنل‪ٓ:‬اي‪،108‬وسرن‪ٓ:‬اك‪:‬رمعٓام‪67:‬۔‪:،64‬وسرن‪:‬ااملدئن‪ٓ:‬اي‪:8‬اهر‪:‬وسرن‪:‬ااكلرفهم۔‬
‫ااسن ی‪:‬وقحق‪:‬‬
‫‪58‬‬
‫ن‬
‫‪:‬دیمام‪:‬‬
‫ِ‬ ‫یبن‪:‬ارکلﷺاک‪ٓ:‬ارخی‪:‬ہبطخ(ۃجح‪:‬اولداع)‪،‬املسمم‪:‬یک‪:‬زدنیگ‪:‬یک‪:‬ارتم‪،‬اوتیلقں‪:‬ےک‪:‬وقحق‪:‬یک‪:‬امضتن‪(،‬وسرہ‪:‬ارسا‪،70:‬وسرن‪:‬ال‪،)4:‬‬
‫‪:‬وتقمنیل‪،‬زویمخں‪،‬اهردیمامگنج‪:‬ےک‪:‬االخایقت‪:‬ےس‪:‬قلعتم‪:‬یبن‪:‬ارکلﷺاهر‪:‬ےلہپ‪:‬ہفیلخ‪:‬رضحت‪:‬اوب‪:‬رکب‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬یک‪::‬وقیل‪:‬ه‪:‬یلمع‪:‬‬
‫ِ‪:‬‬ ‫گنج‪:‬ےک‬
‫دہاایت‪،‬الحك‪:‬اجونرهں‪:‬ےک‪:‬ذحب‪:‬یک‪:‬اایتحیط‪:‬دتاریبارنیعب‪:‬ونهی‪:‬دحثی‪:،17:‬اجونرهں‪:‬ےک‪:‬اسھت‪:‬اظاملہن‪:‬ولس ‪:‬یک‪:‬اممتعن‪:،‬اِالسل‪:‬ام‪:‬ےک‪:‬وقحق‪:‬اک‪:‬‬
‫احمظف‪:‬ےہ‪،‬االسل۔۔۔‪:‬انم‪:‬ه‪ٓ:‬ایتش‪:‬اک‪:‬ذمبہ۔‬
‫ربِریغص‪:‬ںیم‪:‬وصایفےئ‪:‬اِالسل‪:‬‬
‫معل ن‬
‫رضحت‪:‬یلع‪:‬وجہرییؒ ‪،‬رضحت‪:‬نیعم‪:‬ادلنی‪:‬یتشچؒ‪،‬رضحت‪:‬رفدی‪:‬ادلنی‪:‬وعسم ؒد‪،‬رضحت‪:‬دجمد‪:‬افل‪:‬اث یؒ‪،‬وصایفء‪:‬وطبر‪:‬یلمع‪:‬املسمم‪:،‬وصایفء‪:‬وطبر‪ :‬مین‪:‬‬
‫ه‪:‬نیغلبمِ‪:‬اِالسل‪،‬اِالسل‪:‬ےک‪:‬امندنئاگم‪:‬ےک‪:‬وطر‪:‬رپ‪:‬وصایفء‪:‬اک‪:‬رکدار۔‬
‫وجمزہ‪:‬بتک‪:‬‬
‫‪1‬۔دیمح‪:‬اہلل‪،‬دمحم‪:،‬اِالسل‪:‬اک‪:‬ولطع‪(،‬ارمیسنج‪ٓ:‬اف‪:‬اِالسل)‪ٓ:،‬ایئ‪ٓ:‬ار‪ٓ:‬ایئ‪:،‬اِالسل‪ٓ:‬اابد۔‬
‫‪2‬۔دیمح‪:‬اہلل‪،‬دمحم‪:،‬اِالسل‪:‬کا‪:‬ےه؟‪(،‬ارٹنهڈنشک‪:‬وٹاِالسل)۔‬
‫‪3‬۔‪:‬ومدهدی‪:،‬اوب‪:‬االیلع‪،‬دیس‪،‬امیہفتت‪،‬ادارہ‪:‬ریمعتِ‪:‬اِاسنتین‪،‬اردهابزار‪:‬الوہر‪:‬‬
‫‪4‬۔‪:‬اِالصیح‪:‬انیم‪:‬انسح‪:،‬زتہیک‪:‬سفن‪،‬ادارہ‪:‬ریمعتِ‪:‬اِاسنتین‪،‬اردهابزار‪:‬الوہر‬
‫‪5‬۔‪:‬ہفیلخ‪:‬دبع‪:‬امیکحل‪:،‬االسیم‪:‬رظنہی‪:‬ایحت‪(:،‬اِالسیم‪ٓ:‬اڈیئایولیج)‪،‬ادارہ‪:‬اقثتفِ‪:‬اِالسہیم‪،‬الوہر‬
‫گنسلیم‪:‬زنشیکیلبپ‪،‬الوہر‬
‫‪6‬۔‪::‬اینزی‪:،‬ایلتق‪:‬یلع‪:‬اخم‪،‬االسیم‪:‬رظنہی‪:‬ایحت‪: ،‬‬
‫‪7‬۔دمحم‪:‬ایضء‪:‬اقحل‪:،‬ارٹنهڈنشک‪:‬وٹ‪:‬ارشلہعی‪:‬االالسہیم‪،‬العہم‪:‬اابقك‪:‬اهنپ‪:‬ویوینریٹس‪:،‬اِالسل‪ٓ:‬اابد‬
‫‪8‬۔‪:‬یلبش‪:‬امعن ی‪:،‬ریسۃ‪:‬ایبنلﷺ‬
‫‪9‬۔‪:‬یفص‪:‬احر نٰم‪:‬رابرروپری‪،‬احر قی‪:‬اموتخمل‪،‬ادارہ‪:‬دارامالسل‪:،‬الوہر‬
‫‪10‬۔‪:‬ومدهدی‪:،‬اوب‪:‬االیلع‪،‬دیس‪،‬وسد‪،‬ادارہ‪:‬اِالسکم‪:‬زنشیکیلبپ‪:،‬الوہر‬
‫‪11‬۔‪:‬دیعسی‪:،‬الغل‪:‬روسك‪:،‬ایبتم‪:‬ارقلٓام‪،‬ایضء‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪:‬وخم‪:‬ملسم‪:‬یک‪:‬ارتم‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪12‬۔اطرہ‪:‬ااقلدری‪ِ ،‬‬
‫‪:‬اثیمق‪:‬دمہنی‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪13‬۔‪:‬اطرہ‪:‬ااقلدری‪ِ ،‬‬
‫‪14‬۔اطرہ‪:‬ااقلدری‪:،‬ملسم‪:‬رایتس‪:‬ںیم‪ :‬ریوملسمں‪:‬یک‪:‬افحتظ‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪15‬۔‪:‬ومحمد‪:‬ااحطلم‪:،‬االطصاحت‪:‬ادحلثی‪،‬ادارہ‪:‬اِالسکم‪:‬زنشیکیلبپ‪:،‬الوہر‬
‫‪16‬۔الغل‪:‬روسك‪:‬دیعسی‪:،‬ذترکۃ‪:‬ادحملنیث‪،‬ہبتکم‪:‬رفدی‪ :‬ک‪:‬لاٹك‪:،‬الوہر‬
‫‪17‬۔‪:‬دبع‪:‬ادمصل‪:‬ااصلرل‪:،‬االزرہی‪،‬اترخی‪:‬افحتظِ‪:‬دحثی‪،‬ہبتکم‪:‬نیعم‪:‬االدب‪،‬الوہر‬
‫‪18‬۔‪:‬الیگ ی‪،:‬ادعس‪:‬یلع‪:،‬اِاقنبلِ‪:‬وبنیﷺ یک‪:‬تمکح‪:‬ه‪:‬دخهاخك‪،‬ادارہ‪:‬اِالسکم‪:‬زنشیکیلبپ‪:،‬الوہر‬
‫لم‬
‫‪19‬۔یلع‪:‬وجہریی‪:،‬فشک‪:‬ا حجبوب‬
‫‪:‬اعمرف‪:‬اِالسہیم‪:،‬اجیپب‪:‬ویوینریٹس‪:،‬الوہر‬
‫ِ‬ ‫‪20‬۔‪:‬وصایفء‪:‬ےک‪:‬احالت‪:،‬اِاسنولکیئڈیپای‪:‬ارده‪:‬دارئہ‬
‫‪59‬‬
HUMN1111 Ethics 2(2+0)
Specific Objectives of course: This course will serve as an introduction to religious ethics in
general and to personal ethics in particular. You will consider the positions of historical
thinkers as well as contemporary philosophers. You will gain understanding of specific topics
in character building.
Course Contents:
1. What is Ethics?
2. Religious Ethics: A Comparative Study
3. Ethical Values
i. Hinduism
ii. Budhism
iii. Zoroasterianism
iv. Judaism
v. Christianity and Islam
4. Ethics: Philosophical Perspective
i. Ram Chander Ji
ii. Mahatma Gandhi
iii. Siddharta
iv. Amanual Kant
v. Saint Paul
vi. Flourence Nightingale
vii. Aurbindu Ghoos
viii. Imam Ghazali
5. Mannerism
i. Good Manners
ii. Bad Manners
6. Ethics: Social Perspective
i. Role of Family
ii. Role of Community
iii. Role of Educational Institutions
7. Defence Mechanism
i. Conscience
a. Sin
b. Self Ego Law
a. Crime
ii. Character Building
8. Prejudice
9. Regionalism
60
10. Provincialism
Suggested Books
Ethical Theory: An Anthology 5 th ed. Russ Shafer -Landau. Wiley-Blackwell. 2013
•The Fundamentals of Ethics 2nd ed. Russ Shafer-Landau. Oxford University Press. 2011.
61
Course Description
The study of General Science in Primary and Secondary school is linked to National
prosperity and economic development. The course is designed for the effective interactive
ways of teaching science. The course will highlight the power of observation and
inquisitiveness in general sciences studies. It will also focus on how to relate facts, concepts,
theories to every day experience.
Learning Outcome
At the end of the course the learners will be able to teach General Science effectively at
elementary level in an innovative and creative manner
Specific Objectives of course
The course will enable learners to;
1. Understand scientific concepts
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of science education
4. Apply appropriate methods and techniques for effective learning in Science
Course Outline
1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge
2. Aims / Objectives Teaching General Sciences
2.1 History of Science Education
2.2 Aims / Objectives of teaching General Science at Elementary level
3. Methods of Teaching General Science
3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
62
3.4 Other innovative method
4. Approaches of Teaching General Science
4.1 Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
4.2 Teaching Strategies
a) Scope & propose of practical activities b) Science laboratory
c) Safety measure in laboratory
5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids
5.3 Principles of using teaching aids
5.4 Using low cost teaching aids
6. Characteristics of effective Science Teaching
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning
7. Evaluation
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results
Recommended Books:
Lawson, Anton. E. (1995). ―Science teaching and development of thinking‖. California:

Wadsworth publishing company
63
Rehman Mehmooda (1999). ―Teaching of science and mathematics‖. Peshawar: Ijaz printer,
Pakistan
64
Semester V
65
Course Description
This course enables the students to describe the elements and process of education. The
students will be able to comprehend education in philosophical, psychological, sociological,
and economic perspectives. The course will also enable them to discuss the views of
educational thinkers. It will help students to discuss the educational initiatives from 2002 to
date.
Course objectives
After completion of this course, the students will be able to:
• understand and analyze the elements and the process of education
• comprehend the process of education in philosophical, psychological, sociological,

and economical perspectives
• discuss the philosophical thoughts of educational thinkers
• discuss the significant educational initiatives from 2002 to date
Course Contents
1 Concept, Types and Process of Education
1.1 Concept of Education – Meaning, Scope and Importance
1.2 Modes of Education – Informal, Formal and Non-formal
1.3 Elements of the Process of Education
1.3.1 Aims and objectives
1.3.2 Curriculum
1.3.3 Pedagogy
1.3.4 Evaluation
2 Philosophical Perspective of Education
2.1 What is philosophy? Explaining Educational Philosophy
2.2 Branches of Philosophy
2.2.1 Ontology
66
2.2.2 Epistemology
2.3.1 Axiology
2.3. Styles of Philosophy
3 Educational Philosophies (Assumptions, curriculum, role of teacher and student,

classroom management, and evaluation)
3.1 Perennialism
3.2 Progressivism
3.3 Essentialism
3.4 Social Reconstructionism
4 Psychological Perspective
4.1 Educational Psychology: Concept and meaning
4.2 Role of Psychology in Learning
4.3 Role of Psychology in Teaching
5 Socio-economic Perspective
5.1 Educational Sociology: Concept and meaning
5.2 Sociological Roles in Education (conservative, critical and creative)
5.3 Social functions of Education
5.4 Education as investment
5.5 Education and economic development
6. Historical Perspective
6.1 Education in Primitive Societies
6.2 Pioneers in Education
6.3 Historical of Muslim Education
6.4 Development of Education in British Period
6.5 Educational movements in history
7. Significant Educational Policies and Initiatives
7.1 National Educational Policies
67
7.2 Education Sector Reform
7.3 Current education status
7.4 Vision 2025
Teaching and Learning Strategies
• In general, collaborative, and interactive approaches. Discussion/assignments/

presentations, projects using ―learner-centered‖ methods.
• ―Reflective Journals‖ on each session
• Maintaining course portfolios.
Suggested Readings
Ahmed, K. (1972). Principles of Islamic Education. Lahore: Islamic Publications Ltd.

Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.
Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York: Sage
Publications. Gutek, G. L. (2004). Philosophical and Ideological Voices in Education.
Boston: Pearson.
Government of Pakistan, Ministry of Education (2002). Education Sector Reforms Action

Plan. Islamabad
Government of Pakistan. (2009). National education policy 2009. Islamabad. Mangal,
S.K. (2012). Advanced Educational Psychology. PHI learning: New Delhi
Ornstein, A.C and Levine, D.U (1995). An Introduction to the Foundations of Education.
Boston:
Houghton Mifflin Company.
Semel, S. F. (2010). Foundations of education: The essential texts. USA: Routledge
68
Course Description
The purpose of this course is to develop learner‘s insight. Its unique approach helps student‘s
teachers to understand different psychological concepts by encouraging them to examine
their own learning and then showing them how to apply these concepts as teachers. This
course concentrates on core concepts and principles. It gives readers an in-depth
understanding of the central ideas of educational psychology.
Learning Outcomes
By the end of the course students should be able to:
• describe in detail the multidisciplinary nature of educational psychology
• familiarize students with basic theories derived from various discipline which are
related to education
• develop critical thinking about and appreciation of education psychology as

multidisciplinary subject
• familiarize with the concept of test development
Course Outline
1. Introduction to psychology
1.1. Schools of thoughts
1.2. Structuralism
1.3. Functionalism
1.4. Behaviorism
1.5. Humanist Psychology
1.6. Nature and function of educational Psychology
1.7. Four-way teaching agenda of educational psychology
2. Fundamentals of Human Development
2.1 Overview of Growth and Development
2.2 The development of Cognitive Functions and Language
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2.3 The development of Personality
2.4 The social and moral development
2.5 Factors influencing Child Development
3. Learning Theories and its Applications
3.1 Definition of learning
3.2 Varieties of Learning
3.3 Learning theories
3.4 Learning Process
4. The Cognitive Processing of Information
4.1 The information processing Approaches
4.2. Memory and Forgetting
4.3. Methods to improve memory
4.4 Complex cognitive processes
4.5. Transfer of Learning
5. Motivation
5.1 The influence of motivation on learning
5.2 Personality factors in motivation
5.3 Environmental factors in motivation
5.4 Motivational Techniques in teaching
6. Intelligence
6.1. Concept of intelligence
6.2. Theories of intelligence
6.3. Individual difference in intelligence
6.4. Integration, mainstreaming, and inclusion
7. Classroom Teaching
7.1 Individual instruction versus group instruction
7.2 Open and humanistic approaches to teaching
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7.3 Planning and Management
7.4 Seatwork and Recitation
7.5 Impact of culture and community
8. Classroom learning and Grading
8.1 Assessment approaches
8.2 Innovations in assessment
8.3 Grading and Reporting
8.4 Communication with parents
Recommended Books
Anita Woolfolk, (2018) Educational Psychology, 14th edition. Pearson Ormrod, Jeane,
(2010) Educational Psychology: Developing Learners: Pearson
Santrock, J.W. (2015) ―Educational Psychology‖ 5th edition. Boston: McGraw Hill.
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Course Description
This course is intended to orient the prospective teachers about the principle, process and
procedure of curriculum design and development. The participants will be informed about
various foundations on which the curriculum is based, defining, and delineating the
objectives, selection of content, its scope and outcomes, teaching strategies, curriculum
evaluation, design of instructional materials. This course will also include various factors that
affect the process of curriculum development and implementation. Students will be provided
exposure to various curriculum development models and theories to enhance their
understanding. The course will be delivered within the context of existing curriculum and the
bodies and procedures adopted for curriculum development process in Pakistan.
Learning Outcomes
At the end of the course, the students will be able to:
• understand the concept of curriculum
• aware about the process of curriculum development in Pakistan
• examine the components of curriculum development
• differentiate between different types of curriculum
• write curriculum objectives in behavioral terms
• state the critical issues, problems, and trends in curriculum
Course Outline
1. Introduction to Curriculum
1.1. The definition of Curriculum
1.2. Various forms of Curriculum
1.3. Elements of Curriculum: Objectives, Content selection, Curriculum

implementation, evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How Curriculum defers from:
1.5.1. Syllabus
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1.5.2. Course of Study
1.5.3. Educational Programme
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of Curriculum
1.6. Foundations of Curriculum
2. Curriculum: Aims, Goals and Objectives
2.1. Distinction between aims, goals & objectives
2.2. Taxonomies of educational objectives
2.2.1. Cognitive domain
2.2.2. Affective domain
2.2.3. Psychomotor domain
2.3. Solo Taxonomy of educational objectives
3. Models of Curriculum
3.1. Tyler Model
3.2. Wheeler Model
3.3. Dynamic Model
4. Designs of Curriculum
4.1. Subject-centered Designs
4.2. Learner-Centered Designs
4.3. Teacher-Centered Designs
4.4. Integrated Curriculum Designs
5. Curriculum Development in Pakistan
5.1. Curriculum development processes at elementary and secondary level
5.2. Curriculum Reforms and policies
5.3. Role of teacher in curriculum development process at various levels
5.4. Problems and issues in curriculum development
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6. Curriculum Change
6.1. Process of Curriculum Change
6.2. Various issues in Curriculum change
7. Curriculum Evaluation
7.1. School curriculum Evaluation
7.2. Forms of Evaluations
7.3. Curriculum Evaluation Approaches
7.4. Designs for evaluation (CIPP)
8. Future trends in Curriculum Development
Recommended Books
Farooq, R.A. (1993). Education system in Pakistan. Islamabad: Asia Society for the
Promotion of Innovation and Reforms in Education.
HarperCollins Murray P. (1993). Curriculum Development & Design, (5th ed),
Sharma R.C (2002). Modern Methods of Curriculum Organization. New Delhi:
Adeoye, E. A. (2007). Curriculum development: Theory and practice. Lagos: National Open
University of Nigeria.
Bharvad, A. J. (2010). Curriculum evaluation, International Research Journal, 1, 72–74.

McKimm, J. (2007). Curriculum design and development.
O‘Neill, G (2010). Programme design: Overview of curriculum models.
Pakistan National Curriculums. Retrieved from
Akhtar, M. (2004). Analysis of curriculum process and development of a model for

secondary level in Pakistan (doctoral dissertation). University of Arid Agriculture,
Rawalpindi.
Nunan, D. (2000). Syllabus design. Oxford: Oxford University Press.
Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston: Allyn & Bacon
Walker, D. F. (2002). Fundamentals of curriculum: Passion and professionalism (2nd ed.).

New York: Routledge.
Wiles, J. W. & Bondi, J. C. (2011). Curriculum development: A guide to practice (8th ed.).
Boston: Allyn & Bacon.
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Course Description
Education system in country cannot be isolated from the education system of other countries.
The purpose of this course is to introduce students to a loosely bound field that develops and
examines the elements of education from multidisciplinary, cross-national and cross-cultural
perspective. Keeping in view the requirement of equivalence in global world, it is important
to compare the education system of Pakistan with other developing and developed countries.
Knowledge about education system of various countries assist policy maker to reflect on the
education in the context of competition and excellence. It is, therefore, important that the
teacher are aware of the objective, curricula, teacher education, admission criteria and staff
recruitment requirement of the education system of developed and developing countries.
Learning Outcomes:
After studying this course, the students will be able to:
• Describe the meaning and significance of comparative education
• Compare/analyze the education systems of selected countries
• Analyze critically the education system of Pakistan
• Develop a broader analytical perspective across national, cross-cultural education

systems
• Apply theories and methods of comparative education for thinking critically about
Pakistani education system
Course contents:
1. Introduction to Comparative Education
1.1 Concept of comparative education – meaning, need and scope
1.2 Purpose of comparative education
1.3 The relation between education and social context
2. The Power of comparative education
2.1 Dimensions of comparative education
2.1.1 Scientific/theoretical
2.1.2 Pragmatic/ameliorative
2.1.3 Global/international understanding and peace
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3. Theory and practice of comparative education
3.1 Theoretical frameworks of comparative education
3.2 Methodological approaches to comparative education research
4. Cross- national perspective of systems of Education in Pakistan
4.1 Brief overview of private/madrassah/formal education, distance and non-

formal education
4.2 Federal system of Education (focusing on curriculum, and assessment

differences among other elements of Education where possible)
4.3 Provincial System of Education
4.4 Public and private system of education
5. Global Perspective of education systems
5.1 USA
5.2 UK
5.3 European countries ( Focusing on case studies from e.g. France, Germany,
Scandinavia and Finland, and the Soviet Union)
Note: The focus should be on the historical/contemporary case studies based on comparative
perspective of education in above mentioned countries. Moreover, the comparative education
of different countries (mentioned in Unit 5 and Unit 6) will be discussed with reference to
structure of education, teacher education (difference in certification and degree), the
evaluation and accreditation of teacher education programme, (licensing and certification,),
curriculum development (with reference to aims and goals of education in each country),
evaluation system and quality assurance practices and administration and management of
different countries)
6. Cross cultural perspective of East Asian countries
6.1 India
6.2 China
6.3 Malaysia
6.4 Japan
6.5 Singapore.
7. Global trends and debates
7.1 Education for All (EFA)
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7.2.1 Current theories, policies, practice and approach to learning and teaching
7.2.2 Quality Education
7.3 Comparative education for planning and development
7.4 Multi ethnic, multi-lingual populations and Education
8. Contemporary trends and Issues in Pakistani context
8.1 International commitments and challenges
8.2 Current situation of basic literacy, primary, secondary, higher and adult education
8.3 Changing landscape of education in Pakistan with respect to economic

development
Recommended Books
Bray, M. (Ed.). (2003). Comparative education: Continuing traditions, new challenges, and
new paradigms. Kluwer Academic Publishers. Netherlands.
Arnove, R. F., & Torres, C. A. (2007). Comparative Education: The Dialectic of the Global
and the Local. Rowman & Littlefield Publishers, Inc.
Manzon, M. (2011). Comparative Education: The Construction of a Field (Vol. 29). Springer
Science & Business Media.
Bignold, W., & Gayton, L. (Eds.). (2009). Global issues and comparative education. Learning
Matters Ltd.
Siddiqui, S. (2016). Education Policies in Pakistan: Politics, Projections, and Practices.

Oxford University Press.
Shrivastava, S. K. (2005). Comparative Education. Anmol Publications Pvt.
Fägerlind, I., & Saha, L. J. (2016). Education and national development: A comparative
perspective. Elsevier.
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Course description
Prospective teachers will learn about best practices of effective classroom management, how
to establish a productive classroom environment, and how to apply a variety of management
techniques to help students become responsible for their behaviors and choices. They will
learn how to increase student motivation and build positive student-teacher relationships.
They will practice and develop skills to minimize and prevent classroom and behavior
management problems. Prospective teachers will learn how to manage space, materials,
equipment and students during and between activities and how classroom management is
affected by, for example, availability of resources and space, the age and grade of children,
multi-grade and single grade classes. Prospective teachers will be provided an opportunity to
practice new skills and knowledge about classroom management with peers and in a school.
Learning Outcomes
On completion of this course trainee teachers will be able to:
• Explain the meaning and concept of classroom management
• Demonstrate the establishment of a constructive classroom learning environment
• Apply various management techniques to assist learners to be responsible for their

classroom behavior
• Demonstrate classroom organization to increase student motivation
• Analyze classroom situations to minimize behavioral problems
• Organize learning within a classroom environment to maximize available resources

and space according to a variety of ages and grade levels of learners and
• Evaluate classroom organization in simulated and actual classroom situations.
Course Outline
1. Introduction to classroom management
1.1. Elements of ―classroom management‖ in the context of elementary education
1.2. Variety of roles of the teacher in managing the elementary classroom
2. Classroom organization to encourage learner interest and class participation
2.1. The elements of classroom organization
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2.2. Impact/outcomes of various kinds of classroom organization on student behavior
2.3. Classroom activity for managing learning
2.4. Organizing and managing field trips and class visits
3. Design of the effective learning classroom
3.1. Identifying resources for learning
3.2. Using displays and visuals for enhancing the learning environment in the
classroom
3.3. Seating arrangements for learning experiences
3.4. Physical facilities to enhance the learning environment
3.5. Evaluating the effective learning classroom
3.6. Managing the overcrowded classroom
4. Maintaining classroom records
4.1. Record-keeping systems: their establishment and maintenance
5. Incentives and rewards in the classroom environment
5.1. How to maximize student success and minimize behavioral problems in the
classroom
5.2. Incentive systems in the classroom setting
6. Managing Classroom Discipline
6.1. Creating a positive classroom environment for student responsibility
6.2. Strategies for managing potential disciplinary issues before they become
problems
Assessment Criteria
• Student teachers are able to describe the elements of a positive classroom

environment and explain why they have made the arrangements they have done
(written assignment)
• Practical classroom construction of a positive learning environment
• Demonstrate positive classroom management through role plays and simulations
• Final examination
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Recommended Books and Resources
Garrett, Tracey. (2014). Effective Classroom Management-The Essentials. NewYork:

Teachers College Colombia University
Harry,K,Wong & Romerry, T, Wong. (2018). The Classroom Management 2nd Ed. USA:
Harry.K.Wong Publications.
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Semester VI
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Objectives:
At the end of this course the prospective teachers will be able to:
Relate the ancient art history to the [resent time
Work the ancient techniques of making crafts in the present day
Develop different themes & design from different cultures & ant
Describe the most ancient & art heritage of Pakistan
Describe the importance of art & craft in a society & culture
Work with cheap material like paper
Recycle the waste material into useful one
Apply the crafts if Pakistan in an easy manner into the classroom
Teach different subjects in school through art & craft
Course Outline:
Theoretical 70
1. The Art of Ancient Egypt

The land of the Nile
The pre dynastic & early Dynastic Periods
The old Kingdom
The middle Kingdom
The new Kingdom
2. Greek Art
The Geometrical period
Archaic period
Early, High & Late Classical periods
Hellenistic Period
3. The ancient art of South Asia
Indus Valley Period
4. Art across the curriculum
Teaching of different subjects in school through at & crafts.
Lesson planning
Practical Work: 30 Marks
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a. Pencil & crayon Sketching & drawing
b. Weaving
c. Pot painting
d. Collage
e. Stamping & Stenciling
f. Poster making
g. Three dimensional projects of paper. (Boxes, origami etc.)
Bibliography:
o Wardle, f. (2003). Introduction to early childhood education: A multidimensional

approach to child-centered care and learning Boston, MA. Allyn and Bacon.
o Mattil, E. L. (1965). Meaning in crafts (2nd.ed) Englewood Cliffs, NJ: Prentice Hall, Inc.
o Piaget. J. (1962) Play, dreams and imitation I childhood. New York: Norton.
o Doerfler-Dall, Mary (2001).Snipper Critters: Easy Art Activities to Stimulate Language
across the Curriculum: Maupin House, INC, P. O. Box 90148, Gainesville
o Albert, Grunwedel, Burgess, James Buddhist art In India. Barnes Noble USA
o Honour, Hugh, Fleming, John (1991). A World History of Art USA.
Laurence King Publishing.
o Harris, Jonathan P. (2001) the New Art History: A Critical Introduction, UK. Routledge.
o Walling, Donovan R. (2005). Visual Knowing: Connecting Art and Ideas across the
Curriculum. UK. Routledge.
o Tansev‘s Art Through the ages. 11th Edition. Thomson Wadsworth USA.
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COURSE OBJECTIVES
After completion of this course students will be able to:
• Explain / discus the importance of Islamic beliefs (Islamic Aqaid) as code for
practical life.
• Use lecture method for effective teaching of Islamic studies.
• Explanation/ use various methods of teaching i.e. translation, discussion, Question

and answer, storytelling methods.
• Use the exemplification, project method and Jigsaw techniques.
• Use audio visual aids i.e. charts, computer, Multimedia etc.
• Use other modern methods/ techniques audio, video lecture of scholars.
• Relate the subject of Islamic studies to other subjects.
• Use modern methods of Assessment of Evaluation of Students in Subject of Islamic

Studies.
COURSE CONTENTS
1. Introduction of importance of teaching of Islamic studies.
1.1. Islamic studies as a subject
1.2. Importance of teaching of Islamic studies for Pakistani society
1.3. Nature/ Status of Islamic Studies in Schools
2. Teaching system in Islam
2.1. Foundation of Islamic Education System
2.2. Characteristics of Islamic Education System
2.3. Teaching Strategy in the light of Quran
2.4. Hazrat Muhammad S.W as a Teacher
3. Role of Islamic Studies‘ Teacher
3.1. Teacher as mentor
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3.2. Teacher s Role model for Students
4. Teaching Methods for teaching of Islamic Studies
4.1. Lecture Method
4.2. Discussion/ Jigsaw
4.3. Translation Method
4.4. Project Method
4.5. Drill and Practice
4.6. Demonstration method
4.7. Story Telling Method
4.8. Text Book
5. A.V Aids for Teaching of Islamic Studies
5.1. Projected Aids (Projector, multimedia, Overhead projector
5.2. Non-Projected Aids
5.3. Lesson plans
6. Assessment and Evaluation in Islamic Studies
6.1. Meaning and Concept of Assessment and Evaluation
6.2. Types of Evaluation
6.2.1. Formative
6.2.2. Summative
6.3 Test and Examination in Islamic Studies
6.2.3. Subjective
6.2.4. Objective, Short Answer, MCQs, True Fall etc.
6.2.5. Oral and written tests
TEACHING STRATEGIES
• The assignments and projects will be based on the content of course outline.
• Both preparation and presentation of assignments and presentations will be given due
weightage in terms of classroom discussion and assessment.
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SUGGESTED READINGS
Sadar uden Islahe, Islam aik Nazar Men,
Dr. Liaqat Ali Khan Niazi, Islam ka Nizam-e- Hayat, Lahore, Sang-e- Mel Publications
Tadrees-e- islamyat B.Ed, Muzamal Ahsan Shaikh , Lahore, Mujeed Book Depo Dinyaat ,
Molana Abu Ila Ali Mawdawe
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Course Description
This course is designed to provide an opportunity to develop awareness about linkage among
school, community, and teacher for effective education program. Through this course the
student has an exploration of interaction between teaching and learning within school and
community. The course emphasized that how to experience the social contact with the
community, and how to mobilize community for the development of the school. The course
includes a wider issue include culture, gender, special needs, equity and equality and
collaborative working condition within the school and community. This course will provide
an orientation for the process of socialization and social development. It‘s also emphasize on
social factors which may affect education. This course has not only a theoretical perspective,
it has some practical aspects as well like community work, health promotion activities, and
promotion of healthy environment.
Learning Outcomes
After completion of the course, the student will be expected to:
• Discuss relation between school and community.
• Know the process of linkage among the school community and teacher for effective
education.
• Identify the social factors affecting education and how it can support the development
of education.
• Know the role of teachers and school in socialization of student and development of
society
• Enable prospective teachers to contribute in community work, health promotion

activities and endorsement of healthy environment.
Course Outline
1. Society, Community and Culture
1.1. Definition, Structure, and function.
1.2. Individual Status and his/her role in the society
1.3. Social interaction
1.4. Cultural diversity
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1.5. Culture and Cultural elements of Pakistani community.
1.6. Role of education in strengthening Pakistani community.
2. Group and Group Dynamics.
2.1. Meaning of group
2.2. Group dynamics
2.3. Types of social groups
2.4. Individual behavior and group behavior
2.5. Role of school and teacher in molding individual and group behavior
3. Socialization
3.1. Meaning and aims of socialization
3.2. Agencies of socialization
3.3. Stages of social development
3.4. Role of school in socialization
3.5. Teacher as role model as participating in community and health activities.
4. Social Institutions
4.1. Definition of social institutions
4.2. Types of social institutions
4.2.1. The family
4.2.2. Economic institutions
4.2.3. Religious institutions
4.2.4. Educational institutions
4.2.5. Play and recreational institutions
5. School and Community
5.1. Relationship between school and community
5.2. Effects of school on community
5.3. Effects of community on school
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5.4. A critical analysis of effective role of school and teachers in Pakistani
community
6. Social Control
6.1. Definition
6.2. Social deviation, peace, harmony, and tolerance
6.3. Methods of social control
6.4. Role of community, school, and teacher in developing peace, harmony and
tolerance
7. Teacher School and Students
7.1. Are teachers born or made?
7.2. Effective and reflective teaching
7.3. Creative and critical teaching
7.4. Teacher Effectiveness
7.4.1. Co-curriculum activities
7.4.2. Clarity in academic and non-academic structures
7.4.3. Creating expressive environment in classrooms.
7.4.4. Reflection or productive feedback
8. Technological Change
8.1. Technological change and its impact
8.2. Sources/forces of technological change
8.3. Technology and jobs
8.4. Technology and ethical values
8.5. Utilitarian view of technology
Recommended Books:
Chaudhary, M. Iqbal, Sociology, Aziz Publishers, Lahore: Urdu Bazar.
Hafeez Sabiha, Pakistani Society Volti, R. (2002) Society and technological change (6th ed.)
Worth Publishers.
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Mehnaz Aziz, School and Family Partnership, (2007), Children‘s Global Network, Pakistan.
Sadker Marya Pollack and David Miller Sadker (2003). Teachers‘ School and Society. (6th
Ed) McGraw Hill Book Company New York USA.
Tagga, Abdul Hamid, School, Maashra Owar Ustad. Sarwar, Ghulam Rana, School,
Maadrsha owar Ustad.
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Course description
The elementary teacher needs to have a basic knowledge of school guidance and counseling
techniques to address students‘ personal and social problems she or he may encounter in the
classroom. The is course will assist the trainee teacher to perform the basic skills of school
guidance and counseling. This course will increase the trainee teacher‘s ability to exercise
active listening skills, reflect students‘ concerns, assist students to arrive at solutions to
problems they present, and advise them on potential solutions to stated difficulties.
Learning Outcomes
On successful completion of this course, learners will be able to:
• Demonstrate knowledge of the importance of guidance and counselling to support the

teacher‘s role in the classroom
• Explain the role of various members of a guidance and counselling system in

supporting learners in addressing their future choices and social challenges
• Demonstrate the skills of student advisement in making responsible social choices and
decisions
• Assist students in making informed choices to solve personal, educational and social
problems they confront
• Refer students to resources that can assist them in solving social and personal
problems they encounter.
Course outline
1. Introduction to Guidance and Counseling
1.1. Define and differentiate Guidance and Counseling
1.2. Objectives of Guidance
1.3. Principles of Guidance
1.4. Objectives of Counseling
1.5. Principles of Counseling
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2. The role of guidance and counseling personnel
2.1. Teacher in guidance and counseling
2.2. Psychologist in student services
2.3. Administrator in guidance and counseling
2.4. Career counselor
2.5. Librarian in guidance and counseling
3. Techniques of Guidance
3.1. What are the basic techniques of guidance?
3.2. How the teacher can assist the learner to make informed choices to guide their
future
3.3. Assisting the learner in personal and social development
3.4. Developing guidance skills: questioning techniques, active listening
4. Basic skills of Counseling
4.1. What are the basic skills of Counseling?
4.2. Identifying elementary social problems the classroom teacher can resolve
4.3. Exercising basic counseling skills in a controlled situation
4.4. Evaluating basic counseling techniques among peers
5. Services of Guidance
5.1. Orientation service
5.2. Testing service
5.3. Educational and occupational services
5.4. Counseling services
5.5. Placement services
5.6. Follow up services
5.7. Research & evaluation services
6. Evaluation of the guidance and counseling program
6.1. Types of evaluation in guidance and counseling
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6.2. Program evaluation
7. Cumulative Record Card
7.1. Nature and purpose of the Cumulative Record Card (CRC)
7.2. Advantages of the CRC
7.3. Design of CRC
Assessment in the course
Written test to measure acquisition of theoretical knowledge
Demonstrations of counseling skills
Role plays for peer evaluation (guidance and counseling situations)
Suggested Readings
Barki, B. G., & Mukhopadhyay, B. (2008). Guidance and counseling: A manual (10th
reprint). New Delhi: Sterling.
Gibson, R. L., & Mitchell, M. H. (2007). Introduction to counseling and guidance (7th ed.).
Upper Saddle River, NJ: Prentice Hall.
Kinra, A. K. (2008). Guidance and counselling. New Delhi: Dorling Kindersley.
Kottler, J. A., & Shepard, D. S. (2008). Introduction to counseling: Voices from the field (6th
ed.). Belmont:
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Course Description
This course focuses on developing effective elementary school leaders. The aim of the course
is to make prospective teachers well acquainted with the process of running schools in
effective and efficient manner besides being well versed with the duties and responsibilities
of the head teachers. The course covers knowledge about school management; organization;
function of head teachers, record keeping, and school-community relations related matters.
Learning Outcomes
After completing this course prospective teachers will be able to:
• Manage and plan school academic matters effectively
• Manage and plan school budget matters effectively
• Manage and plan students‘ affairs related to co-curricular activities
• Manage library and instructional material related matters
• Manage upward, downward, and horizontal communication
• Manage and plan school – community relationship activities.
• Resolve conflicts among different custodians of school community.
• Maintenance and management of school infrastructure and programs.
Course outline:
1. Introduction
1.1. Definition and concept of organization, administration, and management
1.2. Importance and impact of effective management
1.3. Elements of management
1.4. Basic Management Processes
1.5. Principles of school Management
2. Role of Principal as manager
2.1. Supervisory Roles in school
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2.2. Providing instructional leadership
2.3. Working with parents
2.4. Managing supporting staff
3. Planning the curriculum
3.1. Developing and planning yearly calendar for school activities
3.2. Assigning roles to staff
3.3 Monitoring and supervising curriculum
3.4. Curriculum revision and evaluation
4. Managing Health, safety, and co-curricular activities
4.1. Planning activities to promote health and safety measures
4.2. Planning and aligning co-curricular activities with yearly calendar
5. Managing structure and processes
5.1 Management arrangement
5.2. Collective responsibility
5.3. Effective school discipline
5.4. Performance evaluation
5.5. Appraisal processes
6. Managing Communication in schools
6.1. Meetings in school (preparation, conduct and recording the proceedings)
6.2. Establishing a communication network
7. Record keeping in schools
7.1. Attendance record
7.2. Enrollment record
7.3. Examination record
7.4. Financial records
7.5. Maintaining stock registers
7.6. School registers
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8. Day to day concerns
8.1. School day activities
8.2. Arranging the classes
8.3. Staffing arrangement
8.4. In time directions to address day needs
8.5. Conflict management
9. Managing School Plant:
9.1. Maintenance of physical aspects (building, library, hostel, playgrounds etc.)
9.2. Management of learning resources
9.3. Educational financing
9.4. Budgeting and Expenditures
Recommended Books:
Burden, P. (1995) Classroom Management and Discipline. New York: Longman.
Hoy, W.K. & Miskel, G.C (1996) Educational Administration: Theory Research and Practice,
(5th ed.) New York: McGraw Hill Inc.
Lunenburg & Ornstein, (2004) Educational Administration: Concepts and Practices Tony
Bush:Theories of Educational management.
Robbins, S.P. (1996). The Administrative Process. Sydney: Prentice Hall.
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Semester VII
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Course Description
This course is designed to prepare them to situate themselves as researching professionals

and at the same time enhance their own professional practice. Students will engage in a
critical analysis of different research work and relate it to their own context. The units
provide students with the opportunity to engage with the research literature and to establish
how different researchers‘ techniques help improve the overall classroom situation
Course Outcomes
At the end of the course, the learners will be able to
• Discuss the meaning, nature & scope of research in education
• Situate themselves as researching professionals
• Conduct research in different educational settings
• Write research report and present it effectively
Course Outline
1. The Nature of Educational Research
1.1. Definitions of Educational Research
1.2. Scope and importance
1.3. Scientific method
1.4. Types of Research
1.4.1 By purpose
1.4.2 By method and technique
1.5. Qualitative versus Quantitative research
2. Methods of Educational Research
2.1. Descriptive Research
2.2. Experimental Research
2.3. Historical Research
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2.4. Case Study
2.4. Action Research
3. Research Problem
3.1. Selection and statement
3.1.1. Selection/Criteria
3.1.2. Sources
3.1.3. Purpose Statement
4. Review of Related Literature
4.1. Need and significance
4.2. Sources (Primary & Secondary)
4.3. Note taking techniques
4.4. Organizing and citation
5. Formulation and Statement of Hypotheses
5.1 Definition and purpose
5.2 Types of hypotheses
5.3 Stating the hypotheses
5.4 Testing the hypotheses
6. Selection of Sample
6.1 Sampling: definition, purpose
6.2 Definition of population
6.3 Probability Sampling
6.3.1 Random sampling
6.3.2 Stratified sampling
6.3.3 Cluster sampling
6.3.4 Systematic sampling
6.3.5 Double sampling
6.4 Non-probability sampling
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6.4.1 Convenience sampling
6.4.2 Purposive sampling
6.4.3 Quota sampling
6.4.4 Snowball sampling
7. Types of Instruments
7.1 Tests
7.2 Questionnaire
7.3 Interview Schedule
7.4 Observation Schedule
7.5 Rating Scales and other Instruments
7.5.1 Nominal Scale
7.5.2 Ordinal Scale
7.5.3 Interval Scale
7.5.4 Ratio Scale
7.6 Criterion for the Selection of Instruments
8. Data collection Procedures
9. Data Analysis Procedures
9.1. Descriptive
9.2. Inferential
9.3 Using Computer for Data Analysis
10. Report Writing
10.1. Writing formats & Presentation
10.2. Referencing and APA
10.3. Academic honesty and Research Ethics
Recommended Books:
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London:
Routledge.
Creswell, J. W (2014). Research Design 4th Ed, London: Sage Publications Inc.
100
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2014). How to design and evaluate research in
education (Vol. 7). New York: McGraw-Hill.
Neuman. W.L. (2006). Social Research Methods: Quantitative and qualitative approaches
6th Ed. USA: Pearson Education Inc.
L.R. Gay. (2010). Educational Research 12th Ed. USA: Pearson Education Inc.
101
Semester VIII
102
Introduction
Competent teachers are usually knowledgeable in their respective content areas. Being part of
the education system, teachers need to be aware of the contemporary issues and trends in
education. Issues such as population explosion, HIV/AIDS, Gender Development, sustainable
development require a broad-based knowledge approach for teacher preparation. Therefore, a
course on contemporary issues and trends in education is considered significant to develop an
insight among teachers.
Objectives
At the end of this course, the students will be able to:
• argue on the positive and negative impact of the information explosion
• explore the gap between madrassah and mainstream education and identify
appropriate government responses
• identify barriers to the achievement of universal literacy and how these may be
removed at the local level
• discuss the gradually reducing gender disparity in education in Pakistan and its likely
consequences
• analyze the relationship between national curriculum structure and career

opportunities
• consider how best environmental awareness can be enhanced through schools
• consider the consequence of the growing privatization of education
Course Outline
1. Introduction to contemporary issues and trends in education
1.1. Meaning, Definition and concept of trend and issues.
1.2. Difference between trends and issues
2. Education as a Complex Enterprise
2.1. Diversity of aims and approaches in education.
2.2. Variety of philosophical approaches to education.
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2.3. Education in different periods and societies
3. Madrassah Education
3.1. Madrassah: origin, aims and objectives
3.2. Role of madrassah in 21st century
3.3. System of education in madrassah
3.4. Madrassah reforms in Pakistan
4. Universal Literacy
4.1. Literacy and individual rights
4.2. Factors affecting program for universal literacy: medium of instruction
4.3. Formal and Non-formal education: Advantages and disadvantages
5. Gender Disparity
5.1. Concept of gender equality
5.2. Factors affecting the status and role of women
5.3. Steps towards reducing gender disparity.
6. Population Education:
6.1. Concept of Population Education.
6.2. Factors affecting Population Education.
6.3. Impact of Population Growth on National Development.
6.4. Roles and responsibilities of family, school, mosque, and community in

population Education.
6.5. Steps towards population planning and welfare.
7. Environmental Awareness
7.1. Types of pollution
7.2. Causes of pollution
7.3. Environmental education
8. Privatization of Education
8.1. Government resources and multiple demands
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8.2. Need of private sector education
8.3. Challenges of quality education
9. Information Technology in Education
9.1. New concept of information explosion
9.2. Expanding learning resources
9.3. Information and communication technology (ICT) literacy
9.4. Technology in education
Recommended Books
Badran, M. (2005). The Gender of Islam, Al-Ahram: Cairo.
Haltak, J. (1990). Investing in the Future, Setting Educational Priorities in the Developing
World, Paris, UNESCO. McGraw-Hill Kogakusha.
Ministry of Education, Curriculum Wing (2010), 13 Modules on Various Core Themes of

Population Education, Islamabad.
Pakistan, Govt: (2003). Education for All, Ministry of Education Curriculum Wing
Islamabad.
Sylvester, C. (1994). Feminist Theory and International Relation, in Post Modern Era,
Cambridge University Press.
UNESCO, Pakistan (2004). Quality of education in Pakistan, UNESCO Office, Islamabad.
X. H. O. (2005). Emerging Issues in Water and Infections, U.N.O. Publishers, Philadelphia.
Walt, S. (1992). The Renaissance of Security Students, New York. Colombia Press.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London:
Routledge. Creswell, J. W (2014). Research Design 4th Ed, London: Sage Publications Inc.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2014). How to design and evaluate research in
education (Vol. 7). New York: McGraw-Hill.
Neuman. W.L. (2006). Social Research Methods: Quantitative and qualitative approaches 6th
Ed. USA: Pearson Education Inc.
L.R. Gay. (2010). Educational Research 12th Ed. USA: Pearson Education Inc.
105
Course Description
This course is designed to develop prospective teachers towards adequate knowledge of the
concept of evaluation and test construction during the course. The teacher will develop skills
to construct classroom based tests to evaluate students learning outcomes. The learner will
also be able to report the result to different stake holders in a professional manner.
Learning outcomes
After the end of the course, the prospective teachers will be able to:
• Understand the concept of evaluation and testing
• Determine the qualities of a good test
• Plan and construct appropriate classroom test to evaluate students‘ performance.
• Make report of the test results to different stakeholders.
Course Contents
1. Test, testing and evaluation
1.1 Meaning of test, testing and evaluation.
1.2 Purposes, Principles and scope of test and evaluation.
1.3 School Evaluation program.
2. Types of assessment
2.1 With respect to Forms of assessment
2.2 With respect to parameters of comparison
2.3 With respect to Instructions
2.4 Typical performance vs maximum performance
3. Test Construction
3.1 Planning the test
3.2 Preparing the test items
3.3 Developing test specification
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3.4 Assembling the test
4. Rules for Test Construction
4.1 General rules for test construction
4.2 Objective type test Items
4.2.1 Scoring of objective type tests
4.3 Subjective type test items
4.2.1 Developing Rubrics
5. Test Administration and analysis
5.1 Administration/conducting the test
5.2 Item analysis and modification
6. Qualities of a good test
6.1 Reliability
6.2 Validity
6.3 Adequacy
6.4 Objectivity
7. Interpretation of test scores
7.1 Percentage
7.2 Ordering and ranking
7.3 Frequency Distribution
7.4 Measure central tendency
7.5 Measures of Dispersion
7.6 Pictorial forms (Graph, polygon, histogram)
7.7 Reporting the test scores
8. Students will design and appraise a test
Students will follow the rules and steps involving test construction and design and appraise a
test.
107
Recommended Books:
Ebel, R. (2004). Essentials of Educational Measurement. India: Prentice Hall.
Freeman, R. (2004). Planning and Implementing Assessment. New York: Routledge Flamer.
Fein,M. (2012). Test Development Fundamentals for Certification and Evaluation: The
American Society for Training and Dvelopment. USA.
Georg, D. (2003). Trends in Measurement and Evaluation Techniques. New Delhi:

Commonwealth.
James, W. (2005). Evaluation and Development of School Educations. New Delhi: Anmol
Publications.
Kubiszyn, Tom. (2003). Educational Testing and Measurement: Classroom Application and
Practice. United States: John Wiley & sons, Inc.
Linn, R.L. (2008). Measurement and Assessment in Teaching. Pearson Education: India.
Miller, M, D., Grounlund, N. E., & Linn, R. L. (2009). Measurement and Evaluation. New
Jersey: Prentice Hall ,Inc.
Oosterhof, A. (2003). Developing and Using Classroom Assessment. United States: Merrill
Prentice Hall.
Smith, D. (2005). Methods of Educational Measurement. New Delhi: Commonwealth.
Swain, S. (2005). Educational Measurement: Statistics and Guidance. Kalyani Publications.
108
Disciplines and Content
Courses for Arts, Social
Sciences and Humanities
109
ECONOMICS
110
ECON1111 Principles of Microeconomics 3(3+0)
Specific Objective of Course: This is first course of Economics. Objective of this course is to
develop analytical ability among students to solve economic problems and to make the
students familiar with advanced topics of Micro Economics.
Course Outlines:
Introduction: Economics, Micro-economics, Macro-economics, Scarcity and choice,

Rational Behavior, Limited Income, Unlimited Wants, A Budget Line, Factors of Productions
Production Possibility Curve: Definition, Assumptions, Law of Increasing Opportunity

Cost
The Market System: Introduction of four economic systems. Capitalism, Socialism, Mixed
Economies and Islamic Economic system
Demand, Supply and Market Equilibrium: Law of demand, the demand curve, Market
Demand, Changes in Demand, Changes in Quantity Demanded, Law of Supply, the Supply
Curve, Market Supply, Change in Supply Curve, Changes in Quantity Supplied, Market
Equilibrium, Equilibrium Prices and Quantity, Changes in Supply, Demand and Equilibrium
Elasticity: Price Elasticity of Demand, Formula, Determinants of Price Elasticity of

Demand, Cross Elasticity, Income Elasticity of Demand
Consumer Behaviour: Law of Diminishing Marginal Utility, Total Utility, Marginal Utility
and their relations, Consumer Choice and the Budget Constraint, Utility Maximizing Rule,
The Indifference Curve, Problem Solving, Class Activity
The Cost of Production: Economic Cost and Financial Cost, Short Run Production Costs ,
Long Run Production Cost
Pure Competition in The Short Run: Pure competition characteristics, Demand seen in SR,
Profit Maximization in the SR, Supply Curve, Pure competition in the Long Run
Pure Monopoly: Characteristics of Monopoly, Demand, Output and Discrimination of Price
111
Monopolistic Competition and Oligopoly: Characteristics, determination of Price and
Output in Monopolistic Competition in short run and long run, Introduction of Oligopoly and
Prisoner‘s Dilemma.
Recommended Text Books:

1) Principles of Microeconomics By N. Gregory Mankiw (Latest Edition)
2) Economics By ―MacConnell and Brue‖ (Latest Edition)
3) Microeconomic Theory: Basic Principles and Extensions by Walter Nicholson
(Latest Edition)
112
ECON1115 Economics of Pakistan 3(3+0)
Specific Objectives of the Course: Objectives of the course are to make students
understand the key sectors of economy of Pakistan and contemporary issues in agriculture,
industry and financial and social sector, make students understand current policies in trade,
commerce, fiscal/monetary policy, industry and agriculture.
Course Outlines:
Overview of Pakistan Economy: Development Experience, Approaches, Policies and
Outcomes. Identification of Issues: The era of 1950's to 2000's. Structural Change and
Sources of Growth, Emergence of Economic Issues, Human Resource Development,
Unemployment, Poverty, Income Distribution, Debt, Deficit etc. Growth with limited
development in Pakistan.
Role of Strategic Sectors: Importance and problems of agriculture, industry, human capital,
transport and communications sectors, the role of public policies in solving problem of
inflation and unemployment.
Banking Sector in Pakistan: Role of commercial and central banks in resource
mobilization, growth of banking sector, nationalization and privatization of banks, role of
monetary policy in promoting economic growth, Inflation in Pakistan: causes and remedies,
Islamic banking in the Pakistan: issues and prospects.
Fiscal System in Pakistan: Public revenues and expenditure, budget formulation and fiscal
policy, management of public debt in Pakistan.
Foreign Trade: Role of foreign trade in economic growth, Export-promotion and Import
substitution policies, terms of trade, BOP problems, role of remittances and foreign assistance
in Economic Development of Pakistan.
Recommended Books:
1) Aslam M., Perspective on Development Planning In Pakistan, Allied Book Centre;

Lahore, 2001-2002.
2) Chaudhary M. Aslarn and Ahmad Eatzaz: Globalization, WTO and Trade Liberalization
in Pakistan, FerozSons, Lahore (2004).
3) Chaudhary M. Aslam, Human Resource Development and Management in Pakistan,
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Ferozsons, Lahore (1989).
4) Ishrat Hussain, Pakistan: The Economy at the Gross Roads - Past Policies and Present
Imperatives, Oxford Univ. Press, Karachi, 1988.
5) Khan, Shahrukh R., 50 Years of Pakistan's Economy - Traditional Topics and
Contemporary Concerns. Oxford Univ. Press, Karachi (2000).
6) Mahbool-ul-Haq Centre for' Human Development (MHCHD), Poverty Profile of
Pakistan, (1989) Oxford University Press.
7) Human Development In South Asia, Annual Report.
8) Saeed, Khawaja Amjad, The Economy of Pakistan, Karachi: Oxford University Press,2004
Zaidi, Akbar, (1999), Issues in Pakistan Economy, Oxford .Univ. Press, Karachi. World
Development Reports, World Bank.
114
ECON 1116 Principle of Macroeconomics 3(3+0)
Specific Objectives of the course: At the end of this course, the students will be able to
develop the understanding of Macroeconomics concepts, theories and models and to use and
understand economic models and explain economic issues with the help of actual figures and
also familiarize with the working of economy.
Course Outlines:
Introduction: Economics, Micro-economics, Macro-economics, The Miracle of Modern

Economic Growth
Measuring Domestic Output and National Income: Gross Domestic Product, The
Expenditure Approach, The Income Approach, Other National Accounts, Nominal GDP
versus Real GDP, Shortcomings
Economic Growth: Economic growth, modern economic growth, Determinants of Growth,

Production Possibility Analysis
Business Cycles, Unemployment and Inflation: Phases of Business cycle, Measurement of

unemployment, Types of unemployment, Inflation meaning, measurement and facts
Basics Macroeconomics Relationship: The income consumption and income saving

relationships, The Interest rate investment, The Multiplier effects.
The Aggregate Expenditures Model: Assumptions, Consumption and Investment

schedules, Changes in Equilibrium GDP and the Multiplier, Adding the Public Sector,
Equilibrium versus Full Employment GDP, Recessionary expenditure gap and inflationary
expenditure gap.
Aggregate Demand and Supply: Aggregate Demand, changes in Aggregate Demand,
Aggregate Supply, Changes in Aggregate Supply, The Diamond Water Paradox, Equilibrium
and Changes in Equilibrium.
Fiscal Policy and Monetary Policy: Introduction and Tools of Fiscal Policy, Introduction
and Tools of Monetary Policy.
115
Recommended Text Books:
1) Principles of Macroeconomics By N. Gregory Mankiw (Latest Edition)
2) Economics By ―MacConnell and Brue‖ (Latest Edition)
3) Macroeconomics by R. Dornbusch, S. Fischer and Startz R. (Latest Edition)
116
ECON3117 Development Economics: Theory and Application 3(3+0)
Specific Objectives of the Course: This is a first course in development economics that
studies the economics of low and middle income countries. Topics include the structure of
developing countries, their institutions, the policies their governments follow, the contours of
poverty and inequality, and the ongoing struggles with economic growth. Apart from that it
would cover theoretical foundations for different policy issues such as--What is the role of
markets? Is government intervention in a market is a good thing? Do we need to be
concerned about inequality? and why? What are institutions, and how do they facilitate or
hinder economic development? Is development necessarily uneven, with some sectors
growing and others stagnating? How do we think about the political economy of
development: from voting or lobbying all the way to conflict? What are local problems and
policies and what are international problems and policies?
Course Outlines:
Development Economics: Scope, Need, and Importance as a Separate Discipline:

Definitions: Economic Development and Growth, Identification of Development Variables.
Scope and Significance of Development Economics. Characteristics of LDC‘s. Measurement
of Economic Development and Growth. Per Capita Income approach, Quality of Life Index /
HDI. Characteristics of developing countries.
Major Theories of Development: Classical Theories, Vicious Circle of Poverty, Rostow‘s

Stages of Economic Growth, Balanced and Unbalanced Growth, Big Push Theory, New
Growth Theory, Market Friendly Approach, Structuralist‘s viewpoint, Dependency theory,
False-Paradigm, Income Convergence/ Divergence hypothesis, New Growth Theory,
Economic system: capitalism, socialism and mix economy.
Agriculture and Industry: Lewis‘ Model of surplus labor, Rains‘ Fei Model, and its critical
review, Green Revolution, and its Performance. The problem of Sectoral Dualism,
Complementarities between agriculture and industry.
117
Population, Education, and Human Capital: Population problem, Demographic Transition,
the contribution of education to development, Human capital accumulation and market
failure.
Poverty, Inequality and Development: Definitions and Approaches to Measure Poverty,

Absolute and relative poverty, Economic characteristics of poverty group, Poverty of
Participatory Index (POPI), Policies/Strategies to Combat Poverty and Improving Income
Distribution: Critical Evaluation, Growth and Poverty.
Recommended Books:
1) Todaro, M. P. and S. C. Smith (2011), Economic Development, 11th edition. Palgrave.

2) Thirlwall, A. P. (latest edition). Growth, and Development with Special Reference to
Developing Economies, Basingstoke: Palgrave Macmillan.
3) Basu, K. Analytical (latest edition). Development Economics: The Less Developed
Economy Revisited, Cambridge: MIT Press.
4) Debraj Ray. (1998), Development Economics, Princeton University Press.
5) Sokoloff, K. and S. Engerman (2000), History Lessons: Institutions, Factor
Endowments, and Paths of Development in the New World, Journal of Economic
Perspectives.
6) Acemoglu, D., Johnson, S. and J. Robinson (2001), The Colonial Origins of
Comparative Development: An Empirical Investigation, American Economic Review.
7) S. Anderson and D. Ray (2010), Missing Women: Age and Disease, Review of
Economic Studies.
8) K. Munshi and J. Myaux (2006), Social Norms and the Fertility Transition, Journal of
Development Economics.
9) J. Esteban, L. Mayoral and D. Ray (2012), Ethnicity and Conflict: Theory and Facts,
Science.
10) Acemoglu, Daron and James A. Robinson (2006), Economic Origins of Dictatorship
and Democracy, Cambridge University Press.
118
POLITICAL SCIENCE
119
POLS1111 Introduction to Political Science 3(3+0)
Course Objectives:
After the completion of this course, the students will be able to

 introduce the students with the fundamentals of the subject of Political
Science
 Prepare them for advanced studies in the forthcoming semesters.
 know the approaches to study State: its origin and evolution
 know the political system of Pakistan
 understand the organs of democratic system
 understand observational drawing
Contents
 Definition, Nature, Scope and Sub-fields of Political Science.

 Approaches to study of Political Science: Traditional and Modern.
 Basic concepts of Political Science: Power, Authority, Legitimacy, Nation and
Sovereignty.
 Political System: Definition, Characteristics and Functions.
 State: its origin and evolution; Western and Islamic concepts of State.
 Law: Definition, Sources, Kinds; its relationship with Morality, individual Liberty
and Rights & Duties.
 Organs of Government: Legislature, Executive, Judiciary.
 Forms of Government: Unitary, Federal, Parliamentary and Presidential.
 Political Parties, Interest Groups, Public Opinion, Electoral process.
Suggested Readings
 Rodee, Anderson etc. Introduction to Political Science, Islamabad, National Book

Foundation, Latest Edition.
 Mazher ul Haq, Theory and Practice in Political Science, Lahore Bookland, 1996.
 Mohammad Sarwar, Introduction to Political Science, Lahore Ilmi Kutub Khana,
1996.
 Ahmad Shafi Choudhry, Usul-e-Siyasiat, Lahore Standard Book Depot, 1996.
 Bashir Ahmad Sheikh, (Sindhi) Riyasat Jo Ilm (Science of State),
 Jamshoro, Institute of Sindhalogy, University of Sindh, 1985.
120
POLS1115 Political System of Pakistan, India, Iran and Turkey 3(3+0)
Course Objectives:
 understand the Political system of Pakistan and its evolution

 elaborate the constitutional development since independence
 comparative study of state organs of Pakistan, India, iran and Turkey
 political parties role in political process
Contents
1. Political system and culture.
2. Social and Economic bases of Pakistan's politics.
3. Constitutional development since 1947;
4. Political development of Pakistan and the role of civil and military bureaucracy and
judiciary.
5. Characteristics of Pakistan, India, Iran and Turkey's constitutions.
6. Legislatures of Pakistan, India, Iran and Turkey. (Composition, Powers &Functions)
7. Executives of Pakistan, India, Iran and Turkey. (Composition, Powers & Functions)
8. Judicial system of Pakistan, India, Iran and Turkey. (Composition, Powers &
Functions)
9. Political parties and interest groups; Pakistan, India, Iran and Turkey.
Emphasis is to be given on political process, political culture, interaction among various

political processes, political culture and governmental forces and development aspects.
Recommended Books:
1. Rizvi,H. Askari, "Military and Politics in Pakistan". Progressive Publishings, Lahore

1988.
2. Khalid Bin Saeed, Politics in Pakistan: "The nature and direction of change".
3. G.W.Chaudhery, "Constitutional development in Pakistan". Longman, London 1967.
4. Jangua,Shuja Nawaz, "Crossroads: Its Army and the wars within" Oxford Press,
Karachi 2008.
5. Basu,Durgadas "Introduction to the constitution of India", New Dehli.
121
6. Iqbal Ahmed, "The Islamic revolution in Iran",1980.
7. Oberoi,Dreek "Theory of world constitution",Jaipur,India,2008.
122
POLS1116 Introduction to International Relation 3(3+0)
Course Objectives:
 Understand the concept and theory of international relations.

 Appreciate the developments in the international politics, particularly the policies
pursued by the Super Powers.
 Develop an understanding of the working of regional and international organizations
and the role played by them in international politics.
Contents
1. The Philosophical Base of International Relations: Approaching of IR:

a.traditional,behavioural and alternative philosophies
2. Classic models of International Relations: Realism, Interdependnce, and Hegemony

and Dependnce.
3. Power in International Relations
4. National Interests and its core Features
5. Colonialism, Imperialism and De-colonization
6. Diplomacy and World Politics: Challenges to a state-based diplomacy
7. Conflict and Conflict Resolution: Methods and Analysis
a. Humanitarian Intervention: Understanding Ethnic Conflict
b. Culture and Religion in World Affairs
9. International and Global Security in the Post-Cold War era
10. Universal Ethics of International Relations:
a. Sovereignity
b. International Law
c. International Morality
Books Recommended:
Steans,J, and Pettiford,1,. (2nd ed.,), International Relations: Perspecitves

andThemes.Harlow: Pearson Education Press,2005, (Latest Edition)
123
Steven L.Spiegel and Fred L. Wehling World Poltics in a New Era.(2nd ed.,)New
York:Harcourt Brace College Publishers,1999.
Hans J. Morgenthau, Politics. Among the nation. New York: McGraw Hill 1993
William Keylor & Jerry Bannister (ed), Twentieth Century World : An International History
London, Pall Mall,2005.
Karen A. Mingst Essentials of International Relations. (3rd edition) London: W. W. Norton
& Company,2004.
Robert Art & Robert Jervis (6th Edition) International Politics: Enduring Concepts And
Contemporary. New York,: Addison- Wesley, 2003.
Thomas L. Friedman. The Lexus And the Olive Tree London: Anchor 2000.
John T. Rouke, international Politics on the World Stage, (10th Edition), Boston , Boston
university Press, 2004.
Chris Brown, (3rd Editiion) Understanding International Relations. London Palgrave, 2005.
Christopher Hill, The Changing Politics Of Foreign : Policy London: Palgrave, 2003.
Robert Jervis, Perception and misperception in International Politics, Princston: Princeton
University Press1976.
Bruce Russett, Grasping The Democratic Peace: Principles For A Post War World Princeton:
Princeton University Press, 1993.
124
POLS1117 The World Political Thoughts 3(3+0)
Course Objectives:
 provide an introduction to the great texts of modern political theory;

 examine the meaning and justification of important concepts such as sovereignty,
freedom, equality and rights;
 explore rival theoretical frameworks such as natural law, utilitarianism,
egalitarianism, communitarianism and Marxism, through the analysis of classic
texts;
 develop critical skills necessary to examine and assess complex theoretical
arguments and assess their strengths and weaknesses.
Course Contents
i. Allama Muhammad Iqbal
ii. Jamal-ul-Din Afghani
iii. Muhammad Adbuh
iv. Abu Aala Maududi
v. Syed Qutb
vi. Imam Khumaini & Shqriati
vii. Machiavelly
viii. Hobbes
ix. John Locke
x. Jean,J.Rousseau
xi. Jeremy Bentham
xii. J.S.Mill
xiii. Karl Marx
Recommended Books:-
1. Ali Shaukat, "Masters of Muslim Poltical Thought", Lahore 1988
2. M.M.Sharif, "A History of Muslim Philosophy", Lahore Sang-e-Meel Polititian,1968
125
3. Sherwani,H.K. "Studies in Muslim Poltical Thought and Administration", Karachi
4. Abul Aala Maududi (Urdu) " Islami Ryasat" Lahore Islamic Publications,1990
5. Asgher Ali Sha (Urdu) "Mashriq Kay Siasi Afkar"
6. Paul Kelly (ed;) Poltical Thinkers; From Socrates to the Present" Oxford Press,2006
7. D.R.Bhandhari, "History of European Poltical Thought", New Dehli 1962
126
HISTORY
127
HIST1111 Introduction to World Civilizations 3(3+0)
Course Objectives:
 Know a general chronology of world history, including key events and cultural
achievements
 from different parts of the globe.
 Understand the basics of world geography and how geographic conditions and
events have
 helped shape history.
 Report on key political states and / or leaders who changed the world’s history.
 Analyze similar trends across cultures.
 Compare and contrast past with current events, issues and problems.
 Contents
Contents
 Indus Valley Civilization

 Hindu and Buddhist Civilizations
 Mesopotamian Civilization
 Egyptian Civilization
 Aegean/Minoan/Phoenicians/Hebrew Civilizations
 Ancient China
 Ancient Greece (Hellenic)
 Hellenistic Civilization
 Roman Civilization
 Byzantine Civilization
Suggested Readings
Burkitt, M.C. Our Early Ancestors. Cambridge: 1929.
Burns, E.M. and Ralph, P. L. World Civilizations, Latest Edition.Cary, C. A. History of the
Greek World: From 323 to 146 BC. London: 1959. Durant, Will. The Life of Greece. New
York: 1939.
The Story of Civilization, VII: The Age of Reason Begins, New York, 1961.
The Story of Civilization, VIII: The Age of Louis XIV, New York, 1963.
The Story of Civilization, IX: The Age of Voltaire, New York, 1965.
The Story of Civilization, X: Rousseau and Revolution, New York, 1967.
128
The Story of Civilization, XI: The Age of Napoleon, New York, 1975.
Easton, Stewart C. The Heritage of the Past: Earliest Times to 1500. USA: 1970.
Frankfort, Henri. The Art and Architecture of the Ancient Orient. London: 1958.
Geddes and Grosset, Atlas of World History, Scotland, 1997.
Gibb, H. A. R., Studies on the Civilization of Islam, ed. Stanford J. Slaw, London, 1962.
Graig, A.M., The Heritage of World Civilizations, II Vols, New York, 1986. Hamilton, Edith.
The Echo of Greece. New York: 1957.
Johnson, Paul, A History of the Modern World, 1983.
Kosambi, D. D., The Culture and Civilization in Ancient India: An Historical Outline, New
Delhi, 1982.
Langer, W.L., An Encyclopaedia of World History, 1972.
Masson-Oursel, Paul HD Willman Grabowska, Philippe Stern. Ancient India and Indian
Civilization. London: 1951.
Reither, J., World History: A Brief Introduction, 1973.
Roberts, J.M. Huntington, World History, Latest Edition.
Tannebaum, Edward R. A History of World Civilisations. USA: 1973.
129
HIST4113 History of Pakistan 3(3+0)
Course Objectives:
 Understanding about the Government and politics of Pakistan after creation of

Pakistan
 Constitutional and political development of Pakistan.
 Acquaint the students with the nature and direction of the constitutional and
political development of Pakistan.
Focus on the role of the political leadership and that of military-bureaucratic leadership in the
political institutionalization in Pakistan
Contents
 Act of Independence, 1947

 Immediate Problems
 Problems and Politics of Constitution-making
 First Constituent Assembly, 1947-54
 Second Constituent Assembly, 1954-56
 Dissolution of Constituent Assemblies
 Provincial Governments and Evolution of Regionalism
 Military-Bureaucratic Nexus: 1950-1958
 Causes of the failure of Parliamentary Democracy
 Ayub Era (1 958-69)
 Yahya Regime (1969-71)
 Bhutto Regime (1972-77)
 Zia Era (1977-88)
 Re-emergence of Democracy (1988-99)
 Take over by Musharraf (1999)
 Re-emergence of Democracy
 Foreign Policy of Pakistan: An Overview
 Economic Development
 Religion and Politics in Pakistan: An Overview
Suggested Readings
Ahmar, Moonis., Ed., The World After September 11: Challenges and Opportunities,
University of Karachi, 2003.
130
Afzal, M. R., Political Parties in Pakistan, 1947—69, 2 vols, Islamabad, 1986. Allana, G.
Quaid-e-Azam Jinnah, The Story of a Nation, Lahore, 1967. Altaf Gauhar, Ayub Khan,
Pakistan's First Military Ruler, Lahore, 1994. Andrew, W. P. The Indus and its Provinces,
Their Political and Commercial Importance, Latest Edition.
Binder, Leonard, Religion and Politics in Pakistan, Los Angeles, 1963.
Callard, K., Pakistan, A Political Study, London, 1957.
Chaudhri Muhammad Ali The Emergence of Pakistan, Lahore, 1967. , The Task Before Us,
Lahore, 1974.
Farhat Mahmud, A History of U.S. —Pakistan Relations, Lahore, 1991.
Government of Pakistan, White Paper on the Crisis in East Pakistan, Islama bad, 1971.
Government of Pakistan, The Interim Constitution of the Islamic Republic of Pakistan,

Islamabad, 1972.
Gul Hassan Khan, Lt. Gen., Memoirs, Karachi, 1993.
Haider, S. M. Dr. (Edit.), Kashmir and South Asian Security, Rawalpindi, 1992.
Jalal, Ayesha, The State of Martial Law, The Origins of Pakistan's Political Economy of
Defence, England, 1990.
The Sole Spokesman, Jinnah, The Muslim League and The Demand for Pakistan, Hyderabad
(India), 1985.
Kamal Hossain, Dr., Talukdar M. H. R. (Edit.), Memoirs of Huseyn Shaheed Suhrawardy,

Dhaka, 1987.
Kameruddin bin Abbas, The Constitution of Pakistan, Lahore, 1958.
Khan, Muhammad Ayub , Friends Not Masters, A Political Autobiography, Karachi, 1967.
Lifschultz, L., Bangladesh: The Unfinished Revolution, London, 1977.
Mahmood, Safdar, Pakistan Muslim League Ka Dour Hukumat (Urdu), Lahore, 1973.
McGrath, Allen, The Destruction of Pakistan's Democracy, Karachi, 1996.
Ministry of Foreign Affairs, Islamabad, Pakistan Foreign Relations: 2001, Munir,

Justice Muhammad, From Jinnah to Zia, Lahore, 1979.
Mushtaqur Rahman, Land and Life in Sindh, Pakistan, Lahore, 1993.
Niazi, Kausar, Last Days of Premier Bhutto, Lahore, 1991.
Noon, Firoz Khan, From Memory, Islamabad, 1993.
131
Nur Ahmed, S. (Edit. Baxter Craig), From Martial Law to Martial Law, Politics in the
Punjab 1919-1959, Lahore, 1985.
Khan, Roedad, Comp., The American Papers, Secret & Confidential: India-Pakistan-
Bangladesh Documents, 1965-1973, OUP, Oxford, 1999
Safdar Mahmood, Pakistan Divided, Lahore, 1984.
Sayeed, K. B., Politics in Pakistan, The Nature and Direction of Change, New York, 1980.
Talbot, Ian, Provincial Politics and The Pakistan Movement, The Growth of the M. L. In
North,
Wilcox, Wayne Ayres, Pakistan, The Consolidation of Nation, New York, 1963.
Wolpert, Stanley, Zulfi Bhutto of Pakistan, His Life and Times, New York, 1993.
Wolpert, Stanley, Jinnah of Pakistan, Karachi, 1989.
Zaheer, Hasan, The Separation of East Pakistan, The Rise and realisation of Bengali Muslim
Nationalism, Karachi, 1994.
Ziring Lawrence, Pakistan, The Enigma of Political Development, London. 1980.
Zuberi, Musarrat Hussain, Voyage Through History, 2 vols, Karachi, 1987.
132
HIST3112 Islamic History 3(3+0)
Course Objectives:
After studying this course, the students will be able to:
 appreciate the revolutionary changes brought by Islam to the Arabian Society

 develop an insight into the growth and development of a major religion of the world
from a historical perspective
 have an in-depth study of the socio-political thoughts, administrative setup and
intellectual developments of early Islamic periods.
Course Contents:
• Conditions of Pre-Islamic Arabia:
Geography, Polity, Socio-Economic Conditions, Tribal System, Trade and Commerce, Major
Religious Communities, Kingdom of Hira, City State of Mecca.
• Life of the Holy Prophet (Peace be upon him):
Early life, declaration of Nabuwwat, reaction, Hijrat, City State of Medina, Ghazawat, the
Conquest of Mecca, the Last Sermon, Transformation of Society, Political and Economic
System, Administration of justice, Advancement of education, Learning and scientific
approach, Policy towards Non-Muslims, Foreign relations and Military system, Spread of
Islam
• Hazrat Abu-Bakar:
Early life, Sacrifices for the cause of Islam, Election as Caliph, Early difficulties, Munkreen-
i-Zakat, apostacy, consolidation of the state, conquest of Iraq, foreign policy towards Iran,
Syria and Byzantine, compilation of Quran, character and achievements.
• Hazrat Umar bin Khattab:
Early life, services for Islam, election as Caliph, expansion and conquests, reforms, character
& achievements.
• Hazrat Usman:
Early life, role during the life of Holy Prophet, Hazrat Abu Bakar and Hazrat Umar, election
as Caliph, foreign policy and expansion of the state, martyrdom and its consequences,
character and achievements.
133
• Hazrat Ali:
Early life, services for the cause of Islam, election as Caliph, early difficulties, relations with
Amir Muawiyah, the Kharjites, Hazrat Ali's martyrdom, character and achievements. Imam
Hasan as Caliph, his abdication.
• Political and Administrative Set-up:
Political System under the Pious Caliphate, Central & Provincial Administration, Revenue
System, Administration of Justice, Education and Advancement of learning, Military system,
State and Society, Public Welfare Works, Policy towards non-Muslims, Expansion and
conquests.
Suggested Readings:
1. Amir Ali, Syed., The History of the Saracens.
2. Amir Ali, Syed., The Spirit of Islam
3. Arnold, Sir Thomas, Legacy of Islam
4. Hussaini, S.A.Q., Arab Administration
5. Levy, R., Social Structure of Islam.
6. Nicholson, R., A Literary History of Arabs
7. Sarwar, Hafiz Ghulam, The Holy Prophet
8. Syed Hussain Nasr, Science and Civilization in Islam
9. Watts, M., Muhammad at Madina
10. Watts, M., Muhammad at Mecca
11. Wellhausan, The Arab Kingdom and its Fall.
134
HIST3119 History of Europe 3(3+0)
Course Objectives:
 Understanding about the transformation of Europe from medieval society to a

modern society.
 Know cultural and intellectual movements such as renaissance, reformation and
enlightenment are the special features of this course.
 Understand Scientific Revolution and Industrial Revolution, and their impact
Contents
 Europe: an Introduction; Geography, Greco-Roman Civilizations, Christendom and

Holy Roman Empire.
 Renaissance: causes, course, change in art, literature, and architecture, development
in science, role of Italian states, spread of Renaissance in Europe, effects on society,
Humanism and Individualism.
 Geographical discoveries: Biblical Concept of the World causes of exploration, the
role of Portugal, Spain, France, the Netherlands, and England.
 Reformation Movement: Causes, course and consequences—Martin Luther, the
spread of Protestantism. Counter-Reformation.
 Predominance of Spain: Charles V, his internal and external policies, war
with Ottomans, Philip II: his internal and external policies, and revolt of the
Netherlands.
 Predominance of France: Bourbon Dynasty, Henry IV, Louis XVI, Cardinal
Richelieu, Cardinal Nazarene, Thirty Years War.
 Age of Enlightenment: Philosophers, new trends, enlightened despots.
 England—From 16th to 18th Century, Tudor Dynasty, Queen Elizabeth, British
Policy of Expansion, Glorious Revolution.
 Russia: Peter The Great, Warm Water Policy, Catherine The Great.
 Europe and Ottoman Empire: From 17th to 19th Century, Causes of decline of
Ottoman Empire, Warfare with Russia, Balkan Tangle.
 French Revolution (1789-99): Causes, course and effects, Role of French
philosophers, Classification of French society, National Convention, Consulate.
 Napoleon Bonaparte and Europe: His internal and external policies, end of the Holy
Roman Empire, role of the Church.
 Congress of Vienna, Legitimacy-compensation and Restorations primarily
of Chaumont. The First and Second Treaties of Paris. Treaty of Vienna. The
Holy Alliance, Congress System, Concert of Europe and its failure.
 The Phase of Conservatism (1815-1848): Metternich Era, the forces of change—
Nationalism, Democracy and Liberalism. Restoration of monarchy in France. The
Liberal Revolution of 1830 and Louis Phillip. The 1848 Revolution in France,
Austria, Hungary, Germany and Belgium.
135
 Scientific Revolution and Industrial Revolution, and their impact.
 The Eastern Question: Background, Greek War of Independence 1820-1832.
Crimean War 1853 to 1856, C z a r A l e x a n d e r I I of Russia, Napoleon III, the
Russo- Turkish War of 1877, Treaty of Sam Stefano, Congress and the Treaty of
Berlin of 1878, Balkan Wars of 1913 and the defeat of the Turks.
 The Unification of Italy: The Carbonari and Young Italy Movement, Role of
Mazzini, Cavour, Garibaldi and Victor Emanuel for the unification of Italy, foreign
policy of Italy after the Unification.
 The Unification of Germany: Background. The State of Prussia. Zollverein. The
1848 Revolution and Germany. Rise of Bismarck and his role as Architect of German
Unification. Foreign policy of Bismarck 1870
 Road to the First World War: Austro-German Alliance of 1879. Triple Alliance of
1825, the formation of Dual Alliance 1891-93, Anglo-Japanese Alliance. French-
British and Russo-British Relations. The second phase of Eastern Question.
 First World War: Causes, course and consequences of First World War. The Paris
Peace Conference of 1919 and the peace treaties. League of Nations, Reconstruction
of Europe, Inter-War Period (1919-1939), (Britain, France, Germany and Italy during
the Inter-War Period: Italy and Fascism, Germany and Nazism), The Russian
Revolution: Marxism and the Soviet Union, Spanish Civil War, Abyssinian Crisis.
 Second World War: Immediate & distant causes that led to the Second World War.
Course and consequences of the 2nd World War. Successes and Failure of the League
of Nations. Role of United Nations. Intellectual History Projects of the United
Nations.
 Cold War: Nature and various phases of the Cold War: (i) Oscillatory antagonism,
(ii) Détente, (iii) Possibility of Entente, Emergence and Progress of
NATO. Emergence, success and decline of Warsaw Pact. SALT I, II, III, START I, II,
III, Soviet Attack on Afghanistan and beginning of the and Cold War, RDF, European
Union: 1947-2002. History and root causes of Terrorism, State Terrorism
 Disintegration of USSR: Bipolarity, Tripolarity, Emergence of a Uni-polar World,
 New World Order. Post 1st World War European Scenario, The Peace Settlement.
The Rise of Fascism Nazism, Second World War: Causes and effects, History of The
European Union. Possibilities and Problems of a United States of Europe, The Cold
War and causes of Disintegration of Soviet Union, CIS and Post-Cold War Russia,
Europe since Disintegration of Soviet Union
Suggested Readings
Bourne, H. E. The Revolutionary Period in Europe
Bowden, W. and Usher Karporich. An Economic History of Europe since 1750
Burleigh, Michael, Earthly Powers: The Clash of Religion & Politics in Europe, from the
French Revolution to the Great War, Harper Collins, UK, 2006 Dawson, W. H. The
Evolution of Modern Germany
Dietz, F. C. The Industrial Revolution
136
Gershoy, Leo. The French Revolution and Napoleon
Grant, A. J. and H. Temperley. Europe in the Nineteenth and Twentieth Century
Ketelbey, C. D. M. A History of Modern Times from 1789
King, Bolton. History of Italian Unity
Muir, Ramsay. The Expansion of Europe
Smith, P. The Enlightenment
Thompson, J. M. The French Revolution
Thomson, David, Europe since Napoleon, London, 1963
Viault, Birdsall S, Modern European History: The History of Europe Since the Late Middle
Ages, Penguin Group,2005
Wawro, Geoffrey, The Franco- Prussian War: The German Conquest of France: 1870- 1871,
Rhode Island, 2003.
Bourne, H. E. The Revolutionary Period in Europe
Bowden, W. and Usher Karporich. An Economic History of Europe since 1750
Burleigh, Michael, Earthly Powers: The Clash of Religion & Politics in Europe, from the
French Revolution to the Great War, HarperCollins Publishers, UK, 2006
Chickering, Roger, Imperial Germany and the Great War:1914-1918, George Town
University, Washington, 2004
Dawson, W. H. The Evolution of Modern Germany
Dietz, F. C. The Industrial Revolution, Latest Edition.
Gershoy, Leo. The French Revolution and Napoleon
Gillingham, John, European Integration: 1950-2003, St. Louis, 2003.
Grant, A. J. and H. Temperley. Europe in the Nineteenth and Twentieth Century
Hamsher-Monk, Iain, The Impact of the French revolution, University of Exeter, 2005
Hewitt, Nicholas, The Cambridge Companion to Modern French Culture, Nottingham, 2003.
Junker, Detlef (ed), The United States and Germany in the Era of the Cold War, Vol-I (1945-
1968) Vol-II (1968-1990), Cambridge, 2004
Ketelbey, C. D. M. A History of Modern Times from 1789
King, Bolton. History of Italian Unity
137
Mann, Michael, Fascists, Los Angeles, 2004
Muir, Ramsay. The Expansion of Europe
Sewell, Mike, The Cold War, Selwyn College, Cambridge, 2002.
Smith, Leonard V., France and the Great War, Oberlin College, Ohio, 2003. Smith, P. The
Enlightenment
Smith, Timothy B., France in Crisis: Welfare, Inequality and Globalization since 1980,
Queen‘s University Ontario, 2004
Thompson, J. M. The French Revolution
Thomson, D. Europe since Napoleon
Todd, Allan, The European Dictatorships: Hitler, Stalin, Mussolini, Cambridge, 2003.
Viault, Birdsall S, Modern European History: The History of Europe Since the Late Middle
Ages, Penguin Group (USA), 2005
Reid,T.R, The United States of Europe: The New Superpower and the End of American
Supremacy, Penguin, 2005
The Oxford Illustrated History of Modern Europe 2006
Euan Cameron, Early Modern Europe, Oxford,
Merriman, John, A History of Modern Europe: From the Renaissance to the Present, Latest
Edition.
Walters F.P., A History of the League of Nations, OUP, 1966
138
HEALTH and PHYSICAL
EDUCATION
139
PHED1111 Basics of Physical Education and Recreation 3(3+0)
Objectives of the course:

 To understand the basic concepts of physical education
 To know about physical needs of human being
 To identify various means of recreation
 To develop leadership qualities
INTRODUCTION
 Definition of physical education
 Nature, scope and historical significance of physical education
 Objectives of physical education
PHILOSPOPHY OF RECREATION AND LEISURE PROGRAM

 Definition, scope and significance of recreation and leisure
 Objectives of recreation
 Classification of recreational activities
 Kinds of recreation
o Community recreation
o Hospital recreation
o School recreation
o Industrial recreation
o Family recreation
LEADERSHIP
 Definition of leadership
 Qualities of recreational leader
 Types of leadership
 Criteria of leadership selection
 Site selection and checklist
 Budgeting
CAMPING AND OUTDOOR EDUCATION

 Nature, scope and significance of camping and outdoor education
 Hiking and hill tracking
 Girl guiding and scouting
RECOMMENDED BOOKS
1. Physical Education and Recreational Activities By: Deepak Jail

2. Philosophy Foundation and Recreational Activities By: Zeigler Eerle
140
PHED1112 Science of Movement Education 3(3+0)

 To understand the science of movement
 To learn performing various movements
 To develop knowledge of human anatomy
 To learn about various sports apparatus
DEFINITIONS
 Movement education
 Anatomy
 Physiology
FACTORS AFFECTING MOVEMENT

 Physiological factors
 Psychological factors
 Sociological factors
MOVEMENT CONCEPTS
 Spatial awareness
 Body awareness
 Quality of movements
SELECTED FUNDAMENTAL MOVEMENTS

 Non-locomotor movements
o Curling and stretching
o Swinging and circling
o Pushing and pulling
 Locomotor movements
o Walking
o Jumping
o Running
o Hopping
o Gliding
o Sliding
o Rolling
OTHER AREAS
 Movement sequence
 Partner and group work
 Small area games
 Gymnastics
SOMATOTYPING
 Body types
o Endomorph
141
o Mesomorph
o Ectomorph
EQUIPMENTS AND APPARATUS

 Kinds of apparatus
 Importance of apparatus
 Handling of apparatus
 Maintenance of apparatus
SKELETAL MUSCLES AND JOINTS

 Anatomy of skeletal muscles
 Effect of exercise on muscles
PRACTICAL
RECOMMENDED BOOKS
1. Exercise Psychology By: Scott K. Powers and Edward T. Howley

2. Basics of Health and Physical Education By: Mandeep Singh Nathail
142
PHED1113 Sports Psychology 3(3+0)

 To understand psychological needs of human beings
 To understand the role of psychological factors in sports
 To learn how to be a healthy part of society
INTRODUCTION
 Definition of sports psychology
 Importance of sports psychology
PERSONALTIY AND SPORTS

 Measurement of personality
 Personality profiles of athletes
STRESS AND AGRESSION

 Definition of stress
 Effect of sports stress on performance
 Dynamics of stress
 Types of aggression
 Significance of aggression in sports
GOAL SETTING
 Types of goals
 Goal identification
 Effect of goals on performance
PHYSICAL EFFICIENCY TEST

 Purpose and importance of test
 Methodology to organize the test
 Criteria for the test
CONCENTRATION
 Importance of concentration in sports
 Factors that affect concentration
 Techniques to enhance concentration
 Development of Sportsman spirit
MEANING AND SIGNIFICANCE OF ENVIRONMENTAL HEALTH

 Concept and importance of environment
 Environmental improvement
 Effects of environment on sports performance
RECOMMENDED BOOKS
143
1. Fit and Well By: Thomas D. Fahey, Paul M. Insel and Walton T. Roth
2. Fitness, Aerobics & Gym Operations By: Sheela Kumari, Amita Rana and Seema
Kaushik
144
PHED1114 Science of Track and Field 3(3+0)

 To develop understanding about sports track
 To learn about body strengthening techniques
 To develop knowledge about various games
 To gain knowledge about conducting sports event
HISTORY OF OLYMPIC MOVEMENT

 Ancient Olympic
 Modern Olympic
LAYOUT OF STANDARD TRACK
CONDITIONING IN ATHLETICS
 Strength training
 Endurance training
 Flexibility training
RESISTANCE TRAINING
 Specific exercises for athletics
 Training for general fitness events
TECHNICAL ASPECTS IN TRACK AND FIELD

 Running
 Throwing
WARM UP AND COOL DOWN

 Definition
 General and specific warm
 Cool down concepts
RULES OF TRACK AND FIELD EVENTS

 Jumps
 Throws
 Relays
 Sprints
GAMES
 Badminton
 Table tennis
 Volley ball
 Basket ball
ORGANIZATION OF TWO DAYS ATHLETIC MEET/EVENT
145
PRACTICAL
RECOMMENDED BOOKS
1. Play and Learn Track and Field By: Rachna Jail
2. Health and Physical Education By: Dr. Abdul Waheed Mughal
146
PAKISTAN STUDIES
147
PAKS1117 Pakistan Movement 3(3+0)
Course Objectives:
After completing this course, students will be able to understand:
 Origin and outcome of the Muslim struggle for Pakistan
 The role of Muslim leaders such as Sir Syed Ahmad Khan, Allama Iqbal and Quaid-i-
Azam.
 The Two-Nation Theory which is essential to create a sense of Pakistani Nationalism.
Course Contents:
 Aligarh Movement.
 Partition of Bengal.
 Simla Deputation.
 All India Muslim League.
 Khilafat movement .
 Simon Report.
 Nehru Report.
 Jinnah‘s Fourteen Point.
 Allahabad Address.
 Congress Ministries.
 Lahore Resolution.
 Cripps Proposals.
 Rajagopalachari Formula.
 Wavell Plan.
 Gandhi – Jinnah Talks.
 Cabinet Mission Plan.
rd
 3 June Plan.
 The last Viceroy: Lord Mountbatten and the transfer of Power in India
Suggested Readings:
1. Abdul Hamid, Muslim Separatism in India 1858-1947, Oxford University Press,
1967.
2. Ahmad, Jamil ud Din, Early Phase of Struggle for Pakistan. Middle Phase of
Struggle for Pakistan. 3 Vols.
3. Allama G., Documents of Pakistan Movement. Karachi, 1967.
4. Aziz,K.K., Making of Pakistan.
5. Chaudhari Muhammad Ali, Emergence of Pakistan.
6. Dar, B.A., Religious Thoughts of Sayyid Ahmed Khan, Lahore, 1957.
7. Keith, A.B., Constitutional History of India. Oxford, 1937.
8. Pakistan Historical Society, History of Freedom Movement. 3 Vols.
9. Pirzada, Sharifuddin, Evolution of Pakistan. 1942, 1940, 1939.
10. Philipps, CH., Select Document on the Evolution of India and Pakistan.
148
11. Qalb-i-Abid, Syed, Muslim Politics in Punjab 1921-1947.
12. Qureshi, I.H., Struggle for Pakistan. Karachi, 1965.
13. Shan Muhammad. Sir Syed Ahmed Khan, A Political Biography. Lahore, 1976.
14. Sharif-al-Mujahid, Quaid-i-Azam Mohammad Ali Jinnah. Karachi.
15. Waheed uz Zaman, Towards Pakistan.
149
PAKS1114 Political and Constitutional Development in 3(3+0)
Pakistan (1947-1971)
Course Objectives:
 Understanding about the Government and politics of Pakistan after creation of

Pakistan
 Constitutional and political development of Pakistan.
 Acquaint the students with the nature and direction of the constitutional and
political development of Pakistan.
Focus on the role of the political leadership and that of military-bureaucratic leadership in the
political institutionalization in Pakistan.
Contents
 Administrative and Political Problems
 Indian Independence Act, 1947
 Interim Constitution, 1947
 First Constituent Assembly, 1947-54
 Major Constitutional Issues
 Political Process and Development, 1947-54
 Dissolution of the First Constituent Assembly and the Court Cases
 Second Constituent Assembly, 1955-56
 One Unit Scheme
 1956 Constitution: Salient Features
 Working of The Parliamentary System, 1947-58
 Imposition of Martial Law, 1958
 Ayub Regime: Administration and Major Policies
 1962 Constitution: Salient Features
 Struggle for Parliamentary Democracy and fall of Ayub Khan
 Yahya Regime: The Legal Frame Work Order, 1970 and 1970 election
 East Pakistan Crisis and Emergence of Bangladesh .
Suggested Readings
Rizvi, Hasan Askari. Military and Politics in Pakistan 1947-199. Lahore: Sang-e-Meel
150
Publication, 2000.
Rizvi, Hasan Askari. Military, State and Society in Pakistan. Lahore, 2002.
Feldman, Herbert. From Crisis to Crisis. London: Oxford University Press, 1972.
Feldman, Herbert. Revolution in Pakistan. London: Oxford University Press, 1964.
Sayeed, Khalid Bin. Politics in Pakistan: Nature and Direction of Change. np. nd.
Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.
Ziring, Lawrence. Pakistan in the 20th Century: A Political History. Karachi: Oxford
University Press, 1997.
Ziring, Lawrence. Pakistan: Enigma of Political Development. West View, 1980.
Afzal, M. Rafique Political Parties in Pakistan. vol. I, II & III, Islamabad: National
Commission on Historical and Cultural Research, 1999.
Shafqat, Saeed. Political System of Pakistan and Public Policy. Lahore: Progressive
Publisher, 1989.
Burki, Shahid Javed. A Revisionist History of Pakistan. Lahore: Vanguard, 1998.
151
PAKS1118 Economic Development in Pakistan 3(3+0)
Introduction / Objectives:
The course has been designed to enable the students understand various dimensions of
Pakistan economy in the light of past experience. There are a number of importance issues
that need to be addressed at the time of evaluating to record of economic growth over more
than fifty years.
Economic policy planners of Pakistan thought the Big Push Theory of the 1959s, based on
capital investment would speed up growth with the help of foreign aid and domestic
resources and there will be trickle down in the form of more job opportunities and uplift of
standards of living. Unfortunately trickle down did not take place distributions of income
leading to class conflict further intensified.
With the passage of time transition from the traditional concerns to the issues like
environment, human resources development, poverty alleviation and empowerment has taken
palace. It is now believed that meaningful economic development has to be sustainable,
participatory, environmentally responsible and distributive. The single minded focus on
growth has been replaced by a very large number of other equally important criteria. Based
on these course of economics of Pakistan will consist of three parts viz.
a. Key concept and term of economics having relevance to Pakistan Economy

b. Economic institutions
c. Major economic issues and developments.
Course Outline:
 Basic features of economy and infrastructure.
 Development planning in Pakistan during the first, second and third five-year plans.
Planning period: 1970-77.
 Development Planning of Pakistan during the fifth, sixth and five-year Plans.
 Obstacles in the way of economic development I Pakistan. Factors promoting
economic development in Pakistan Human resource development
 Agriculture development in Pakistan and reforms
152
 Industrial development in Pakistan and labour trade unions
 Role of informal sector
 Fiscal Relation between federal and provincial government / regional disciplines
 External determination of Pakistan economy poverty in Pakistan
Books Recommended:
1. H. Gardezi and Jamil Rashid, Pakistan: The Unstable State Lahore: Vanguard Books,
1983.
2. Khan. Shahrukh Rafi. 50 Years of Pakistan's Economy: Traditional Topics and
Contemporary Concerns. Karachi: Oxford University Press, 1999.
3. Nabi, Ijaz. Agarian Economy of Pakistan: Issues and Policies. Karachi: Oxford
University Press, 1986.
4. Govt. of Pakistan, Annual Report 2002-2003: Review of Economy, Stat: - Bank of
Pakistan. 2003.
5. Haque, irfan-Ul. Compendium of Pakistan Economy. Karachi: Royal Book Company,
1987.
6. S M. Huda, Economic Development of Pakistan: From Self Reliance to Debt Ridden
Economy. Karachi: Royal Book Company, 1996
7. Saeed Khawaja, Amjad. Economy of Pakistan 2000-2001. Karachi: Institute of
Business Manaernent , 2001
8. Uzair, Mohammad. Economy of Pakistan: Perspective and Problems. Lahore: Royal
book Company, 2004.
9. Ahmad, Khurshid. Elimination of Riba from the Economy: Islamabad: Institute of
Policy Studies, 1995.
10. Willaim E, James. Foundations of Pakistan Political Economy: Towards an agenda
for the 1990s. Karachi: Oxford University Press. 1992
11. Akbar Zaidi, S. Issues in Pakistan's Economy. Karachi: Oxford University Press,
1999.
12. Govt of Pakistan, Leading Issues Facing Pakistan Economy, State Bank of Pakistan.
2003.
153
PAKS1116 Pakistani Languages and Literature 3(3+0)
Contents
 Urdu Language and Literature

 Brahvi Language and Literature
 Balochi Language and Literature
 Sindhi Language and Literature
 Pushto Language and Literature
 Hindko Language and Literature
 Punjabi Language and Literature
 Saraiki Language and Literature
 Kashmiri Language and Literature
 Balti Language and Literature
 Sheena Language and Literature
 Khuar Language and Literature
Suggested Readings
Syed, Anwar. Urdu Adab Ki Tehrike.(Urdu), np. nd.

Mahmood Sherani, Hafiz. Punjab Mein Urdu. (Urdu), np. nd.
Abdul Haq, Maulvi. Urdu Ki Ibtadai Nashunama Mein Soffia-ey Karam Ka Hissa. (Urdu),
np. nd.
Rehman, Tariq. Language and Politics in Pakistan.
Sindhi, Hyder. Hamara Lisani Va Adbi Virsa. Islamabad: National Institute of
Pakistan Studies, Quaid-i-Azam University, 1995.
Sindhi, Hyder. Pakistan Ka Lisani Gughraphia. Islamabad: National Institute of Pakistan
Studies, Quaid-i-Azam University, 2006.
154
ARABIC
155
‫‪ARAB-1111‬‬ ‫)اَألَد ُ‬
‫َب ال ِ ّد ْینِي ‪(Al-ADAB-UD-DEENI‬‬ ‫)‪3(3+0‬‬
‫‪:‬ابلطء‪:‬اس‪:‬وکرس‪:‬یک‪:‬لیمکت‪:‬رپ‪:‬اس‪:‬اقلب‪:‬وہاجںیئ‪:‬ےگ‪:‬ہک‪:‬هہ‪::‬‬ ‫اقمدص‪:‬‬
‫رقٓام‪:‬ه‪:‬دحثی‪:‬ےک‪:‬وتمم‪:‬وک‪:‬درتس‪:‬ہج بّوں‪:‬ےک‪:‬اسھت‪:‬ڑپھ‪:‬ںیکس۔‬ ‫‪.1‬‬
‫رقٓام‪:‬ه‪:‬دحثی‪:‬وک‪:‬ارده‪:‬زابم‪:‬ںیم‪:‬ےنھجمس‪:‬ےک‪:‬ےیل‪:‬وکاشں‪:‬وہں۔‬ ‫‪.2‬‬
‫رقٓام‪:‬یک‪:‬افتریسےس‪:‬رهانشس‪:‬وہ۔‬ ‫‪.3‬‬
‫رعیب‪:‬زابم‪:‬ےک‪:‬وقادع‪:‬ھکیس‪:‬رک‪:‬اُم‪:‬اک‪:‬یلمع‪:‬اسل ی‪:‬االطق‪:‬رکںیکس۔‬ ‫‪.4‬‬
‫رعیب‪:‬وک‪:‬ذمیبہ‪:‬زابم‪:‬یک‪:‬تیثیح‪:‬ےک‪:‬اسھت‪:‬اسھت‪:‬اعیمل‪:‬تیثیح‪:‬ےس‪:‬یھب‪:‬اجم‪:‬ںیکس‬ ‫‪.5‬‬
‫رہفتس‪:‬ونعاانت‬
‫ع٘سج اىثقشج (آخشی سک٘ع)‬ ‫‪.1‬‬
‫ع٘سج اىحجشاخ (الہپ‪:‬روکع‪):‬‬ ‫‪.2‬‬
‫ع٘سج اىجَؼح (آخشی سک٘ع)‬ ‫‪.3‬‬
‫االحادیث اىْث٘یح (از‪:‬ارنیعب‪:‬ونهی‪:‬یلہپ‪:20:‬ااحدثی‪:‬اک)‬ ‫‪.4‬‬
‫ریسفت‪:‬انب‪:‬ریثک‪:‬اک‪:‬اعترف‪(:‬ارده‪:‬ںیم)‬ ‫‪.5‬‬
‫ریسفت‪:‬ایضء‪:‬ارقلٓام‪:‬اک‪:‬اعترف‪(:‬ارده‪:‬ںیم)‬ ‫‪.6‬‬
‫ریسفت‪:‬ایبتم‪:‬ارقلٓام‪:‬اک‪:‬اعترف‪(:‬ارده‪:‬ںیم)‬ ‫‪.7‬‬
‫ػشتی حشٗف یجہت‪ .‬حشٗف شَغی ٗ قَشی‪ .‬اقغاً اىکيَح‪ .‬اىَفشد ٗاىجَغ‪ ،‬اىَزکش‬ ‫‪.8‬‬
‫ٗاىَّ٘ث‪ ،‬اىَشکة االظافی ٗاىر٘صیفی‪.‬‬
‫ونٹ‪(( :‬رقٓام‪:‬ه‪:‬دحثی‪:‬ےک‪:‬وتم ‪:‬‬

‫ماک‪:‬ارده‪/:‬ارگنزیی‪:‬ںیم‪:‬یظفل‪:‬ه‪:‬اباحمهرہ‪:‬رتہمج‪:‬اھکس‪:‬اجےئ‪:.‬ھچک‪:‬رعمهیض‪:‬وساالت‪:‬ام‪:‬وتمم‪:‬ےس‪:‬رعیب‪:‬زابم‪:‬ںیم‪:‬‬
‫ےئک‪:‬اجںیئ‪:.‬وقادع‪:‬یک‪:‬دترسی‪:‬االطیق‪:‬ادناز‪:‬ںیم‪:‬یک‪:‬اجےئ))‬
‫‪ .1‬ارقلٓام‪:‬ارکلمی‪(:‬رتممج)‬
‫‪ .2‬ایضء‪:‬ارقلٓام‪:.:‬ریپ‪:‬رکل‪:‬اشہ‪:‬االزرہی‪:.‬ایضء‪:‬ارقلٓام‪:‬رشلبپز‪:.:‬الوہر‬
‫‪ .3‬ایبتم‪:‬ارقلٓام‪:.‬الغل‪:‬روسك‪:‬دیعسی‪:.‬رفدی‪ :‬ک‪:‬لاٹك‪:.:‬ارده‪:‬ابزار‪:‬الوہر‬
‫ی‪:.‬ہبتکم‪:‬ایضء‪:‬ارقلٓام‪:.‬جنگ‪:‬شخب‪:‬رهڈ‪:‬الوہر‬
‫‪ .4‬ارنیعب‪:‬ونهی‪:.‬اامل‪:‬رشف‪:‬ادلنی‪:‬اونله ‪:‬‬
‫‪ .5‬دترسی‪:‬ااسللم‪:‬ارعلیب‪:.:‬ڈارٹک‪:‬اخقل‪:‬داد‪:‬کلم‪ٓ:.:‬ازاد‪ :‬ک‪:‬ڈوپ‪:‬الوہر‬
‫‪156‬‬
‫‪ARAB-1115‬‬ ‫‪(AN-NASAR-AL-ARABI AL-QADEEM WL-JADEED‬‬ ‫)‪3(3+0‬‬
‫)النثر العربی القدیم والجدید‬
‫اقمدص‪::‬ابلطء‪:‬اس‪:‬وکرس‪:‬یک‪:‬لیمکت‪:‬ےک‪:‬دعب‪:‬اس‪:‬اقلب‪:‬وہاجںیئ‪:‬ےگ‪:‬ہک‪:‬هہ‪:::‬‬
‫رثن‪:‬رعیب‪:‬دقمی‪:‬هدجدی‪:‬ےک‪:‬اولسب‪:‬ےس‪:‬انشاس‪:‬وہں۔‬ ‫‪.1‬‬
‫ہبطخٔ‪:‬ۃجح‪:‬اولداع‪:‬اهر‪:‬ابطخت‪:‬افلخء‪:‬رادشنی‪:‬ےک‪:‬الص‪:‬رعیب‪:‬نتم‪:‬اهر‪:‬اُم‪:‬یک‪:‬ونعمی‪:‬اجتیعم‪:‬اک‪:‬ادرا ‪:‬احلص‪:‬رکںی۔‬ ‫‪.2‬‬
‫رعیب‪:‬زابم‪:‬ےک‪:‬وقادع‪:‬ھکیس‪:‬رک‪:‬اُم‪:‬اک‪:‬یلمع‪:‬االطق‪:‬رک‪:‬ںیکس۔‬ ‫‪.3‬‬
‫رعیب‪:‬اوقاك‪:‬زرںی‪:‬ےس‪:‬انشاس‪:‬وہں۔‬ ‫‪.4‬‬
‫رہفتس‪:‬ونعاانت‪:‬‬
‫خطثح اىشع٘ه ملسو هیلع هللا یلص اىری أىقإا فی حجح اى٘داع‬ ‫‪.1‬‬
‫’’أٗصینٌ ػثاد هللا ‪ ........‬اىغائة‘‘‪.‬‬
‫خطثح عیذّا اتی تنش اىصذیق سظی هللا ػْٔ یً٘ قثط اىشع٘ه ملسو هیلع هللا یلص‬ ‫‪.2‬‬
‫’’دخو ات٘تنش اىصذیق سظی هللا ػْٔ ‪..........‬فیيحق تنٌ‘‘‬
‫خطثح عیذّا ػَش سظی هللا ػْٔ حیِ ذ٘ىی اىخالفح‬ ‫‪.3‬‬
‫’’یا أیٖا اىْاط إّی داع ‪ ....‬ػيی مو شیئ قذیش‘‘‪.‬‬
‫خطثح عیذّا ػثَاُ سظی هللا ػْٔ حیِ تایؼٔ إٔو اىش٘سی‬ ‫‪.4‬‬
‫’’اَذی ٍْثش سع٘ه هللا ملسو هیلع هللا یلص ‪ ........‬یُثایؼّ٘ٔ‘‘‬
‫خطثح ػيی سظی هللا ػْٔ حیِ تایؼٔ إٔو اىحجاص تؼذ قرو ػثَاُ سظی هللا ػْٔ‬ ‫‪.5‬‬
‫’’أیٖا اىْاط احفظ٘ا ‪ ......‬اىنافشُٗ‘‘‬
‫حنٌ ٗ اٍثاه‪:‬‬ ‫‪.6‬‬
‫ارا تاىغد فی اىْصیحح ٕجَد تل ػيی اىفعیحح‬ ‫٭‪.‬‬
‫اّک ال ذجْي ٍِ اىش٘ك اىؼْة‬ ‫٭‪.‬‬
‫اُ ىٌ ذغط ػيی اىقزی ىٌ ذشض أتذا‬ ‫٭‪.‬‬
‫سب حشب شثد ٍِ ىفظح‬ ‫٭‪.‬‬
‫سب ميَح عيثد ّؼَح‬ ‫٭‪.‬‬
‫شٖاداخ اىفؼاه خیش ٍِ شٖاداخ اىشجاه‪.‬‬ ‫٭‪.‬‬
‫اصؼة ٍا ػيی االّغاُ ٍؼشفح ّفغٔ‬ ‫٭‪.‬‬
‫فی اىؼجيح اىْذاٍح ٗفی اىرأّی اىغالٍح‬ ‫٭‪.‬‬
‫ٍِ ىٌ یشمة االٕ٘اه ىٌ یْو اىشغائة‬ ‫٭‪.‬‬
‫قو اىحق ٗى٘ ػيی ّفغل‬ ‫٭‪.‬‬
‫‪157‬‬
‫یً٘ ٗاحذ ىيؼاىٌ خیش ٍِ اىحیاج ميٖا ىيجإو‬ ‫٭‪.‬‬
‫خثش اىنالً ٍا قو ٗ ده‬ ‫٭‪.‬‬
‫ٍِ ػيَی حشفا ً صشخ ىٔ ػثذا ً‬ ‫٭‪.‬‬
‫ػيی تال ػَو مشجشٓ تال ثَش‬ ‫٭‪.‬‬
‫ٍِ جذ ٗجذ‬ ‫٭‪.‬‬
‫االذحاد ق٘ج‬ ‫٭‪.‬‬
‫ٗحذج اىَشء خیش ٍِ جيیظ اىغ٘ء‬ ‫٭‪.‬‬
‫اىیذ اى٘احذج ال ذصفق‬ ‫٭‪.‬‬
‫ػذٗ ػاقو خیش ٍِ صذیق جإو‬ ‫٭‪.‬‬
‫اىَشء حیث یجؼو ّفغٔ‬ ‫٭‪.‬‬
‫سب اشاسج أق٘ی ٍِ ػثاسج‬ ‫٭‪.‬‬
‫خز اىجاس قثو اىذاس ٗاىشفیق قثو اىطشیق‬ ‫٭‪.‬‬
‫اى٘قد ماىغیف اُ ىٌ ذقطؼٔ قطؼل‬ ‫٭‪.‬‬
‫‪ .7‬افغأّ ’’اىزمشی ىيَْفي٘غی‘‘ (اسدٗ ذشجَٔ)‬
‫‪ .8‬ظَائش ٍْفصئ ٍٗرصئ‪ .‬اعَاء االشاسٓ‪ .‬االعَاء اىَ٘ص٘ىٔ‪ .‬حشٗف االعرفٖاً ‪ .‬االػذاد‪.‬‬
‫ه‬
‫ونٹ‪((::‬رعیب‪:‬وتمم‪:‬ےس‪:‬رعمهیض‪:‬وساك‪:‬وپچ‪:‬اج‪ :‬ےتک‪.:‬ںی‪:.‬رعیب‪:‬وتمم‪:‬اک‪:‬اردهای‪:‬ارگنزیی‪:‬ںیم‪:‬رتہمج‪:‬اھکسای‪:‬اجےئ‪:،‬وقادع‪:‬وک‪:‬االطیق‪:‬ادناز‪:‬‬
‫ںیم‪:‬اھکسای‪:‬اجےئ))‬
‫االدب‪:‬ارعلیب‪(:‬رقمر‪:‬اولرۃق‪:‬ااثلۃین)‪:‬اجۃعم‪:‬اجنپب‪ٓ:،‬ازاد‪ :‬ک‪:‬ڈوپ۔‪:‬اردهابزار‪:‬الوہر‬ ‫‪.1‬‬
‫لن‬
‫اربعلات‪:.:‬ا من ویط‪(:‬رتممج)‪ٓ:‬ازاد‪ :‬ک‪:‬ڈوپ‪:.‬ارده‪:‬ابزار‪:‬الوہر‬
‫فل‬ ‫‪.2‬‬
‫دترسی‪:‬ااسللم‪:‬ارعلیب‪:،‬ڈارٹک‪:‬اخقل‪:‬داد‪:‬کلم‪ٓ:،:‬ازاد‪ :‬ک‪:‬ڈوپ‪:،‬الوہر‬ ‫‪.3‬‬
‫‪158‬‬
‫‪ARAB-1116‬‬ ‫)الشعر العربی ‪(ASHAIR-UL-ARABI‬‬ ‫)‪3(3+0‬‬
‫اقمدص‪::‬ابلطء‪:‬اس‪:‬وکرس‪:‬یک‪:‬لیمکت‪:‬ےک‪:‬دعب‪:‬اس‪:‬اقلب‪:‬وہ‪:‬اجںیئ‪:‬ےگ‪:‬ہک‪:‬هہ‪:::‬‬
‫رعشی‪:‬ذهق‪:‬ےک‪:‬احلم‪:‬وہےن‪:‬یک‪:‬وکشش‪:‬رکںی۔‪:‬رعش‪:‬یمہف‪:‬ام‪:‬ےک‪:‬زماج‪:‬اک‪:‬ہصح‪:‬ےنب۔‬ ‫‪.1‬‬
‫رعیب‪:‬اشرعی‪:‬ےک‪:‬فلتخم‪:‬ادهار‪:‬ےس‪ٓ:‬ایہگ‪:‬احلص‪:‬رک‪:‬ںیل۔‬ ‫‪.2‬‬
‫الہ‪:‬رعب‪:‬ےک‪:‬اسھت‪:‬اسھت‪:‬الہ‪:‬دنہ‪:‬یک‪:‬رعیب‪:‬اشرعی‪:‬ےس‪:‬یھب‪:‬انشاس‪:‬وہں۔‬ ‫‪.3‬‬
‫رعیب‪:‬زابم‪:‬ےک‪:‬وقادع‪:‬اسل ی‪:‬ھکیس‪:‬رک‪:‬ام‪:‬اک‪:‬یلمع‪:‬االطق‪:‬رک‪:‬ںیکس۔‬ ‫‪.4‬‬
‫رہفتس‪:‬ونعاانت‪:‬‬
‫شؼشاء ٍِ اىؼصش اىجإيی‬ ‫‪.1‬‬
‫شؼشاء صذس االعالً‬ ‫‪.2‬‬
‫اىشؼشاء اىَخعشٍُ٘‬ ‫‪.3‬‬
‫شؼشاء اىؼصش اىؼثاعی‬ ‫‪.4‬‬
‫شؼشاء اىؼصش اىحذیث‬ ‫‪.5‬‬
‫شؼشاء شثٔ اىقاسٓ‬ ‫‪.6‬‬
‫فؼو ٍاظی‪ ،‬فؼو ٍعاسع (ٍؼشٗف ‪ٍ ،‬جٖ٘ه) فؼو أٍش ‪ ،‬فؼو ّٖی‪ ،‬حشٗف جاسٓ ‪،‬‬ ‫‪.7‬‬
‫اىجَئ اىفؼيیح ٗاالعَیح‬
‫ے‬
‫ونٹ‪(( :‬اجنپب‪:‬ویوینریٹس‪:‬یک‪:‬رعیب‪:‬اایتخری‪’’:‬األدب‪:‬ارعلیب‘‘ رباےئ‪:‬رپہچ‪’’:‬ب‘‘ ںیم‪:‬دی‪:‬ےئگ‪:‬رعشاء‪:‬ےک‪:‬بختنم‪:‬رعیب‪:‬ااعشر‪:‬اک‪:‬ارده‪:‬ای‪:‬‬
‫ارگنزیی‪:‬ںیم‪:‬رتہمج‪:‬اھکسای‪:‬اجےئ‪:‬اگ‪:.‬رعیب‪:‬وقادع‪:‬االطیق‪:‬ادناز‪:‬ںیم‪:‬ڑپاھےئ‪:‬اجںیئ))‬
‫وجمزہ‪:‬بتک‪::‬‬
‫‪ .1‬االدب‪:‬ارعلیب‪(:‬رقمر‪:‬اولرۃق‪:‬ااثلۃین)‪:‬اجہعم‪:‬اجنپب‪ٓ:،:‬ازاد‪ :‬ک‪:‬ڈوپ۔‪:‬ارده‪:‬ابزار‪:‬الوہر‬
‫‪ .2‬دترسی‪:‬ااسللم‪:‬ارعلیب‪:،:‬ڈارٹک‪:‬اخقل‪:‬داد‪:‬کلم‪ٓ:،:‬ازاد‪ :‬ک‪:‬ڈوپ‪:،‬الوہر‬
‫‪159‬‬
‫‪ARAB-1117‬‬ ‫) االنشاء العربی‪(AL-INSHAA-UL-ARABI‬‬ ‫)‪3(3+0‬‬
‫اقمدص‪::‬اس‪:‬وکرس‪:‬یک‪:‬لیمکت‪:‬ےک‪:‬دعب‪:‬ابلطء‪:‬اس‪:‬اقلب‪:‬وہ‪:‬اجںیئ‪:‬ےگ‪:‬ہک‪:‬هہ‪:::‬‬
‫رعیب‪:‬زابم‪:‬ںیم‪:‬وقك‪:‬هملق‪:‬ےس‪:‬امیف‪:‬اریمضل‪:‬اک‪:‬ااہظر‪:‬رکےن‪:‬یک‪:‬ہتخپ‪:‬وکشش‪:‬رکےن‪:‬گل‪:‬اجںیئ۔‬ ‫‪.1‬‬
‫رعیب‪:‬ذریخہ‪:‬اافلظ‪:‬اهر‪:‬رهزرمہ‪:‬اامعتسك‪:‬وہےن‪:‬هایل‪:‬رعیب‪:‬املکت‪:‬اےنپ‪:‬ذریخہ‪:‬ظفح‪:‬ںیم‪:‬ال‪:‬ںیکس‪.‬‬ ‫‪.2‬‬
‫رحتریی‪:‬ااشنء‪:‬ںیم‪:‬ومضمم‪:،‬دروخاتس‪:‬اهر‪:‬طخ‪:‬ےنھکل‪:‬ےک‪:‬الہ‪:‬وہاجںیئ‪.‬‬ ‫‪.3‬‬
‫رعیب‪:‬وقادع‪:‬وج‪:‬اوہنں‪:‬ےن‪:‬ےلھچپ‪:‬نیت‪:‬رٹسمسز‪:‬ںیم‪:‬ڑپےھ‪:‬ےھت‪:‬ام‪:‬وک‪:‬یلمع‪:‬وطر‪:‬رپ‪:‬وقیل‪:‬اهر‪:‬رحتریی‪:‬اامعتسك‪:‬ںیم‪:‬ال‪:‬ںیکس‪.‬‬ ‫‪.4‬‬
‫رہفتس‪:‬ونعاانت‪(::‬رعیب‪:‬ںیم‪:‬وھچےٹ‪:‬وھچےٹ‪:‬ولمجں‪:‬ےک‪:‬ذرےعی)‬
‫اػعاء اىجغٌ االّغاّی‬ ‫‪.1‬‬
‫االى٘اُ اىؼشتیح‬ ‫‪.2‬‬
‫ایاً االعث٘ع‬ ‫‪.3‬‬
‫شٖ٘س اىغْح اىٖجشیح ٗاىَیالدیح‬ ‫‪.4‬‬
‫فص٘ه اىغْح‬ ‫‪.5‬‬
‫اىف٘امٔ اىجافٔ ٗاىطاصجح‬ ‫‪.6‬‬
‫اىر٘قید ٗاىضٍِ‬ ‫‪.7‬‬
‫ذشجَح اىنيَاخ اىغرح ٍٗرِ اىصي٘ج اىؼشتی إىی االسدیح‬ ‫‪.8‬‬
‫ٍقاىراُ تاىؼشتیح ح٘ه ’’اىقشآُ اىنشیٌ‘‘ ٗ ’’خيق اىْثی اىنشیٌ ملسو هیلع هللا یلص‘‘‬ ‫‪.9‬‬
‫سعاىح تاىؼشتیح ٍِ ٗى ٍذ إىی ٗاىذٓ‬ ‫‪.10‬‬
‫ظشٗسی أٗ تغثة ٍشض‬ ‫ٍ‬ ‫غية تاىؼشتیح ىحص٘ه اجاصج اىغیاتح ٍِ اىنيیح ألٍش‬ ‫‪.11‬‬
‫رعیب‪:‬زابم‪:‬ںیم‪:‬اانپ‪:‬اهر‪:‬اےنپ‪:‬ادارے‪:‬ےک‪:‬اعترف‪:‬رپ‪:‬ینبم‪:‬اكمہمل‬ ‫‪.12‬‬
‫وجمزن‪:‬بتک‪:‬‬
‫دترسی‪:‬ااسللم‪:‬ارعلیب‪:،‬ڈارٹک‪:‬اخقل‪:‬داد‪:‬کلم‪ٓ:،:‬ازاد‪ :‬ک‪:‬ڈوپ‪:،‬ارده‪:‬ابزار‪:‬الوہر‬‫ن‬ ‫‪.1‬‬
‫من به‬
‫ج‪:‬دترسی‪:‬ااسللم‪:‬ارعلیب‪:،‬ڈارٹک‪:‬اخقل‪:‬داد‪:‬کلم‪ٓ:،‬ازاد‪ :‬ک‪:‬ڈوپ‪:،‬الوہر‬ ‫‪.2‬‬
‫‪160‬‬
ISLAMYAT
161
‫‪ISLA1116‬‬ ‫‪Al-Quran‬‬ ‫)‪3(3+0‬‬
‫مقاصد‪:‬‬
‫یگںیم‪:‬اس‪:‬ےس‪:‬راامنہیئ‪:‬احلص‪:‬رک‪:‬ںیکس۔‬
‫اس‪:‬وکرس‪:‬اک‪:‬دصقم‪:‬اطوملعبلں‪:‬ںیم‪:‬رقٓام‪:‬یمہف‪:‬یک‪:‬رتهجی‪:‬ےہ‪:‬ات‪:‬ہک‪:‬هہ‪:‬یلمع‪:‬زدن ‪:‬‬
‫ونعاانت‪:‬‬
‫‪1‬۔‪:‬عمج‪:‬ه‪:‬دتهنیِ‪:‬رقٓام‬
‫‪2‬۔‪:‬اضمنیمِ‪:‬رقٓام‬
‫‪3‬۔‪:‬رقٓا ی‪:‬امیلعتت‪:،‬روم ِز‪:‬رقٓام‪:،‬ارهف‪:‬اعطقمت‬
‫‪4‬۔‪:‬وسرۃ‪:‬ارقبلہ‪(:‬اپرہ‪:‬ا ّهك)۔۔۔۔۔۔رتہمج‪:‬ه‪:‬رشتحی‬
‫بتُک‪:‬رباےئ‪:‬اطمہعل‪:‬‬
‫‪1‬۔‪:‬رفمدات‪:‬رقٓام‪:(:‬اامل‪:‬رابغ)‪:‬الوہر‪2005:‬ء‬
‫‪2‬۔‪:‬ااکحل‪:‬ارقلٓام‪(:‬ومالان‪:‬الجك‪:‬ادلنی‪:‬ااقلدری)‪:‬الوہر‪2003:‬ء‬
‫‪3‬۔‪:‬زنکاالامیم‪:،‬رتہمج‪:‬رقٓام‪(::‬ومالان‪:‬ادمح‪:‬راض‪:‬اخم‪:‬ربولیی)‪:‬الوہر‪2000:‬ء‬
‫ِ‬
‫‪:‬ابطخت‪:‬اہبهوپلر۔‪(::‬ڈارٹک‪:‬دیمح‪:‬اہلل)‬‫‪4‬۔‬
‫‪162‬‬
‫‪ISLA1117‬‬ ‫‪AL-Hadith‬‬ ‫)‪3(3+0‬‬
‫اس‪:‬وکرس‪:‬ےکذرےعی‪:‬اطوملعبلں‪:‬وک‪:‬ااحدثی‪:‬اک‪:‬سپِ‪:‬رظنم‪:‬اهر‪:‬رتہمج‪:‬ه‪:‬رشتحی‪:‬یک‪:‬هاضتح‪:‬ےک‪:‬اسھت‪:‬ااحدثی‪:‬یک‪:‬یلمع‪:‬رتهجی‪:‬ےک‪:‬ابرے‪:‬ںیم‪:‬ولعمامت‪:‬‬
‫رفامہ‪:‬یک‪:‬اجںیئ‪:‬یگ۔‬
‫‪1‬۔‪::‬دحثی‪:‬اک‪:‬ینعم‪:‬ه‪:‬وہفمل‪:‬‬
‫‪2‬۔‪:‬االطصاحت‪:‬دحثی‬
‫‪3‬۔‪:‬دحثی‪:‬یک‪:‬ااسقل‪(:‬احلب ِظ‪:‬تحص)‬
‫‪4‬۔‪::‬دحثی‪:‬یک‪:‬ااسقل‪(:‬احلب ِظ‪:‬رهاتی)‬
‫‪5‬۔‪:‬بتُک‪::‬ااحدثی‪:‬اک‪:‬اعترف‬
‫‪6‬۔‪:‬سیب‪:‬بختنم‪:‬ااحدثی‪:‬اک‪:‬رتہمج‬
‫‪1‬۔‪:‬ریست‪:‬ایبنل‪:‬یلص‪:‬اہلل‪:‬ہیلع‪:‬هملس‪:،‬دلج‪:‬ا ّهك‪(:‬ومالان‪:‬یلبش)‪:‬عبط‪:‬متشہ‬
‫‪2‬۔‪:‬افحتظِ‪:‬دحثی‪:(:‬رپهرسیف‪:‬اخدل‪:‬ولعی)‪:‬الوھر‪2006:‬ء‬
‫‪:‬اوصك‪:‬دحثی‪(:‬ڈارٹک‪:‬دیمحاہلل)‪:‬دیجم ُ ب‪:‬ب‪:‬ڈوپ‬
‫‪3‬۔ ِ‬
‫ِ‬
‫‪:‬ابطخت‪:‬اہبهوپلر‪(:‬ڈارٹک‪:‬دیمحاہلل)‬‫‪4‬۔‬
‫‪163‬‬
‫‪Course Code:‬‬ ‫‪ISLA1118‬‬ ‫اصنب‪:‬وکڈ ‪:‬اِالس‪:‬ایمت‪1118:‬‬
‫‪Course Title:‬‬ ‫‪Islamic Beliefs and Islamic History‬‬ ‫ونعام‪:‬اصنب‪::‬اِالسل‪:‬یک‪:‬اترخی‪::‬اهر‪:‬اقعدئ‬
‫‪Credit Hours:‬‬ ‫)‪3 (3+0‬‬ ‫رکڈیٹ‪ٓ:‬اهرز‪3)3+0(::‬‬
‫‪Pre-Requisite:‬‬ ‫‪Nil‬‬
‫رشاطئ‪::‬وکیئ‪:‬ںیہن‬
‫اصنب‪:‬ےک‪:‬وصخمص‪:‬اقمدص‪:::‬‬
‫‪ ‬اس‪:‬اصنب‪:‬یک‪:‬لیمکت‪:‬ےک‪:‬دعب‪:‬اطبل‪:‬ملع‪:‬اس‪:‬اقلب‪:‬وہ‪:‬اجںیئ‪:‬ےگ‪:‬ہک‪::‬‬
‫‪ ‬هہ‪:‬اینبدی‪:‬اقعدئ‪:‬ےس‪:‬رهانشس‪:‬وہ‪:‬اجںیئ‪:‬‬
‫‪ ‬االطصاحت‪:‬ےک‪:‬وہفمل‪:‬اهر‪:‬ام‪:‬ےک‪:‬رهزرمہ‪:‬زدنیگ‪:‬ںیم‪::‬اامعتسك‪:‬وک‪:‬اجم‪:‬اجںیئ‪:‬ےگ‬
‫‪ ‬االسل‪:‬یک‪:‬اترخی‪:‬وک‪:‬اجم‪:‬اجںیئ‪:‬ےگ۔‪:‬‬
‫دنمراجت‪::‬‬
‫الختفِ‪:‬رادشہ‪:‬‬
‫رضحت‪:‬اوبرکب‪:‬ریض‪:‬اہلل‪:‬ہنع۔‪:‬۔۔۔‪:‬ےلہپ‪:‬ہفیلخ‪:‬‬
‫‪ ‬رضحت‪:‬اوبرکب‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اک‪:‬ااختنب‪:‬‬
‫‪ ‬رعب‪:‬ںیم‪:‬اردتاد‪:‬یک‪:‬رحتکی‪:‬اهر‪:‬رضحت‪:‬اوبرکب‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬ےک‪:‬اس‪:‬رحتکی‪:‬وک‪:‬ےنلچک‪:‬ےک‪::‬ادقاامت‪:‬‬
‫‪ ‬رضحت‪:‬اوبرکب‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اک‪:‬رکدار‪:‬اهر‪:‬اکایمایبں‪:‬‬
‫رضحت‪:‬رمع‪:‬ریض‪:‬اہلل‪:‬ہنع۔۔۔۔۔۔۔‪:‬دهرسے‪:‬ہفیلخ‬
‫‪ ‬رضحت‪:‬رمع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬ےک‪:‬ده ِر‪:‬وکحتم‪:‬ںیم‪:‬وتفاحت‪:‬اهر‪:‬ام‪:‬یک‪:‬هوجاہت‬
‫‪ ‬رضحت‪:‬رمع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اکی‪:‬میظع‪:‬مظتنم‪:‬‬
‫‪ ‬رضحت‪:‬رمع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اک‪:‬اوتیلقں‪:‬ےس‪:‬ولس ‪:‬‬
‫‪:‬امثعم‪:‬ینغ‪:‬ریض‪:‬اہلل‪:‬ہنع۔۔۔۔۔۔۔۔‪:‬رسیتے‪:‬ہفیلخ‪::‬‬
‫رضحت ِ‬
‫‪:‬رشمق‪:‬هس ٰطی‪:‬اهر‪:‬امشیل‪:‬ارفہقی‪:‬ےک‪:‬وتفاحت‬
‫‪ ‬ام‪:‬ےک‪:‬دهرِ‪::‬الختف‪:‬ںیم ِ‬
‫‪ ‬رضحت ِ‬
‫‪:‬امثعم‪:‬ینغ‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬ےک‪:‬الخف‪:‬دیقنتی‪:‬زجتہی‪:‬‬
‫‪ ‬رضحت‪:‬امثعم‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬ےک‪:‬الخف‪:‬اغبهت‪:‬ےک‪:‬اابسب‪:‬‬
‫‪ ‬رضحت‪:‬امثعم‪:‬ینغ‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬یک‪:‬اہشدت‪:‬ےک‪:‬اتریخی‪:‬ارثات‪:‬‬
‫رضحت‪:‬یلع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬۔۔۔۔۔۔۔۔‪:‬وچےھت‪:‬ہفیلخ‬
‫‪ ‬رضحت‪:‬یلع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اک‪:‬ااختنب‪:‬اهر‪:‬ادتبایئ‪:‬الکشمت‬
‫‪164‬‬
‫‪ ‬رضحت‪:‬یلع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اهر‪:‬اعمهہی‪:‬ےک‪:‬امنیب‪:‬گنج‪:‬‬
‫‪ ‬گنجِ‪:‬نیفص‪:‬اهر‪:‬گنجِ‪:‬لمج‪:‬‬
‫‪ ‬اخریج‪:‬اهر‪:‬ام‪:‬یک‪:‬رضحت‪:‬یلع‪:‬ریض‪:‬ا ‪:‬‬
‫ہللہنع‪:‬ےک‪:‬اخفل‪:‬اغبهت‪:‬‬
‫‪ ‬رضحت‪:‬یلع‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬اک‪:‬لتق‪:‬‬
‫الختفِ‪:‬رادشہ‪:‬یک‪:‬رطفت‪:،:‬‬
‫الختفِ‪:‬رادشہ‪:‬یک‪:‬وکحتم‪:‬اهر‪:‬اظنتم‪:‬‬
‫الختفِ‪:‬رادشہ‪:‬یک‪:‬امنایں‪:‬وصخایصت‪::‬اہیم‪:‬الختف(‪661-750‬وسیعی‪:41-132:/‬رجہی‪):‬‬
‫‪ ‬اجریگداری‪:‬اک‪:‬انپنپ‪:‬اهر‪:‬رقهم‪:‬هس ٰطی‪:‬اک‪:‬االسل‪:‬‬
‫‪ ‬الختفِ‪:‬اہیم‪:‬یک‪:‬امنایں‪:‬وصخایصت‬
‫‪ ‬اریم‪:‬اعمهہی‪:،:‬ام‪:‬اک‪:‬رکدار‪:‬اهر‪:‬راییتس‪:‬اپیسیل‬
‫‪ ‬ذیدی‪:‬اهر‪:‬اس‪:‬اک‪:‬ااحلق‬
‫‪ ‬اسہحن‪:‬رکالب‪:‬‬
‫‪ ‬اسہحن‪:‬رکالب‪:‬ےک‪:‬اتنجئ‪:‬‬
‫‪ ‬دبعااملکل‪:‬اهر‪:‬ام‪:‬یک‪:‬االصاحت‪:‬‬
‫‪ ‬هدیل‪:‬اک‪:‬ده ِر‪:‬وکحتم‪:‬وطبر‪:‬الختفِ‪:‬اہیم‪:‬اک‪:‬رہنسی‪:‬دهر‪:‬‬
‫‪ ‬رمع‪:‬نب‪:‬دبعازعلزی‪:‬اک‪:‬رکدار‪:‬اهر‪:‬االصاحت‪:‬‬
‫‪ ‬ابعیس‪:‬رحتکی‪:‬‬
‫‪ ‬اشہل‪:‬نب‪:‬دبعااملکل‪:،:‬ام‪:‬ےک‪:‬دهر‪:‬یک‪:‬وتفاحت‪:‬‬
‫‪ ‬اہیم‪:‬یک‪:‬اظنتم‪:‬‬
‫‪ ‬الختفِ‪:‬اہیم‪:‬ےک‪:‬زهاك‪:‬ےک‪:‬اابسب‪:‬‬
‫الختفِ‪:‬ابعہیس‪:‬۔‪:750-1258(:‬وسیعی‪:133-656:/:‬رجہی‪:):‬‬
‫‪ ‬الختفِ‪:‬ابعہیس‪:‬یک‪:‬امنایں‪:‬وصخایصت‪:‬‬
‫‪ ‬الختفِ‪:‬ابعہیس‪:‬یک‪:‬اینبد‪:‬‬
‫‪ ‬دبعاابعلس‪:‬اافصل‪:‬‬
‫‪ ‬اوب‪:‬رفعج‪:‬اوصنملر‪:‬‬
‫‪ ‬ابعیس‪:‬رہنسی‪:‬دهر‪:‬‬
‫‪ ‬اہرهم‪:‬احردیش‪:‬‬
‫‪ ‬ااملومم‪:‬۔۔۔۔۔‪:‬ام‪:‬یک‪:‬اپیسیل‪:‬اهر‪::‬احلص‪:‬اک‪:‬زجتہی‪:‬‬
‫‪165‬‬
‫لمنعص‬
‫‪ ‬ا م‪:‬‬
‫‪ ‬اولاقط‬
‫‪ ‬رقٓام‪:‬وطبر‪:‬ولخمق‪:‬اک‪:‬اعمہلم‪:‬‬
‫االسیم‪:‬اقعدئ‪:‬‬
‫االسل‪:‬ےک‪:‬وغلی‪:‬ینعم‪:‬اهر‪:‬االطصیح‪:‬وہفمل‪:‬۔‪:‬االسل‪:‬اک‪:‬اغیپل‪:‬اهر‪:‬اس‪:‬ےک‪:‬اقمدص‪:‬‬
‫االسل‪:‬ےک‪:‬اینبدی‪:‬اقعدئ‪::‬‬
‫‪ ‬اہلل‪:‬رپ‪:‬اامیم‪:‬۔‪:‬وتدیح‪:‬اهر‪:‬اس‪:‬یک‪:‬املسمم‪:‬یک‪:‬زدنیگ‪:‬ںیم‪:‬اتیمہ‪::‬رقٓام‪:‬ه‪:‬دحثی‪:‬یک‪:‬رهینش‪:‬ںیم‪:‬‬
‫‪ ‬المہکئ‪:‬رپ‪:‬اامیم‪:‬۔‪:‬اس‪:‬اک‪:‬بلطم‪:،‬اقمدص‪:‬اهر‪:‬ااسنم‪:‬یک‪:‬زیگن‪:‬رپ‪:‬ارثات‪:‬‬
‫‪ ‬ال ٰہاایم‪:‬بتک‪:‬رپ‪:‬اامیم‪:‬۔‪:‬اسہقب‪:‬وسنمخ‪:‬ال ٰہاایم‪:‬بتک‪:‬اهر‪:‬ام‪:‬یک‪:‬تقیقح‪:‬۔‪::‬رقٓام‪:‬اپ ‪:‬یک‪:‬دصاتق‪:،:‬اسھک‪::‬اهر‪:‬افحتظ‪:‬‬
‫‪ ‬اایبنء‪:‬رپ‪:‬اامیم‪:‬۔‪:‬متخ‪:‬وبنت‪:‬ےک‪:‬اقمدص‪::‬اهر‪:‬اتیمہ‪:‬رقٓام‪:‬ه‪:‬دحثی‪:‬یک‪:‬ره‪:‬ےس‬
‫‪ ‬ره ِز‪:‬ایقتم‪:‬رپ‪:‬اامیم‪:‬‬
‫‪ ‬اس‪:‬یک‪:‬رتامج ی‪:،:‬اتیمہ‪:‬اهر‪:‬ااسنم‪:‬یک‪:‬زدنیگ‪:‬رپ‪:‬اس‪:‬ےک‪:‬ارثات‪:‬‬
‫وجمزہ‪:‬بتک‪::‬‬
‫‪ ‬دجدی‪:‬االسیم‪:‬رظنایت‪::،:‬ڈارٹک‪:‬دمحم‪:‬میلس‪:،:‬اکرهام‪ :‬ک‪:‬رٹنیس‪:‬اتلمم‪:‬ٹنیک‬
‫‪ ‬وصت ِر‪:‬االسل‪:،:‬رمااٹ‪:‬اهر‪:‬چهیییک‪:،:‬لیہس‪:‬اڈیکیم‪:‬الوہر‪:‬‬
‫‪ ‬االسیم‪:‬رظنہی‪:،:‬ڈارٹک‪:‬ہفیلخ‪:‬دبعامیکحل‪:‬‬
‫‪ ‬االسل‪:‬اک‪:‬رظنہی‪:‬ایحت‪::،:‬ڈارٹک‪:‬ہفیلخ‪:‬دبعامیکحل‪:،:‬ادارہ‪:‬اقثتفِ‪:‬االسہیم‪:‬بلک‪:‬رهڈ‪:‬الوہر‪:‬‬
‫‪ ‬داینیت‪:،‬ومالان‪:‬دبعایلع‪:‬ومدهدی‪:،:‬االسیم‪:‬زنشیکیلبپ‪:،:‬وصنمرہ‪:‬الوہر‪:‬‬
‫‪ ‬اتکب‪:‬االامیم‪:،:‬رمعام‪:‬اایز‪:‬الوہری‪:،:‬امعن ی‪:‬بتک‪:‬اخہن‪:‬ارده‪:‬ابزار‪:‬الوہر‪:‬‬
‫‪ ‬اقعدئِ‪:‬االسل‪:،:‬لضف‪:‬دقری‪:،:‬ادارہ‪:‬اقثتفِ‪:‬االسہیم‪:،:‬بلک‪:‬رهڈ‪:‬الوہر‪:‬‬
‫ِ‬
‫‪:‬رشنایت‪:‬االسل‪:‬الوہر‪:‬‬‫‪ ‬اترخیِ‪:‬االسل‪:،:‬نیعم‪:‬ادلنی‪:‬ادمح‪:‬دنهی‪:،:‬ادارہ‬
‫‪ ‬اترخیِ‪:‬االسل‪:،:‬۔۔۔۔‪:‬بیجن‪:‬اربک‪ٓ:‬اابدی‪:‬‬
‫‪ ‬االسکم‪:‬رٹسہی‪:‬۔‪:‬ےک‪:‬یلع‪:،:‬ارده‪:‬ابزار‪:‬الوہر‬
‫‪ ‬االسل‪:‬یک‪:‬رصتخم‪:‬اترخی‪:‬۔‪:‬رہظم‪:‬اقحل۔‪ :‬ک‪:‬ڈنیل‪:‬الوہر‬
‫‪166‬‬
‫‪ISLA1119‬‬ ‫‪Islamic Culture and Civilization‬‬ ‫)‪3(3+0‬‬
‫اس‪:‬وکرس‪:‬اک‪:‬دصقم‪:‬االسیم‪:‬ذہتبی‪:‬ه‪:‬اقثتف‪:‬اک‪:‬اطمہعل‪:‬اهر‪:‬اس‪:‬ےک‪:‬ارثات‪:‬اک‪:‬اجزئہ‪:‬شیپ‪:‬رک‪:‬ےک‪:‬اطوبلوملعں‪:‬وک‪:‬اس‪:‬ذہتبی‪:‬ےک‪:‬ارثات‪:‬ےس‪ٓ:‬ااگہ‪:‬رکان‪:‬‬
‫ےہ۔‪:‬‬
‫‪1‬۔‪:‬داین‪:‬یک‪:‬دقمی‪:‬ذہتںیبی‪:‬‬
‫‪2‬۔‪:‬االسیم‪:‬ذہتبی‪:‬ه‪:‬اقثتف‪:‬ےک‪:‬انعرص‪:‬ه‪:‬ازجاء‬
‫‪3‬۔‪:‬االسیم‪:‬ذہتبی‪:‬اک‪:‬داین‪:‬ںیم‪:‬وفنذ‬
‫‪4‬۔‪:‬االسیم‪:‬ذہتبی‪:‬ےک‪:‬وفنذ‪:‬ںیم‪:‬ربِ‪:‬ریغص‪:‬ےک‪:‬وصایف‪:‬یک‪:‬دخامت‬
‫‪5‬۔‪:‬االسل‪:‬اهر‪:‬دجدی‪:‬دهر‪:‬ےک‪:‬اسملئ‪:‬اهر‪:‬ام‪:‬اک‪:‬لح‬
‫ن‬
‫۔‪:‬االسہم‪:‬تزبی‪:‬اهر‪:‬اےکس‪:‬اوصك‪:‬ه‪:‬رابدی‪(::‬ومالان‪:‬ومدهدی)‬
‫ٓاب‪:‬وکرث ‪:‬خیش‪:‬دمحم‪:‬ارکال‬
‫۔‪ِ :‬‬
‫ومج‪:‬وکرث ‪:‬خیش‪:‬دمحم‪:‬ارکال‬
‫۔‪ِ :‬‬
‫۔‪:‬ره ِد‪:‬وکرث ‪:‬خیش‪:‬دمحم‪:‬ارکال‬
‫۔‪:‬ایسرہ‪:‬ڈاٹسجئ‪::‬وصایفےئ‪:‬رکال‪:‬ربمن‬
‫‪167‬‬
URDU
168
‫‪URDU1111‬‬ ‫ارده‪:‬زابم‪:‬یک‪:‬رهاتی‬ ‫)‪3(3+0‬‬
‫ٍقاصذ‪:‬‬
‫ابلط‪:‬وک‪:‬اُرده‪:‬زابم‪:‬ےک‪ٓ:‬ااغز‪:‬ه‪:‬اراقت‪:‬ےک‪:‬قلعتم‪:‬ولعمامت‪:‬رفامہ‪:‬رکان۔‪:‬‬
‫اُرده‪:‬زابم‪:‬ےک‪:‬ابرے‪:‬ابلط‪:‬وک‪::‬اسلاینت‪:‬ےکامرہنی‪:‬ےک‪:‬رظنایت‪:‬اهر‪:‬وصترات‪:‬ےس‪:‬اعتمرف‪:‬رکاان۔‬
‫اُرده‪:‬ادب‪:‬یک‪:‬اترخی‪:‬ےک‪:‬اهنیل‪:‬ادهاریک‪:‬رهداد‪:‬ایبم‪:‬رکان۔‬
‫اُرده‪:‬زابم‪:‬ےک‪:‬دقمی‪:‬انل‬
‫دنہهی‪:،‬دنہی‪:،‬رہتخی‪،:‬دنہهاتس ی‪:،:‬اردهے‪:‬معلی‪،‬اُرده‬
‫اُرده‪:‬زابم‪:‬ےک‪ٓ:‬ااغز‪:‬ےکقلعتم‪:‬امرہنی‪:‬ےک‪:‬رظنایت‬
‫تکزبس‪:‬هاری‪:‬اک‪:‬رظنہی‪:‬‬
‫احظف‪:‬ومحمریشا ی‪:‬اک‪:‬رظنہی‪،‬ڈارٹک‪:‬وش ‪:‬‬
‫اترخی‪:‬ادب‪:‬اُرده‬
‫بہ ن‬
‫ب منی‪:‬اهر‪:‬رجگی‪:‬دهر‪،‬اجیب‪:‬وپر‪:‬اک‪:‬ادب‪:،‬امشیل‪:‬دنہ‪:‬ںیم‪:‬اُرده‪:‬یک‪:‬ادتبا‪:،‬ااہیل‪:‬وگیئ‪:‬اک‪:‬دهر‪،‬امشیل‪:‬دنہ‪:‬اک‪:‬اُردهادب‪:،‬ونھکل‪:‬اُردهاک‪:‬ادب‬
‫وجمزہ‪:‬بتک‬
‫ڈارٹک‪:‬اونر‪:‬دسدی‪:،‬اُرده‪:‬ادب‪:‬یک‪:‬رصتخم‪:‬اترخی‬
‫ڈارٹک‪:‬مسبت‪:‬اکریمشی‪:،‬اُرده‪:‬ادب‪:‬یک‪:‬اترخی‬
‫ڈارٹک‪:‬لیمج‪:‬اجیبل‪:،‬اترخی‪:‬ادب‪:‬اُرده‬
‫ڈارٹک‪:‬میلس‪:‬ارتخ‪:،‬اُرده‪:‬ادب‪:‬یک‪:‬رصتخم‪:‬رتنی‪:‬اترخی‬
‫ڈارٹک‪:‬وشتک‪:‬زبسهاری‪:،‬اُرده‪:‬زابم‪:‬اک‪:‬اراقت‬
‫نیع‪:‬اقحل‪:‬رفدی‪:‬وکیٹ‪:،‬اُرده‪:‬ابم‪:‬یک‪:‬دقمی‪:‬اترخی‬
‫‪169‬‬
‫‪URDU1112‬‬ ‫اُرده‪:‬اشرعی‪:‬یک‪:‬رهاتی‬ ‫)‪3(3+0‬‬
‫ٍقاصذ‪:‬‬
‫ہبلط‪:‬ےک‪:‬رعشی‪:‬ذهق‪:‬یک‪:‬رتتیب۔‬
‫الکیکیس‪:‬اشرعی‪:‬ےک‪:‬احمنس‪:‬اهر‪:‬وموضاعت‪:‬ےس‪ٓ:‬اانشیئ‪:‬دیپا‪:‬رکان۔‬
‫اانصف‪:‬اشرعی‪:‬ےس‪:‬هاتیفق۔‬
‫زغك‬
‫ریم‪:‬یقت‪:‬ریم‪,‬هیل‪:‬دینک‪،‬اغبل‬
‫ونثمی‪:‬‬
‫رحساایبلم‪:‬از‪:‬ریم‪:‬نسح‪،‬زلگار‪:‬میسن‪:‬از‪:‬د ‪:‬ایرکنش‪:‬میسن‬
‫دیصقہ‬
‫دمحم‪:‬رعیف‪:‬وسدا‬
‫رمہیث‬
‫ریم‪:‬اسین‬
‫مظن‬
‫ریظن‪:‬اربک‪ٓ:‬اابدی‬
‫وسیبی‪:‬دصی‪:‬ےک‪:‬امندنئہ‪:‬اشرع‬
‫العہم‪:‬دمحم‪:‬اابقك‪:‬ضیف‪:‬ادمح‪:‬ضیف‪،‬م‪:‬ل‪::‬رادش‪:‬‬
‫ڈارٹک‪:‬اوب‪:‬دمحم‪:‬رحس‪،‬اُرده‪:‬ںیم‪:‬دیصقہ‪:‬اگنری‬
‫ڈارٹک‪:‬دیس‪:‬دبعاہلل‪:،‬هیل‪:‬ےس‪:‬اابقك‪:‬کت‬
‫ڈارٹک‪:‬ابعدت‪:‬ربولیی‪:،‬زغك‪:‬اهر‪:‬اطمہعل‪:‬زغك‬
‫ڈارٹک‪:‬رفامم‪:‬حتف‪:‬وپری‪:،‬ریم‪:‬اسین‪::‬ایحت‪:‬ه‪:‬اشرعی‬
‫ڈارٹک‪:‬حیسم‪:‬ازلامں‪:،‬اُرده‪:‬رمےیث‪:‬اک‪:‬اراقت‬
‫ڈارٹک‪:‬ویفس‪:‬نیسح‪:‬اخم‪:،‬اُرده‪:‬زغك‬
‫رفاق‪:‬وگروپھکری‪:،‬اُرده‪:‬زغك‪:‬وگیئ‬
‫‪170‬‬
‫‪URDU1113‬‬ ‫اُردهےک‪:‬اینبدی‪:‬وقادع‬ ‫)‪3(3+0‬‬
‫ںےس‪ٓ:‬ااگہ‪:‬رکان‪:‬ےہ‪:‬ات‪:‬ہک‪:‬ام‪:‬ںیم‪:‬ےنھکل‪:‬‬
‫مےک‪:‬وقادئ‪:‬ےس‪ٓ:‬ااگ‪:‬رکےن‪:‬ےک‪:‬اسھت‪:‬اسھت‪:‬ام‪:‬وک‪:‬ااشنء‪:‬رپدازی‪:‬ےک‪:‬اوصول ‪:‬‬
‫اس‪:‬وکرس‪:‬اک‪:‬دصقم‪:‬اطوملعبلں‪:‬وک‪:‬زاب ‪:‬‬
‫یک‪:‬اہمرت‪:‬دیپا‪:‬وہ‪:‬ےکس۔‪:‬‬
‫‪1‬۔‪:‬ملعِ‪:‬وحن۔۔۔۔۔۔۔۔اعترف‪:،‬اتیمہ‬
‫‪2‬۔‪:‬ملعِ‪:‬رصف۔۔۔۔۔۔۔۔۔۔اعترف‪:،‬اتیمہ‬
‫‪3‬۔‪:‬ملعِ‪:‬رعهض۔۔۔۔۔۔۔۔۔اعترف‪:،‬اتیمہ‬
‫‪4‬۔‪:‬ملعِ‪:‬ایبم‪:،‬اضعئ‪:‬دبا۔۔۔۔۔۔۔۔۔اعترف‪:،‬اتیمہ‬
‫‪1‬۔‪:‬رحبااصفلتح‪(::‬مجن‪:‬اینغل)‪:‬عبط‪:‬مشش‪:‬الوھر‬
‫‪171‬‬
‫‪URDU1114‬‬ ‫‪:‬اُرده‪:‬رثن‪:‬یک‪:‬رهاتی‪:‬میسقت‪:‬دنہ‪:‬کت‬ ‫)‪3(3+0‬‬
‫اقمدص‪:‬‬
‫ہبلط‪:‬وک‪:‬اُرده‪:‬یک‪:‬رثنی‪:‬اانصف‪:‬ےس‪:‬اعتمرف‪:‬رکاان۔‬
‫ںےس‪ٓ:‬ااگیہ۔‬
‫رثنی‪:‬اانصف‪:‬ےک‪:‬ینف‪:‬اهر‪:‬رکفی‪:‬ولہپه ‪:‬‬
‫ہبلط‪:‬ےک‪:‬رثنی‪::‬ادب‪:‬ےک‪:‬ذهق‪:‬یک‪:‬رتتیب۔‬
‫اُرده‪:‬یک‪:‬رثنی‪:‬اانصف‪:‬اک‪:‬ینف‪:‬اطمہعل‪:‬اهر‪:‬رهاتی‪:‬اک‪:‬میسقت‪:‬دنہ‪:‬کت‪:‬رصتخم‪:‬اجزئہ‬
‫‪1‬۔دااتسم‬
‫‪2‬۔انهك‪:‬‬
‫‪3‬۔ااسفہن‪:‬‬
‫‪4‬۔ڈراہم‬
‫‪5‬۔رفس‪:‬انہم‬
‫‪6‬۔ٓاپ‪:‬یتیب‬
‫‪7‬۔اخہک‬
‫‪8‬۔زنط‪:‬ه‪:‬زماح‬
‫‪9‬۔اكمبیت‪:‬‬
‫ڈارٹک‪:‬یلع‪:‬دمحم‪:‬اخم‪/‬ڈارٹک‪:‬اافشق‪:‬ادمح‪:‬هر ‪،‬اانصف‪:‬مظن‪:‬ه‪:‬رثن‬
‫ڈارٹک‪:‬رفامم‪:‬حتف‪:‬وپری‪:،‬اُرده‪:‬زابم‪:‬ه‪:‬ادب‬
‫ڈارٹک‪:‬رفامم‪:‬حتف‪:‬وپری‪،‬اُرده‪:‬رثن‪:‬اک‪:‬ینف‪:‬اراقت‬
‫دیس‪:‬هاقر‪:‬میظع‪،‬دااتسم‪:‬ےس‪:‬ااسفےن‪:‬کت‬
‫شطع‪:‬درا ی‪،‬اانصف‪:‬اُرده‪:‬یک‪:‬رصتخم‪:‬اترخی‬
‫‪172‬‬
GEOGRAPHY
173
GEOG1111 Physical Geography 3(3+0)
Objectives:
This course attempts to impart knowledge about the relationship between man and physical,
social-economic and cultural environment with special reference to Pakistan, including
land, population, human, settlement, resources and related human activities.
Course Outline:
 Detailed regional study of politico-historic, environment and administrative setting

of Pakis
 Physiography, climate, hydrology, soil, natural vegetation including flora and fauna
 Resources: agricultural, water including irrigation, minerals, industries,
human, Publication and settlement.
 Trade and communication: major cities, tourism and cultural heritage special
features and regional problems, geo-political importance and problems, relation
with the neighboring countries.
Course Outline:
1. The universe: solar system and the earth, earth‘s eight shapes and size, rotation and
revolution.
2. Distribution of land and water.
3. Composition of earth types and formation of rocks.
4. Plate‘s tectonics, mountain building, and geomorphic process Internal external.
5. Earthquakes and volcanic activity, weathering, mass wasting cycle of erosion and
deposition by surface water, groundwater glares and winds.
6. Atmospheric: composition and structure.
7. Atmospheric temperature, pressure, winds, air masses, frivols and cyclones.
8. Hydrological cycle atmospheric moisture and precipitations.
9. Atmospheric pollution.
10. Ocean floor, movements of the ocean water, currents and tides.
11. Eco system and major world biomes.
Books Recommended
Davidson, A. P & Munir Ahmad (2003) Privatization and the Crises of Agricultural
Extension: The Case of the Pakistan (King‘s Soas Studies in Development Geography).
Ashgate Publishing.
Kraak, M.J. & Ormelling,F.J;1996 Cartography
174
Keats, J.s 1973 cartography Design
Lawerence, G.R.P; Cartography Methods 2015
Bygot, j. (revised by Money)‖1999
Usil, G, W & Hean G:1998
175
GEOG1112 Geography of Pakistan 3(3+0)
Objectives:
This course attempts to impart knowledge about the relationship between man and physical,
social-economic and cultural environment with special reference to Pakistan, including land,
population, human, settlement, resources and related human activities.
Course Outline:
Detailed regional study of politico-historic, environment and administrative setting of

Pakistan.
Physiography, climate, hydrology, soil, natural vegetation including flora and fauna
Resources: agricultural, water including irrigation, minerals, industries, human, Publication

and settlement.
Trade and communication: major cities, tourism and cultural heritage special features and
regional problems, geo-political importance and problems, relation with the neighboring
countries.
Lab Outline:
Survey, data collection and presentation on different thematic maps.
Field Visits:
To identify various physical regions and study at least one region‘s land use urban structure,
mining area, national parks, industrial areas and various rural and urban settlements and other
natural resources to be decided by the respective college/ university keeping in view the
availability of resources.
Books Recommended.
1. Davidson, A. P & Munir Ahmad (2003) Privatization and the Crises of Agricultural
Extension: The Case of the Pakistan (King‘s Soas Studies in Development
Geography). Ashgate Publishing.
2. Abdul Hameed (1972) Historical and Descriptive geography of water development in
west Pakistan: A Case Study of the middle Indus Basin San Francisco State College
3. Dichter, D. (1967) Geography of N. W. F. P. Oxford University Press
4. Jonson B. L. C. (1969) South Asia: selective studies of the essential geography of
India, Pakistan and Ceylon. Heinemann Educational
5. Ahmad, K. S. (1964) Geography of Pakistan, Oxford University Press
6. Sahibzada, M. A (1966) Land Use Survey Of N.W. F. P. Part-1 P&D Department
Government Of Pakistan
176
7. Tayyeb, A. (1966) A Political Geography Of Pakistan, Oxford university Press
8. Spate O. H. K., (1984) India And Pakistan , Munshiram Mohoarlal Publications
Pvt.LTD
9. Khan F. K. (1991) Geography of Pakista. Oxford University Press, Karachi.
10. Burkey, J. S. (1991) Pakistan the Continuing search for nationhood, Western Press,
Oxford, UK.
177
GEOG1113 Map Work and Survey 3(3+0)
Map Work
Objective:
To train students in map drawing, reading and its use for geographical analysis. After the
successful completion of this course the students are expected to have a good knowledge of
map reading and map drawing.
Course Outline:
Principles and methods of map making, reading, reproduction, enlargement and reduction. A
study of the ordinance survey maps of Pakistan and other countries under the heads viz;
Scale: types and their use; grid reference and indexation
Physical ad cultural feature (to be described and interpreted)
Map projections; types, construction, characteristics and uses
Exercises in air photo interpretation
Interpretation of wealth map of Pakistan.
Instructional survey and records
Survey using the following instruments: chain tape, Plane Table and Prismatic Compass
Determination of heights and slopes with Abney level
Contouring by Indian Clinometers
Use of dumpy level and Theodolite
Field Visits:
Visit to Survey of Pakistan, Rawalpindi
(The Students are required to record the exercise in practical notebook duly signed by the
concerned teachers).
Books Recommended:
1. Breed, C. B. & G. L. Hosmer (1953) Surveying. John Wliey & Sons.

2. Thomas W. N. (1942) Surveying, John Wiley and Sons.
3. Usili G. W. (1960) Practical Surveying, the Technical Press LTD.
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4. Brinker, R. E. & W. C. Taylor (1962) Elementary Surveying, the International Text
Book Company5.
5. Ruby, H. ET. Al (1958) Engineering Surveys. The Macmillan Company.6.
6. Maginr, D. J (1991) Geographic Information System. Longman. London 7.
7. Clendinning, J. (1960) Principles of Surveying. Blackie and Sons, Limited Glasgow.
8. Kanetkar, T. P. & Kulkarni, S. V. (nd): Surveying and Leveling Part-1.
9. Dink, P. (1962) Map Work. Dehli10.
10. Guljan Mushtaq-Ur-Rehman (1974) Map Projection. Oxford University Press11.
11. Carey, H. Helen (1983) How to Use Maps and Globes. Franklin Watts, London New
York.
Surveying
Objective:
To train students in surveying of small area, map drawing and reading
To make them understand the use of various modern scientific equipments used for
surveys.
Course Outline:
Plan Table, Compass and Chain Surveying:
General description, instruments, procedure, methods, advantages and disadvantages,

Errors, two point and three points problems; bearing, compass survey, compass traverse (
open and close) calculation of included angles- surveys- fixing new station-combined
traverses and sketch surveys.
Leveling: General description, kinds of levels, adjustment in levels-contours by

clinometer; Use of Theodolite; finding out height of inaccessible objects; GPS surveying
Surveying Practical:
The Fieldwork in surveying shall be based on the above instruments: The students shall
be required to carry out simple exercises on surveying, using plane table, chain, prismatic,
leveling equipments, use Theodolite and GPS.
Books Recommended:
1. Bygot, J. (1960) revised Edit: An Introduction to Map Work & Practical Geography,
Tutorial Press London.
2. Bygott, J. An Introduction to Map Work & Practical Geography, University tutorial
Press London.
3. Debenham, F. Exercises in Cartography, Black Blackie & Sons London.
4. Garnets, A.; 1935 Geographical Interpretation of Topograph9ical Map, London.
5. Keats, J. S. 1973 Cartographic Design and Production Longm,an, London.
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6. Kraak, M. J. & Ormelling, F. J.; 1996 Cartography: Visualization of Spatial Data
Longman, Harlow.
7. Lawrence, G. R. P.; 1971 Cartographic Methods, Methuen & Co., London
8. Monkhouse H. J. & Wilkinson, H. R. Maps and Diagrams, Methuen. London,
9. Riasz Erwin General Cartography, McGraw Hill New York.
10. Robison, A. N. Elements of Cartography, John Wiley New York.
11. Steers, J. A. An Introduction to the Study of Map Projections, London, University of
Press London.
12. Threlfall, H..; 1946 a Text – Book Onb Suyrveying, And Teachniocal Press Charles,
Riffin London.
13. Usil, G. W. & Hearn G.; 1947 Practical Surveying, Technical Press London.
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GEOG1114 Human and Economic Geography 3(3+0)
Course Objectives:
 Extend the integration of Geography with other disciplines of science and

humanities.
 Impart current knowledge and practical skills to Geography graduates through
theory, practicum and field exercises.
 Understand meaning scope and state of human geography and economic
geography
 Knowledge about the Natural Resources and human activities
Contents
1. Meaning scope and state of human geography and economic geography.

2. Basic concepts and theories including environmental, determinism, Possibilism.
3. Population: Population density distribution, growth dynamics
4. Natural Resources and human activities primarily, Secondary and tertiary
(Agricultural, Mining, Forestry and Poultry).
5. Light and heavy industries, transport.
6. Tourism.
7. Settlement and central place theory, types of settlement rural and urban countries.
8. Mineral resources, natural resources of energy.
9. Trade, International trade, free trade, multiple trade and bilateral trade, free trade and
areas of common market, balance of trade, factors of trade, world pattern on trade.
Suggested Books:
1. Arbogast, A. F. (2007) Discovering Physical Geography, John Wiley and Sons,
London.
2. Christopherson, R. W. (2009) Geo systems: An introduction to Physical Geography,
Pearson Prentice Hall, New Jersey.
3. De Blij, H. J and Muller, P. O. (1996) Physical Geography of the Global
Environment, USA, John Wiley and sons Inc., New Jersey.
4. Guinness, J. P. & Nagle, G. (2011) Geography, Hodder Education, London.
5. King, C. (1980) Physical Geography, Basil Blackwell, Oxford.
6. Miller, G. T. (2008) Living in the Environment, Principles, connections and
Solutions, Wadsworth, USA.
7. Monkhouse, F. J. (1996) Principles of Physical Geography, Hodder & Stoughton,
London.
8. Scott, R. C. (1996) Introduction to physical geography, West Publishing Co, New
York.
9. Small, R. J. (1989) Geomorphology and Hydrology, Longman, London.
10. Strahler, A. (2013) Introduction to Physical Geography, John Wiley & Sons, New
Jersey.
11. Stringer, E. T. (2004) Modern Physical Geography, John Wiley, New York.
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12. Taylor, J. (1993) Integral Physical Geography, Longman, London.
13. Thompson, R. D. (1986) Process in Physical Geography, Longman, London.
14. Thornbury, W. D. (2004) Principles of Geomorphology, John Willy & Sons, New
York.
15. Thurman, H. V. & Trujillo, A. P. (2013) Essentials of Oceanography, Prentice
16. Hall Inc., USA.
182
FINE ARTS
183
FINE1114 Fundamentals of Drawing 3(3+0)
Course Objectives
After the completion of this course, the students will be able to;
 Seek and develop basic skills of observation and drawing through a systematic study
of models
 Show volume and perspective through shading
 Know and understand the elements of drawing
 Understand how to use line effectively
 Understand observational drawing
 Draw with proper measurement methodically
 Teach drawing effectively at elementary level
Learning Outcomes:
 The learner will be able to develop basic skills of observation and drawing through a
systematic study of models
 The learner will be able to show volume and perspective through shading.
 The learner will be able to understand the elements of drawing
 The learner will be able to understand how to use the line work
 The learner will be able to demonstrate observational drawing practically.
Course Outline:
 Definition of Drawing
 History of Drawing
 Drawing and its importance in the curriculum
 Importance of Measurement in Drawing
 Elements of Drawing
 Principles of Drawing
What is Shape in Drawing?
 The interdependence of Shape
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 Shape as an agent of Direction and Energy
 The character of Shape
Texture in Drawing
 Natural texture
 Artificial texture
Perspectives in Drawing
 Definition
 Principles
 Linear perspective in Drawing
 Aerial perspective in Drawing
 One Two or Three point Perspective
 Perspective and exact location
 The circle in perspective
 Cast shadows
 Foreshortening
 Perspective as an agent of Expression
Line and its importance
 Definition
 Types
 The diagrammatic line
 The structural line
 The calligraphic line
 The expressive line
Value and its importance
 Definition of Value
 The effects of light on Volume
 The elements of Light
 Value as an expressive force
 Value as an Agent of Composition
Uses of Volume in Drawing
 Definition
 Direction and Geometric summary
 The joining of Planes and Volumes
 The design of Volume in Space
Uses of shading in Drawing
 Shading with dots

 Shading with cross hatching
 Shading on basic shapes, e.g., Cylinder, Pyramid, Box, etc
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Observational Drawing
Media and materials/ tools of Drawing
 Drawing of still objects

 Drawing on paper
 Drawing on Pastel sheets
 Drawing on Fabric
 Drawing on Hard Board
 Drawing on Newspaper
 Drawing on News Print sheet
 Mix Media Drawing
 Drawing with combination of leaves
 Drawing with the combination of wood
 Drawing on jute
 Drawing on uneven surface
Teaching Strategies:
 Lecture method
 Demonstration with the help of practically prepared work pertaining to drawing
 Collaborative learning
 Practical work
 In an outdoor classroom participatory activities
Teaching Through:
 Worksheets practical
 Different sheets
 Canvas
 Models
 Multimedia
 Museum/Gallery visit
Assignments:
 Students will be given written/practical assignments on prescribed topics based on
above mentioned contents
Compulsory Readings:
Goldstein, nathan. (2000). The art of responsive drawing. Pearson prentice hall.
Katz, l. Elizabeth. (2000).themes and foundations of art. National textbook co.
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Arnheim, r., art and visual perception, university of california press. Berkeley, 1954.
Arnheim, r., visual thinking, university of california press berkeley, 1969.
Beam, p.c. Language of art, john wiley & sons, ny, 1958.
nicolaides, k., the natural way to draw, houghton mifflin co. Boston, 1969.
Thomson, arthur, a handbook of anatomy for the art student, clarendon press,
oxford , 1899.
Gill basic perspective, thames and hudson, london.
Glimcher & moskowitz, great drawings of all time, kodansha international,
tokyo, 1976.
raynes john; anatomy for the artist, hamlyn publishing group ltd., 1979.
Further Readings:
Patricia Monahan & Albany Wiseman. (2000). The Beginner‟s Guide to
Drawing People. UK: Search Press. New Holland.
Susie, Hodge. (2005). How to Draw People. UK: Search Press. New Holland.
Gordon, Louise . (1980).How to Draw the Human Figure: An Anatomical
Approach. Penguin
Note: In addition to the above, any other text or book referred by Instructor
can also be included.
187
FINE1111 Fundamentals of Design 3(3+0)
Course Objectives:
 Compare and contrast works of art using the elements of design and art-related
vocabulary through written and oral communication.
 Create oral and written narratives that express original ideas based on works of art
 Form and express opinions about art during group discussions
 Identify themes present in the galleries
 Understand and use of elements of design in practical work
 Explain how the elements of art can be used to describe artwork and relate ideas to
everyday life
Learning Outcomes:
 The learner will be able to differentiate the arts using elements through major
communication skills.
 The learner will be able to understand and use elements of design in practical
work
 The learner will be able to learn the elements of art describing artwork and relate
ideas to everyday life.
 The learner will be able to express ideas through written and oral narratives.
 The learner will be able to identify themes present in multiple galleries
Course Outline:
 Introduction of Design
 History of Design
 Difference between Art & Design
 Basic Concepts design
 Basics of Drafting
188
 Basics Elements of Design
 Line and its importance in Design
 Types of Lines and its importance in Design
 Color and its importance in Design
 Shape and its importance in Design
 Form and its importance in Design
 Space and its importance in Design
 Texture and its importance in Design
 Types of textures and its importance inDesign
 Value and its importance in Design
Teaching Strategies
 Lecture method
 Practical work
 Collaborative learning inside and outside the classroom
 Presentation based teaching methodologies on multimedia
Teaching Through
 Scholar sheets, pastel sheets, etc.
 Models
 Multimedia
Assignments
 Katz, L. Elizabeth. (2000).Themes and Foundations of Art. National Textbook Co.
 The elements of art composition by Brenda Ellis Publisher: Artistic Pursuits Inc.
 Stephen Davies (1991). Definition of Art. Cornell University Press
 Bear, Jacci Howard. (2000). Introduction to the Elements of Design. Desktop
publishing.
189
 Katz, L. Elizabeth. (2000).Themes and Foundations of Art. National Textbook Co.
 Evans, P. & Thomas, M. (2004)). Exploring the elements of design. Clinton Park,
NY: Delmar
Further Reading:
 EvansPoppy. (2003).Exploring the Elements of Design. Delmar Cengage.
 Faimon, P. &Weigand, J. (2004). The nature of design. Cincinnati, OH: HOW Design
Books.
 Lauer, D. &Pentak, S. (1995). Design basics, 4th edition. Ft. Worth, TX: Harcourt
Brace
 College Publishers.
 Dorst, K.; Cross, N. (2001). "Creativity in the design process: Co-evolution of
problem-solution". Design Studies
Note: In addition to the above, any other text or book referred by Instructor can also be
included.
190
FINE1115 Techniques of Painting 3(3+0)
Course Objectives:
After the completion of the course the students will be able to:
 Explore skills necessary to create paintings by using knowledge of pictorial

composition and knowledge of materials, tools and techniques used in acrylic and/or
oil painting media.
 Know and understand the concepts of Painting.
 Identify the emotional or subjective content and incorporate it into their work
 Identify a variety of painting styles and typical subjects and be able to incorporate
them into their work.
 Know, understand and use the Elements and Principles of Painting
 Practically demonstrate the elements and principles of Painting
 Select and apply direct or indirect painting methods suitable for their painting
 Select and prepare a suitable support for painting in oil or acrylic, know, understand
the making of Composition in Painting.
 Demonstrate knowledge and skill in the use of materials and tools employed in acrylic
and oil painting.
 Identify and incorporate the elements and principles of design, monocular devices that
affect composition into their work
Learning Outcomes:
 The learner will be able tocreate paintings by using knowledge of pictorial
composition and knowledge of materials, tools and techniques used in acrylic and/or
oil painting media.
 The learner will be able to identify the emotional or subjective content and
incorporate it into their work
 The learner will be able to identify a variety of painting styles and typical subjects and
be able to incorporate them into their work.
 The learner will be able to understand the direct or indirect painting methods suitable
for their painting
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Course Outline:
 Introduction to acrylic and oil paint.
 Color theory: The study of color is woven throughout the framework of the course;
such as glazing, study of skin tones, and color as a spatial concern, mixing paint,
value contrast, and contrast of saturation.
 Technique
o Oil Painting
o Water Color
o Pastel‘s Painting
o Collage Painting
o Mix Media
 Still life
 Different approaches (Landscape: painting outdoors in warm weather. Still-life: using
local color and life-like proportions. An enclosed space: painting a real or imagined
space that suggests an interior or a splurge scale painting – any subject including non-
objective (the large scale affects the quality of the subject).
 One day visit of museum or gallery.
 The development of self-expression will be fostered with each project.
 Importance of Texture
 Develop a painting sketchbook.
 Conceptual Painting
Teaching Strategies
 Lecture/ discussion/ slide lecture presentation.
 Instructor demonstrations.
 In-class and homework painting assignments.
 Develop a sketchbook.
 Group critiques /individual critiques.
 Assigned readings.
 Assigned museum/gallery visit and critical analysis paper of painting.
 Gallery discussions.
 Painting concepts introduced by videos/DVD
Teaching Through
 Worksheets practical
 Hard boards, canvass, etc
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 Different scholar sheets
 Models
 Multimedia
 Museum/galley visit
Assignments
 Students will be given Paintings assignments on prescribed topics based on still
objects; anatomy, figure drawings, as well as students will be required to demonstrate
practical work related to real life situations/prescribed contents such as different types
of painting
 Manual of Painting Materials and Techniques by Mark D. Gottsegan Harper and Row,
Pub. B.
 What Every Artist Needs To Know About Paints & Colors by David Pyle Krause
Publications.
 Criticizing Art Understanding the Contemporary by Terry Barrett Mayfield
Publishing Company.
Further Readings:
 Howard Elton & Margit Malmstaom. (2000). Perspective for Painters. Times
Publishers.
 Patricia Monahan. (1992). Oil Painting. Cassel Publishers Ltd.
 William F. Powell. (2000). Oil Painting Techniques. Walter Foster Publishing.
 Patricia, Monahan. (1992). Oil Painting. Cassel Publishers Ltd.
 Kevin, Macpherson. (2000).Fill Your Oil Paintings with Light
&Color.North Light Books.
included.
193
FINE1113 Art Appreciation 3(3+0
Course Objectives
 Know general history of Art
 Understand the early civilizations with reference to Art History
 Teach Art History at elementary level effectively
Learning Outcomes:
 The learner will be able to understand that form and content amalgamate into one
balanced object
 The learner will be able to reevaluate art on a mature level
 The learner will be able to understand role of Aesthetics in Art and design
 The learner will be able to understand how Aesthetics and Art beautifies our Life
Course Outline:
 Introduction to Art
 Importance of Art History
 Pre- Historic Art
 Paleolithic Age
 Mesolithic Age
 Neolithic Age
 Mesopotamian Civilization.
 Art of Mesopotamian Civilization.
 Indus Valley Civilization.
 Art of Indus Valley Civilization.
 Ancient Egyptian civilization.
 Art of Ancient Egyptian civilization.
 Art and History of Greek civilization
 Art and History of Roman civilization
 Art and History of Buddhist Art
194
Teaching Strategies
 Lecture method
 Demonstration based on assigned task pertaining to different periods of Art
 In an outdoor classroom participatory learning
Teaching Through
 Books
 Models
 Multimedia
 Museum/Gallery visit
Assignments
 Fred S. Kleiner&Christin J. Mamiya. (2004). Gardner's Art Through the Ages,
Volume I. Wadsworth Publishing
 Dillian, Gordon. (1981). 100 Great Painting Duccio to Picasso. The National Gallery.
 Pam Meecham, Julie. (2004). Modern Art: A Critical Introduction. Theatre Arts
Books.
Further Readings:
 Jason Gaiger& Paul Wood. (2003). Art of the Twentieth Century: A Reader. Yale
University Press
 Liz Dawtrey (1996). Investigating Modern Art. Open University, Arts Council of
England, Tate Gallery. Yale University Press.
 Jason Gaiger& Paul Wood. (2003). Art of the Twentieth Century: A Reader. Yale
University Press
 Liz Dawtrey (1996). Investigating Modern Art. Open University, Arts Council of
England, Tate Gallery. Yale University Press
 Pam Meecham, Julie. (2004). Modern Art: A Critical Introduction. Theatre Arts
Books.
195
 Simon Leung. (2004). Theory in Contemporary Art Since 1985. John Wiley & Sons
 ZoyaKocur, Simon Leung. (2004). Theory in Contemporary Art Since 1985: From
1985 ...to present.Blackwell Publishing.
included.
196
DISCIPLINES and
CONTENT COURSES for
SCIENCE
197
ZOOLOGY
198
ZOOL1111 Principles of Animal Life-I 4(3+ٔ)
Objectives:
After studying this course the students will be able to impart knowledge of:
 The concept and status of Zoology in life sciences.
 The common processes of life through its chemistry, biochemical and molecular
processes.
 The structure and function of cell organelles and how common animal cell diversified
in various tissues, organs and organ systems.
 Biochemical mechanisms eventually generating energy for animal work.
 Animals and their relationship with their environment.
Course Outline:
Scope of Zoology: Introduction; significance and applications of zoology; animal diversity;
the scientific method; environment and world resources. The Chemical Basis of Animal Life:
Brief introduction to biomolecules; carbohydrates, lipids, proteins, and nucleic acids.
Cellular Organization: Structure of animal cells, cell membrane, cytoplasm and its
organelles: ribosomes, endoplasmic reticulum, Golgi apparatus, lysosomes, mitochondria,
cytoskeleton, cilia and flagella, centrioles and microtubules, vaults, vacuoles; the nucleus:
nuclear envelope, chromosomes and nucleolus. Animal tissues: Types: epithelial, connective,
muscle and nervous tissue; organs and organ systems.
Enzymes: Structure, types; function and factors affecting their activity; cofactors, isozymes
and coenzymes.
Energy Harvesting: Aerobic and anaerobic respiration: glycolysis, citric acid cycle and
electron transport chain; fermentation, the major source of ATP.
Ecological Concepts: Ecosystem, types, homeostasis, biomes, food chain, food web, energy
flow and thermodynamics; biogeochemical cycles, and limiting factors, populations and
communities, human population growth, pollution, resource depletion and biodiversity.
Practicals:
1. Tests for different carbohydrates, proteins and lipids.
Note: Emphasis on the concept that tests materials have been ultimately obtained from
living organisms and constituted their body.
2. Study of the prepared slides of epithelial tissue (squamous, cuboidal, columnar),
connective tissue (adipose, cartilage, bone, blood), nervous tissue and muscle tissue
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(skeletal, smooth and cardiac).
Note: Prepared microscopic and/or projection slides and/or CD ROM computer
projections must be used.
3. Plasmolysis and deplasmolysis in blood.
4. Ecological notes on animals of a few model habitats.
5. Field observation and report writing on animals in their ecosystem (a terrestrial and an
aquatic ecosystem study).
Recommended Books:
 Hickman, C.P., Roberts, L.S. and Larson, A. INTEGRATED PRINCIPLES OF
ZOOLOGY, 12th Edition (International), 2004. Singapore: McGraw Hill.
 Miller, S.A. and Harley, J.B. ZOOLOGY, 6th Edition (International), 2005.
Singapore: McGraw Hill.
 Pechenik, J.A. BIOLOGY OF INVERTEBRATES, 5th Edition (International), 2000.
 Kent, G.C. and Miller, S. COMPARATIVE ANATOMY OF VERTEBRATES,
2001. New York: McGraw Hill.
 Campbell, N.A. BIOLOGY, 6th Edition. 2002. Menlo Park, California:
Benjamin/Cummings Publishing Company, Inc.
 Miller, S.A. GENERAL ZOOLOGY LABORATORY MANUAL. 5th Edition
(International), 2002. Singapore: McGraw Hill.
 Hickman, C.P. and Kats, H.L., LABORATORY STUDIES IN INTEGRATED
PRINCIPLES OF ZOOLOGY. 2000. Singapore: McGraw Hill.
 Molles, M.C. ECOLOGY: CONCEPTS AND APPLICATIONS. 6th Edition. 2005.
McGraw Hill, New York, USA.
 Odum, E. P. FUNDAMENTALS OF ECOLOGY. 3rd Edition. 1994. W.B. Saunders.
Philadelphia.
 Slingby, D. and Cook, C., PRACTICAL ECOLOGY. 1986. McMillan Education
Ltd. UK.
200
ZOOL 1112 Principles of Animal Life-II 4(3+ٔ)
Objectives:
The course will impart knowledge and understanding of:
 Cell division and its significance in cell cycle.
 Concepts and mechanisms of inheritance pattern, chromosome and gene linkage and
molecular basics of genetics.
 Animal behavior and communication.
 Theories of evolution, gene flow and mechanism of evolution with reference to animals
and diversity.
Course Outline:
Cell Division: Cell cycles: Mitosis and meiosis; control of the cell cycle.
Inheritance Patterns: Mendelian genetics; inheritance patterns; gene, structure, chemical
composition and types. Chromosomes and Gene Linkage: Eukaryotic chromosomes; linkage
and crossing over; chromosomal aberrations.
Cellular Control: DNA: the genetic material; DNA replication in prokaryotes and
eukaryotes; control of gene expression in eukaryotes; gene mutation; recombinant DNA
technologies and their applications.
Animal Behavior: Behavior and its types, proximate and ultimate causes;
anthropomorphism; development of behavior; learning; factors controlling animal behavior;
communication; behavioral ecology; social behavior.
Evolution: A Historical Perspective: Theories of evolution: Natural selection Lamarckism
and neo Lamarckism, Darwinism and neo Darwinian.
Evolution and Gene Frequencies: Hardy-Weinberg principle; evolutionary mechanisms:
population size, genetic drift, gene flow, de Vries mutation theory and rates of evolution,
polymorphism; species and speciation; molecular evolution; mosaic evolution.
Practicals:
1. Study of mitosis in onion root tip.
2. Study of meiosis in grasshopper testis (students should prepare the slide).
Note for 1-2: Prepared microscopic and/or projection slides and/or CD ROM computer
projections must be used).
3. Problem based study of Mendelian ratio in animals.
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4. Multiple alleles study in blood groups.
5. Survey study of a genetic factor in population and its frequency.
6. Study of karyotypes of Drosophila, mosquito.
7. Study of cytochemical detection of DNA in protozoa and avian blood cell.
8. Study to demonstrate nervous or endocrine basis of behavior (conditioned reflex or
aggression or parental behavior).
9. Study to demonstrate social behavior (documentary film be shown, honey bee, monkey
group in a zoo).
Recommended Books:
 Pechenik, J.A. 2012. Biology of Invertebrates, 4th Edition
 (International), Singapore: McGraw Hill.
 Hickman, C.P., Roberts, L.S., Larson, A. 2004. Integrated Principles of Zoology, 11th
Edition (International). Singapore: McGraw Hill.
 Miller, S.A., Harley, J.B. 2002. Zoology, 5th Edition (International), Singapore:
McGraw Hill.
 Miller, S.A. 2002. General Zoology Laboratory Manual. 5th Ed. (International).
 Campbell, N.A. 2002. Biology. 6th Edition. Menlo Park, California:
 Kent, G.C., Miller, S. 2000. Comparative Anatomy of Vertebrates. New York: McGraw
Hill.
 Hickman, C.P., Kats, H.L. 2000. Laboratory Studies in Integrated Principles of
Zoology. Singapore: McGraw Hill.
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ZOOL2111 Animal Diversity-I 4(3+ٔ)
Objectives:
The course is designed to provide students with:
 Concepts of evolutionary relationship of animal kingdom.
 Knowledge about animal kingdom, emphasizing their phylogenetic relationships and
simple to complex mode of animal life.
Course Outline:
Introduction: Classification of organisms, A taxonomic hierarchy, Kingdoms of life, Animal
systematics, Evolutionary systematics, Phylogenetic systematics, Patterns of organization,
Protostomes, deuterostomes.
Animal-Like Protists: The Protozoa; life within a single plasma membrane; symbiotic life-
styles. Protozoan taxonomy: (up to phyla, subphyla and super classes, wherever applicable).
Pseudopodia and amoeboid locomotion; cilia and other pellicular structures; nutrition; genetic
control and reproduction; symbiotic ciliates; further phylogenetic considerations.
Multicellular and Tissue Levels of Organization: origins of multicellularity; animal
origins. Phylum porifera: cell types, body wall, and skeletons; water currents and body forms;
maintenance functions; reproduction. Phylum Cnidaria (coelenterata) the body wall and
nematocysts; alternation of generations; maintenance functions; reproduction and
classification up to class, and further phylogenetic considerations.
Triploblastic and Acoelomate Body Plan: Phylum Platyhelminthes: classification up to
class; the free-living flatworms and the tapeworms; maintenance functions; reproduction,
further phylogenetic considerations.
Pseudo coelomate Body Plan: Aschelminths: general characteristics; classification up to
phyla with external features; feeding and the digestive system; other organ systems;
reproduction and development of Phylum Nematoda.
Molluscan Success: Relationships to other animals; origin of the coelom; molluscan
characteristics; classification up to class. The characteristics of shell and associated
structures, feeding, digestion, gas exchange, locomotion, reproduction and development,
other maintenance functions and diversity in bivalves; further phylogenetic considerations.
Annelida: The Metameric Body Form: relationship to other animals, metamerism and
tagmatization; External structure and locomotion, feeding and the digestive system, gas
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exchange and circulation, nervous and sensory functions, excretion, regeneration,
reproduction and development in oligochaetes; further phylogenetic considerations.
Arthropods: Blueprint for Success: classification and relationships to other animals;
metamerism and tagmatization; the exoskeleton; metamorphosis; classification up to class;
further phylogenetic considerations; phylogeny and adaptive diversification.
Echinoderms: relationships to other animals; echinoderm characteristics; classification up to
class. Maintenance functions, regeneration, reproduction, and development in asteroids,
further phylogenetic considerations.
Practicals:
1. Study of Euglena, Amoeba, Entamoeba, Plasmodium, Trypanosoma, Paramecium as
representative of animal like protists. (Prepared slides).
2. Study of sponges and their various body forms.
3. Study of principal representative classes of phylum Coelenterata.
4. Study of principal representative classes of phylum Platyhelminthes.
5. Study of representative of phylum Rotifera, phylum Nematoda.
6. Study of principal representative classes of phylum Mollusca.
7. Study of principal representative classes of phylum Annelida.
8. Study of principal representative classes of groups of phylum Arthropoda.
9. Brief notes on medical/economic importance of the following:
10. Plasmodium, Entamoeba histolitica, Leishmania, Liverfluke, Tapeworm,
Earthworm, Silkworm, Citrus butterfly.
11. Preparation of permanent stained slides of the following:
12. Obelia, Daphnia, Cestode, Parapodia of Nereis.
Recommended Books:
 Hickman, C.P., Roberts, L.S. and Larson, A. INTEGRATED PRINCIPLES OF
ZOOLOGY, 11th Edition (International), 2004. Singapore: McGraw Hill.
 Pechenik, J.A. BIOLOGY OF INVERTEBRATES, 4th Edition (International), 2000.
 Kent, G.C. and Miller, S. COMPARATIVE ANATOMY OF VERTEBRATES. 2001.
204
New York: McGraw Hill.
 Campbell, N.A. BIOLOGY, 6th Edition. 2002. Menlo Park, California:
205
ZOOL2113 Animal Diversity-II 4(3+ٔ)

 Provide understanding about taxonomic characteristics and classification of each
phylum.
 Develop concepts of evolutionary relationship of animal kingdom.
 Provide knowledge and understanding about the different animal groups with special
emphasis on their phylogenetic relationships.
Course Outline:
Protochrodates: Structure, anatomy and organ systems; reproduction of; Hemichordata,
Urochordata, Cephalochordata.
Fishes: Vertebrate Success in Water: phylogenetic relationships; Agnatha and
Gnathostomata: locomotory adaptations, nutrition and the digestive system, circulation, gas
exchange, nervous and sensory functions, excretion and osmoregulation, reproduction and
development; further phylogenetic considerations.
Amphibians: The first terrestrial vertebrates: phylogenetic relationships; Classification up to
order i.e., Caudata, Gymnophiona, and Anura; Structure and locomotory adaptations,
nutrition and the digestive system, circulation, gas exchange, temperature regulation, nervous
and sensory functions, excretion and osmoregulation, reproduction, development, and
metamorphosis; further phylogenetic considerations.
Reptiles: The First Amniotes: cladistic interpretation of the amniotic lineage; Classification
up to order i.e., Testudines or Chelonia, Rhynchocephalia, Squamata, and Crocodilia;
adaptations in external structure and locomotion, nutrition and the digestive system,
circulation, gas exchange, and temperature regulation, nervous and sensory functions,
excretion and osmoregulation, reproduction and development; further phylogenetic
considerations.
Birds: Feathers, flight: phylogenetic relationships; adaptation in external structure and
locomotion, nutrition and the digestive system, circulation, gas exchange, and regulation,
nervous and sensory systems, excretion and osmoregulation, reproduction and development.
Mammals: Specialized teeth and hair; diversity of mammals; adaptations in external
structure and locomotion, nutrition and the digestive system, circulation, gas exchange, and
temperature regulation, nervous and sensory functions, excretion and osmoregulation,
behavior, reproduction and development.
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Practicals:
Museum study of:
1. Protochordates.
2. Pisces.
3. Amphibia.
4. Reptilia.
5. Aves.
6. Mammalia.
7. Field trips to study animal diversity in an ecosystem.
Note: Preserved specimen and/or colored projection slide and/or CD ROM projection of
computer must be used.
Recommended Books:
 Hickman, C.P., Roberts, L.S., Larson, A. 2011. Integrated Principles of Zoology, 15th
Ed. (International). Singapore: McGraw Hill.
 Campbell, N.A. Biology, 9 Ed. 2011. Menlo Park, California: Benjamin/Cummings
Publishing Company, Inc. Miller, S.A. and
 Harley, J.B. 2010. Zoology, 8 Edition (International) Singapore: McGraw Hill.
 Miller, S.A. 2002. General Zoology Laboratory Manual. 5th Ed. (International),
 Kent, G.C., Miller, S. 2001. Comparative Anatomy of Vertebrates. Latest edition New
York: McGraw Hill.
Hickman, C.P., Kats, H.L. 2000. Laboratory Studies in Integrated Principles of Zoology.
207
CHEMISTRY
208
CHEM1111 Fundamentals of Inorganic Chemistry 4(3+ٔ)
Objectives:
The students should be able to understand:
 The key introductory concepts of chemical bonding.
 The acid-base chemistry & properties of p-block elements as well as using this
knowledge for qualitative and quantitative analysis of inorganic compounds during
laboratory work.
Course Outlines:
Chemical Bonding: Types of chemical bonding, Ionic and covalent bonding, Coordinate
covalent bonding and metallic bonding, Localized bond approach, Theories of chemical
bonding, Valence Bond Theory (VBT), Hybridization and resonance, Prediction of molecular
shapes using Valence Shell Electron Pair Repulsion (VSEPR) model, Molecular Orbital
Theory (MOT) applied to diatomic molecules, Delocalized approach to bonding, Bonding in
electron deficient compounds, Hydrogen bonding.
Acids and Bases: Brief concepts of chemical equilibrium, Acids and bases including Soft and
Hard Acids and Bases (SHAB), Concept of relative strength of acids and bases, Significance
of pH, pKa, pKb and buffer solutions, Theory of indicators, Solubility, Solubility product,
Common ion effect and their industrial applications.
P-Block Elements: Physical and chemical properties of p-block elements with emphasis on
Boric acid, Double sulphate or alum, Carbides, Silicates, Nitric acid, Phosphoric acid,
Sulfuric acid, Sodium thiosulphate and its use in photography, Inter-halogens, Pseudo-
halogens, polyhalides, Uses of Nobel gasses and Clathrate compounds.
Practicals:
1. Lab safety and good laboratory practices, Knowledge about material safety data
sheets (MSD), Disposal of chemical waste and first-aid practices.
2. The qualitative analysis of salt mixtures, Quantitative analysis, Acid-base titrations,
Preparation and standardization of acid and alkali solutions.
3. The redox titrations, Preparation and standardization of potassium permanganate
solution and its use for the determination of purity of commercial potassium oxalate
or oxalic acid.
4. The preparation and standardization of sodium thiosulfate solution and its use in
209
determination of copper in a given sample, Gravimetric analysis.
5. The determination of barium in a given sample, Determination of chloride in a given
solution.
Recommended Books:
 Shriver, D.F; Atkins, P.W; Langford, C.H. Inorganic Chemistry. Oxford University
Press, 1994; 2nd Ed.
 Cotton, F.A; Wilkinson, G. Advanced Inorganic Chemistry. John-Wiley & Sons: New
York, 2007; 6th Ed.
 Huheey, J.E. Inorganic Chemistry: Principles of Structure and Reactivity. Harper
International SI Edition, 2006; 3rd Ed.
 House, J.E. Inorganic Chemistry. Academic Press: USA, 2008.
 Lee, J.D. Concise Inorganic Chemistry. Chapman and Hall, 1996; 5th ed.
 Miessler, G.L; Tarr, D.A. Inorganic Chemistry. Pearson Education: India, 2008; 3rd Ed.
 Huheey, J.E; Kieter E.A; Keiter L.R. Inorganic Chemistry: Principles of Structure and
Reactivity. Benjamin-Cummings Pub Co, 1993; 4th ed.
 Sharpe, A.G. Inorganic Chemistry. Pearson Education: India, 1981; 3rd Ed.
 Chaudhary, S.U. Ilmi Textbook of Inorganic Chemistry. Ilmi Kitab Khana: Lahore,
2013.
 Catherine, E; House; Alan, G; Sharpe. Inorganic Chemistry. Prentice Hall: 2008; 3 rd
Ed.
 Kathleen A.H; James E.H. Descriptive Inorganic Chemistry. Brooks Cole, 2010; 2nd
Ed.
 Wulfsberg, G. Principles of Descriptive Inorganic Chemistry. University Science
Books, 1991; 1st Ed.
 Hill, R.H; Fister, D.C. Laboratory Safety for Chemistry Students. John-Wiley &
Sons, 2010.
 Mendham, J; Denny, R.C; Barnes, J.D; Thomas, M; Sivasankar, B. Vogel‘s Textbook
of Quantitative Chemical Analysis. Pearson Education, 2000; 6th Ed.
 Svehla, G. Vogel‘s Qualitative Inorganic Analysis. Pearson Education, 2009; 7th Ed.
210
CHEM1112 Fundamentals of Physical Chemistry 4(3+ٔ)
Objectives:
The students will acquire knowledge:
 To understand the fundamental principles and laws of thermodynamics and chemical
equilibria.
 To investigate the physical properties of ideal/non-ideal binary solutions.
 About the rates of reactions and perform related calculations.
Course Outlines:
Gaseous State: Equation of states, Ideal and real gases, Virial equation and the vander Waal‘s
equation for real gases, Critical phenomena and critical constants,
Chemical Thermodynamics: Four laws of thermodynamics and their applications, Thermo
chemistry, Calorimetry, Heat capacities and their dependence on temperature, pressure and
volume, Reversible and non-reversible processes, Spontaneous and non-spontaneous
processes, Relations of entropy and Gibbs free energy with equilibrium constant, Gibbs
Helmholtz equation, Fugacity and activity.
Chemical Equilibrium: General equilibrium expressions, Reaction quotients, Examples of
equilibrium reactions in solid, Liquid and gas phases, Extent of reactions and equilibrium
constants, Gibbs energies of formation and calculations of equilibrium constants, Le-
Chatelier‘s principle. Effect of temperature and pressure on the equilibrium
constants/compositions, Van‘t Hoff equation,
Liquid State: Physical properties of liquids, Surface tension, Viscosity, Refractive index,
Dipole moment and their applications, Brief account of interactions among the molecules in
liquids
Solution Chemistry:, Ideal and non-ideal solutions, Raoult‘s law and its applications,
Lowering of vapor pressure, Elevation of boiling point, Depression of freezing point,
Osmotic pressure, Vapor pressure of non-ideal solutions and Henry‘s law, Abnormal
colligative properties, Degrees of association and dissociation of solutes, Osmotic pressure
and its measurement, Fractional distillation and concept of azeotropic mixtures.
Chemical Kinetics: The rates of reactions zero, First, Second and third order reactions with
same and different initial concentrations, Half-lives of reactions, Experimental techniques for
rate determination and methods for determination of order of reaction, Arrhenius equation.
211
Practicals:
1. Determination of viscosity of liquids.
2. Determination of refractive index of liquids.
3. Determination of percent composition of liquid solutions viscometrically.
4. Determination of refractive index and molar refractivity.
5. Determination of percent composition of liquid solutions by refractive index
measurements.
6. Determination of molecular weight of a compound by elevation of boiling point
(ebullioscopic method).
7. Determination of molecular weight of a compound by lowering of freezing point
(cryoscopic method).
8. Determination of heat of solution by solubility method.
9. Determination of heat of neutralization of an acid with a base.
10. Kinetic study of acid catalyzed hydrolysis of ethyl acetate.
11. Determination of partition coefficient of a substance between two immiscible liquids.
Recommended Books:
 Atkins, P; Paula, J.D. Atkin‘s Physical Chemistry. Oxford University Press, 2010; 9th
Ed.
 Shoemaker, D. Experiments in Physical Chemistry. McGraw Hill, 2003; 8th Ed.
 Silbey, R; Alberty, R; Bawendi, M. Physical Chemistry. 2005, 4th Ed.
 Glasstone, S. Textbook of Physical Chemistry. Macmillan London, 1960.
 James, A.M; Prichard, F.E. Practical Physical Chemistry. Longman Group Limited:
New York, 1974; 3rd Ed.
 Chaudhary, S.U. Ilmi Textbook of Physical Chemistry, Ilmi Kitab Khana: Lahore,
2013; 2nd Ed.
 Atkins, P; Jones, L. Chemical Principles: The Quest for Insight. W.H. Freeman: New
York, 2010; 5th Ed.
212
CHEM1113 Fundamentals of Organic Chemistry 4(3+ٔ)
Objectives:
The students will acquire knowledge about:
 Basic concepts of Organic Chemistry, chemistry of hydrocarbons and functional
groups and the mechanism of organic reaction.
 Such information will be useful for qualitative analysis and synthesis of organic
compounds.
Course Outlines:
Basic Concepts of Organic Chemistry: Bonding and hybridization localized and delocalized
bonding, Resonance Effect, Inductive effect, Dipole moment, Resonance and its rules, Hyper
conjugation, Classification and nomenclature of organic compounds including IUPAC
system, Types of organic reactions (an overview).
Chemistry of Hydrocarbons: Saturated, Unsaturated and aromatic hydrocarbons with
emphasis on synthesis and free radical, Electrophilic addition and electrophilic substitution
reactions.
Chemistry of Functional Groups: Hydroxyl, Ether and amino groups, Preparation and
properties of alcohols, Phenols, Ethers, Amines with focus on reaction mechanism and
applications, Carbonyl compounds, Preparations and reaction mechanism of aldehydes and
ketones and their applications, Carboxylic acids and their derivatives, Acidity of carboxylic
acids and effect of substituents on their acidity, Preparation and reactions of carboxylic acids
and their derivatives including esters, Amides, Acid halides and acid anhydrides.
Practicals:
1. Qualitative analysis of compounds with different functional groups.
2. Synthesis of organic compounds using as a tool for understanding techniques like
Reflux, Distillation, Filtration, Recrystallization and yield calculation.
3. Organic syntheses may include preparation of benzanilide from benzoyl chloride,
Succinic anhydride from succinic acid, Phthalimide from phthalic anhydride, Oximes
and hydrazones from carbonyl compounds and an ester from a carboxylic acid and
alcohol.
Recommended Books:
 Brown, W; Poon, T. Introduction to Organic Chemistry. John-Wiley & Sons, 2005;
213
3rd Ed.
 John, E.M. Organic Chemistry. Brooks/Cole Publishing Co: USA, 2012; 8th Ed.
 Robert, T.M; Robert, N.B. Organic Chemistry. Prentice Hall: New Jersey, 1992; 6th
Ed.
 Younus, M.A. Text book of Organic Chemistry. Ilmi Kitab Khana, Urdu Bazar:
Lahore, 2006.
 Sykes, P.A. Guide Book to Mechanism in Organic Chemistry. Pearson Education
Limited: England, 1986; 6th Ed.
 Vogel, A.I. A Text Book of Practical Organic Chemistry, Longman, London (1968).
 Mann, F.G and Saunders B.C. Practical Organic Chemistry, Longman, London
(1978).
 Shriner, R.L., Curtin, D.Y. Fuson, R.C. and Morrill, T.C. The Systematic
Identification of Organic Compounds, Wiley, NY (1997).
 Rehman, A. Experimental Organic Chemistry, The Caravan Book House, Lahore
(2006)
214
CHEM2111 Environmental Chemistry 3(3+ٓ)
Objectives:
The students will be able to acquire:
 The knowledge and develop understanding about the fundamental principles of
environmental chemistry and different types of pollutions.
 Such information will be useful in studying and solving pollution related issues and
experiments in the laboratory.
Course Outlines:
Atmospheric Pollution: The atmosphere, Composition, Temperature and pressure profile,
Role of free radicals in the atmosphere, Temperature inversion and photochemical smog,
Particulate matter in the atmosphere, Industrial pollutants, Atmospheric aerosols, Acid-rain
major sources, Mechanism, Control measures and effects on buildings and vegetation, Global
warming, Major greenhouse gases, Mechanism, Control measures and global impact, The
stratospheric ozone–the ozone hole, CFCs, Ozone protection, Biological consequences of
ozone depletion.
Water Pollution: Water pollution and waste water treatment, Municipal, Industrial and
agricultural sources of pollution, Heavy metals contamination of water, Eutrophication,
Detergents and phosphates in water, Water quality criteria, Water purification: Primary,
Secondary and advanced treatment, Removal of nitrogen and phosphorous compounds from
polluted water, Organic matter in water and its decomposition.
Land pollution: Soil and mineral resources, General principles of metal extraction, Heavy
metals contamination of soil, Toxicity of heavy metals, Bio-accumulation of heavy metals,
Organic matter in soil, Macro and micro-nutrients in soil, Ion- exchange in soil, Soil pH and
nutrients availability.
Green Chemistry: Atom economy, Integrated pests management control (IPMC), Ionic
liquids, Super critical extraction technology, Green synthesis, Recycling, Carbon dioxide
sequestering, Water based paints.
Recommended Books:
 Baird, C; Cann, M. Environmental Chemistry. W.H. Freeman & Company, 2012; 5 th
ed.
 Dara, S.S; Mihsra, D.D. A Text Book of Environmental Chemistry and Pollution
Control. S. Chand & Co, 2004; 9th Ed.
215
 Singhi, R; Singh, V. Green Chemistry for Environmental Remediation. John-Wiley &
Sons, 2011.
216
PHYSICS
217
PHYS1111 Mechanics-I 4(3+ٔ)
Objectives:
The main objectives of this course are;
 To understand the different motions of objects on a macroscopic scale
 To develop simple mathematical formalisms to analyze such motions.
Course Outline:
Vectors: Vectors and scalars, components of vectors, addition of vectors, vector
multiplication.
Particle dynamics: Effect of frictional and drag forces on motion, Frame of Reference
(inertial and non-inertial), non-inertial frames and pseudo forces.
Kinetic Energy and Work: Work-energy theorem, conservative and non-conservative forces.
Center of Mass and Linear Momentum: center of mass, Newton’s second law for a system
of particles, linear momentum, two particle and many-particle systems, center of mass of
solid objects, momentum changes in a system of variable mass. Collisions in the center-of-
mass reference frame.
Gravitation: Newton’s law of gravitation, gravitational effect of a spherical mass
distribution, Kepler’s laws of planetary motion.
List of Experiments:
 The Harmonic Oscillation of Helical springs-parallel and series connection of spring
 Measuring moments of inertia of different bodies; disc, hollow and solid cylinders.
 Radius of gyration.
 Value of g using compound pendulum
 Determine the Surface tension of water by capillary rise method.
218
Recommended Books:
 M. W. Zemansky, Richard H. Dittman, (2011), Heat and Thermodynamics, 8 th Edition,
McGrawHill
 Resinck, Halliday & Walker (2008), Fundamental of Physics, 8th Edition New York:
John Wiley and Sons.
 Resinck, Halliday & Krane (2002). Physics Vol. I & II, 5th Edition. New York: John Wiley
and Sons.
 Hallidey, Resinck & Krane (2010). Fundamental of Physics, 9th Edition. New York:
John Wiley and Sons.
 Sears, Zemansky & Young (2000), University Physics, 8th Edition. USA: Addison-
Wesley, Reading (MA).
 Alonso & Finn. (1999) Physics. USA: Addison-Wesley, Reading (MA).
 Raymond A. Serway, John W. Jewett Physics for Scientists and Engineers, 9th Edition.
219
PHYS1114 Mechanics-II 4(3+ٔ)
The main objectives of this course are;
• To understand the different motions of objects on a macroscopic scale and
• To develop simple mathematical formalisms to analyze such motions. This is a

calculus based introductory course with maximum emphasis on applying the acquired
knowledge for solving problems.
Course Outline:
Rotational Dynamics: Rotational variables, Rotation with constant angular momentum,

relating linear and angular variables, Torque, Newton‘s second law for rotation. Work and
rotational Kinetic energy. Kinetic energy of rotation, moment of inertia, moment of inertia of
bodies of various shapes, parallel axis and perpendicular axis theorems, Rotational dynamics
of rigid bodies, Equation of motion and effects of applications of torques
Rolling, Torque, and Angular Momentum: Forces and Kinetic energy of rolling objects,
Angular momentum, Newton‘s Second Law in Angular Form, The Angular Momentum of a
System of Particles, Conservation of angular momentum.
Equilibrium and Elasticity: Equilibrium, The Requirements of Equilibrium, The Center of

Gravity, Some Examples of Static Equilibrium, Elasticity, stress and strain.
Relativity: Inertial and non-inertial frames, postulates of special relativity, Galilean and
Lorentz transformation, length contraction and time dilation, relativistic mass,
Relativistic momentum and relativistic energy.
List of experiments:
1. Interference of light Fresnel Biprism
2. Measurement of wavelengths of sodium light, difference of wavelengths and thickness of

thin film e.g. mica using Michelson interferometer.
3. The determination of Cauchy‘s constants using spectrometer.
4. Determining the modulus of elasticity.
5. Determining resistances using a Wheatstone bridge.
220
Recommended Books:
• Resnick, Halliday & Krane (1992). Physics Vol. I&II, 4th Edition. New York: John
Wiley and Sons.
• Resnick, Halliday & Krane (2002). Physics Vol. I & II,5th Edition. New York: John
Wiley and Sons.
• Halliday, Resnick &Krane (2010). Fundamental of Physics, 8th Edition. New
York: John Wiley and Sons.
• Sears, Zemansky & Young (2000), University Physics, 8th Edition. USA:
Addison-Wesley, Reading (MA).
221
PHYS2111 Electricity and Magnetism-I 4(3+ٔ)
The main objectives of this course are
• To understand the Physics of Electromagnetism
• To develop simple mathematical formalisms to analyze the electromagnetic fields and

interactions. This is a calculus-based introductory course with maximum emphasis on
applying the acquired knowledge to solving problems.
Course Outline:
Electric field: Electric field due to a point charge, electric dipole, line of charge and a
charged disk, a point charge in an electric field, electric field of continuous charge
distributions, dipole in an electric field
Gauss’ Law: Electric Flux, Gauss‘ Law, Applications of Gauss‘ law
Electric Potential: Equipotential Surfaces, Calculating the Potential from the Field, Potential
due to a Charged Particle, group of Charged Particles, Electric Dipole and Continuous
Charge Distribution, Calculating the Field from the Potential, Electric Potential Energy of a
System of Charged Particles, Potential of Charged Isolated Conductor.
Capacitance: Capacitors in Parallel and in Series, Energy Stored in an Electric Field,

Capacitor with a Dielectric, Dielectrics and Gauss‘ Law.
Circuits: Calculating the Current in a Single-Loop Circuit, Multi-loop Circuits, The
Ammeter and the Voltmeter, RC Circuits.
Magnetic Fields: The Hall Effect, A Circulating Charged Particle, Magnetic Force on a
Current-Carrying Wire, Torque on a Current Loop, The Magnetic Dipole Moment, Biot-
Savart law, Amperes law.
• Measurement of resistance using a Neon flash bulb and condenser
• Conversion of a Galvanometer into Voltmeter and Ammeter.
• To study the characteristics of Photoemission and determination of Plank‘s
constant using a Photo cell.
222
• Caliberation of an ammeter and a voltmeter by potentiometer.
• Charge sensity of a ballistic galvanomater.
• Measurement of self/mutual inductance.
• Study of electric circuit by black box.
Recommended Books:
• Resnick, Halliday & Krane. (1992). Physics Vol. I&II, 4th Edition. New York: John
Wiley and Sons.
• Resnick, Halliday & Krane. (2002). Physics Vol. I & II, 5th Edition. New York: John
Wiley and Sons.
• Halliday, Resnick &Krane. (2010). Fundamental of Physics, 8th Edition. New
• Sears, Zemansky & Young. (2000). University Physics, 8th Edition. USA:
• Alonso and Finn. (1999). Physics. USA: Addison-Wesley, Reading (MA).
223
PHYS2114 Modern Physics and Electronics 4(3+ٔ)
The main objectives of this course are
• To understand the non-classical aspects of Physics,
• To understand the applications of Quantum Physics in microscopic-scale Physics, atomic

and molecular structure and processes.
Course Outline:
Photons and Matter Waves: Thermal radiation (black body radiation), quantization of
energy, The photoelectric effect, Compton effect, line spectra, wave behavior of
particles, Testing de Broglie‘s hypothesis, waves packets and particles, Heisenberg‘s
uncertainty principle, Wave function, Schrödinger equation, dual nature of matter (waves and
particles).
More about Matter Waves: Wave Functions of a Trapped Electron, An Electron in a
Finite Well, The atomic structure of hydrogen, Bohr‘s theory, spin, X-ray spectrum.
Electronics: Basic crystal structure, free electron model, energy band in solid and energy
gaps, p-type and N-type semiconductors, diode, tansistor, positive and negative feed back
R.C Oscillator, Monostable multivibrator, logic gates and their applications
1. To determine the ionization potential of mercury.
2. Setup of an RLC series circuit. Draw its frequency response curve and find the values of
resonance frequency bandwidth and quality factor.
3. Setup of an R.L.C parallel circuit. Draw its frequency response curve and find the values
of resonance band – width and quality factor.
4. To set up a half-wave and full-wave rectifier and demonstrate the wave shape on C.R.O.
Also study the effect of smoothing current (capacitive filter) and the ripple voltage.
5. To set up the triode value as a single as a single stage voltage amplifier, and measurement
of its gain by an oscilloscope.
224
Recommended Books:
• Resnick, Halliday & Krane. (1992). Physics Vol. I&II, 4th Edition. New York: John
Wiley and Sons.
• Resnick, Halliday & Krane. (2002). Physics Vol. I & II, 5th Edition. New York: John
Wiley and Sons.
• Halliday, Resnick &Krane. (2010). Fundamental of Physics, 8th Edition. New
• Sears, Zemansky & Young. (2000). University Physics, 8th Edition. USA:
• Alonso and Finn. (1999). Physics. USA: Addison-Wesley, Reading (MA).
• A. Beiser (1988), Concepts of Modern Physics. New York: McGraw-Hill USA.
225
BOTANY
226
BOTN1111 Diversity of Plants 4(3+ٔ)

 Get awareness about photosynthetic and non-photosynthetic plants.
 Know about beneficial and harmful aspects of micro organisms in everyday life.
 Know the role of Algae and Fungi in the improvements of environment.
 Know the phyletic lineage among plants.
Course Outline:
Comparative study of life form, structure, reproduction and economic significance of:
Viruses: RNA and DNA types with special reference to TMV.
Bacteria and Cyanobacteria: Nostoc, Anabaena, Oscillatoria with specific reference to
biofertilizers, pathogenicity and industrial importance.
Algae: Chlamydomonas, Spirogyra, Chara, Vaucheria, Pinnularia, Ectocarpus,
Polysiphonia.
Fungi: Mucor, Penicillium, Phyllactinia, Ustilago, Puccinia, Agaricus, and their implication
on crop production and industrial applications.
Lichens: Physcia.
Bryophytes: Riccia, Anthoceros, Funaria.
Pteridophytes: Psilopsida (Psilotum), Lycopsida (Selaginella), Sphenopsida (Equisetum),
Pteropsida (Marsilea).
Gymnosperms: Cycas, Pinus, Ephedra.
Practicals:
1. Culturing, maintenance, preservation and staining of microorganisms.
2. Study of morphology and reproductive structures of the types mentioned in theory.
3. Identification of various types mentioned from prepared slides and fresh collections.
Recommended Books:
th
 Agrios, G.N. (2004). Plant Pathology. 8 Ed., Academic Press London.
th
 Alexopoulos, C.J., C.W. Mims and M. Blackwell. (1996). Introductory Mycology. 4
Ed., John Wiley and Sons Publishers.
 Andrew, H.N. (1961). Studies in Paleobotany. John Willey and Sons.
 Enger, E.D., Ross, F.C. & Baily, D.B. (2012). Concepts in Biology, 14th Edition,
McGraw-Hill, New York.
227
 Hussain, F. 2012. A Text Book of Botany and Biodiversity. Pak Book Empire.
 Ingrouille, M. (1992). Diversity and Evolution of Land Plants. Chapman and Hall.
 Lee, R.E. (1999). Phycology. Cambridge University Press, UK.
 Marti. J. Ingrouille & Plant: Diversity and Evolution. 2006 CUP
 Mauseth, J. D. (2003). Botany: An Introduction to Plant Biology. 3rd Ed., Jones and
Bartlett Pub. UK.
rd
 Prescott, L.M., J.P. Harley and A.D. Klein. (2004). Microbiology, 3 Ed., W.M.C.
Brown Publishers.
 Taylor, T.N. and E.D. Taylor. (2000). Biology and Evolution of Fossil Plants.
Prentice Hall. New York.
 Vashishta, B.R. (1991). Botany for degree students (all volumes). S. Chand and
Company. Ltd., New Delhi.
Recommended Journals:
 Pakistan Journal of Botany, American Journal of Botany, Canadian Journal of Botany,
Annals of Botany, Botanical Journal of Linnean Society.
228
BOTN1112 Plant Systematics, Anatomy and Development 4(3+ٔ)

The main objectives of this course are to educate students about:
 Various systems of classification, identification and nomenclature of higher plants.
 Morphological description of different species.
 Structures and functions of tissues and organs.
 Early development of plant body at embryonic level.
Course Outline:
Plant Systematic
Introduction to Plant Systematic: Aims, objectives and importance.
Classification: Brief history of various systems of classification with emphasis on
Takhtajan.
Brief Introduction to Nomenclature: Importance of Latin names and binomial
system with an introduction to International Code of Botanical Nomenclature (Vienna
code).
Morphology: A detailed account of various, morphological characters root, stem,
leaf, inflorescence, flower, placentation and fruit types.
Diagnostic Characters Economic Importance and Distribution Pattern of the
Families: Ranunculaceae, Brassicaceae (Cruciferae), Fabaceae (Leguminosae),
Rosaceae, Euphorbiaceae, Cucurbitaceae, Lamiaceae (Labiatae), Apiaceae
(Umbelliferae), Asteraceae (Compositae), Liliaceae.
Anatomy
Cell Wall: Structure and chemical composition.
Concept, Structure and Function of Various Tissues: Parenchyma, Collenchyma,
Sclerenchyma, Epidermis (including stomata and trichomes), Xylem, Phloem.
Meristem: Types, stem and root apices.
Vascular Cambium.
Structure and Development: Root, stem and leaf. Primary and secondary growth of
dicot stem, periderm.
Characteristics of Wood: Diffuse porous and ring-porous, sap and heart wood, soft
and hard wood, annual rings.
Development / Embryology
229
Early Development of Plant Body: Capsella bursa-pastoris.
Structure and Development: Anther, microsporogenesis, microgametophyte.
Structure: Ovule, megasporogenesis, megagametophyte.
Endosperm formation.
Parthenocarpy and polyembryony.
Practicals:
Plant Systematics
1. Identification of families given in syllabus with the help of keys. Technical
description of common flowering plants belonging to families mentioned in theory
syllabus.
2. Field trips shall be undertaken to study and collect local plants.
3. Students shall submit 40 fully identified herbarium specimens.
Anatomy
4. Study of stomata, epidermis.
5. Study of tissues of primary plant body.
1. 3-Dimensional plane of wood: study of xylem.
6. T.S of angiosperm stem and leaf.
Recommended Books:
 Eames, A.J. and L.H. Mac Daniels. (2002). An Introduction to Plant Anatomy. Tata
and MacGraw Hill Publishing Company, Limited. New Delhi.
 Enger, E.D., Ross, F.C. & Baily, D.B. (2012). Concepts in Biology, 14thEdition,
 Esau, K. (1960). Anatomy of Seed Plants. John Wiley, New York.
 Fahn, A. (1990). Plant Anatomy. Pergamon Press, Oxford.
 Lawrence, G.H.M. (1951). Taxonomy of Vascular Plants. MacMillan and Co. New
York.
 Maheshwari, P. (1971). Embryology of Angiosperms. McGraw Hill. New York.
 Mauseth, J.D. (1998). An Introduction to Plant Biology: Multimedia Enhanced. Jones
and Bartlett Pub. UK.
 Moore, R.C., W.D. Clarke and D.S. Vodopich. (1998). Botany. McGraw Hill
Company, USA.
 Naik, V.N. (2005). Taxonomy of Angiosperms. 20th Reprint. Tata and MacGraw Hill
Publishing Company Limited, New Delhi.
230
 Panday, B.P. (2004). A textbook of Botany (Angiosperms). S. Chand and Company,
New Delhi.
 Pullaiah, T. (2007). Taxonomy of Angiosperms. 3rd Ed., Regency Publications, New
Delhi.
 Raven, P.H., R.E. Evert and S.E. Eichhorn. (1999). Biology of Plants. W.H. Freeman
and Company, Worth Publishers.
 Raymond, E. and S.E. Eichhorn. (2005). Esau’s Plant Anatomy. Meristems cells and
tissues of the plant body. 3rd Ed., John Wiley and Sons Inc.
 Stuessy, T.F. (1990). Plant Taxonomy. Columbia University Press, USA.
231
BOTN2112 Plant Physiology and Ecology 4(3+ٔ)

 To provide comprehensive knowledge of functioning of organs, organelles and
biomolecules.
 To enable the students to assess the effects of various environmental factors on plant
growth and development.
Course Outline:
Plant Physiology
Water Relations: Water potential, osmotic potential, pressure potential, matric
potential. Absorption and translocation of water.Stomatal regulation.
Mineral Nutrition: Soil as a source of minerals. Passive and active transport of
nutrients. Essential mineral elements, role and deficiency symptoms of
macronutrients.
Photosynthesis: Introduction, Oxygenic and non-oxygenic photosynthesis
Mechanism: light reactions (electron transport and photophosphorylation) and dark
reactions (Calvin cycle). Differences between C3 and C4 plants. Factors affecting this
process, Products of photosynthesis.
Respiration: Definition and respiratory substrates. Glycolysis, Krebs cycle. Electron
transport and oxidative phosphorylation. Anaerobicrespiration. Energy balance in
aerobic and anaerobic respiration, Respiratory quotients.
Ecology
Introduction: Aims and applications of ecology.
Soil: Physical and Chemical properties of soil (soil formation, texture, pH, EC, soil
organisms and organic matter etc.) and their relationships to plants.
Light and Temperature: Quality of light, diurnal and seasonal variations.
Ecophysiological responses.
Water: Field capacity and soil water holding capacity. Characteristics of xerophytes
and hydrophytes. Effect of precipitation on distribution of plants.
Wind: Wind as an ecological factor and its importance.
Population Ecology: Introduction; A brief description of seed dispersal, seed bank.
232
Community Ecology: Ecological characteristics of plant community, Methods of
sampling vegetation (Quadrat and line intercept), Succession, Major vegetation types
of the local area.
Ecosystem Ecology: Definition, types and components of ecosystem, Food chain and
Food web.
Applied Ecology: Causes, effects and control of water logging and salinity with
respect to Pakistan.
Practicals:
Plant Physiology
1. Preparation of solutions of specific normality of acids / bases, salts, sugars, molal and
molar solutions and their standardization.
2. Determination of uptake of water by swelling seeds when placed in sodium chloride
solution of different concentrations.
3. Measurement of leaf water potential by the dye method.
4. Determination of the temperature at which beet root cells lose their permeability.
5. Chemical tests for the following cell constituents: Starch, Cellulose, Lignin, Proteins.
6. Extraction of chlorophyll from the leaves and separation of component pigments on a
paper chromatogram. Study of absorption spectra using spectrophotometer.
7. Measurement of carbon dioxide evolution during respiration of germinating seeds by
the titration method.
8. Measurement of light and temperature.
9. Effect of light and temperature on seed germination.
Ecology
10. Determination of physical and chemical characteristics of soil.
11. Measurement of various plant population variables by Quadrat and line intercept
methods.
12. Field trips to ecologically diverse habitats.
13. Measurements of wind velocity.
Recommended Books:
 Barbour, M.G., J.H. Burke and W.D. Pitts. (1999). Terrestrial Plant Ecology. The
Benjamin, Cumming Publishing Company, Palo Alto, California, USA.
 Chapman, J.L. and M.J. Reiss. (1995). Ecology: Principles and Applications.
Cambridge University Press.
233
nd
 Hopkins, W.B. (1999). Introduction to Plant Physiology. 2 Ed., John Wiley and
Sons, New York.
 Hussain, F. (1989). Field and Laboratory Manual of Plan Ecology. National
Academy of Higher Education, Islamabad.
 Husain, S.S. (1989). Pakistan Manual of Plant Ecology. National Book Foundation,
Islamabad.
 Lilah, I. (1995). Plant Physiology. Biochemical Processes in Plants, U.G.C. Press.
 Krebs, C.J. (1997). Ecology. Harper and Row Publishers.
 Larches, W. (2003). Physiological Plant Ecology: Ecophysicology and Stress
Physiology of Functions. Groups Springer Verlag.
 Odum, E.P. (1985). Basic Ecology. W.B. Saunders.
th
 Salisbury, F.B. and C.B. Ross. (1992). Plant Physiology. 5 Ed., Wadsworth
Publishing Company, Belmont CA.
 Smith, R.L. (1996). Ecology and Field Biology. Addison Wesley Longman, Inc., New
York.
 Smith, R.L. (1998). Elements of Ecology. Harper and Row Publishers, New York.
 Smith, R.L. (2004). Ecology and field Biology. Addison Wesley Longman, Inc., New
York.
 Subrahmanyam, N.S. and A.V.S.S. Sambamurthy. (2000). Ecology. Narosa
Publishing House, New Delhi.
th
 Taiz, L. and E. Zeiger. (2006). Plant Physiology. 4 Ed., Sinauers Publishers
Company, Inc., Calif.
 Townsend, C.R., Harper, J.L. and Begon, M.E. (2002). Essentials of Ecology.
Blackwell Scientific Publications, UK.
 Witham, and Devlin. (1986). Exercises in Plant Physiology. A.W.S. Publishers,
Boston.
234
BOTN2111 Cell Biology, Genetics and Evolution 4(3+ٔ)

 Structure and functions of cell.
 Nature of genetic material and hereditary process.
 Familiarization with evolutionary processes.
Course Outline:
Cell biology
Biomolecules: Structures and Functions of Bio-molecules (Carbohydrates, Lipids,
Proteins, Nucleic Acids).
Cell: Physico-chemical nature of plasma membrane and cytoplasm.
Ultrastructure of Plant Cell with a Brief Description and Functions: Cell wall,
Endoplasmic reticulum, Plastids, Mitochondria, Ribosomes, Dictyosomes, Vacuole,
Microbodies, Glyoxysomes and Peroxisomes.
Nucleus: Nuclear membrane, nucleolus, ultrastructure and morphology of
chromosomes, karyotype analysis.
Reproduction: In somatic and embryogenic cell, mitosis and meiosis, cell cycle.
Genetics
Introduction: Scope and brief history of genetics. Mendelian inheritance; Laws of
segregation and independent assortment, back cross, test cross, dominance and
incomplete dominance.
Molecular Genetics: DNA replication. Nature of gene, genetic code, transcription,
translation, protein synthesis, regulation of gene expression (e.g. lac operon).
Principles of Genetic Engineering / Biotechnology: Basic genetic engineering
techniques.
Chromosomal Aberrations: Changes in the number of chromosomes. Aneuploidy
and euploidy.Changes in the structure of chromosomes, deficiency, duplication,
inversion and translocation.
Evolution: Introduction and theories.
Practicals:
Cell Biology
1. Study of cell structure using compound microscope and elucidation of ultrastructure
from electron microphotographs.
235
2. Measurement of cell size.
3. Study of mitosis and meiosis by smear / squash method and from prepared slides.
4. Study of chromosome morphology and variation in chromosome number.
5. Extraction and estimation of carbohydrate, protein, RNA and DNA from plant
sources.
Genetics
6. Genetical problems related to transmission and distribution of genetic material.
7. Identification of DNA in plant material. Carmine / orcein staining.
Recommended Books:
 Alberts, B., Bray, D., Hopkin, K., Johnson, A., Lewis, J., Raff, M., Roberts, K. &
Walter, P. (2010). Essential Cell Biology. Third addition, Garland Science, Taylor &
Francis Group, New York and London.
 Alberts, B., Johnson, A., Lewis, J., Morgan, D., Raff, M., Roberts, K. & Walter, P.
(2015). Molecular Biology of the Cell. 6thEdition, Garland Science, Taylor & Francis
Group, New York and US.
 Carroll, S.B., J.K Grenier, and S.D. Welnerbee. (2001). From DNA to Diversity:
Molecular Genetics and the Evolution of Animal Design. Blackwell Science.
 Dyonsager, V.R. (1986). Cytology and Genetics. Tata and McGraw Hill Publication
Company Limited, New Delhi.
 Hoelzel, A.R. (2001). Conservation Genetics. Kluwer Academic Publishers.
 Ingrouille, M.J. and B. Eddie. (2006). Plant Diversity and Evolution. Cambridge
University Press.
 Lewin, R. (1997). Principles of Human Evolution. Blackwell Science.
 Lodish, H. (2001). Molecular Cell Biology. W.H. Freeman and Company.
 Reece, J. B., Urry, L. A., Cain, M. L. 1., Wasserman, S. A., Minorsky, P. V., Jackson, R., &
Campbell, N. A. (2014). Campbell biology (Tenth addition). New York, NY : Pearson
Education
 Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson.,
R.B. (2009). Biology, Ninth addition, Benjamin Cummings Pearson, USA.
 Sinha, U. and S. Sinha. (1988). Cytogenesis, Plant Breeding and Evolution. Vini
Educational Books, New Delhi.
236
 Strickberger, M.V. (1988). Genetics. MacMillan Press Limited, London.
 Strickberger, M.W. (2000). Evolution. Jones and Bartlet Publishers, Canada
237
MATHEMATICS
238
MATH1111 Calculus-I 3(3+ٓ)
Objectives:
 Introduce and apply the ( )-definition of limit for single variable functions.
 Derive basic rules for evaluating limits.
 Use the definition and rules for evaluating limits to discuss the continuity,
characteristics, and differentiation of single variable functions.
 Discuss differentiation rules, important theorems in differential calculus, and extreme
value problems of single variable functions.
 Use derivatives to analyze and graph algebraic and transcendental functions.
Course Outlines:
Preliminaries: Intervals, Inequalities, Functions, Graphs of Functions, Lines, Circles,

Parabolas, Shifting and Scaling of Graphs.
Limits and Continuity: The ( )-definition with examples, Derivation of basic limit
rules, Evaluation of limits using the limit laws, One-Sided limits, Limits at infinity, infinite
Limits and vertical Asymptotes, Continuity, Types of discontinuities, Continuous functions.
Differentiation: Secant and Tangent Lines, Rates of Change, Derivatives, Physical and
Geometric Interpretation of Derivatives, Differentiable Functions, Techniques of
Differentiation, Chain Rule, Implicit Differentiation, Linearization, Differentials
Applications of Derivatives: Extreme Values of Functions, Monotonic Functions and the
First Derivative Test, Concavity, Rolle‘s Theorem, The Mean-Value Theorem, Curve
Sketching: Graphs of Polynomials and Rational Functions, Applied Optimization Problems,
Indeterminate Forms and l‘Hôspital‘s Rule
Derivatives of Transcendental Functions: Logarithmic and Exponential Functions,
Derivatives of Logarithmic and Exponential Functions, Graphs Involving Logarithmic and
Exponential Functions, Inverse Functions, Derivatives of Hyperbolic and Inverse Hyperbolic
Functions, Derivatives of Inverse Trigonometric Functions.
Recommended Books:
 Anton, H. (2012). Calculus. John Wiley and Sons.
 Stewart, J. (2002). Calculus, fifth edition, published by Brooks/Cole
 Thomas, G.B. and Finney, R.L. (1996) Calculus and Analytic Geometry
 Swokowski, E. W. (1979) Calculus with Analytic Geometry
239
MATH1112 Calculus-II 3(3+ٓ)
Objectives:
 Provide basic knowledge of the fundamental concepts of definite and indefinite
integration, i.e., Riemann Sums and the Fundamental Theorem of Calculus.
 Use various rules of integration.
 Provide knowledge of sequences and series including tests for their convergence.
 Introduce Power.
 Taylor and Maclaurin series, including test for convergence and methods of
approximation of sums.
Course Outline:
Integration: The Indefinite Integral, Estimating with Finite Sums, Sigma Notation and
Limits of Finite Sums, Areas as Limits, The Definite Integral, The Fundamental Theorem of
Calculus
Techniques of Integration: Integration by Parts, Integration of Rational Functions by
Partial Fractions, Integrating Powers of Sine and Cosine, Integrating Powers of Secant and
Cosecant, Trigonometric substitutions, Improper Integrals, Evaluating Integral
Applications of Definite Integrals: Area between Two Curves, Volumes by Slicing; Discs
and Washers, Volumes by cylindrical Shells, Length of a Plane Curve, Area of a Surface of
Revolution.
Infinite Sequences and Series: Sequences, Monotone Sequences, Infinite Series, The
Integral Test, Comparison Tests, The Ratio Test, The Root Test, Alternating series, Absolute
and Conditional Convergence, Power Series, Taylor‘s and Maclaurin Expansions,
Convergence of Taylor Series; Error Estimates, Applications of Power Series, Fourier Series.
Recommended Books:

 Thomas G.B. and Finney R.L. (1996) Calculus and Analytic Geometry
 Swokowski E. W. (1979) Calculus with Analytic Geometry
240
MATH2116 Analytic Geometry 3(3+ٓ)
Objectives:
 Understand geometry and applications of conic sections.
 Surface area, and volume.
 Analyze characteristics and properties of two- and three-dimensional geometric
shapes and develop mathematical arguments about geometric relationships.
Course Outline:
Conic sections and polar coordinates: Conic sections, classifying conic sections by
quadratic equations and eccentricity, quadratic equations and rotations, conics and parametric
equations, cycloid, polar coordinates, graphing in polar coordinates, areas and lengths in
polar coordinates, conic sections in polar coordinates
Vectors and geometry of space: Three-dimensional coordinate system, vectors, the dot
product, the cross product, Projections, lines and planes in space, Parametric Equations of
Lines, Distance of Point from a Line, Distance Between Two Parallel Lines, Skew Lines,
Planes in space, Distance of a Point from a Plane, Distance between Two Parallel Planes,Line
as an Intersection of Planes, cylinders and surfaces.
Recommended Books:
 Thomas G.B. and Finney R.L. (1996) Calculus and Analytic Geometry
 Swokowski E. W. (1979) Calculus with Analytic Geometry
241
MATH2117 Ordinary Differential Equations 3(3+ٓ)
Objectives:
 Derive general solutions of first-order, second-order, and higher-order homogeneous
and nonhomogeneous differential equations.
 Select and apply appropriate methods to solve differential equations; these methods
will include, but are not limited to, undetermined coefficients, variation of parameters,
Laplace and inverse Laplace transforms.
Course Outline:
Introduction to Differential Equations: Differential Equation (DE), Classification of DEs

by Type, Order, and Linearity; Solutions of DEs: Trivial, Explicit, Implicit, Particular,
Singular, and General; Introduction to Initial-Value and Boundary-Value Problems,
Existence of a Unique Solution; Introduction to Mathematical Modeling with DEs
First-Order Differential Equations: Solutions of Separable, Homogeneous, Exact, and
Linear DEs; Solutions of Bernoulli‘s, Ricatti‘s, and Clairaut‘s DEs
Linear Differential Equations of Higher Order: nth Order Homogeneous Linear DEs:
Superposition Principle, Linear Dependence, Linear Independence, Wronskian, Fundamental
Set of Solutions, General Solution; nth Order Nonhomogeneous Linear DEs: Superposition
Principle, General Solution; Constructing a Second Solution from a Known Solution;
Homogeneous Linear DEs with Constant Coefficients; Undetermined Coefficients;
Applications of Second-Order DEs; Solving DEs.
Differential Equations with Variable Coefficients: Cauchy-Euler Equation, Power Series
Solutions, Solutions about Ordinary and Singular Points, Solutions of Bessel and Legendre
Equations; Finding Power Series Solutions of DEs.
Laplace Transform: Laplace Transform, Inverse Laplace Transform, Transforms of
Derivatives and Integrals, Solving DEs Using Laplace Transforms; Evaluating Laplace
Transforms.
Systems of Linear Differential Equations: Operator Method, Laplace Method, Matrices
and Systems of Linear First-Order DEs, Homogeneous Linear Systems; Solving systems of
DEs.
Recommended Books:
 William E. B and Richard C. D. (1992) Elementary Differential Equations and Boundary
Value Problems, John Wiley and Sons,
 Dennis, G. Z. and Michael, R. C. (2009). Differential Equations with Boundary-Value
Problems. Cengage Learning
 Morris M. and Brown O. E. (1964) Differential Equations, Prentice Hall
 Spiegel M.R. (1967) Applied Differential Equations, Prentice Hall.
242

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Curriculum / Scheme of Studies

Serial # Chapter Page #

6 Medium of Instruction and Examination 02

In order to make teaching a profession of choice through implementing B.Ed. (12+4)

The objectives of the B.Ed. Hons Program are to:

• Prepare teachers in different disciplines focusing on content excellence, pedagogical

Competence, commitment, and integrity.

• Develop among students the perception of the discipline of education as a lifelong

• Enable the students to contribute in education using modern instructional approaches;

• Enable the students to understand teacher education in global context;

• Develop curriculum and evolve teaching strategies

• Apply research skills in education

• Apply management skills in the classrooms and institutions

• Select and use appropriate resource material

A Higher Secondary School Certificate or equivalent with minimum 2nd Division

Medium of Instruction and Examination

Content Courses 15 45-57

Course Code Course Title Credit Hours

ENGL1114 Functional English 3(3+0)

ENGL1119 Communication Skills 3(3+0)

ENGL2115 Technical Writing and Presentation Skills 3(3+0)

ISLA1111 Islamic Studies* 2(2+0)

COMP1111 Introduction to Information Technology 3(3+0)

MATH1117 General Mathematics 3(3+0)

PAKS1111 Pakistan Studies 2(2+0)

HUMN1111 Ethics** 2(2+0)

* for Muslim students ** for non-Muslim students

Course Code Course Title Credit Hours

EDUC3140 Methods of Teaching Islamic Studies 2(2+0)

EDUC1114 Teaching of Urdu 3(3+0)

EDUC2112 Instructional and Communication Technology in

EDUC2115 Teaching of English 3(3+0)

EDUC2111 Teaching of Mathematics 3(3+0)

EDUC1113 Teaching of Social Studies 2(2+0)

EDUC4111 Contemporary Issues and Trends in Education 3(3+0)

EDUC3120 Comparative Education 3(3+0)

EDUC3142 Introduction to Guidance and Counseling 3(3+0)

EDUC3126 Research Methods in Education 3(3+0)

EDUC3133 School Management 3(3+0)

EDUC4112 Test Development and Evaluation 3(3+0)

EDUC4113 Research Project 3(3+0)

Course Code Course Title Credit Hours

EDUC1111 Child Development 3(3+0)

EDUC1112 General Methods of Teaching 3(3+0)

EDUC3139 Classroom Management 3(3+0)

EDUC2114 Classroom Assessment 3(3+0)

EDUC3141 School, Community and Teacher 3(3+0)

EDUC3111 Foundations of Education 3(3+0)

EDUC3147 Curriculum Development 3(3+0)

EDUC3112 Educational Psychology 3(3+0)

Course Code Course Title Credit

URDU1115 ٗ‫اسد‬ 3(3+0)

FINE3129 Arts and Craft 3(3+0)

Course Code Course Title Credit Hours

ECON1111 Principles of Microeconomics 3(3+0)

ECON1115 Economics of Pakistan 3(3+0)

ECON1116 Principles of Macroeconomics 3(3+0)

ECON3117 Development Economics: Theory and Application 3(3+0)

Course Code Course Title Credit Hours

POLS1111 Introduction to Political Science 3(3+0)

POLS1115 Political System of Pakistan, India, Iran and Turkey 3(3+0)

POLS1116 Introduction to International Relation 3(3+0)

POLS1117 The World Political Thoughts 3(3+0)

Course Code Course Title Credit Hours