Annexure-97. (B.sc. (H) Botany)

UNIVERSITY OF DELHI
Bachelor of Science (Hons) Botany
(Effective from Academic Year 2019-20)
Revised Syllabus as approved by
Academic Council
Date: No:
Executive Council
Date: No:
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Applicable for students registered with Regular Colleges, Non Collegiate
Women’s Education Board and School of Open Learning
List of Contents Page No.
Preamble 3
1. Introduction to Programme (Department of Botany) 4

2. Learning Outcome-based Curriculum Framework in Programme B.Sc. (H) Botany 5
2.1. Nature and Extent of the Programme in B.Sc. (Hons) Botany 5
2.2. Aims of Bachelor Degree Programme in B.Sc. (Hons) Botany 6
3. Graduate Attributes in B.Sc. (Hons) Botany 8
4. Qualification Descriptors for Graduates B.Sc. (Hons) Botany 11
5. Programme Learning Outcomes for in B.Sc. (Hons) Botany 12
6. Structure of in B.Sc. (Hons) Botany 12
6.1. Credit Distribution for B.Sc. (Hons) Botany 14
6.2. Semester-wise Distribution of Courses. 15
7. Courses for Programme B.Sc. (Hons) Botany 18
7.1. Course Learning Objective 18
7.2. Course Learning Outcomes 18
7.3. Course Teaching-Learning Process 19
7.4. Assessment Methods 20
8. Keywords 20
9. Contents of Courses of B.Sc. (Hons) Programme 20
9.1. Microbiology and Phycology 21
9.2.Biomolecules and Cell Biology 26
9.3.Mycology and Phytopathology 31
9.4.Archegoniatae 38
9.5.Anatomy of Angiosperms 43
9.6.Economic Botany 47
9.7.Genetics 52
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9.8.Molecular Biology 57
9.9.Ecology 63
9.10.Plant Systematics 68
9.11.Reproductive Biology of Angiosperms 73
9.12.Plant Physiology 79
9.13.Plant Metabolism 85
9.14. Plant Biotechnology 91
9.15. Analytical Techniques in Plant Sciences 97
9.16. Bioinformatics 101
9.17. Biostatistics 106
9.18. Industrial and Environmental Microbiology 111
9.19. Natural Resource Management 116
9.20 Plant Breeding 120
9.21. Biofertilizers 123
9.22. Ethnobotany 127
9.23. Floriculture 131
9.24 Intellectual Property Rights 134
9.25. Medicinal Botany 140
9.26. Mushroom Culture and Technology 145
9.27. Nursery and Gardening 148
9.28. Plant Diversity and Human Welfare 151
9.29. Biodiversity (Microbes, Algae, Fungi and Archegoniatae) 154
9.30. Economic Botany and Biotechnology 160
9.31. Environmental Biotechnology 165
9.32. Plant Anatomy and Embryology 170
9.33. Plant Ecology and Taxonomy 175
9.34. Plant Physiology and Metabolism 180
10. Acknowledgements 185
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Preamble
The objective of anyprogramme at Higher Education Institute is to prepare their students for the
society at large. The University of Delhi envisions all its programmes in the best interest of their
students and in this endeavour it offers a new vision to all its Under-Graduate courses. It imbibes
a Learning Outcome-based Curriculum Framework (LOCF) for all its Under Graduate
programmes.
The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the

undergraduate level with an agenda to structure the teaching-learning experiences in a more
student-centric manner. The LOCF approach has been adopted to strengthen students’
experiences as they engage themselves in the programme of their choice. The Under-Graduate
Programmes will prepare the students for both, academia and employability.
Each programme vividly elaborates its nature and promises the outcomes that are to be
accomplished by studying the courses. The programmes also state the attributes that it offers to
inculcate at the graduation level. The graduate attributes encompass values related to well-being,
emotional stability, critical thinking, social justice and also skills for employability. In short,
each programme prepares students for sustainability and life-long learning.
The new curriculum of B.Sc. (Hons) Botany offer essential knowledge and technical skills to
study plants in a holistic manner. Students would be trained in all areas of plant biology using a
unique combination of core and elective papers with significant inter-disciplinary components.
Students would be exposed to cutting-edge technologies that are currently used in the study of
plant life forms, their evolution and interactions with other organisms within the ecosystem.
Students would also become aware of the social and environmental significance of plants and
their relevance to the national economy.
The University of Delhi hopes the LOCF approach of the B.Sc. (Hons) Botany will help students
in making an informed decision regarding the goals that they wish to pursue in further education
and life, at large.
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B.Sc.(HONS.) BOTANY (CBCS)
INTRODUCTION
The B.Sc. - Botany honours programme is designed to equip students with essential knowledge
and technical skills to study plants in a holistic manner. Students would be trained in all areas of
plant biology using a unique combination of core and elective papers with significant inter-
disciplinary components. Students would be exposed to cutting-edge technologies that are
currently used in the study of plant life forms, their evolution and interactions with other
organisms within the ecosystem. Students would also become aware of the social and
environmental significance of plants and their relevance to the national economy.
Choice Based Credit System:
The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system. Therefore, it is necessary to introduce uniform grading system in the entire higher
education in India. This will benefit the students to move across institutions within India to begin
with and across countries. The uniform grading system will also enable potential employers in
assessing the performance of the candidates. In order to bring uniformity in evaluation system
and computation of the Cumulative Grade Point Average (CGPA) based on student’s
performance in examinations, the UGC has formulated the guidelines to be followed.
Outline of Choice Based Credit System:

1. Core Course: A course, which should compulsorily be studied by a candidate as a core
requirement is termed as a Core course.
2. Elective Course: Generally a course which can be chosen from a pool of courses and which
may be very specific or specialized or advanced or supportive to the discipline/ subject of study
or which provides an extended scope or which enables an exposure to some other
discipline/subject/domain or nurtures the candidate’s proficiency/skill is called an Elective
Course.
2.1 Discipline Specific Elective (DSE) Course: Elective courses may be offered by the main
discipline/subject of study is referred to as Discipline Specific Elective. The University/Institute
may also offer discipline related Elective courses of interdisciplinary nature (to be offered by
main discipline/subject of study).
2.2 Dissertation/Project: An elective course designed to acquire special/advanced knowledge,
such as supplement study/support study to a project work, and a candidate studies such a course
on his own with an advisory support by a teacher/faculty member is called dissertation/project.
2.3 Generic Elective (GE) Course: An elective course chosen generally from an unrelated
discipline/subject, with an intention to seek exposure is called a Generic Elective.
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P.S.: A core course offered in a discipline/subject may be treated as an elective by other
discipline/subject and vice versa and such electives may also be referred to as Generic Elective.
3. Ability Enhancement Courses (AEC)/Competency Improvement Courses/Skill Development

Courses/Foundation Course: The Ability Enhancement (AE) Courses may be of two kinds: AE
Compulsory Course (AECC) and AE Elective Course (AEEC). “AECC” courses are the courses
based upon the content that leads to Knowledge enhancement. They ((i) Environmental Science,
(ii) English/MIL Communication) are mandatory for all disciplines. AEEC courses are value-
based and/or skill-based and are aimed at providing hands-on-training, competencies, skills, etc.
3.1 AE Compulsory Course (AECC): Environmental Science, English Communication/MIL

Communication.
3.2 AE Elective Course (AEEC): These courses may be chosen from a pool of courses designed
to provide value-based and/or skill-based instruction.
Project work/Dissertation is considered as a special course involving application of knowledge in

solving / analyzing /exploring a real life situation / difficult problem. A Project/Dissertation work
would be of 6 credits. A Project/Dissertation work may be given in lieu of a discipline specific
elective paper.
LEARNING OUTCOME BASED CURRICULUM FRAMEWORK

Nature and extent of the B.Sc Honours Botany Programme
Content: Botany is the broad discipline encompassing various subjects involved with the study of
plants. TheB.Sc Botany (H) Programme imparts knowledge on various fields of plant biology
through teaching, interactions and practical classes. Present trend has been shifted to frontier
areas of plant sciences at the cost of traditional botany. There is need to maintain a balance of the
traditional botany and modern science and applied approach. This syllabus has been drafted to
enable the learners to prepare them for future employment in various fields including academics
as well as competitive exams. Students would gain wide knowledge as follow:
1. Diversity of plants and microbes their habitat, morphology, and reproduction.

2. Genetics and molecular biology of plants
3. Fungi and disease causing microbes and fungi
4. Economic value of plants and their use in Biotechnology
Biodiversity generally refers to the variety and variability of life on earth. Earth is a ‘green’
planet due to the presence of plants. Plants are relevant to humans as they provide us with food,
shelter, clothing, energy, health, aesthetic beauty, environment and even economy. This paper is
relevant to ALL students. Introduction to Biodiversity ranging from Microbes (Viruses and
Bacteria), to Fungi and to various plant groups (Algae and Archegoniates-Bryophytes,
Pteridophytes and Gymnosperms) and information on the Ecological and Economic Importance
of Microbes, Fungi and various plant groups to enable students understand and appreciate
relevance of Microbes and Plants to environment and human well-being. Insight into the line of
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Plant Evolution on Earth and the consequent Biodiversity is instrumental in creating Awareness
on the threats to biodiversity and sensitize young minds towards the Biodiversity Conservation
for sustainable development. Combination of Theoretical and Practical components will provide
comprehensive information and insight into the
1. Fascinating world of Microbes and Plants.

2. Hands on Training will help students learn use of microscope, mounting, section-cutting and
staining techniques for the study of plant materials.
3. Making Drawings in Practical Records will enhance understanding morphological and
structural details and related functional aspects in diverse plant groups.
4. Use of Illustrations, Photographs, Charts, Permanent Slides, Museum and Herbarium
Specimens along with ICT Methods will provide an interesting insight into the beautiful world of
microbes and plants.
5. Scope of Biodiversity includes Medicinal field, Industry, Agriculture, Research and Study, Job
Opportunities and Environmental Conservation. This paper is both informative and interesting
and will enable students to learn about Biodiversity not only as a plant or nature lover, but also
for higher academic pursuits, particularly in the field of Biological Sciences, Environment and
Biodiversity Conservation.
6. The relationship between the properties of macromolecules, their cellular activities and
biological responses.
7. Understanding of Cell metabolism, chemical composition, physiochemical and functional
organization of organelles.
8. Contemporary approaches in modern cell and molecular biology.
9. Understand how plant sciences and microbiology is applied in manufacturing of industrial
products
10. Know about design of bioreactors, factors affecting growth and production
11. Comprehend the techniques and the underlying principles in upstream and downstream
processing
12. Learn the occurrence, abundance and distribution of microorganism in the environment and
their role in the environment and also learn different methods for their detection
13. Understand various biogeochemical cycles – Carbon and Nitrogen, and microbes involved
14. Understand the basic principles of organism and environment interation and application of
the same in solving environmental problems – waste water treatment and bioremediation
15. Learn the basic concepts, principles and processes in plant biotechnology.
16. Have the ability of explanation of concepts, principles and usage of the acquired knowledge
in biotechnological, pharmaceutical, medical, ecological and agricultural applications.
17. Use basic biotechnological techniques to explore molecular biology of plants
Explain how biotechnology is used to for plant improvement and discuss the biosefty concern
and ethical issue of that use.
Aims of Bachelor's degree programme in (CBCS) B.SC.(HONS.) BOTANY
Content: 1. Provide an introduction to Biodiversity ranging from Microbes (Viruses and

Bacteria), to Fungi, including diverse plant groups (Algae and Archegoniates-Bryophytes,
Pteridophytes and Gymnosperms).
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2. To enable students to understand and appreciate the relevance of Microbes and Plants to
environment (ecological significance) and human well-being (economic importance).
3. Develop an understandingof Evolution of Plant formsand the consequent Biodiversity. These

are instrumental in creating awareness on the threats to biodiversity and sensitizestudents
towards the Conservation of Biodiversity for sustainable development.
4. To study the organization of cell, cell organelles and biomolecules (i.e protein, carbohydrate,
lipid and nucleic acid) to gain knowledge on the activities in which the diverse macro molecules
and microscopic structures inhabiting the cellular world of life are engaged. This will enable the
students to understand the various metabolic processes such as respiration, photosynthesis etc.
which are important for life.
5. To introduce students to application of microbes in Industrial production and Environmental

remediation strategies.
6. New knowledge and widening of the knowledge acquired in by handling of classical and
modern plant biotechnology processes, including tissue culture for healthy plants, plants with
improved characteristics.
7. To explore the natural genetic variation in plants and to understand how diverse factors (at the
cellular level) contribute to the expression of genotypes and hence to phenotypic variation.
8. Understanding of biotechnological processes such as recombinant DNA technology and its

applicative value in pharmaceuticals (vaccines, antibodies, antibiotics etc.), food industry
(transgenic crops with improved qualities (nutraceuticals, industrial enzymes etc.), agriculture
(biotic and abiotic stress tolerant plants, disease and pest resistant plants, improved horticultural
varieties etc.), ecology (plants role in bioremediation). This knowledge is central to our ability to
modify plant responses and properties for global food security and commercial gains in
biotechnology and agriculture.
9. In the laboratory classes, students will perform some of the techniques currently used to
generate information and detect genetic variation.
10. Understanding of plant classification systematics, evolution, ecology, developmental biology,

physiology, biochemistry, plant interactions with microbes and insects, morphology, anatomy,
reproduction, genetics and molecular biology of various plants groups.
11. Understanding of various analytical techniques of plant sciences, use of plants as industrial
resources or as human livelihood support system and the use of transgenic technologies for basic
and applied research in plants.
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12. Understanding of various life forms of plants, morphology, anatomy, reproduction, genetics,
microbiology, molecular biology, recombinant DNA technology, transgenic technology and use
of bioinformatics tools and databases and in the application of statistics to biological data
13. To provide new information, enhance core competency and discovery/inquiry based learning
of learners. A botany graduate would be competent in the field to undertake further discipline-
specific studies, as well as to begin domain-related employment.
14. To make students aware of most basic domain-independent knowledge, including critical
thinking and communication.
15. To enable the graduate to prepare for national and International competitive examinations for
employment.
GRADUATE ATTRIBUTES IN SUBJECT
Disciplinary knowledge
The B.Sc. - Botany programme enables the students in gaining knowledge and technical skills to
study plants in a holistic manner. Students would get training in various disciplines of plant
sciences using a combination of core and elective papers with significant inter-disciplinary
components. Students would be exposed to basic and advanced knowledge that are currently
used in the study of plant life forms, adaptation, evolution, classification, ultrastructure and
various processes in the plant system and interaction of plants with other organisms and with the
ecosystem. Knowledge of use of plants in biotechnology, their economic value and their social
and environmental significance would be gained by the students.
Scientific reasoning
In addition to academic acquaintance and training in the various fields of plant sciences. Students
would also get training in application of the subject, critical thinking, reasoning and analytical
skills, effective communication, laboratory safety, and sensitivity to environment and sustainable
living.
Critical thinking
The course enhance the skill of thinking about the application of the biology
Disciplinary knowledge
The programme also has a strong interdisciplinary component. Emphasis is given on the
experimental learning through hands-on laboratory exercises, field trips and assignments.
Current thrust areas of teaching provide students with substantial exposure and skills in plant
biology.
Critical thinking
Learning of the basic concepts, principles and processes in plant biology and have the ability of
explanation of principles and usage of the acquired knowledge in applied botany. An increased
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understanding of fundamental concepts and their applications of scientific principles is expected
in the student. Students will become critical thinker and acquire problem solving capabilities.
They are expected to know basics of cognitive biases, mental models, logical fallacies, scientific
methodology and constructing cogent scientific arguments.
Problem solving
The B.Sc. - Botany programme is formed to gain knowledge and technical skills to study plants
in a holistic manner. Students would get training in various disciplines of plant sciences using a
combination of core and elective papers with significant inter-disciplinary components.
Analytical reasoning
The student would develop a skill to analyse the knowledge of the subject and think in a multi-
directional way to solve the problem and to gain benefit in a sustainable manner. They would be
able to think about the use of plants as industrial resources or as human livelihood support
system and is well versed with the use of transgenic technologies for basic and applied research
in plants. The students will be able to demonstrate the knowledge in understanding research and
addressing practical problems. Student will learn the application of various scientific methods to
address different questions by formulating the hypothesis, data collection and critically analyze
the data to decipher the degree to which their scientific work supports their hypothesis.
Reflective thinking
The structure and content of the course enables students to reflect on the learnings from different
courses and integrate the same for a problem solving approach. They would be capable of
correlating various concepts applicable to diverse situations and phenomenon.
Multicultural competence
Understanding of various analytical techniques of plant sciences, use of plants as industrial
resources or as human livelihood support system and is well versed with the use of transgenic
technologies for basic and applied research in plants.
Lifelong learning
The subject of botany the applied theoretically and practically applied in day today life.The
successful students will be able to learn the basic concepts, principles and processes in plant
biology. The have the ability of explanation of concepts, principles and usage of the acquired
knowledge in biotechnological, pharmaceutical, medical, ecological and agricultural
applications. Use basic biology techniques to explore molecular biology of plants
Self-directed learning
The programme also has a strong interdisciplinary component. Emphasis is on experiential
learning through hands-on laboratory exercises, field trips and assignments. Current thrust areas
of teaching provide students with substantial exposure and skills in plant biology.
Communication Skills
The students will develop a confidence on gaining the knowledge and skill after this course and
they will be able to effectively communicate their views, present their work and impress the
audience. Students are expected to possess a standard of communication skills expected from a
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science graduate in the country. They are expected to read and understand documents with in-
depth analyses and logical arguments. Graduates are expected to be well-versed in speaking and
communicating their idea/finding/concepts to a wider audience
Research-related skills
This course provides wide interdisciplinary knowledge and stimulates the students to think
beyond the course knowledge, apply this knowledge for solving the environmental problems,
efficient use of resources by designing novel and innovativeexperiments. . Students are expected
to be aware about activities in the natural surroundings to awaken their curiosity. They are
expected to design a scientific experiment through statistical hypothesis testing and reasoning.
Cooperation/Team work
The students would learn team work, division of the work and the corporate life of the
academics. They are expected to be team players, with productive cooperation involving
members from diverse socio-cultural backgrounds.
Information/digital literacy
The students would learn the use of the new technologies used in learning biology, digital
platforms for fast transfer of information. Students will acquire digital skills and integrate the
fundamental concepts with modern tools.
Moral and ethical awareness/reasoning

Besides the theoretical knowledge, the student is acquainted with moral and ethical duties, an
awareness towards the conservation of nature and natural resources. Students will also strengthen
their ethical and moral values and shall be able to deal with psychological weaknesses. Learners
are expected to be responsible citizen and be aware of moral and ethical duties. They are
expected to define their core ethical virtues good enough to distinguish what construes as illegal
and criminal under Indian constitution. Learners should know academic and research ethics,
Benefit Sharing, Plagiarism, Scientific Misconduct etc.
Leadership readiness/qualities
The vast and deep knowledge of the subject, analytical and scientific reasoning, effective
communication and problem solving task develop special qualities in a person to attract and
influence the audience, which would be gained after the completion of this course. Students are
expected to be familiar with decision making process and basic managerial skills to become a
better leader. Skills may include defining objective vision and mission, how to become
responsible citizens and charismatic inspiring leader.
QUALIFICATION DESCRIPTORS
For a graduate student in Botany (Honours) the qualification descriptorsmay include following:
(i) To show a systematic, extensive, coherent knowledge and understanding of academic subjects
and their applications, including critical understanding of the established theories, principles and
concepts of a number of advanced and emerging issues in the field of Botany;
(ii) To gain knowledge to produce professionals in the field of plant sciences in research and
development, academics (teaching in Schools, Colleges and University), government and public
services e.g. conservationist, plant explorer, ecologist, horticulturist, plant biochemist, genetics,
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nursery manager, molecular biologist, plant pathologist, taxonomist, farming consultant and
environmental consultant. Further application of knowledge can enhance productivity of several
economically important products. Knowledge of plant sciences is also necessary for the
development and management of forests, parks, wastelands and sea wealth
(iii) Display skills and ability to use knowledge efficiently in areas related to specializations and
current updates in the subject.
(iv) Provide knowledge about plants, current research, scholarly and professional literature of
advanced learning areas of plant sciences
(v) Use knowledge understanding and skills for critical assessment of wide range of ideas and
problems in the field of Botany
(vi) Communicate the outcomes of studies in the academic field of Botany through print and
digital media.
(vii) Apply one’s knowledge and understanding of Botany to new/unfamiliar contexts and to
identify problems and solutions in daily life
(viii) Design and apply the knowledge of plant sciences in identifying the problems which can be
solved through the use of plants
(ix) To think of adopting expertise in plant structure, functions and solve the problems of
environment, ecology, sustainable development and enhancing productivity.
(x) Concept and significance of sustainable development and use of the plant resources
PROGRAMME LEARNING OUTCOME

The course learning outcomes are aligned with program learning outcomes but these are specific-
to-specific courses offered in a program. The course level learning shall be reflected as program
level learning. The core courses shall be the backbone of this framework whereas discipline
electives, generic electives and skill enhancement courses would add academic excellence in the
subject together with multi-dimensional and multidisciplinary approach.
1. Understanding of plant classification systematics, evolution, ecology, developmental biology,

physiology, biochemistry, plant interactions with microbes and insects, morphology, anatomy,
reproduction, genetics and molecular biology of various life-forms.
Understanding of various analytical techniques of plant sciences, use of plants as industrial
resources or as human livelihood support system and is well versed with the use of transgenic
technologies for basic and applied research in plants.
2. Understanding of various life forms of plants, morphology, anatomy, reproduction, genetics,

microbiology, molecular biology, recombinant DNA technology, transgenic technology and use
of bioinformatics tools and databases and the application of statistics to biological data.
STRUCTURE OF B.SC. HONOURS BOTANY PROGRAMME UNDER CBCS
Part Year Semester (July to November) Semester (January to May)

Part – I First Year Semester I Semester II
Part – II Second Year Semester III Semester IV
Part – III Third Year Semester V Semester VI
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Core Courses
1. Microbiology and Phycology
2. Biomolecules and Cell Biology
3. Mycology and Phytopathology
4. Archegoniatae
5. Anatomy of Angiosperms
6. Economic Botany
7. Genetics
8. Molecular Biology
9. Ecology
10. Plant Systematics
11. Reproductive Biology of Angiosperms
12. Plant Physiology
13. Plant Metabolism
14. Plant Biotechnology
Discipline Specific Electives
Semester-V DSE-1. Analytical Techniques in Plant Sciences
DSE-2. Biostatistics
DSE-3. Natural Resource Management
Semester-VI DSE-4. Industrial and Environmental Microbiology
DSE-5. Bioinformatics
DSC-6. Plant Breeding
Generic Electives (Four) Offered to the students of other Departments
Semester –I GE-I GE-I (Any one)
1. Biodiversity (Microbes, Algae, Fungi and Archegoniatae)
2. Plant Anatomy and Embryology
Semester –II GE-II GE-II
3. Plant Ecology and Taxonomy
Semester –III GE-III GE-III (Any one)
4. Plant Physiology and Metabolism
5. Environmental Biotechnology
Semester –IV GE-IV GE-IV : 6. Economic Botany and Biotechnology
Skill Enhancement Cources: Elective
Semester-III 1. Ethnobotany
2. Intellectual Property Rights
3. Plant Diversity and Human Welfare
4. Floriculture
Semester-IV 5. Biofertilizers
6. Medicinal Botany
7. Mushroom Culture and Technology
8. Nursery and Gardening
Ability Enhancement Compulsory Course (AEC).
AEC-1. English/MIL Communication
AEC-2. Environmental Science
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COURSE CREDIT SCHEME – CONSOLIDATED
_________________________________________________________________________________
Course *Credits
Theory+ Practical Theory + Tutorial
=================================================================
I. Core Course
(14 Papers) 14X4= 56 14X5=70
Core Course Practical / Tutorial*
(14 Papers) 14X2=28 14X1=14
II. Elective Course
(8 Papers)
A.1. Discipline Specific Elective 4X4=16 4X5=20
(4 Papers)
A.2. Discipline Specific Elective
Practical/ Tutorial* 4 X 2=8 4X1=4
(4 Papers)
B.1. Generic Elective/
Interdisciplinary 4X4=16 4X5=20
(4 Papers)
B.2. Generic Elective
Practical/ Tutorial* 4 X 2=8 4X1=4
(4 Papers)
Optional Dissertation or project work in place of one Discipline Specific Elective paper
(6 credits) in 6th Semester
III. Ability Enhancement Courses

1. Ability Enhancement Compulsory
(2 Papers of 2 credit each) 2 X 2=4 2 X 2=4
Environmental Science
English/MIL Communication
2. Ability Enhancement Elective (Skill Based)
(Minimum 2) 2 X 2=4 2 X 2=4
(2 Papers of 2 credit each)
_____________________________________________ _________________
Total credit 140 140
Institute should evolve a system/policy about ECA/ General

Interest/Hobby/Sports/NCC/NSS/related courses on its own.
* wherever there is a practical there will be no tutorial and vice-versa
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Semester wise Distribution of Courses
Semester Core Course(14) Ability Skill Discipline Specific Generic Elective:

Enhancement Enhancement Elective: (GE) (4)
Compulsory Course (SEC) (2) (DSE) (4)
Course (AEC)
(2)
I 1.Microbiology English/MIL GE-1 (Any one)
and Phycology Communicatio 1.Biodiversity
2.Biomolecules n/ (Microbes, Fungi,
and Cell Biology Environmental Algae, and
Science Archegoniatae)
2.Plant Anatomy
and
Embryology
II 3. Mycology and English/MIL GE-II
Phytopathology Communicatio 3.Plant Ecology
n/ and
4. Archegoniatae Environmental Taxonomy
Science
III 5. Anatomy of SEC-I (Any one) GE-III (Any one)
Angiosperms 1. Ethnobotany/ 4.Plant
6. Economic 2. Intellectual Physiology and
Botany Property Rights Metabolism
7. Genetics 3.Plant Diversity
and Human 5.Environmental
Welfare Biotechnology
4. Floriculture
IV 8. Molecular SEC-II (Any one) GE-IV (Any one

Biology 5. Biofertilizers )
9. Ecology 6. Medicinal 6.Economic
10.Plant Botany Botany
Systematics 7. Mushroom and
Culture and Biotechnology
Technology
8. Nursery and
Gardening
V 11.Reproductive DSE-I
Biology of 1.Analytical
Angiosperms Techniques in Plant
Sciences
12.Plant DSE-II (any one)
Physiology 2. Biostatistics
3.Natural Resource
Management
VI 13.Plant DSE-III
Metabolism 4.Industrial and
Environmental
Microbiology
14.Plant DSE-IV
Biotechnology 5.Bioinformatics
6. Plant Breeding
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Course wise assigned credits:
SEMESTER COURSE OPTED COURSE: NAME Credits

I Ability Enhancement English /MIL 2
Compulsory Course-I Communications/
Environmental
Science
Core Course-I Microbiology and Phycology 4
Core Course-I Microbiology and Phycology- Practical 2
Practical
Core Course-II Biomolecules and Cell 4
Biology
Core Course-II Biomolecules and Cell Biology-Practical 2
Practical
Generic Elective-I GE-I (Any one) 4
1.Biodiversity (Microbes, Algae, Fungi and
Archegoniates)
2. Plant Anatomy and Embryology
Generic Elective-I GE-I- Practical 2
Practical/Tutorial
II Ability Enhancement English /MIL 2
Compulsory Course-II Communications/Environmental Science
Core Course-III Mycology and Phytopathology 4
Core Course-III Mycology and Phytopathology- Practical 2
Practical
Core Course-IV Archegoniatae 4
Core Course-IV Archegoniatae- Practical 2
Practical
Generic Elective-II GE-II 4
3. Plant Ecology and Taxonomy
Generic Elective-II GE-II – Practical 2
Practical
III Core Course-V Anatomy of Angiosperms 4
Core Course-V Practical Anatomy of Angiosperms- Practical 2
Core Course-VI Economic Botany 4
Core Course-VI Economic Botany –Practical 2
Practical
Core Course-VII Genetics 4
Core Course-VII Genetics-Practical 2
Practical
Skill Enhancement SEC-I (Any one) 2
Course-I 1. Ethnobotany
2. Intellectual Property Rights
Generic Elective-III GE-III (Any one) 4
4. Plant Physiology and Metabolism
5. Environmental Biotechnology
Generic Elective-III GE-III -Practical 2
Practical
IV Core Course-VIII Molecular Biology 4
Core Course-VIII Molecular Biology – Practical 2
Practical
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Core Course-IX Ecology 4
Core Course-IX Ecology – Practical 2
Practical
Core Course-X Plant Systematics 4
Core Course-X Plant Systematics- Practical 2
Practical
Skill Enhancement Course- II SEC-II (Any one) 2
3. Biofertilizers
4.Medicinal Botany
Generic Elective-IV GE-IV Economic Botany and Biotechnology 4
Generic Elective-IV GE-IV - Practical 2
Practical
V Core Course-XI Reproductive Biology of Angiosperms 4
Core Course-XI Reproductive Biology of 2
Practical Angiosperms -
Practical
Core Course-XII Plant Physiology 4
Core Course-XII Plant Physiology- Practical 2
Practical
Discipline Specific Elective-I DSE-I 4
Analytical Techniques in Plant Science
Discipline Specific DSE-I- Practical 2
Elective-I
Practical
Discipline Specific DSE-II 4
Elective-II Biostatistics
Discipline Specific DSE-II – Practical 2
Elective-II
Practical/Tutorial
VI Core Course-XIII Plant Metabolism 4
Core Course-XIII Plant Metabolism- Practical 2
Practical/Tutorial
Core Course-XIV Plant Biotechnology 4
Core Course-XIV Plant Biotechnology- Practical 2
Practical/ Tutorial
Discipline Specific DSE-III 4
Elective-III Industrial and Environmental Microbiology
Discipline Specific DSE-III- Practical 2
Elective-III Practical
Discipline Specific DSE-IV 4
Elective-IV Bioinformatics
Discipline Specific DSE-IV 2
Elective-IV Bioinformatics- Practical
Practical/Tutorial
Total 140
17
COURSES FOR PROGRAMME
COURSE LEARNING OBJECTIVES
The progamme is designed to equip students with essential knowledge and technical skills to
study plants and related subjects in a holistic manner. hteh main aim is to train the learners in all
areas of plant biology using appropriate combinations of core and elective papers with
significant inter-disciplinary components. Students would be exposed to cutting-edge
technologies that are currently used in the study of plant life forms, their evolution and
interactions with other organisms within the ecosystem. Students would also become aware of
the social and environmental significance of plants and their relevance to the national economy.
COURSE LEARNING OUTCOMES
1. Students will be able to understand and explain different specializations of Botany such as
systematics, evolution, ecology, developmental biology, physiology, biochemistry, plant
interactions with microbes and insects, morphology, anatomy, reproduction, genetics, cell and
molecular biology of plants.
2. Students will be trained in various analytical techniques of plant biology, use of plants as
industrial resources or as support system for human livelihood and will be well versed with the
use of transgenic technologies for both basic and applied research in plants.
3. Students will be able to identify various life forms of plants, design and execute experiments
related to basic studies on evolution, ecology, developmental biology, physiology, biochemistry,
plant interactions with microbes and insects, morphology, anatomy, reproduction, genetics,
microbiology, molecular biology, recombinant DNA technology, transgenic technology.
Students are also familiarized with the use of bioinformatics tools and databases and in the
application of statistics to biological data.
4 Students will acquire core competency in the subject Botany and in allied subject areas. They
will be able to use the evidence based comparative studies approach to explain the evolution of
organism and understand the genetic diversity and its significance.
5. The students will be able to explain various physiological and metabolicprocesses unique to
plants. They would be able to elaborate on the concepts of gene, genome and the molecular
processes of replication, transcription and translation.
6. They will be able to understand adaptation, development and behavior of different forms of
life.The students will get an understanding of functioning of ecosystem and tracing the energy
pyramids through nutrient flow.
7. Students will be able to demonstrate the experimental techniques and methods in plant
sciences and have innovative research ideas. .
18
COURSE TEACHING-LEARNING PROCESS
The learning experiences gained for cognitive development in every student. The practical
exercises help to develop an important aspect of the teaching-learning process. The important
relevant teaching and learning processes involved in this course are;
1.Class lectures
2.Seminars
3. Tutorials
4. Group discussions and Workshops
5. Question framing
6. Short answer type questions
7. Long answer type questions
8. Objective type questions
9. Multiple choice questions
10. Statement, reasoning and explanation
11. Project-based learning
12. Field-based learning
13. Practical component and experiments
14. Quizzes
15. Presentations through Posters and power point
16. Internship in industry and research institutional
THEORY:
1. Lesson plan of each week will be prepared before the commencement of the session and
followed during the session.
2.The theory topics are covered in lectures with the help of both conventional (chalk board and
Charts) and modern (ICT) methods, including animations. .
3. Emphasis is given on interactive class room environment so as to encourage students ask
questions/ doubts/ queries for clarification/explanation and discussion.
4. Students are encouraged to refer to reference books in library to inculcate reading habit for
better grasp and understanding on the subject.
5. Emphasis is given to illustrations- neat, well-labelled outline and cellular diagrams/ flowcharts
for improving creative skills and to substantiate the text content.
6. On completion of theory syllabus, previous years’ question papers are discussed so as to
apprise students about the general format of semester exam question papers.
6. Assignment (10), Test (10) and Theory Attendance (5) are components of Internal Assessment
Scheme for compilation of Internal Assessment Score of each student out of 25 marks.
Practical:
1. Practical plan of each week will be prepared before the commencement of the session and
followed during the session.
2. Every practical session begins with instructions, followed by students doing table work for
detailed microscopic plant study.
3. Plant study is done using fixed plant materials, museum and herbarium specimens,
photographs and permanent slides.
19
4. The students are instructed about maintaining practical records, which includes comments and
diagrams.
5. Students are asked to submit practical records regularly, on a continuous basis, for checking.
6. On completion of practical syllabus, Practical Exam Guidelines are discussed to apprise
students about the formant of Practical exam.
7. As part of Continuous Evaluation guidelines, total score for each student is calculated out of
25 marks, taking into consideration
8 Practical Records (10), Practical Test/ Assessment (10) and Practical Attendance (5)
Assessment Methods
A number of appropriate assessment methods of botany will be used to determine the extent to
which students demonstrate desired learning outcomes. Involving students in highlighting the
salient features/summary a topic through digital media such as Power Point presentationsand
animations enhance their communication skill. Making drawings should be compulsory part of
practical record books. A continuous assessment method throughout the programme shall
inculcate regular reading habit in the students and provide continuous observation learning
abilities and challenges of the students’
Following assessment methodology will be adopted:
• Oral and written examinations
• Closed-book and open-book tests,
• Problem-solving exercises,
• Practical assignments and laboratory reports,
• Observation of practical skills,
• Individual and group project reports,
• Seminar and presentations,
• Interactive sessions.
• Evaluation of answer scripts and discussion on the mistakes committed
KEYWORDS
Plant Sciences, Biology, biodiversity, biotechnology, botany, bryophytes, fungi, algae,

mocrobes, bacteria, plant pathology, plant reproduction, anatomy, developmental biology,
molecular biology, genetics, systematics, taxonomy, plant physiology, biostatistics,
bioinformatics, ecology, biochemistry,
Contents of Courses of the Programme
20
Microbiology and Phycology
(BHCC1)
Core Course - (CC) Credit:6
Course Objective (2-3)
To gain knowledge of diversity, life forms, life cycles, morphology and importance of micro-
organisms (Bacteria and algae).
Course Learning Outcomes
Students would have understanding of the classification, characteristic features, cell structure and
growth and reproduction in viruses, bacteria, and various groups of marine and fresh water algae
and their ecological and economic importance.
Unit 1
Introduction to microbial world.
Unit 2
Viruses (7 lectures): Discovery, physiochemical and biological characteristics;classification

(Baltimore)General structure with special reference to viroids and prions, General account of
replication, DNA virus (T-phage), lytic and lysogenic cycle; RNA virus (TMV). Viral diseases
Unit 3
Bacteria (8 lectures): Discovery, general characteristics, types-archaebacteria, eubacteria, wall-

less forms(mycoplasma and spheroplasts), Cell structure, nutritional types, Reproduction-
vegetative, asexual and recombination (conjugation, transformation and transduction), Bacterial
diseases
Unit 4
Applied Microbiology (4 lectures): Economic importance of viruses with reference to vaccine

production, role in research, medicine and diagnostics, and as causal organisms of plant diseases.
Economic importance of bacteria with reference to their role in agriculture and industry
(fermentation and medicine).
21
Unit 5
Algae (7 lectures): General characteristics; Ecology and distribution; range of thallus

organization; Cell structure and components; cell wall, pigment system, reserve food (of only
groups represented in the syllabus), flagella; Methods of reproduction, classification;
Criteria, system of Fritsch, and evolutionary classification of Lee (only up to groups); significant
contributions of important phycologists (F.E. Fritsch, G.M. Smith, R.N. Singh, T.V.
Desikachary, H.D. Kumar, M.O.P.Iyengar).
Unit 6
Cyanophyta (6 lectures): Ecology and occurrence, range of thallus organization, cell structure,
heterocyst,reproduction.economic importance; role in biotechnology. Morphology and life-cycle
of Nostoc.
Unit 7
Chlorophyta (5 lectures): General characteristics, occurrence, range of thallus organization, cell

structure and reproduction.Morphology and life-cycles of Chlamydomonas, Volvox,
Oedogonium, Coleochaete.Evolutionary significance of Prochloron.
Unit 8
Charophyta (2 lectures): General characteristics; occurrence, morphology, cell structure and

life-cycle of Chara;evolutionary significance.
Unit 9
Xanthophyta (3 lectures): General characteristics; range of thallus organization;Occurrence,

morphology and life-cycleof Vaucheria.
Unit 10
Phaeophyta (6 lectures): Characteristics, occurrence, range of thallus organization, cell structure

and reproduction.Morphology and life-cycles of Ectocarpus and Fucus.
Unit 11
Rhodophyta (6 lectures): General characteristics, occurrence, range of thallus organization, cell

structure and reproduction.Morphology and life-cycle of Polysiphonia.
Unit 12: Applied Phycology (4 lectures): Role of algae in the environment, agriculture,
biotechnology and industry.
22
Practical
Microbiology
1. Electron micrographs/Models of viruses – T-Phage and TMV, Line drawings/

Photographs of Lytic and Lysogenic Cycle.
2. Types of Bacteria to be observed from temporary/permanent slides/photographs. Electron
micrographs of bacteria, binary fission, endospore, conjugation, root Nodule.
3. Gram staining.
Phycology
4. Study of vegetative and reproductive structures of Nostoc, Chlamydomonas, Volvox,

Oedogonium,Coleochaete, Chara, Vaucheria, Ectocarpus, Fucus and Polysiphonia,
Procholoron through electron micrographs, temporary preparations and permanent slides
References
1. Campbell, N.A., Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V.,
Jackson, R.B. (2008). Biology, 8th edition. San Francisco, California: Pearson Benjamin
Cummings.
2. Kumar, H.D. (1999). Introductory Phycology, 2nd edition. New Delhi, Delhi: Affiliated
East-West Press.
3. Lee, R.E. (2008). Phycology, 4th edition. Cambridge, Cambridge: Cambridge University
Press,
4. Pelczar, M.J. (2001). Microbiology, 5th edition. New Delhi, Delhi: Tata McGraw-Hill
Co.
Additional Resources:
1. Prescott, L.M., Harley J.P., Klein D. A. (2005). Microbiology, 6th edition. New Delhi,
Delhi: McGraw Hill.
2. Raven, F.H., Evert, R.F., Eichhorn, S.E. (1992). Biology of Plants. New York, NY: W.H.
Freeman and Company
3. Sahoo, D. (2000). Farming the ocean: seaweeds cultivation and utilization. New Delhi,
Delhi: Aravali International.
Teaching Learning Process
23
Visual media would be used for teaching. Botany Department, University of Delhi may be
entrusted with preparation of good visual aids that would help students get a feel of the subject
and they find the subject interesting. College teachers can form a group and work out these
possibilities of visual aids that would enhance teaching learning process.
Teaching Learning Plan

Week 1: Unit 1
Week 2: Unit 2
Week 3: Unit 3
Week 4: Unit 3
Week 5: Unit3
Week 6: Unit 4
Week 7: Unit 5
Week 8: Unit 5
Week 9: Unit 6
Week 10: Mid semester Exam
Week 11: Mid Semester Break
Week 12: Unit 7
Week 13: Unit 8
Week 14: Unit 9
Week 15: Unit 10, Unit 11
Week 16: Unit 12
Assessment Methods
1. Making drawings form the temporary preparations as practical record books

2. Involving students in highlighting the salient features of the genera/ groups through
digital media such as power point presentations and animations.
Assessment method
Unit No Course learning Outcome Teaching and Learning Assessment Task
Activity
I Outcome: Introduction to microbial Activity :Class room Assessment: Hands
world. lectures and Practical on exercises, PPT,
demonstration, assignments, tests
experiments
II General structure with special Class room lectures and Hands on exercises,
reference to viroids and prions. Practical demonstration, PPT, assignments,
General account of replication, DNA experiments tests
virus (T-phage), lytic and lysogenic
cycle; RNA virus (TMV).
III General characteristics, types- Class room lectures and Hands on exercises,
archaebacteria, eubacteria, wall-less Practical demonstration, PPT, assignments,
forms. (mycoplasma and experiments tests
24
spheroplasts). Cell structure,
nutritional types,.Reproduction-
vegetative, asexual and recombination
IV Economic importance of bacterian and Class room lectures and Hands on exercises,
viruses Practical demonstration, PPT, assignments,
experiments tests
V General characteristics; Ecology and Class room lectures and Hands on exercises,
distribution; range of thallus Practical demonstration, PPT, assignments,
organization; Cell structure and experiments tests
components; cell wall, pigment
system, reserve food
VI Ecology and occurrence, range of Class room lectures and Hands on exercises,
thallus organization, cell structure, Practical demonstration, PPT, assignments,
heterocyst,reproduction.economic experiments tests
importance; role in biotechnology.
Morphology and life-cycle of Nostoc.
VII Morphology and life-cycles of Class room lectures and Hands on exercises,
Chlamydomonas, Volvox, Practical demonstration, PPT, assignments,
Oedogonium,Coleochaete.Evolutionar experiments tests
y significance of Prochloron.
VIII General characteristics; occurrence, Class room lectures and Hands on exercises,
morphology, cell structure and life- Practical demonstration, PPT, assignments,
cycle of Chara;evolutionary experiments tests
significance.
IX Morphology and life-cycleof Class room lectures and Hands on exercises,
Vaucheria. Practical demonstration, PPT, assignments,
experiments tests
X Morphology and life-cycles of Class room lectures and Hands on exercises,
Ectocarpus and Fucus. Practical demonstration, PPT, assignments,
experiments tests
XI Morphology and life-cycle of Class room lectures and Hands on exercises,
Polysiphonia. Practical demonstration, PPT, assignments,
experiments tests
XII Role of algae in the environment, Class room lectures and Hands on exercises,
agriculture, biotechnology and Practical demonstration, PPT, assignments,
industry. experiments tests
Keywords
Bacteria,Viruses, Algae , Cyanobacteria, algal reproduction, viroids, bacterial reproduction
25
Biomolecules and Cell Biology
(BHCC2)
Biomolecules and Cell biology study will help the students to gain knowledge on the activities in
which the giant molecules and miniscule structures that inhabit the cellular world of life are
engaged. This will provide inside into the organization of cell, its features and regulation at
different levels. Through the study of biomolecules (i.e protein, carbohydrate, lipid and nucleic
acid) and cell organelles, they will be able to understand the various metabolic processes such as
respiration, photosynthesis etc. which are important for life.

This course will be able to demonstrate foundational knowledge in understanding of:
1. The relationship between the properties of macromolecules, their cellular activities

and biological responses
2. Understanding of Cell metabolism, chemical composition, physiochemical and functional
organization of organelle
3. Contemporary approaches in modern cell and molecular biology.
Unit 1
Biomolecules (18 lectures): Types and significance of chemical bonds; Structure and properties
of water; pH and buffers. Carbohydrates: Nomenclature and classification; Role of
monosaccharides (glucose, fructose, sugar alcohols – mannitol and sorbitol); Disaccharides
(sucrose, maltose, lactose), Oligosaccharides and polysaccharides (structural-cellulose,
hemicelluloses, pectin, chitin, mucilage; storage – starch, inulin). Lipids: Definition and major
classes of storage and structural lipids. Storage lipids: Fatty acids structure and functions,
Structural lipid: Phosphoglycerides; Building blocks, General structure, functions and properties.
Lipid functions: cell signals, cofactors, prostaglandins, Introduction of lipid micelles,
monolayers, bilayers.
Proteins: Structure of amino acids; Peptide bonds; Levels of protein structure-primary,
secondary, tertiary and quarternary; Isoelectric point; Protein denaturation and biological roles of
proteins
Nucleic acids: Structure of nitrogenous bases; Structure and function of nucleic acids
Unit 2
Bioenergenetics (4 lectures):Laws of thermodynamics, concept of free energy, endergonic and

exergonic reactions, coupled reactions, redox reactions. ATP: structure, its role as a energy
currency molecule.
26
Unit 3
Enzymes (6 lectures):Structure of enzyme: holoenzyme, apoenzyme, cofactors, coenzymes and

prosthetic group; mechanism of action (activation energy, lock and key hypothesis, induced - fit
theroy), enzyme inhibition and factors affecting enzyme activity (in brief).
Unit 4
The cell (2 lectures): Cell as a unit of structure and function; Characteristics of prokaryotic and
eukaryotic cells; Origin ofeukaryotic cell (Endosymbiotic theory).
Unit 5
Cell wall and plasma membrane (4 lectures): Chemistry, structure and function of Plant Cell
Wall. Overview of membrane function; fluid mosaic model; Chemical composition of
membranes; Membrane transport – Passive, active and facilitated transport, endocytosis and
exocytosis.
Unit 6
Cell organelles (22 lectures): Nucleus:Structure-nuclear envelope, nuclear pore complex,

nuclear lamina, molecular organization of chromatin;nucleolus.
Cytoskeleton:role and structure of microtubules, microfilaments and intermediary filament.
Chloroplast, mitochondria and peroxisomes: Structural organization; Function;
Semiautonomous nature of mitochondria and chloroplast.
Endomembrane system: Endoplasmic Reticulum – Structure and function of RER and SER,
protein folding, processing in ER, export of proteins and lipids; Golgi Apparatus – Organization,
protein glycosylation, protein sorting and export from Golgi Apparatus; Lysosomes
Unit 7
Cell division (4 lectures)
Eukaryotic cell cycle, mitosis and meiosis. Regulation of cell cycle
Practical
1. Qualitative tests for carbohydrates, reducing sugars, non-reducing sugars, lipids and proteins.
2. Study of plant cell structure with the help of epidermal peel mount of Onion/Rhoeo/Crinum.
3. Demonstration of the phenomenon of protoplasmic streaming in Hydrilla leaf.
4. Separate chloroplast pigments by paper chromatography.
5. Demonstrate the activity of any two enzymes (Urease, Amylase, Catalase).
6. Study of cell and its organelles with the help of electron micrographs.
7. Study the phenomenon of plasmolysis and deplasmolysis.
27
8. Study the effect of organic solvent and temperature on membrane permeability.
9. Study different stages of mitosis.
References
1. Becker, W.M., Kleinsmith, L.J., Hardin, J., Bertoni, G. P. (2009). The World of the Cell, 7th
edition. San Francisco, Cambridge: Pearson Benjamin Cummings Publishing.
2. Berg, J.M., Tymoczko, J.L., Stryer, L. (2011). Biochemistry. New York, NY: W. H. Freeman
and Company.
3. Campbell, M.K. (2012). Biochemistry, 7th edition. Boston, Massachusetts: Cengage Learning.
4. Campbell, P.N., Smith, A.D. (2011). Biochemistry Illustrated, 4th edition. London,
UK: Churchill Livingstone.
1. Cooper, G.M., Hausman, R.E. (2009). The Cell: A Molecular Approach, 5th edition.
Washington, D.C.: ASM Press & Sunderland, Sinauer Associates, MA.
2. Karp, G. (2010). Cell Biology, 6th edition. New Jersey, U.S.A.: John Wiley & Sons.
3. Majumdar, R., Sisodia, R. (2019). Laboratory Manual of Cell Biology, with reference to Plant
Cells. New Delhi, Delhi: Prestige Publication.
4. Nelson, D.L., Cox, M.M. (2008). Lehninger Principles of Biochemistry, 5th edition. New
York, NY: W.H. Freeman and Company.
5. Reven, F.H., Evert, R.F., Eichhorn, S.E. (1992). Biology of Plants. New York,
NY: W.H.Freeman and Company.
6. Tymoczko, J.L., Berg, J.M., Stryer, L. (2012). Biochemistry: A short course, 2nd edition. New
York, NY: W.H.Freeman and Company.
Visual media would be helpful. Botany Department, University of Delhi may be entrusted with
preparation of good visual aids that would help students get a feel of thesubject and they find the
subject interesting. College teachers can form a group and work out these possibilities of visual
aids that would enhance teaching learning process.

Week 1: Unit I
Week 2: Unit I
Week 3: Unit I
Week 4: Unit II
Week 5: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit V
28
Week 12: Unit VI
Week 13: Unit VI
Week 14: Unit VI
Week 15: Unit VII,
Assessment Methods
Making drawings ma be made a compulsory part of practical record books, We may ponder
overmaking students involve in highlighting the salient features of the genera/ groups through
digitalmedia such as ppt and animations.
Assessment method
Activity
I Structure and functions of Carbohydrates, Class room lectures and Hands on
Lipids, Proteins and Nucleic acids Practical demonstration, exercises, PPT,
experiments, slides, assignments, tests
charts
II Redox reactions. ATP: structure, its role Class room lectures and Hands on
as a energy currency molecule Practical demonstration, exercises, PPT,
charts
III Structure of enzyme: holoenzyme, Class room lectures and Hands on
apoenzyme, cofactors, coenzymes and Practical demonstration, exercises, PPT,
prosthetic group; mechanism of action experiments , slides, assignments, tests
charts
IV Cell as a unit of structure and function; Class room lectures and Hands on
Characteristics of prokaryotic and Practical demonstration, exercises, PPT,
eukaryotic cells experiments , slides, assignments, tests
charts
V Chemistry, structure and function of Class room lectures and Hands on
Plant Cell Wall. Overview of membrane Practical demonstration, exercises, PPT,
function; fluid mosaic model; Membrane experiments, slides, assignments, tests
transport charts
VI .Nucleus:Structure-nuclear envelope, Class room lectures and Hands on
nuclear pore complex, nuclear lamina, Practical demonstration, exercises, PPT,
molecular organization of experiments, slides, assignments, tests
chromatin;nucleolus. Chloroplast, charts
mitochondria and peroxisomes:
Endoplasmic Reticulum Structural
organization; Function;
VII Eukaryotic cell cycle, mitosis and Class room lectures and Hands on
meiosis. Practical demonstration, exercises, PPT,
charts
29
Keywords
Proteins, lipids, carbohydrates, nucleic acids,mes, plasma membrane, cytoskeleton, chloroplast,

meiosis, mitosis, cell division
30
Mycology and Phytopathology
(BHCC3)
Course Objective(2-3)
1. To introduce students with various fungal groups and lichens, their ecology,
classification, characteristics, reproduction and economic Importance
2. To introduce students with the phytopathology, its concepts and principles\
3. To acquaint with various plant diseases, causal organisms and their control
Upon completion of this course, the students will be able to:
1. Understand the world of fungi, lichens and pathogens of plants

2. Appreciate the characteristics of the fungi and lichens
3. Understand the ecological and economic significance of lichen
4. Understand the application of mycology in various fields of economic and ecologica
5. Significance
6. Understand the economic and pathological importance of fungi, bacteria and viruses
7. Identify common plant diseases and their control measures
Unit 1
Introduction to true fungi (6 lectures)

Definition, General characteristics; Affinities with plants and animals; Thallus organization;Cell
wall composition; Heterokaryosis and parasexuality; Nutrition; Classification.
Unit 2
General account of Chytridiomycetes (1 lecture)
Unit 3
Zygomycota (4 lectures)
General characteristics; Ecology; Thallus organization; Life cycle with reference to Rhizopus.
31
Unit 4
Ascomycota (10 lectures)

General characteristics; Ecology; Life cycle, life cycle and classification with reference to
Saccharomyces, Penicillium, Alternaria and Neurospora and Peziza.
Unit 5
Basidiomycota (8 lectures)
General characteristics; Ecology; Life cycle and Classification with reference to black stem rust
on wheat Puccinia (Physiological Specialization), Ustilago (loose and covered smut, symptoms
only), Agaricus;
Bioluminescence, Fairy Rings and Mushroom Cultivation.
Unit 6
Mixomycota (Allied Fungi) (3 lectures)

General characterises; Status of Slime molds, Classification; Occurrence; Types of plasmodia;
Types of fruiting bodies.
Unit 7: Oomycota (4 lectures)

General characteristic; Ecology; Life cycle and classification with reference to Phytophthora,
Albugo.
Unit 8: Symbiotic associations (4 lectures)

Lichen – Occurrence; General characteristics; Growth forms and range of thallus organization;
Economic importance of lichens. ; Mycorrhiza-Ectomycorrhiza, Endomycorrhiza and their
significance.
Unit 9: Applied Mycology (10 Lectures)

Role of fungi in biotechnology, Application of fungi in food industry (Flavour & texture,
Fermentation, Baking, Organic acids, Enzymes, Mycoproteins); Secondary metabolites ;
Mycotoxins; Biological control (Mycofungicides, Mycoherbicides, Mycoinsecticides,
Myconematicides); Medical mycology.
Unit 10: Phytopathology (10 lectures)

Terms and concepts; General symptoms; Geographical distribution of diseases; Host- Pathogen
relationships;disease cycle and environmental relation; Methods of control of plant diseases, and
role of quarantine. Bacterial diseases – Citrus canker and angular leaf spot disease of
Cotton.Viral diseases – Tobacco Mosaic viruses, vein clearing.
32
33
Practical
1. Introduction to the world of fungi (Unicellular, coenocytic/septate mycelium, asocarps &

basidiocarps).
2. Rhizopus: study of asexual stage from temporary mounts and sexual structures through
permanent slides.
3. Aspergillus and Penicillium: study of asexual stage from temporary mounts. Study of
Sexual stage from permanent slides/photographs.
4. Peziza: sectioning through ascocarp.
5. Alternaria: Specimens/photographs and temporary mounts.
6. Puccinia: Herbarium specimens of Black Stem Rust of Wheat and infected Barberry
leaves; sections/ mounts of spores on wheat and permanent slides of both the hosts.
7. Agaricus: Specimens of button stage and full grown mushroom; sectioning of gills of
Agaricus, fairy rings and bioluminescent mushrooms to be shown.
8. Study of phaneroplasmodium from actual specimens and /or photograph. Study of
Stemonitis sporangia.
9. Albugo: Study of symptoms of plants infected with Albugo; asexual phase study
throughsection/ temporary mounts and sexual structures through permanent slides.
10. Lichens: Study of growth forms of lichens (crustose, foliose and fruticose) on different
substrates. Study of thallus and reproductive structures (soredia and apothecium) through
permanent slides. Mycorrhizae: ectomycorrhiza and endo mycorrhiza (Photographs)
11. Phytopathology: Herbarium specimens of bacterial diseases; Citrus Canker; Angular leaf
spot of cotton, Viral diseases: TMV, Vein clearing, Fungal diseases: Early blight of
potato, Black stem rust of wheat and White rust of crucifers.
References
1. Agrios, G.N. (1997). Plant Pathology, 4th edition. Cambridge, U.K.: Academic Press.
2. Alexopoulos, C.J., Mims, C.W., Blackwell, M. (1996). Introductory Mycology, 4th edition.
Singapore, Singapore: John Wiley & Sons.
3. Sethi, I.K. and Walia, S.K. (2011). Text book of Fungi and Their Allies. Noida,
U.P.: Macmillan Publishers India Ltd.
4. Reven, F.H., Evert, R. F., Eichhorn, S.E. (1992). Biology of Plants. New York, NY: W.H.
Freeman and Company.
Additional Resources
1. Sharma, P.D. (2011). Plant Pathology. Meerut, U.P.: Rastogi Publication.
2. Webster, J., Weber, R. (2007). Introduction to Fungi, 3rd edition. Cambridge,
U.K.: Cambridge University Press.
34
1. The acquired knowledge in the classroom will be integrated with practical classes to impart a
sound understanding of the course
2. Field visits to enhance the understanding about the ecology of fungi and lichens
3. More emphasis on physical specimens of fungi and lichens to better comprehend the
morphology and other characteristics
4. Plants materials infested with diseases will be utilized for practical classes/ field visits may be
planned
5. Students will be motivated to become self-directed learners by being able to monitor and
adjust their approach to learning the course.
Weekly Teaching Plan

Week 1: Unit 1
Week 2: Unit 1
Week 3: Unit 2
Week 4: Unit 3
Week 5: Unit 4
Week 6: Unit 5
Week 7: Unit 6
Week 8: Unit 6
Week 9: Unit 7
Week 12: Unit 8
Week 13: Unit 9
Week 14: Unit 10
Week 15: Unit 10,
Assessment Methods
1. Continuous evaluation of the progress of students

2. Field based projects/reports 3. Interactive sessions/ presentations
3. Semester end evaluation of drawings as part of practical record books. We may ponder
over making students involve in highlighting the salient features of the genera/ groups
through digital media such as ppt and animations.
Assessment method
Unit No Course learning Outcome Teaching and Assessment Task
Learning Activity
Unit I True Fungi- General characteristics; Class room lectures and Hands on exercises,
Affinities with plants and animals; Practical PPT, assignments, tests
Thallus organization;Cell wall demonstration,
composition; Heterokaryosis and experiments
parasexuality; Nutrition;
35
Classification
Unit II General characteristics; Affinities Class room lectures and Hands on exercises,
with plants and animals; Thallus Practical PPT, assignments, tests
organization;Cell wall composition; demonstration,
Heterokaryosis and parasexuality; experiments
Nutrition; Classification
Unit III General characteristics; Ecology; Class room lectures and Hands on exercises,
Thallus organization; Life cycle Practical PPT, assignments, tests
with reference to Rhizopus. demonstration,
experiments
Unit IV General characteristics; Ecology; Class room lectures and Hands on exercises,
Life cycle, life cycle and Practical PPT, assignments, tests
classification with reference to demonstration,
Saccharomyces, Penicillium, experiments
Alternaria and Neurospora
and Peziza.
Unit V General characteristics; Ecology; Class room lectures and Hands on exercises,
Life cycle and Classification with Practical PPT, assignments, tests
reference to black stem rust on demonstration,
wheat Puccinia (Physiological experiments
Specialization), Ustilago (loose and
covered smut, symptoms only),
Agaricus
Unit VI Status of Slime molds, Class room lectures and Hands on exercises,
Classification; Occurrence; Types Practical PPT, assignments, tests
of plasmodia demonstration,
experiments
Unit VII Ecology; Life cycle and Class room lectures and Hands on exercises,
classification with reference to Practical PPT, assignments, tests
Phytophthora, Albugo. demonstration,
experiments
Unit VIII Lichen – Occurrence; General Class room lectures and Hands on exercises,
characteristics; Growth forms and Practical PPT, assignments, tests
range of thallus organization; demonstration,
Economic importance experiments
Unit IX Application of fungi in food Class room lectures and Hands on exercises,
industry (Flavour & texture, Practical PPT, assignments, tests
Fermentation, Baking, Organic demonstration,
acids, Enzymes, Mycoproteins); experiments
Secondary metabolites
Unit X Host- Pathogen relationships; Class room lectures and Hands on exercises,
disease cycle and environmental Practical PPT, assignments, tests
relation; Methods of control of demonstration,
plant diseases, and role of experiments
quarantine. Bacterial diseases –
36
Citrus canker and angular leaf spot
disease of Cotton.Viral diseases –
Tobacco Mosaic viruses
Keywords
Fungi, Ascomycota, Puccinia, Agaricus, slime molds,symbiotic association,economic

importance, Fungal disease, Bacterial disease, TMV.
37
Archegoniatae
(BHCC4)
This course aims at making a familiarity with special groups of plants joined together by a
common feature of sexual reproduction involving Archegonia.
Creating an understanding by observation and table study of representative members of
phylogenetically important groups should be able to make students learn the process of evolution
in a broad sense.
Study of morphology, anatomy, reproduction and developmental changestherein through
typological study should create a knowledge base in understanding plant diversity, economic
values, taxonomy of lower group of plants.
The students will be made aware of the group of plants that have given rise to land habit and the
flowering plants. Through field study they will be able to see these plants grow in nature and
become familiar with the biodiversity. to my knowledge students should create their small digital
reports where they can capture the zoomed in and zoomed out pictures as well as videos in case
they are able to find some rare structure or phenomenon related to these plants.
Unit 1
The entire team feels that we need to update our concepts of the adaptations that lead to land
habit. this should also include the evolution that occurred after land habit get established. There
is also need to teach undergrads, APG system of classification for each of the three groups.
Unit 2
Riccia, Marchantia, Pellia, Porella, Anthoceros, Sphagnum and Funaria (Developmental details
not to be done). Comparative and evolutionary trends in liverworts, hornworts and mosses.
Progressive sterilization of the sporophyte.
Ecological and economic importance with special reference to Sphagnum.besides economic
importance new research in field of bryophytes could be done such as whole genome
of Marchantia polymorpha has been sequenced to elucidate evolution.
Unit 3
Classification: Recent phylogenetic classification to be followed
38
Unit 4
Classification: Recent phylogenetic classification to be followed. Concept of double fertilization
to be introduced taking example of Ephedra and Gnetum gnemone. While teaching Cycas, a
brief mention of Ginkgo may also be made (only similarity between Cycas and Ginkgo such as
motile sperms).Comparison of Cycadales with ferns on one hand and Gnetum with angiosperms
should be made.
Practical
1. Riccia – Morphology of thallus.

2. Marchantia- Morphology of thallus, whole mount of rhizoids & Scales, vertical sectionof
thallus through Gemma cup, whole mount of Gemmae (all temporary slides), vertical section of
Antheridiophore, Archegoniophore, longitudinal section of Sporophyte (all permanent slides).
3. Anthoceros- Morphology of thallus, dissection of sporophyte (to show stomata,
spores,pseudoelaters, columella) (temporary slide), vertical section of thallus (permanent slide).
4. Pellia, Porella- Permanent slides.
5. Sphagnum- Morphology of plant, whole mount of leaf (permanent slide only).
6. Funaria- Morphology, whole mount of leaf, rhizoids, operculum, peristome, annulus,spores
(temporary slides); permanent slides showing antheridial and archegonial heads, longitudinal
section of capsule and protonema.
7. Psilotum- Study of specimen, transverse section of synangium (permanent slide).
8. Selaginella- Morphology, whole mount of leaf with ligule, transverse section of stem,whole
mount of strobilus, whole mount of microsporophyll and megasporophyll (temporary slides),
longitudinal section of strobilus (permanent slide).
9. Equisetum- Morphology, transverse section of internode, longitudinal section ofstrobilus,
transverse section of strobilus, whole mount of sporangiophore, whole mount of spores (wet and
dry) (temporary slide), transverse section of rhizome (permanent slide).
10. Pteris- Morphology, transverse section of rachis, vertical section of sporophyll, wholemount
of sporangium, whole mount of spores (temporary slides), transverse section of rhizome, whole
mount of prothallus with sex organs and young sporophyte (permanent slide).
11. Cycas- Morphology (coralloid roots, bulbil, leaf), whole mount of
microsporophyll,transverse section of coralloid root, transverse section of rachis, vertical section
of leaflet, vertical section of microsporophyll, whole mount of spores (temporary slides),
longitudinal section of ovule, transverse section of root (permanent slide).
12. Pinus- Morphology (long and dwarf shoots, whole mount of dwarf shoot, male and female
cones, transverse section of Needle, transverse section of stem, longitudinal/ transverse section
of male cone, whole mount of microsporophyllwhole mount of Microspores(temporary slides),
longitudinal section of female cone, tangential longitudinal section & radial longitudinal sections
stem (permanent slide). 13. Gnetum- Morphology (stem, male & female cones), transverse
section of stem, verticalsection of ovule (permanent slide),
14. Botanical excursion
39
References
1. Kaur I.D., Uniyal P.L. (2019).Text Book of Gymnosperms.New Delhi, Delhi: Daya Publishing
House.
2. Parihar, N.S. (1972). An Introduction to Embryophyta. Vol. II: Pteridophyta. Allahabad, UP:
Central Book depot.
3. Parihar, N.S. (1991). An Introduction to Embryophyta. Vol. I: Bryophyta. Allahabad, UP:
Central Book Depot.
4. Puri, P. (1985). Bryophytes. New Delhi, Delhi, Atma Ram and Sons.
1. Bhatnagar, S.P., Moitra, A. (1996). Gymnosperms. New Delhi, Delhi: New Age
International (P) Ltd Publishers.
2. Campbell, N.A., Reece J.B., Urry L.A., Cain M.L., Wasserman S.A., Minorsky P.V.,
Jackson, R.B. (2008). Biology. San Francisco, SF: Pearson Benjamin Cummings.
3. Coulter, J.M., Chamberlain,C.J. (1910). Morphology of Gymnosperms. Chicago,
University of Chicago Press.
4. Kaur I.D., Uniyal P.L.Text Book of Bryophytes. New Delhi, Delhi: Daya Publishing
House (in Press).
5. Raven, P.H., Johnson, G.B., Losos, J.B., Singer, S.R., (2005). Biology. New Delhi,
Delhi:Tata McGraw Hill.
6. Singh, H. (1978). Embryology of Gymnosperms. Berlin, Germany. Gebruder Borntraeger.
7. Singh,V., Pandey, P.C., Jain, D.K. (2001) A Text Book of Botany. Meerut, UP: Rastogi
and Co.
8. Vashistha, B.R., Sinha, A.K., Kumar, A. (2011).Botany For Degree Students, Bryophyta.
New Delhi, Delhi: S Chand Publication.
9. Vashishta, P.C., Sinha, A.K., Kumar, A., (2010). Botany For Degree Students
Pteridophyta, New Delhi, Delhi: S. Chand Publication. Delhi, India.
Visual media should be made available. It is suggested that Botany Department, University of
Delhi may be entrusted with preparation of good visual aids that would help students get a feel of
the subject and they find the subject interesting. Even the college teachers can form a group and
work out these possibilities of visual aids that would enhance teaching learning process.
Teaching Learnig Plan
Week 1: Unit I –Introduction to archegoniates, unifying features, APG system of classification
Week 2: Unit 2-Bryophytes- general characters, land habit and diversity
Week 3: -Classification (latest in detail of groups in syllabus), three groups in general
Week 4: -Type studies on Liverworts
Week 5: -Type studies on Mosses
40
Week 6: -Type study Hornworts and economic importance of bryophytes, Comparative account
of liverworts, mosses and hornworts
Week 7: Unit 3-Pteridophytes- general characters and early land plants (Cooksonia and Rhynia)
Week 8: -Type studies: Psilotum, Selaginella, apogamy and apospory
Week 9:- Type study of Equisetum and Pteris
Week 12:-Heterospory and seed habit, Stellar evolution, Telome theory, Economic Importance
Week 13: Unit 4-Gymnosperms-general characters, concept of double fertilization
Week 14: -Life history of Cycas (brief mention of Ginkgo), Pinus
Week 15: -Life history of Gnetum and economic importance, gymnosperms vs angiosperms
Assessment Methods
Instead of making drawings compulsory part of practical record books, we may ponder over
making students involve in highlighting the salient features of the genera/ groups through digital
media such as ppt and animations.
Assessment method
Unit No Coure learning Outcome Teaching and Assessment Task
Learning Activity
I Introduction to archegoniates Class room lectures and Open discussion
ppt
II Bryophytes- general characters, Class room lectures and Group discussion
land habit and diversity presentations
III Classification (latest in detail of Class room lectures and Table representation
groups in syllabus), three groups in Practical demonstration
general of diversity through
slides and specimens
IV Type studies on Liverworts Class room lectures and Sections, whole
Practical on mounts, assignments,
Marchantia,Riccia, tests
Pellia and Porella
V Type studies on Mosses Class room lectures and Sections whole mounts,
Practical on assignments, tests
Sphagnum,Polytrichum
and Funaria
VI Type study Hornworts Class room lectures and Practical specimen
Practical on studytests
Anthoceros
VII Pteridophytes- general characters revision assignments, tests
and early land plants (Cooksonia
and Rhynia)
41
VIII Type studies: Psilotum, Selaginella Class room lectures and assignments, tests
Practical to study the
vegetative and
reproductive stages
IX Type study of Equisetum and Pteris Class room lectures and Hands on excercises,
Practical on Equisetum PPT, assignments, tests
and Pteris
X EXCURSION/ EXAMS On field study Digital herbarium
XI Life history of Cycas (brief Class room lectures and Continuous evaluation,
mention of Ginkgo), Pinus Practical through PPT, assignments, tests
temporary and
permanent slides
XII Life history of Gnetum and Class room lectures and Continuous evaluation
economic importance, Practical - study of
gymnosperms vs angiosperms fixed material
Keywords
Phylogenetic system of classification, Comparison of varous groups, Evolutionary trends
42
Anatomy of Angiosperms
(BHCC5)
1. To acquaint the students with internal basic structure and cellular composition of the
plant body.
2. To correlate structure with important functions of different plant parts.
3. Study of various tissue systems and their development and functions in plants
1. Knowledge of various cells and tissues, meristem, epidermal and vascular tissue system
in plants.
2. Various aspects of growth, development of the tissues and differentiation of various plant
organs.Knowledge of basic structure and organization of plant parts in angiosperms.
3. Correlation of structure with morphology and functions.
Unit 1
Tissues (12Lectures): Classification of tissues; Simple and complex tissues (no phylogeny); Pits
and plasmodesmata; Wall ingrowths and transfer cells; Ergastic substances.
Unit 2
Stem and leaf(12Lectures): Organization of shoot apex (Apical cell theory, Histogen theory,
Tunica Corpus theory, continuing meristematic residue, cyto-histological zonation); Types of
vascular bundles; Structure of dicot and monocot stem; Shoot Chimeras; Structure of dicot and
monocot leaf, Kranz anatomy; Development of Leaf.
Unit 3
Root (6Lectures) :Organization of root apex (Apical cell theory, Histogen theory, Korper-
Kappe theory); Quiescent centre; Root cap; Structure of dicot and monocot root; Endodermis,
exodermis and origin of lateral root.
Unit 4
Vascular Cambium(7 Lectures): Structure (Axially and radially oriented elements); function
and seasonal activity of cambium; Secondary growth in root and stem, Anomalies in secondary
growth in stem: Included phloem and Phloem wedges.
43
Unit 5
Wood(8Lectures): Types of rays and axial parenchyma; Cyclic aspects and reaction wood;
Sapwood and heartwood; Ring and diffuse porous wood; Early and late wood, tyloses;
Dendrochronology.
Unit 6
Periderm (3Lectures): Development and composition of periderm;rhytidome and lenticels.
Unit 7
Adaptive and Protective Systems (8Lectures): Epidermal tissue system; cuticle; epicuticular
waxes;trichomes (uni-and multicellular, glandular and non-glandular, two examples of each);
stomata (classification); Adcrustation and incrustation; Anatomical adaptations of xerophytes
and hydrophytes.
Unit 8
Secretory System (3Lectures): Hydathodes, cavities, lithocysts and laticifers.
Unit 9: Scope of Plant Anatomy (1 Lectures)

Applications in systematics, forensics and pharmacognosy.
Practical
Study of anatomical details through permanent slides/temporary stain mounts/ macerations/

museum specimens with the help of suitable examples.
1. Apical meristem of root, shoot and vascular cambium.
2. Distribution and types of parenchyma, collenchyma and sclerenchyma.
3. Xylem: Tracheary elements-tracheids, vessel elements; thickenings; perforation plates; xylem
fibres.
4. Wood: ring porous; diffuse porous; tyloses; heartwood and sapwood.
5. Phloem: Sieve tubes-sieve plates; companion cells; phloem fibres.
6. Epidermal system: cell types, stomata types; trichomes: non-glandular and glandular.
7. Root: monocot, dicot, secondary growth.
8. Stem: monocot, dicot - primary and secondary growth; phloem wedges in Bignonia, included
phloem in Leptadenia/Salvadora; periderm; lenticels.
9. Leaf: isobilateral, dorsiventral, C4 leaves (Kranz anatomy).
10. Adaptive Anatomy: xerophytes, hydrophytes.
11. Secretory tissues: cavities, lithocysts and laticifers.
References
1. Dickison, W.C. (2000).Integrative Plant Anatomy. Cambridge, U.K.: Harcourt Academic

Press.
2. Esau, K. (1977).Anatomy of Seed Plants. New Delhi, Delhi: John Wiley & Sons, Inc.
3. Evert, R.F., Eichhorn, S. E. (2006). Esau’s Plant anatomy: Mersitems, Cells, and tissues of the
Plant Body: their structure, function and development. New Jersey, U.S.: Wiley- Liss.
44
1. Mauseth, J.D. (1988). Plant Anatomy. San Francisco, California: The Benjammin Cummings
Publisher.
2. Raven, F.H., Evert, R. F., Eichhorn, S.E. (1992). Biology of Plants. New York, NY: W.H.
Chalk and blackboard teaching methodology

Powerpoint presentations
Study of anatomical details through permanent slides/temporary stain mounts/ macerations/
museum specimens with the help of suitable examples
Assessment Methods
Assignments/ Projects
Class tests, Student presentations, Continuous evaluation
Making drawings as part of practical record book. we may ponder over making students involve
in highlighting the salient features of the genera/ groups through digital media such as ppt and
animations.
Assessment method
Learning Activity
Unit I: Classification of tissues; Simple and Activity :Class room Assessment: Hands on
complex tissues lectures and Practical exercises, PPT,
experiments
Unit II: Organization of shoot apex (Apical Class room lectures and Hands on excercises,
cell theory, Types of vascular Practical PPT, assignments, tests
bundles; Structure of dicot and demonstration,
monocot stem, leaf, Kranz anatomy experiments
Unit III: Root cap; Structure of dicot and Class room lectures and Hands on exercises,
monocot root; Endodermis, Practical PPT, assignments, tests
exodermis and origin of lateral root demonstration,
experiments
Unit IV: function and seasonal activity of Class room lectures and Hands on exercises,
cambium; Secondary growth in root Practical PPT, assignments, tests
and stem, Anomalies in secondary demonstration,
growth in stem experiments
Unit V: Types of rays and axial Class room lectures and Hands on exercises,
45
parenchyma; Cyclic aspects and Practical PPT, assignments, tests
reaction wood; Sapwood and demonstration,
heartwood; Ring and diffuse porous experiments
wood; Early and late wood
Unit VI: Development and composition of Class room lectures and Hands on exercises,
periderm;rhytidome and lenticels Practical PPT, assignments, tests
demonstration,
experiments
Unit VII: cuticle; epicuticular Class room lectures and Hands on exercises,
waxes;trichomes (uni-and Practical PPT, assignments, tests
multicellular, glandular and non- demonstration,
glandular); stomata; Anatomical experiments
adaptations of xerophytes and
hydrophytes
Unit VIII: Hydathodes, cavities, lithocysts and Class room lectures and Hands on exercises,
laticifers. Practical PPT, assignments, tests
demonstration,
experiments
Unit IX: Applications in systematics, Class room lectures and Hands on exercises,
forensics and pharmacognosy. Practical PPT, assignments, tests
demonstration,
experiments
Keywords
Tissues, Stem, Leaf, Root, Vascular cambium, Wood, Periderm, Anatomical adaptations,
Secondary anomalies. Plant tissue systems, meristems, trichomes,
46
Economic Botany
(BHCC6)
To make the students familiar with economic importance of diverse plants that offer resources to
human life. It emphasize the plants used as- food for man, fodder for cattle, feed for poultry,
plants having medicinal value and also plant source of huge economic value etc
After studying Economic Botany, students would have first hand information of plants used as
food, the various kinds of nutrients available in the plants. The dietary requirements of proteins,
fats, amino-acids, vitamins etc that can be met by plants. The students will learn to perform the
micro-chemical tests to demonstrate various components. The students will learn about the use of
fibre plants, beverages, fruits and vegetables that are integral to day to day life of
plants. Students will learn to explore the regional diversity in food crops and other plants and
their ethno-botanical importance as well.
Unit 1
Origin of Cultivated Plants(4 lectures): Concept of Centres of Origin, their importance with
reference to Vavilov’s work. Examples of major plant introductions; Crop domestication and
loss of genetic diversity (Only conventional plant breeding methods); Importance of germplasm
diversity.
Unit 2
Cereals (6 lectures): Wheat and Rice (origin, evolution, morphology, post-harvest processing &
uses); Green revolution; Brief account of millets and pseudocereals.
Unit 3
Unit 3: Legumes (3 lectures): General accounts (including chief pulses grown in India);
Importance to man and ecosystem.
Unit 4
Fruits (3 lectures): Mango and Citrus (Origin, morphology, anatomy and uses)
47
Unit 5
Sugars and Starches (5 lectures): Morphology, ratooning, evolution (nobilization) and

processing of sugarcane, products and by-products of sugarcane industry; Potato – morphology,
tuber anatomy, propagation (conventional and TPS) and uses.
Unit 6
Spices (6 lectures): Listing of important spices, their family and part used, economic importance
with special reference to fennel, saffron, clove and black pepper
Unit 7
Beverages (4 lectures): Tea, Coffee (morphology, processing & uses)
Unit 8
Oils and fats (8 lectures): General description, classification, extraction, their uses and health
implications; groundnut, coconut, linseed, mustard (Botanical name, family & uses).
Unit 9
Essential Oils (4 lectures): General account, extraction methods, comparison with fatty oils and
otheir uses.
Unit 10
Natural Rubber (3 lectures): Para-rubber: tapping, processing and uses.
Unit 11
Drug-yielding plants (5 lectures): Therapeutic and habit-forming drugs with special reference
to Cinchona, Digitalis, Papaver and Cannabis.
Unit 12
Tobacco (Morphology, processing, uses and health hazards).(3 lectures)
Unit 13
Fibers (6 lectures): Classification based on the origin of fibers; Cotton (origin of tetraploid
cotton, morphology, extraction and uses) and Jute (morphology, extraction and uses).
48
Practicals
1. Cereals: Wheat (habit sketch, L.S/T.S. grain, starch grains, micro-chemical tests), Rice (habit
sketch, study of paddy and grain, starch grains, micro-chemical tests). Millets and Pseudocereals
(specimens / photographs and grains)
2. Legumes: Soybean, Groundnut, (habit, fruit, seed structure, micro-chemical tests).
3. Fruits: Mango (habit sketch, L.S. fruit, micro-chemical tests in ripe fruit); Citrus (habit
sketch, T.S. hesperidium, W.M. vesicle, micro-chemical tests including test for vitamin C)
4. Sugars and starches: Sugarcane (habit sketch; cane juice- micro-chemical tests); Potato
(habit sketch, tuber morphology, T.S. tuber to show localization of starch grains, W.M. starch
grains, micro-chemical tests).
5. Spices: Black pepper, Fennel and Clove (habit and sections L.S./T.S.).
6. Beverages: Tea (plant specimen, tea leaves), Coffee (plant specimen, beans).
7. Oils and fats: Coconut- T.S. nut, Mustard–plant specimen, seeds
8. Essential oil-yielding plants: Habit sketch of Rosa, Vetiveria, Santalum and Eucalyptus
(specimens/photographs).
9. Rubber: specimen, photograph/model of tapping, samples of rubber products.
10. Drug-yielding plants: Specimens of Cinchona, Digitalis, Papaver and Cannabis (male &
female plant).
11. Tobacco: specimen and products of Tobacco.
12. Fiber-yielding plants: Cotton (specimen, whole mount of seed to show lint and fuzz; whole
mount of fiber and test for cellulose), Jute (specimen, transverse section of stem, test for
cellulose and lignin on transverse section of stem and fiber).
References
1. Kochhar, S.L. (2012). Economic Botany in Tropics. New Delhi, India: MacMillan & Co.
2. Wickens, G.E. (2001). Economic Botany: Principles & Practices.The Netherlands: Kluwer
Academic Publishers.
3. Chrispeels, M.J. and Sadava, D.E. (1994) Plants, Genes and Agriculture.Jones & Bartlett -
Publishers.
Theory: The theory topics are covered in lectures with the help of blackboard teaching and
PowerPoint presentations. When the entire syllabus is completed, a few lectures are devoted to
discuss the previous years’ question papers.
Practicals: Specimens along with their products are to be maintained in the museum, and
explain to the students. Every practical session begins with detailed instructions, followed by
students conducting the experiment/s. When all the students have cut the section/perform micro-
chemical tests of the material, the observations (temporary preparation/micro-chemical tests) has
to be recorded and discussed. Any deviation from the expected trend in results is explained.
Making drawings from specimens/temporary preparations in practical record books. The students
49
are encouraged to graphically represent the data and record the experiment during class hours.
The students are asked to submit their record notebooks to the teacher/s for checking.
College teachers can also form a group and prepare e-contents for theory as well as for
practicals.
Teaching Learning Plan:
Week 1: Unit I
Week 2: Unit II
Week 3: Unit III
Week 4: Unit IV
Week 5: Unit V
Week 6: Unit VI
Week 7: Unit VII
Week 8: Unit VIII
Week 9: Unit VIII
Week 12: Unit IX
Week 13: Unit X
Week 14: Unit XI
Week 15: Unit XII, Unit XIII
Assessment Methods
Theory: The students are continuously evaluated based on a assignments/presentation and class
test. After marking, the answer scripts of the test are returned to the students.
In fact, presentations by students improve their reasoning and communication skills. The
presentations of students are evaluated by the teacher based on the content, effectiveness of the
presentation, whether any new information has been added, and lastly on the answers given by
students to the questions posed by the teacher. An assignment can be given in place of the
presentation.
The Internal Assessment has a break-up as 10 marks for the test, 10 marks for the presentation/
assignment and 5 marks for the attendance, and comprises 25 % of the total marks.
Practicals: For continuous evaluation, 10 marks are alloted for test, 10 marks for record, and 5
marks for attendance. The Internal Assessment for practicals comprises 50 % of the total marks.
Assessment Methods:
Unit Course learning
Teaching and Learning Activity Assessment Task
No Outcome
Origin of Cultivated Hands on exercises, PPT,
I Class room lectures and Practical
Plants assignments, tests
Cereals Class room lectures and Practical Hands on exercises, PPT,
II
Wheat and Rice demonstration, experiments assignments, tests
III Legumes Class room lectures and Practical Hands on exercises, PPT,
50
demonstration, experiments assignments, tests
Fruits Class room lectures and Practical Hands on exercises, PPT,
IV
Mango and Citrus demonstration, experiments assignments, tests
Sugars and Starches Class room lectures and Practical Hands on exercises, PPT,
V
Sugarcane, Potato demonstration, experiments assignments, tests
Spices
Class room lectures and Practical Hands on exercises, PPT,
VI Fennel, saffron, clove
and black pepper
Beverages Class room lectures and Practical Hands on exercises, PPT,
VII
Tea and Coffee demonstration, experiments assignments, tests
Oils and Fats
VIII Groundnut, coconut,
linseed, mustard
IX Essential oils
X Rubber
Drug Yielding Plants
XI Cinchona, Digitalis,
Papaver and Cannabis
XII Tobacco
Fibers Class room lectures and Practical Hands on exercises, PPT,
XIII
Jute and Cotton demonstration, experiments assignments, tests
Keywords
Cultivated plants, Green revolution, Cereals, Legumes, Starches & Sugars, Spices, Oils & Fats,
Drug yielding plants, Natural rubber, Fibres
51
Genetics
(BHCC7)
To have knowledge of Mendelian and non-Mendelian inheritance, Chromosome biology and

structure and function of genes.
To generate interest among the students in Genetics and make them aware about the importance
and opportunities in higher education and research, the first unit should be Introductory dealing
with how this area has revolutionized all aspects of our life from its growth from Mendel to
Genetic Engineering. Modes of inheritance of traits/ phenotypes and Phenotype-genotype
corelation are the basic learning.
Unit 1
Mendelian genetics and its extension (16 L): Mendelism: History; Principles of inheritance;
Chromosome theory of inheritance; sex determination (briefly with reference to Humans and
Drosophilla); Probability and Pedigree analysis; Incomplete dominance and co- dominance;
Multiple allelism; lethal alleles; Epistasis; Pleiotropy; Penetrance and expressivity; Polygenic
inheritance; numericals.Basics of epigenetics, DNA Methylation and epigenetic code.
Unit 2
Extra-chromosomal Inheritance (6L): Chloroplast Inheritance: Variegationin Four O` clock

plant; Mitochondrial inheritance in yeast; Maternal effect- shell coiling in snails; Infective
heredity- Kappa particles in Paramecium.
Unit 3
Linkage, crossing over and chromosome mapping (12L): Linkage and crossing over-
Cytological basis of crossing over (eg. Maize); Recombination frequency: two factor and three
factor crosses; interference and coincidence; Numericals based on gene mapping; Sex linkage
(Drosophilla). QTL mapping and its significance
52
Unit 4
Variation in Chromosome number and structure (8L): Deletion; Duplication; Inversion;

Translocation; Position effect; Euploidy and aneuploidy.
Unit 5
Gene mutations (7L): Mutation types; Molecular basis of mutation; Mutagens- Physical and
chemical mutagens (Base analogs, deaminating, alkylating and intercalating agents); Detection
of mutation ( CLB method); role of Transposon in mutation; DNA repair mechanisms (light
dependent repair, excision repair, mismatch repair and SOS repair), Transposable genetic
elements and its significance; Bacteria-IS elements, The Tn3 family
Eukaryotes L Yeast TY elements, Maize transposones, Drosophila transposones; transposones in
human genome; Alu, Retro-transposones (LINEs and SINEs)
Unit 6
Fine structure of gene (5L): Classical vs molecular concepts of gene; Cis – Trans
complementation test for functional allelism; Structure of phage T4, rII locus.
Unit 7
Population and evolutionary genetics (6L): Allele frequencies, genotype frequencies, Hardy-
Weinberg law, role of natural selection, mutation,genetic drift, genetic variation and
speciation(modes of speciation and genetics of speciation)
Practical
1. To study male meiosis in Allium cepa (two stages to be shown )

2. To understand the genetic interaction involved using the seed mixture given. Genetic ratio to
be calculated using Chi square analysis.
3. To do problems based on Hardy-Weinberg`s law.
4. Pedigree analysis
5. To study/list human dominant and recessive traits and to observe the listed physical traits
among the students present in the class. Data thus generated may be used for calculating allelic
and genotypic frequencies using Hardy- Weinberg’s principle.
6. To study the syndromes (Downs, Klinefelter/Turner/Patau/Edwards)
7. To study colour blindness/ hemophilia (Ishihara cards may be used to study colour blindness)
8. Chromosomal aberrations : Complex translocation ring, quadrivalents, lagging chromosomes,
diccentric/inversion bridge
9. Xeroderma / Pigmentosum/ Sickle cell anemia
53
References
1. Gardner, E.J., Simmons, M.J., Snustad, D.P. (1991). Principles of Genetics, 8th edition. New
Delhi, Delhi: John Wiley & sons.
2. Griffiths, A.J.F., Wessler, S.R., Carroll, S.B., Doebley, J. (2010). Introduction to Genetic
Analysis, 10th edition. New York, NY: W.H. Freeman and Co.
3. Klug, W.S., Cummings, M.R., Spencer, C.A. (2012). Concepts of Genetics, 10th edition. San
Francisco, California: Benjamin Cummings.
4. Raven, F.H., Evert, R. F., Eichhorn, S.E. (1992).Biology of Plants. New York, NY: W.H.
Freeman and Co.
1. Hartl, D.L., Ruvolo, M. (2012). Genetics: Analysis of Genes and Genomes, 8th edition.
New Delhi, Delhi: Jones and Bartlett Learning.
2. Snustad, D.P., Simmons, M.J. (2010). Principles of Genetics, 5th edition. New Delhi,
Delhi: John Wiley & sons.
Visual media should be made available. It is suggested that Department of Genetics, University
of Delhi may be entrusted with preparation of good visual aids that would help students get a feel
of the subject and they find the subject interesting. Even the college teachers can form a group
and work out these possibilities of visual aids that would enhance teaching learning process.
Week 1: Unit 1
Week 2: Unit 1
Week 3: Unit 2
Week 4: Unit 2
Week 5: Unit 3
Week 6: Unit 3
Week 7: Unit 4
Week 8: Unit 5
Week 9: Unit 5
Week 12: Unit 5
Week 13: Unit 6I
Week 14: Unit 7
Week 15: Unit 7
Assessment Methods
54
Making drawings as part of practical record books, we may ponder over making students involve
in highlighting the salient features of the genera/ groups through digital media such as ppt and
animations.
Assessment method
Learning Activity
Unit 1: Mendelism Principles of Activity :Class room Assessment: Hands on
inheritance; Chromosome theory of lectures and Practical exercises, PPT,
inheritance; sex determination; demonstration, assignments, tests
Probability and Pedigree analysis; experiments
Incomplete dominance and co-
dominance; lethal alleles; Epistasis;
Pleiotropy; Polygenic inheritance;
numericals. epigenetics, DNA
Methylation and
Unit 2: Chloroplast Inheritance: Class room lectures and Hands on exercises,
Variegationin Four O` clock plant; Practical PPT, assignments, tests
Mitochondrial inheritance in yeast; demonstration,
Maternal effect- shell coiling in experiments
snails; Infective heredity- Kappa
particles in Paramecium
Unit 3: Linkage and crossing over- Class room lectures and Hands on exercises,
Cytological basis of crossing over Practical PPT, assignments, tests
(eg. Maize); Recombination demonstration,
frequency: two factor and three experiments
factor crosses; interference and
coincidence; Numericals based on
gene mapping; Sex linkage
(Drosophilla). QTL mapping and its
significance
Unit 4: Variation in Chromosome number Class room lectures and Hands on excrcises,
and structure Practical PPT, assignments, tests
demonstration,
experiments
Unit 5: Mutation types; Molecular basis of Class room lectures and Hands on exercises,
mutation; Mutagens- Physical and Practical PPT, assignments, tests
chemical mutagens (Base analogs, demonstration,
deaminating, alkylating and experiments
intercalating agents); Detection of
mutation ( CLB method); role of
Transposon in mutation; DNA
repair mechanisms
Unit 6: Classical vs molecular concepts of Class room lectures and Hands on exercises,
gene; Cis – Trans complementation Practical PPT, assignments, tests
test for functional allelism; demonstration,
55
Structure of phage T4, rII locus. experiments
Unit 7: Allele frequencies, genotype Class room lectures and Hands on exercises,
frequencies, Hardy-Weinberg law, Practical PPT, assignments, tests
role of natural selection, demonstration,
mutation,genetic drift, genetic experiments
variation and speciation(modes of
speciation and genetics of
speciation)
Keywords
Inheritance theory, linkage, crossing over, chromosome mapping, cytology, Gene, Gene
mutation, Population genetics
56
Molecular Biology
(BHCC8)
To gain the knowledge of structure and functions of DNA and RNA
1. Understanding of nucleic acid, organization of DNA in prokaryotes and Eukaryotes,

DNA replication mechanism, genetic code and transcription process.
2. Processing and modification of RNA and translation process, function and regulation of
expression.
3. Application in biotechnology
Unit 1. Nucleic acids as carriers of genetic information 3 lectures
Historical perspective; Experiments that established nucleic acids (DNA & RNA) as the carrier
of genetic information: Griffith’s,Hershey & Chase, Avery, McLeod & McCarty and Fraenkel-
Conrat ‘s experiment .
Unit 2. The Structureand organisation of the genetic material 9 lectures
DNA Structure: Miescher to Watson and Crick- a historic perspective.DNA structure , salient
features of double helix ; Types of DNA: A,B & Z conformations . Genome complexity:
Concept of C-value paradox, denaturation and renaturation, Cot curves; Organization of DNA- in
Prokaryotes, Viruses & Eukaryotes. Organelle DNA -- mitochondria and chloroplast DNA;
Chromatin structure- Nucleosome, Euchromatin, Heterochromatin- Constitutive and Facultative
heterochromatin . RNA : types of RNA molecules , structure and function of mRNA, tRNA and
rRNA
57
Unit 3. Central Dogma and Genetic Code 3 lectures
Key experiments establishing-The Central Dogma,Genetic code (salient features & experiments
that deciphered the correlation between mRNA codon and amino acid).
Unit 4. The Replication of DNA 9 lectures
Mechanism - initiation, elongation and termination, Kornberg’s discovery; Enzymes and other
proteins involved in DNA replication; General principles – bidirectional, semiconservative and
semi discontinuous replication (Replisome), RNA priming (primase & Primosome); Various
modes of DNA replication, including rolling circle, θ (theta) mode of replication, replication of
linear ds-DNA. Replication of the 5’end of linear chromosome (end replication problem &
Telomerase).
Unit 5. Mechanism of Transcription 9 lectures
Transcription in prokaryotes and eukaryotes ; Understanding the steps in process of

transcription: Initiation, Elongation and Termination. Enzymes and factors involved in
transcription.
Unit 6. Processing and modification of RNA 7 lectures
Split genes-concept of introns and exons, Splicing pathways, group I & group II intron splicing,
Spliceosome and assembly of the spliceosome machinery , Alternative splicing, Eukaryotic
mRNAprocessing (5’ cap, 3’ poly A tail) ; Ribozymes, RNA Editing
Unit 7. Mechanism of Translation 10 lectures
Translationin prokaryotes and eukaryotes ; Understand the steps in process of translation -

Initiation, Elongation and Termination. Enzymes and factors involved in translation. Ribosome
structure and assembly (in prokaryotes and eukaryotes);charging of tRNA, aminoacyl tRNA
synthetases; Fidelity of translation; Inhibitors of protein synthesis; Post-translational
modifications of proteins.
Unit 8. Gene Regulation in prokaryotes and eukaryotes 10 lectures
Basic principles of transcriptional regulation: Positive & negative; Inducible & Repressible;
Activators and Repressors ; Prokaryotes: Operon concept & regulation of lactose metabolism
(positive and Negative) and tryptophan synthesis (Repression-Derepression and Attenuation) in
E.coli; Eukaryotes: Gene silencing: Methylation, RNAi, Imprinting.
Practicals
1. Preparation of LB medium and raising E. coli
58
2. DNA isolation from cauliflower heads
3. Quantification of unknown DNA by diphenylamine reagent.
4. Study of experiments establishing nucleic acid as genetic material (Avery et al, Griffith’s,
Hershey & Chase’s and Fraenkel & Conrat’s experiments)through photographs
5. Numericals based on DNA re-association kinetics (melting profiles and Cot curves)
6. Study of DNA replication through photographs: Modes of replication - Rolling circle,
Theta and semi-discontinuous ; Semiconservative model of replication (Messelson and
Stahl’s experiment); Telomerase assisted end-replication of linear DNA
7. Study of structures of : tRNA (2D and 3D); prokaryotic RNA polymerase and eukaryotic
RNA polymerase II through photographs
8. Study of the following through photographs: Assembly of Spliceosome machinery;
Splicing mechanism in group I & group II introns; Ribozymes and Alternative splicing
9. Understanding the regulation of lactose (lac) operon (positive & negative regulation) and
tryptophan (trp) operon (Repression and De-repression & Attenuation) through
photographs.
10. Understanding the mechanism of RNAi by photographs.
Suggested Readings
1. Watson J.D., Baker, T.A., Bell, S.P., Gann, A., Levine, M., Losick, R. (2007).
Molecular Biology of the Gene, Pearson Benjamin Cummings, CSHL Press, New
York, U.S.A. 6th edition.
2. Snustad, D.P. and Simmons, M.J. (2010). Principles of Genetics. John Wiley and
Sons Inc.,U.S.A. 5th edition.
3. Klug, W.S., Cummings, M.R., Spencer, C.A. (2009). Concepts of Genetics. Benjamin
Cummings. U.S.A. 9th edition.
4. Russell, P. J. (2010). iGenetics- A Molecular Approach. Benjamin Cummings, U.S.A.
3rd edition.
1. Griffiths, A.J.F., Wessler, S.R., Carroll, S.B., Doebley, J. (2010). Introduction to
Genetic Analysis. W. H. Freeman and Co., U.S.A. 10th edition.
2. Micklos D A., Freyer G.A. (2003) DNA Science: A First Course (2nd Edition),
Cold Spring Harbor Laboratory; Greg A.,CSHL Press, USA
Theory: The theory topics are covered in lectures with the help of PowerPoint presentations and
the chalkboard. Students are encouraged to ask questions. The reading list has been suitably
upgraded.
When the entire syllabus is completed, a few lectures are devoted to discuss the previous years’
question papers, thus preparing the students for the examination.
Practicals: Every practical session begins with detailed instructions, followed by students
conducting the experiment/s. When all the students have collected the data, the observations are
59
discussed. Any deviation from the expected trend in results is explained. The students are
encouraged to graphically represent the data and record the experiment during class hours.
Weekly teaching Plan

Week 1: Unit 1
Week 2: Unit 2
Week 3: Unit 2
Week 4: Unit 3
Week 5: Unit 3
Week 6: Unit 4
Week 7: Unit 5
Week 8: Unit 6
Week 9: Unit 6
Week 12: Unit 7
Week 13: Unit 7
Week 14: Unit 8
Week 15: Unit 8
Assessment Methods
Theory: The students are continuously evaluated based on a class test and the presentation given
by each student. The answer scripts of the test are returned to the students and the test paper is
discussed at length. Students who are absent for the test are allowed to appear for the test at a
later date; the question paper is suitably modified for such students.
Each student in a class is given a different topic to prepare a PowerPoint presentation. All the
remaining students listen to the presentation of each student, and peer students are also
encouraged to ask questions. Presentations by students improves their reasoning and
communication skills. The presentations of students are evaluated by the teacher based on the
content, effectiveness of the presentation, whether any new information has been added, and
lastly on the answers given by students to the questions posed by the teacher.
An assignment can be given in place of the presentation.
Practicals: For continuous evaluation two tests are conducted; one on the table work experiments
for 10 marks, and the other on setups for 10 marks. The total marks obtained is scaled down to
10. Ten marks are allotted for record notebooks, and 5 marks for attendance. The Internal
Assessment for practicals comprises 50 % of the total marks.
Assessment Task
Learning Activity
Unit 1: DNA as the carrier of genetic Class room lectures Hands on exercises,
60
information (Griffith’s, Hershey & and Practical PPT, assignments, tests
Chase,Avery, McLeod & McCarty, demonstration,
Fraenkel-Conrat’s experiment experiments
Unit2: DNA Structure: Miescher to Watson Class room lectures Hands on exercises,
and Crick- historic perspective, DNA and Practical PPT, assignments, tests
structure, Salient features of double demonstration,
helix, Types of DNA, Types of experiments
genetic material, denaturation and
renaturation, Cot curves; Organization
of DNA- Prokaryotes,
Viruses, Eukaryotes.RNA
Structure_Organelle DNA --
mitochondria and chloroplast
DNA.The Nucleosome_Chromatin
structure- Euchromatin,
Heterochromatin- Constitutive and
Facultative heterochromatin.
Unit 3: Chemistry of DNA Class room lectures Hands on exercises,
synthesis (Kornberg’s discovery); and Practical PPT, assignments, tests
General principles – bidirectional, demonstration,
semiconservative and experiments
semi discontinuous replication, RNA
priming; Various models of DNA
replication, including rolling
circle, (theta) mode of replication,
replication of linear ds-DNA,
replication of the 5’end of
linear chromosome; Enzymes involved
in DNA replication.
Unit 4: Central dogma and genetic code Class room lectures Hands on exercises,
(2 lectures) Key experiments and Practical PPT, assignments, tests
establishing-The Central Dogma (), demonstration,
Genetic code (deciphering & salient experiments
features)
Unit 5: Transcription in prokaryotes; Class room lectures Hands on exercises,
Transcription in eukaryotes and Practical PPT, assignments, tests
demonstration,
experiments
Unit 6: Split genes-concept of introns and Class room lectures Hands on exercises,
exons, removal of introns, spliceosome and Practical PPT, assignments, tests
machinery, splicing pathways, group I demonstration,
& group II intron splicing, alternative experiments
splicing eukaryotic mRNA
processing(5’ cap, 3’ polyA tail);
Ribozymes,; RNA editing.
Unit 7: Mechanism of translation; Ribosome Class room lectures Hands on exercises,
61
structure and assembly, mRNA; and Practical PPT, assignments, tests
Charging of tRNA, aminoacyl tRNA demonstration,
synthetases; Various steps in protein experiments
synthesis, proteins involved in
initiation, elongation and termination
of polypeptides; Fidelity of translation;
Inhibitors of protein synthesis; Post-
translational modifications of proteins.
Unit 8: Transcriptional regulation; Prokaryotes: Class room lectures Hands on exercises,
Regulation of lactose metabolism and Practical PPT, assignments, tests
and tryptophan synthesis in E.coli. demonstration,
Eukaryotes: transcription factors; Gene experiments
silencing: Methylation, RNAi,
Imprinting.
Keywords
Nucleic acids, DNA, RNA, Genetic material, Nucleosome, , DNA replication, Central dogma,
genetic code,, transcription, Splicing pathways, RNA editing,, Ribosome, polypeptides
62
Ecology
(BHCC9)
To introduce the students with environmental factors affecting the plants, the basic principles of
ecology and phytogeography. To make them understand complex community patterns and
processes, and ecosystem functioning.
It acquaint the students with complex interrelationship between organisms and environment;
make them understand methods to studying vegetation, community patterns and processes,
ecosystem functions, and principles of phytogeography. This knowledge is critical in evolving
strategies for sustainable natural resource management and biodiversity conservation.
Unit 1
Introduction (4 lectures): Brief History, Basic concepts, Levels of organization, Inter-

relationships between the living world and the environment, the components and dynamism,
homeostasis (with reference to Ecosystem).
Unit 2
Soil (8 lectures): Importance; Origin; Formation; Composition: Physical, Chemical and

Biological components; Soil profile; Role of climate in soil development.
Unit 3
Water (3 lectures): Importance; States of water in the environment; Atmospheric moisture;

Precipitation types (rain, fog, snow, hail, dew); Hydrological Cycle; Water in soil; Water table.
Unit 4
Light, Temperature, Wind andFire (6 lectures): Variations; adaptations of plants to their

variation.
Unit 5
Bioticinteractions (2 lectures): Definition; types of biotic interactions
63
Unit 6
Population ecology (4 lectures): Distribution and characteristics of populations; population

growth; population dynamics; Ecological Speciation (Ecads, ecotypes, ecospecies, etc)
Unit 7
Plantcommunities(9 lectures): Concept of ecological amplitude; Habitat (types) and Ecological

niche (types); Community characters (analytical and synthetic); Ecotone and edge effect;
Methods to studying vegetation; Dynamics of communities; Succession: processes, types
(Lithosere, Hydrosere); climax concepts.
Unit 8
Ecosystems (5 lectures): Structure; Types; Processes; Trophic organisation; Food chains and
Food webs; Ecological pyramids.
Unit 9
Functional aspects ofecosystem (9 lectures): Principles and models of energy flow; Production
and productivity; Measurement of productivity; Ecological efficiencies; Biogeochemical cycles;
Cycling of Carbon, Nitrogen and Phosphorus.
Unit 10
Phytogeography (10 lectures): Principles; Continental drift; Theory of tolerance; Endemism;

Brief description of major terrestrial biomes (one each from tropical, temperate & tundra);
Phytogeographical division of India; Vegetation of Delhi.
Practical
1. Study of instruments used to measure microclimatic variables: Soil thermometer, maximum

and minimum thermometer, anemometer, psychrometer/hygrometer, rain gauge and lux meter.
2. Determination of pH of various soil and water samples (pH meter, universal indicator/Lovi
bond comparator and pH paper)
3. Analysis for carbonates, chlorides, nitrates, sulphates, organic matter and base deficiency from
two soil samples by rapid field tests.
4. Determination of organic matter of different soil samples by Walkley & Black rapid titration
method.
5. Comparison of bulk density, porosity and rate of infiltration of water in soils of three habitats.
6. Determination of dissolved oxygen of water samples from polluted and unpolluted sources.
7. (a). Study of morphological adaptations of hydrophytes and xerophytes (four each).
(b). Study of biotic interactions of the following: Stem parasite (Cuscuta),
Rootparasite (Orobanche), Epiphytes, Predation (Insectivorous plants).
64
8. Determination of minimal quadrat size for the study of herbaceous vegetation in the
college campus, by species area curve method (species to be listed).
9. Quantitative analysis of herbaceous vegetation in the college campus for frequency
and comparison with Raunkiaer’s frequency distribution law.
10. Quantitative analysis of herbaceous vegetation for density and abundance in the
college campus.
11. Field visit to familiarize students with ecology of different sites.
References
1. Odum, E.P. (2005). Fundamentals of Ecology. New Delhi, India: Cengage Learning India
Pvt. Ltd., 5th edition.
2. Kormondy, E.J. (1996). Concepts of Ecology. New Delhi, India:PHI Learning Pvt. Ltd.
4th edition.
3. Sharma, P.D. (2010). Ecology and Environment. Meerut, India: Rastogi Publications. 8th
edition
4. Singh, J.S., Singh, S.P., Gupta, S.R. (2014). Ecology, Environmental Science and
Conservation. New Delhi, India: S. Chand.
1. Ambasht, R.S. and Ambasht, N.K. (2008). A text book of Plant Ecology, CBS Publishers
& Distributors PVT. LTD.
2. Majumdar, R and Kashyap, R (2019). Practical Manual of Ecology and Environmental
Science, New Delhi, India: Prestige Publishers
3. Singh, J.S., Singh, S.P., Gupta, S. (2006). Ecology, Environment and Resource
Conservation. New Delhi, India: Anamaya Publications.
4. Wilkinson, D.M. (2007). Fundamental Processes in Ecology. USA: An Earth Systems
Approach.Oxford University Press.
The Class room teaching is integrated with practical classes, and field visit to impart a sound
understanding of the course. The theory topics are covered in lectures with the help of
blackboard teaching and PowerPoint presentations. When the entire syllabus is completed, a few
lectures are devoted to discuss the previous years’ question papers.
Every practical session begins with detailed instructions, followed by students conducting the
experiment/s in the laboratory/college campus. When all the students have collected the data, the
observations are discussed. Any deviation from the expected trend in results is explained. The
students are encouraged to graphically represent the data and record the experiment during class
hours. The students are asked to submit their record notebooks to the teacher/s for checking.
College teachers can also form a group andprepare e-contents for theory as well as for practicals.
65
Field visit is also be organised to familarise the students with local plant species, and to
understand community pattern and processes.

Week 1: Unit I
Week 2: Unit II
Week 3: Unit II
Week 4: Unit III
Week 5: Unit IV
Week 6: Unit V
Week 7: Unit VI
Week 8: Unit VII
Week 9: Unit VII
Week 12: Unit VIII
Week 13: Unit IX
Week 14: Unit IX, Unit X
Week 15: Unit X
Assessment Methods
test. After marking, the answer scripts of the test are returned to the students.
In fact, presentations by students improves their reasoning and communication skills. The
presentations of students are evaluated by the teacher based on the content, effectiveness of the
presentation, whether any new information has been added, and lastly on the answers given by
students to the questions posed by the teacher. An assignment can be given in place of the
presentation.
Practicals: For continuous evaluation, 10 marks are alloted for test, 10 marks for record /field
report, and 5 marks for attendance. The Internal Assessment for practicals comprises 50 % of
the total marks.
Assessment method
Unit Teaching and Assessment
Course learning Outcome
No Learning Activity Task
Class room lectures Hands on
and Practical exercises, PPT,
I Introduction
demonstration, assignments,
experiments tests
II Soil and Practical exercises, PPT,
66
experiments tests
III Water
experiments tests
IV Light, Temperature, Wind and Fire
experiments tests
V Biotic Interactions
experiments tests
Population Ecology Distribution and
VI characteristics of populations; population growth;
population dynamics; Ecological Speciation
experiments tests
Plant Communities
Concept of ecological amplitude; Habitat and Class room lectures Hands on
Ecological niche; Community characters (analytical and Practical exercises, PPT,
VII
and synthetic); Ecotone and edge effect; Methods to demonstration, assignments,
studying vegetation; Dynamics of communities; experiments tests
Succession
Ecosystems
VIII Structure; Types; Processes; Trophic organisation;
Food chains and Food webs; Ecological pyramids.
experiments tests
Functional aspects of ecosystems Class room lectures Hands on
Principles and models of energy flow; Production and and Practical exercises, PPT,
IX
productivity; Measurement of productivity; Ecological demonstration, assignments,
efficiencies; Biogeochemical cycles experiments tests
Phytogeography
Principles; Continental drift; Theory of tolerance;
X Endemism; Brief description of major terrestrial
biomes; Phytogeographical division of India;
experiments tests
Vegetation of Delhi
Keywords
Environmental factors, Soil profile, Biotic interactions, Ecological niche, Succession, Ecosystem
functions, Homeostasis, Endemism, Phytogeography
67
Plant Systematics
(BHCC10)
To gain the knowledge on the taxonomy, phylogeny of plants
Understanding of systematics its importance in bioresource utilization and biodiversity

management.Nomenclature pattern, Phylogeny, Classification systems of the plants.
Unit 1
Plant identification, Classification, Nomenclature, Biosystematics (2 lectures)
Unit 2
Identification (6 lectures)
Field inventory; Herbarium Techniques; Functions of Herbarium; Important herbaria and
botanical gardens of the world and India; Virtual Herbarium; E-flora: Flora, Monographs,
Journals; Keys: Single Access and Multi-access.
Unit 3
Systematics-an interdisciplinary science (6 lectures)

Evidence from palynology, cytology, phytochemistry [Alkaloids, Phenolics, Glucosides,
terpenes and Semantides (in brief)] and molecular data (cp.DNA, mt-DNA, nuclear DNA, PCR
amplification, sequence data analysis)
Unit 4
Taxonomic hierarchy (6 lectures)

Concept of taxa (family, genus, species); Categories and taxonomic hierarchy; Species concept
(taxonomic, biological, evolutionary)
68
Unit 5
Botanical nomenclature (10 lectures)

Principles and rules (ICN); Ranks and names; Typification, author citation, valid publication,
rejection of names, principle of priority and its limitations; Names of hybrids and cultivated
plants.
Unit 6
Systems of classification (10 lectures)

Major contributions of Theophrastus, Bauhin, Tournefort, Linnaeus, Adanson, de Candolle,
Bessey, Hutchinson, Takhtajan and Cronquist; Classification systems of Benthan and Hooker (up
to series) and Engler and Prantl (up to series); Brief references of Angiosperm Phylogeny Group
(APG IV) classification.
Unit 7
Biometrics and numerical taxonomy (8 lectures)

Characters; Variations; OTUs, character weighing and coding; cluster analysis; Phenograms
Unit 8
Phylogeny of Angiosperms (12 lectures)

Terms and concepts (primitive and advanced, homology and analogy, parallelism and
convergence, monophyly, Paraphyly, polyphyly and clades). Origin and evolution of
angiosperms; Cladistics; methods of illustraring evolutionary relationships (phylogenetic tree,
cladogram)
Practical
1. Study of vegetative and floral characters of the following families (Description, V.S. flower,
section of ovary, floral diagram/s, floral formul/e and systematic position according to Bentham
and Hooker’s system of classification)
Ranunculaceae- Ranunculus, Delphinium
Brassicaceae- Brassica, Alyssum/ Iberis
Myrtaceae- Eucalyptus, Callistemon
Umbelliferae-Coriandrum/ Anethum/ Foeniculum
Asteraceae- Sonchus/ Launaea, Veronia/ Ageratum, Elipta/ Tridax
Solanaceae- Solanum nigrum/ Withania
Lamiaceae- Salvia/Ocimum
Euphorbiaceae-Euphorbia hirta/ E.milli, Jatropha
Liliaceae- Asphodelus/ Lilium/ Allium
Poaceae- Triticum/ Hordeum/ Avena
Malvaceae-Abutilon/ Hibiscus/ sida
Caryophyllaceae-Stellaria/ Dianthus
69
Apocyanaceae- Vinca rosea
Asclepediaceae- Calotropis procera
Moraceae- Morus alba
Chenopodiaceae- Chenopodium alba
Cannaceae- Canna indica
Ten familes should be selected out of the given list of seveteen families representing the
following
Class/ Subclass as mentioned below:
Polypetalae- Any 3 families
Gamopetalae- Any 3 families
Monochlamydeae- Any 2 families
Monocotyledons- Any 2 families
2. Field visit (local)- Subject to grant funds from the University
3. Mounting of a properly dried and pressed specimen of any wild plant with herbarium label (to
be submitted in the record book).
References
1. Reven, F.H., Evert, R. F., Eichhorn, S.E. (1992). Biology of Plants. New York, NY: W.H.
2. Singh, G. (2012). Plant Systematics: Theory and Practice, 3rd edition. New Delhi,
Delhi: Oxform and IBH Pvt. Ltd.
Field visits to the forested areas and on the spot Plant identification feature would be very
helpful. Visual media should be made available. It is suggested that Botany Department,
University of Delhi may be entrusted with preparation of good visual aids that would help
students get a feel of the subject and they find the subject interesting. Even the college teachers
can form a group and work out these possibilities of visual aids that would enhance teaching
learning process.
Week 1: Unit I
Week 2: Unit II
Week 3: Unit II
Week 4: Unit Local Field visit
Week 5: Unit III
Week 6: Unit III
Week 7: Unit IV
Week 8: Unit V
Week 9: Unit VI
70
Week 12: Unit VI
Week 13: Unit VII
Week 14: Unit VIII
Week 15: Unit VIII
Assessment Methods
Making drawings from the live specimens should compulsory part of practical record books. We
may ponder over making students involve in highlighting the salient features of the genera/
groups through digital media such as ppt and animations.
Assessment method
Learning Activity
Unit I: Plant identification, Classification, Activity :Class room Assessment: Hands on
Nomenclature, Biosystematics lectures and Practical exercises, PPT,
experiments
Unit II: Herbarium Techniques; Functions Class room lectures and Hands on exercises,
of Herbarium; Important herbaria Practical PPT, assignments, tests
and botanical gardens of the world demonstration,
and India; E-flora: Flora, experiments
Monographs
Unit III: palynology, cytology, Class room lectures and Hands on exercises,
phytochemistry [Alkaloids, Practical PPT, assignments, tests
Phenolics, Glucosides, terpenes and demonstration,
Semantides and molecular data experiments
Unit IV: Concept of taxa (family, genus, Class room lectures and Hands on excrcises,
species); Categories and taxonomic Practical PPT, assignments, tests
hierarchy; Species concept demonstration,
(taxonomic, biological, experiments
evolutionary)
Unit V: Botanical nomenclature-Principles Class room lectures and Hands on exercises,
and rules (ICN); Ranks and names; Practical PPT, assignments, tests
Typification, author citation, valid demonstration,
publication, rejection of names, experiments
principle of priority and its
limitations; Names of hybrids and
cultivated plants
Unit VI: Contributions of Theophrastus, Class room lectures and Hands on exercises,
Bauhin, Tournefort, Linnaeus, Practical PPT, assignments, tests
Adanson, de Candolle, Bessey, demonstration,
Hutchinson, Takhtajan and experiments
71
Cronquist; Classification systems of
Benthan and Hooker (up to series)
and Engler and Prantl (up to series);
Angiosperm Phylogeny Group
(APG IV)
Unit VII: Biometrics and numerical Class room lectures and Hands on exercises,
taxonomy Practical PPT, assignments, tests
demonstration,
experiments
Unit VIII: Homology and analogy, parallelism Class room lectures and Hands on exercises,
and convergence, monophyly, Practical PPT, assignments, tests
Paraphyly, polyphyly and clades). demonstration,
Origin and evolution of experiments
angiosperms; Cladistics; methods
of illustraring evolutionary
relationship
Keywords
Plant Taxonomy, plant classification, Flora, plant nomenclature, phylogeny, cladogram
72
Reproductive Biology of Angiosperms
(BHCC11)
To have knowledge of the flowering and fruiting, reproduction process, role of pollinators, ovule
and seed development.
Student would have an understanding of
1. Induction of flowering and molecular and genetic aspects of flower development.

2. Pollen development, dispersal and pollination
3. Ovule development and fertilization,
4. Endosperm development and its importance
5. alternation pathways of reproduction
6. Student would be able to apply this knowledge for conservation of pollinators and fruit
development
Unit 1
Introduction (2 lectures)
History (contributions of G.B. Amici, W. Hofmeister, E. Strasburger, S.G. Nawaschin, P.
Maheshwari, B.M. Johri, W.A. Jensen, J. Heslop-Harrison) and scope of Reproductive
Biology.
Unit 2
Anther (4 lectures)
Anther wall: Structure and functions, microsporogenesis, callose deposition and its significance.
Unit 3
Pollen biology (8 lectures)

Micro-gametogenesis; Pollen wall structure, MGU (male germ unit) structure, NPC system (no
details but table to be included); Palynology and scope (a brief account); Pollen wall proteins;
73
Pollen viability, storage and germination; Unique features: Pseudomonads, polyads, massulae,
pollinia.
Unit 4
Ovule (8 lectures)
Structure; Types; Special structures–endothelium, obturator, aril, caruncle and hypostase; Female
gametophyte– megasporogenesis (monosporic, bisporic and tetrasporic) and megagametogenesis
(details of Polygonum type); Organization and ultrastructure of mature embryo sac; Female germ
Unit
Unit 5
Pollination and fertilization (6 lectures)

Pollination types and significance; adaptations; structure of stigma and style; path of pollen tube
in pistil; structure of pollen tube; double fertilization.
Unit 6
Self incompatibility (8 lectures)

Basic concepts (interspecific, intraspecific, homomorphic, heteromorphic, GSI and SSI);
Methods to overcome self- incompatibility: mixed pollination, bud pollination, stub
pollination; Intraovarian and in vitro pollination; Modification of stigma surface, parasexual
hybridization; Cybrids( in brief with examples) , in vitro fertilization.
Unit 7
Endosperm (4 lectures)
Types (2 examples each), development, structure and functions.
Unit 8
Embryo (6 lectures)
Six types of Embryogeny ( no details) ; General pattern of development of dicot and monocot
embryo; Suspensor: structure and functions; Embryo-endosperm relationship; Nutrition of
embryo; Unusual features; Embryo development in Paeonia.
Unit 9
Seed (4 lectures)
Structure, importance and dispersal mechanisms( Adaptations – Autochory, Anemochory,
Hydrochory, Zoochory with 2 examples each).
74
Units 10
Polyembryony and apomixes (6 lectures)

Introduction; Classification (given by Bhojwani and Bhatnagar); Causes and applications.
Unit 11
Germline transformation (4 lectures)

Pollen grain and ovules through pollen tube pathway method
Practical
1. Anther: Wall and its ontogeny; Tapetum (amoeboid and glandular); MMC, spore tetrads,
uninucleate, bicelled and dehisced anther stages through slides/micrographs, male germ unit
(MGU) through photographs and schematic representation.
2. Pollen grains: Fresh pollen showing ornamentation and aperture, psuedomonads, polyads,
pollinia (slides/photographs,fresh material), ultrastructure of pollen wall(micrograph); Pollen
viability: Tetrazolium test.germination: Calculation of percentage germination in different media
using hanging drop method.
3. Ovule: Types-anatropous, orthotropous, amphitropous/campylotropous, circinotropous,
unitegmic, bitegmic; Tenuinucellate and crassinucellate; Special structures: Endothelium,
obturator, hypostase, caruncle and aril (permanent slides/specimens/photographs).
4. Female gametophyte through permanent slides/ photographs: Types, ultrastructure of mature
egg apparatus.
5. Intra-ovarian pollination; Test tube pollination through photographs.
6. Endosperm: Dissections of developing seeds for endosperm with free-nuclear haustoria.
7. Embryogenesis: Study of development of dicot embryo through permanent slides; dissection
of developing seeds for embryos at various developmental stages; Study of suspensor through
electron micrographs.
8.Seed dispersal mechanisms (adaptations through photographs / specimens)
9.Flourescent Microscopes can be purchased for the colleges.
(a) Study of pollen cytology to see 2-celled and 3-celled pollen grains.
(b) To perform pollen culture.
(c) To isolate protoplast from pollen grains.
(d) To study pollen-pistil interactions (fluorescent microscopes).
References
1. Bhojwani, S.S., Bhatnagar, S.P. (2011). The Embryology of Angiosperms, 5th edition.
New Delhi, Delhi: Vikas Publishing House.
2. Johri, B.M. (1984). Embryology of Angiosperms. Netherlands: Springer-Verlag.
3. Raghavan, V. (2000). Developmental Biology of Flowering plants. Netherlands:
Springer
75
4. Shivanna, K.R. (2003). Pollen Biology and Biotechnology. New Delhi, Delhi: Oxford
and IBH Publishing Co. Pvt. Ltd.
upgraded.
Week 1: Unit I
Week 2: Unit II
Week 3: Unit III
Week 4: Unit III
Week 5: Unit IV
Week 6: Unit V
Week 7: Unit VI
Week 8: Unit VII
Week 9: Unit VIII
Week 12: Unit VIII
Week 13: Unit IX
Week 14: Unit X
Week 15: Unit XI
Assessment Methods
76
Practicals: For continuous evaluation two tests are conducted; one on the table work
experiments for 10 marks, and the other on setups for 10 marks. The total marks obtained is
scaled down to 10. Ten marks are allotted for record notebooks, and 5 marks for attendance. The
Internal Assessment for practicals comprises 50 % of the total marks.
Assessment method
Learning Activity
Unit I: Scope of Reproductive Biology Activity :Class room Assessment: Hands on
contributions of G.B. Amici, W. lectures and Practical exercises, PPT,
Hofmeister, E. Strasburger, S.G. demonstration, assignments, tests
Nawaschin, P. Maheshwari, B.M. experiments
Johri, W.A. Jensen, J. Heslop-
Harrison)
Unit II: Anther wall: Structure and Class room lectures and Hands on exercises,
functions, microsporogenesis, Practical PPT, assignments, tests
callose deposition and its demonstration,
significance. experiments
Unit III: Micro-gametogenesis; Pollen wall Class room lectures and Hands on exercises,
structure, NPC system; Palynology Practical PPT, assignments, tests
and scope; Pollen wall proteins; demonstration,
Pollen viability, storage and experiments
germination
Unit IV: Ovule Structure; Types; Class room lectures and Hands on exercises,
endothelium, obturator, aril, Practical PPT, assignments, tests
caruncle and hypostase; Female demonstration,
gametophyte– megasporogenesis experiments
(monosporic, bisporic and
tetrasporic) and megagametogenesis
(Polygonum type); Organization
and ultrastructure of mature embryo
sac
Unit V: Pollination types and significance; Class room lectures and Hands on exercises,
adaptations; structure of stigma and Practical PPT, assignments, tests
style; path of pollen tube in pistil; demonstration,
structure of pollen tube; double experiments
fertilization.
Unit VI: Methods to overcome self- Class room lectures and Hands on exercises,
incompatibility: mixed pollination, Practical PPT, assignments, tests
bud pollination, stub demonstration,
77
pollination; Intraovarian and in vitro experiments
pollination; Modification of stigma
surface, parasexual hybridization;
Cybrids
Unit VII: Endosperm types, development, Class room lectures and Hands on exercises,
structure and functions Practical PPT, assignments, tests
demonstration,
experiments
Unit VIII: General pattern of development of Class room lectures and Hands on exercises,
dicot and monocot embryo; Practical PPT, assignments, tests
Suspensor: structure and functions; demonstration,
Embryo-endosperm relationship; experiments
Nutrition of embryo;
Unit IX: Seed structure, importance and Class room lectures and Hands on exercises,
dispersal mechanisms( Adaptations Practical PPT, assignments, tests
– Autochory, Anemochory, demonstration,
Hydrochory, Zoochory experiments
Unit X: Polyembryony and apomixes Class room lectures and Hands on exercises,
Practical PPT, assignments, tests
demonstration,
experiments
Unit XI: Pollen grain and ovules through Class room lectures and Hands on exercises,
pollen tube pathway method Practical PPT, assignments, tests
demonstration,
experiments
Keywords
Development, flowering, anther, pollen biology, ovule, gametogenesis, Pollination, fertilization,

self -incompatibility, endosperm, seed, apomixis, polyembryony
78
Plant Physiology
(BHCC12)
The course aims at making students realize how plants function, namely the importance of water,
minerals, hormones, and light in plant growth and development; understand transport
mechanisms and translocation in the phloem, and appreciate the commercial applications of
plant physiology.
The students are able to correlate morphology, anatomy, cell structure and biochemistry
with plant functioning. The link between theory and practical syllabus is established, and the
employability of youth would be enhanced. The youth can also begin small-scale enterprises.
Unit 1
Plant water relationship (10 lectures)

Water potential and its components, water absorption by roots, aquaporins, pathway of water
movement--symplast, apoplast, transmembrane pathways, root pressure, guttation, ascent of sap-
-cohesion-tension theory, transpiration and factors affecting transpiration, antitranspirants,
mechanism of stomatal movement--starch-sugar hypothesis, proton transport theory, blue light
stimulated response.
Unit 2
Mineral nutrition (8 lectures)

Essential and beneficial elements, macro- and micronutrients, methods of study and use of
nutrient solutions (ash analysis, hydroponics, aeroponics), criteria for essentiality, mineral
deficiency symptoms, roles of essential elements, chelating agents (including
phytosiderophores).
Unit 3
Nutrient uptake (8 lectures)

Soil as a nutrient reservoir, transport of ions across cell membrane--passive absorption: simple
(Fick’s law) and facilitated diffusion (carrier and channel proteins), active absorption, proton
ATPase pump, electrochemical gradient, ion flux, uniport, co-transport (symport, antiport), role
of mycorrhizae (in brief).
79
Unit 4
Translocation in the phloem (6 lectures)

Experimental evidence in support of phloem as the site of sugar translocation, composition of
phloem sap, aphid stylet technique, Pressure-Flow Model, phloem loading and unloading,
source-sink relationship.
Unit 5
Plant growth regulators (16 lectures)

Discovery, chemical nature (basic structure, precursor), bioassay, physiological roles and
commercial applications of Auxins, Gibberellins, Cytokinins, Abscisic Acid, Ethylene; brief
introduction: mechanism of action of auxins; Brassinosteroids and Jasmonic acid (brief
introduction).
Unit 6
Physiology of flowering (6 lectures)

Photoperiodism, concept of florigen, CO-FT Model for long-distance transport of flowering
stimulus, ABC model of flowering (in brief), vernalization, seed dormancy (causes and methods
to overcome dormancy).
Unit 7
Phytochrome (6 lectures)
Discovery, chemical nature, role of phytochrome in photomorphogenesis, low energy responses
(LER) and high irradiance responses (HIR), mode of action.
Practical
1. Determination of osmotic potential of plant cell sap by plasmolytic method.

2. Determination of water potential of given tissue (potato tuber) by weight method.
3. Determination of water potential of given tissue (potato tuber) by falling drop method.
4. Study of the effect of light on the rate of transpiration in excised twig/ leaf.
5. Calculation of stomatal index and stomatal frequency from the two surfaces of leaves of a
mesophyte and a xerophyte.
6. To calculate the area of an open stoma and percentage of leaf area open through stomata
in a mesophyte and a xerophyte (any one surface).
7. To study the phenomenon of seed germination (effect of light and darkness).
8. To study the induction of amylase activity in germinating barley grains.
Demonstration experiments
80
1. To demonstrate suction due to transpiration.
2. Fruit ripening.
3. Rooting from cuttings.
4. Bolting experiment.
5. To demonstrate the delay of senescence by cytokinins
References
1. Bajracharya, D. (1999). Experiments in Plant Physiology: A Laboratory Manual. New Delhi,

Delhi: Narosa Publishing House.
2. Bhatla, S.C., Lal, M.A. (2018). Plant Physiology, Development and
Metabolism. Singapore: Springer Nature, Singapore Pvt. Ltd.
3. Hopkins, W. G., Huner, N. P. A. (2009). Introduction to Plant Physiology, 4th edition. New
Delhi, Delhi: Wiley India Pvt. Ltd.
4. Kochhar, S.L., Gujral, S.K. (2017). Plant Physiology: Theory and Applications. New Delhi,
Delhi: Foundation Books, Cambridge University Press India Pvt, Ltd.
6. Taiz, L., Zeiger, E., Moller, I. M., Murphy, A. (2018). Plant Physiology and Development, 6th
edition. New York, NY: Oxford University Press, Sinauer Associates.
upgraded.

Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Unit III
Week 6: Unit III
Week 7: Unit VI
Week 8: Unit IV
Week 9: Unit V
81
Week 12: Unit V
Week 13: Unit VI
Week 14: Unit VII
Week 15: Unit VII
Assessment Methods
Assessment Task
Assessment method
Learning Activity
Unit I: Water potential and its components, Activity :Class room Assessment: Hands on
water absorption by roots, lectures and Practical exercises, PPT,
aquaporins, pathway of water demonstration, assignments, tests
movement, root pressure, guttation, experiments
ascent of sap, transpiration and
factors affecting transpiration,
antitranspirants, mechanism of
stomatal movement--starch-sugar
hypothesis, proton transport theory,
blue light stimulated response.
Unit II: Essential and beneficial elements, Class room lectures and Hands on exercises,
macro- and micronutrients, methods Practical PPT, assignments, tests
82
of study and use of nutrient demonstration,
solutions (ash analysis, experiments
hydroponics, aeroponics), criteria
for essentiality, mineral deficiency
symptoms, roles of essential
elements, chelating agents
Unit III: Soil as a nutrient reservoir, Class room lectures and Hands on exercises,
transport of ions across cell Practical PPT, assignments, tests
membrane--passive absorption: demonstration,
simple (Fick’s law) and facilitated experiments
diffusion (carrier and channel
proteins), active absorption, proton
ATPase pump, electrochemical
gradient, ion flux, uniport, co-
transport (symport, antiport), role of
mycorrhizae
Unit IV: Experimental evidence in support of Class room lectures and Hands on exercises,
phloem as the site of sugar Practical PPT, assignments, tests
translocation, composition of demonstration,
phloem sap, aphid stylet technique, experiments
Pressure-Flow Model, phloem
loading and unloading, source-sink
relationship
Unit V: physiological roles and commercial Class room lectures and Hands on exercises,
applications of Auxins, Practical PPT, assignments, tests
Gibberellins, Cytokinins, Abscisic demonstration,
Acid, Ethylene; brief introduction: experiments
mechanism of action of auxins;
Brassinosteroids and Jasmonic acid
Unit VI: Photoperiodism, concept of Class room lectures and Hands on exercises,
florigen, CO-FT Model for long- Practical PPT, assignments, tests
distance transport of flowering demonstration,
stimulus, ABC model of flowering experiments
(in brief), vernalization, seed
dormancy
Unit VII: role of phytochrome in Class room lectures and Hands on exercises,
photomorphogenesis, low energy Practical PPT, assignments, tests
responses (LER) and high demonstration,
irradiance responses (HIR), mode of experiments
action
Keywords
83
Movement of water, ascent of sap, transpiration, stomatal movements, mineral nutrients, active
and passive transport, translocation, plant growth regulators, photoperiodism,
photomorphogenesis
84
Plant Metabolism
(BHCC13)
1. A comprehensive study of different pathways including their biochemistry and to some

extent the molecular details.
2. Current understanding of regulation and integration of metabolic processes in plants with
reference to crop productivity.
3. Significance of metabolic pathways for metabolic engineering in producing transgenics.
4. To gain the knowledge of physiological and biochemical processes in the plant system
 Concept and significance of metabolic redundancy in plants.

 Students will also be able to learn the similarity and differences in metabolic pathways in
animals and plants.
 To have understanding of water and nutrient uptake and movement in plants, role of
minerl elements, translocation of sugars, Role of various plant growth regulatoras,
phytochrome cytochromes and phototropins, and flowering stimulus.
Unit 1
Concept in Metabolism (4lectures)

Introduction, anabolic and catabolic pathways, Principles of thermodynamics, coupled reactions
Unit 2
Enzymes (10 lectures)

Historical Background, structure, nomenclature and classification of enzymes, Mechanism of
action (activation energy, lock and key, induced fit model), Michaelis Menten equation, enzyme
inhibition (competitive, non-competitive and uncompetitive), factors affecting enzyme activity,
role of regulatory enzymes, allosteric regulation and covalent modulation, isozymes and
alloenzymes
Unit 3
Carbon assimilation (14 lectures)
85
Historical background, concept of light-action and absorption spectra, photosynthetic pigments,
role of photosynthetic pigments (chlorophyll and accessory pigments (no structural details),
antenna molecules and reaction centres, photochemical reactions, photosynthetic electron
transport, photophosphorylation, PSI, PSII, Q cycle, CO2 reduction, photorespiration, C4
pathways, Crassulacean acid metabolism, factors affecting CO2 reduction
Unit 4
Carbohydrate metabolism (2lectures)

Metabolite pool and exchange of metabolites, synthesis and catabolism of sucrose and starch (no
structural details)
Unit 5
Carbon Oxidation (10 lectures)

Historical Background of Glycolysis and Krebs cycle, Glycolysis, fate of pyruvate- aerobic and
anaerobic respiration and fermentation, regulation of glycolysis, oxidative pentose phosphate
pathway, oxidative decarboxylation of pyruvate, regulation of Kerbs cycle, mitochondrial
electron transport, oxidative phosphorylation, cyanide-resistant respiration, factors affecting
respiration.
Unit 6
ATP synthesis (4lectures)

Mechanism of ATP synthesis, substrate level phosphorylation, chemiosmotic mechanism
(oxidative and photophosphorylation), ATP synthase, Boyer’s conformational model, Racker’s
experiement, Jagendorf’s experiement, role of uncouplers, P/O ratio
Unit 7
Lipid Metabolism (8 lectures)

Synthesis and breakdown of triglycerides, -oxidation, glyoxylate cycle, gluconeogenesis and its
role in mobilization of lipids during seed germination, -oxidation.
Unit 8
Nitrogen Metabolism (8 lectures)

Nitrate assimilation, biological nitrogen fixation (examples of legumes and non-legumes),
Physiology and biochemistry of nitrogen fixation, Ammonia assimilation (GS-GOGAT),
reductive amination and transamination.
Practical
86
1.To study the activity of urease enzyme and effect of substrate concentration and temperature
on enzyme activity.
2. To study the activity of catalase enzyme and effect of heavy metal and pH on enzyme activity.
3. To study the activity of peroxidase and tryosinase and effect of inhibitor (phenylthiourea of
tryosinase and sodium azide of peroxidase) on any one of the enzymes.
4. Chemical separation of photosynthetic pigments.
5. Experimental demonstration of Hill’s reaction.
6. To demonstrate and verify Blackman’s law of limiting factors.
7. To compare the rate of respiration in different parts of a plant (at least 3 parts).
8. To study activity of Nitrate reductase in leaves of two plant sources.
9. To study the activity of lipases in germinating oilseeds and demonstrate mobilization of lipids
during germination.
10. Demonstration of fluorescence by isolated chlorophyll pigments.
11. Demonstration of absorption spectrum of photosynthetic pigments.
12. Demonstration of respiratory quotient (RQ).
References
1. Bhatla, S.C., Lal,M.A. (2018). Plant Physiology, Development and Metabolism. Singapore: Springer.
2. Buchanan, B.B., Gruissem, W. and Jones, R.L. (2015). Biochemistry and Molecular Biology
of Plants, 2nd edition. New Jearsey, U.S.: Wiley Blackwell.
3. Hopkins, W.G., Huner, N. (2008). Introduction of Plant Physiology, 4th edition. New Jearsey,
U.S.: John Wiley and sons.
4. Jones, R.,Ougham, H., Thomas,H.,Waaland, S. (2013). The molecular life of
plants. Chichester, England: Wiley-Blackwell.
5. Nelson, D.L., Cox, M.M. (2017). Lehninger Principle of Biochemistry, 7th edition. New York,
NY: W.H. Freeman, Macmillan learning.
6. Taiz, L., Zeiger, E., MØller, I.M., Murphy, A. (2015). Plant Physiology and Development, 6th
edition. Massachusetts: Sinauer Associates Inc.Sunderlands.
The experiments included in the paper are performed individually or in group and are followed
by group discussions and interjections.
The theory topics are covered in lectures with the help of PowerPoint presentations and the
chalkboard. Students are encouraged to ask questions. The reading list has been suitably
upgraded.
experiment/s. When all the students have collected the data, the observations are discussed. Any
87
deviation from the expected trend in results is explained. The students are encouraged to
graphically represent the data and record the experiment during class hours.

Week 1: Unit I
Week 2: Unit II
Week 3: Unit II
Week 4: Unit III
Week 5: Unit III
Week 6: Unit IV
Week 7: Unit V
Week 8: Unit V
Week 9: Unit VI
Week 12: Unit VI
Week 13: Unit VII
Week 14: Unit VIII
Week 15: Unit VIII
Assessment Methods
Students are continuously assessed during practical class.

Submission of class records is mandatory. This exercise develops scientific skill as well as
methods of recording and presenting scientific data.
Assessment method
Learning Activity
Unit I: anabolic and catabolic pathways, Activity :Class room Assessment: Hands on
Principles of thermodynamics, lectures and Practical exercises, PPT,
coupled reactions demonstration, assignments, tests
experiments
Unit II: Enzymes mechanism of action Class room lectures and Hands on exercises,
(activation energy, lock and key, Practical PPT, assignments, tests
induced fit model), Michaelis demonstration,
Menten equation, enzyme experiments
inhibition, factors affecting enzyme
activity, role of regulatory enzymes,
allosteric regulation and covalent
modulation, isozymes and
alloenzymes
Unit III: photosynthetic pigments, role of Class room lectures and Hands on exercises,
photosynthetic pigments Practical PPT, assignments, tests
88
(chlorophyll and accessory demonstration,
pigments (no structural details), experiments
antenna molecules and reaction
centres, photochemical reactions,
photosynthetic electron transport,
photophosphorylation, PSI, PSII, Q
cycle, CO2 reduction,
photorespiration, C4 pathways,
Crassulacean acid metabolism,
factors affecting CO2 reduction
Unit IV: Metabolite pool and exchange of Class room lectures and Hands on exercises,
metabolites, synthesis and Practical PPT, assignments, tests
catabolism of sucrose and starch demonstration,
experiments
Unit V: Glycolysis, fate of pyruvate- Class room lectures and Hands on exercises,
aerobic and anaerobic respiration Practical PPT, assignments, tests
and fermentation, regulation of demonstration,
glycolysis, oxidative pentose experiments
phosphate pathway, oxidative
decarboxylation of pyruvate,
regulation of Kerbs cycle,
mitochondrial electron transport,
oxidative phosphorylation, cyanide-
resistant respiration
Unit VI: Mechanism of ATP synthesis, Class room lectures and Hands on exercises,
substrate level phosphorylation, Practical PPT, assignments, tests
chemiosmotic mechanism demonstration,
(oxidative and experiments
photophosphorylation), ATP
synthase, Boyer’s conformational
model, Racker’s experiement,
Jagendorf’s experiement, role of
uncouplers
Unit VII: Synthesis and breakdown of Class room lectures and Hands on exercises,
triglycerides, -oxidation, glyoxylate Practical PPT, assignments, tests
cycle, gluconeogenesis and its role demonstration,
in mobilization of lipids during seed experiments
germination, -oxidation.
Unit VIII: Nitrate assimilation, biological Class room lectures and Hands on exercises,
nitrogen fixation (examples of Practical PPT, assignments, tests
legumes and non-legumes), demonstration,
Physiology and biochemistry of experiments
nitrogen fixation, Ammonia
assimilation (GS-GOGAT),
reductive amination and
transamination.
89
Keywords
Bioenergetics, Coupled reactions, allosteric regulation, photochemical reaction, Glyoxylate

cycle, Electron transport chain, ATP synthase, triglycerides, nitrogenase,Anabolism, catabolism,
carbon assimilation, carbon oxidation, Lipid metabolism, nitrogen metabolism, signal
transduction
90
Plant Biotechnology
(BHCC14)
1. The objective of the course is to give students new knowledge and widening of the knowledge
acquired in other course by handling of classical and modern plant biotechnology processes,
including tissue culture for healthy plants, plants with improved characteristics.
2. This course explores the use of biotechnology to both generate genetic variation in plants and
to understand how factors at the cellular level contribute to the expression of genotypes and
hence to phenotypic variation.
3. Understanding of biotechnological processes such as recombinant DNA technology and its
applicative value in pharmaceuticals (vaccines, antibodies, antibiotics etc.), food industry
(transgenic crops with improved qualities (nutraceuticals, industrial enzymes etc.), agriculture
(biotic and abiotic stress tolerant plants, disease and pest resistant plants, improved horticultural
varieties etc.), ecology (plants role in bioremediation). This knowledge is central to our ability to
modify plant responses and properties for global food security and commercial gains in
biotechnology and agriculture.
4. In the laboratory classes, students will perform some of the techniques currently used to
generate information and detect genetic variation.
The successful students will be able to:
 Learn the basic concepts, principles and processes in plant biotechnology.

 Have the ability of explanation of concepts, principles and usage of the acquired
knowledge in biotechnological, pharmaceutical, medical, ecological and agricultural
applications.
 Use basic biotechnological techniques to explore molecular biology of plants
 Explain how biotechnology is used to for plant improvement and discuss the biosefty
concern and ethical issue of that use.
Unit 1
Plant Tissue Culture (12 lectures)

Historical perspective, Composition of media; Nutrient and hormone requirements (role of
vitamins and hormones); Plasticity andTotipotency; Organogenesis; Embryogenesis (somatic and
zygotic);
91
Unit 2
Protoplast isolation, culture and fusion; Tissue culture applications

(micropropagation, androgenesis, virus elimination, secondary metabolite production, haploids,
triploids and cybrids; Cryopreservation; Germplasm Conservation).
Unit 3
Recombinant DNA technology (32 lectures)

Restriction Endonucleases (History, Types I-IV, biological role and application);
Restriction Mapping (Linear and Circular); Cloning Vectors: Prokaryotic (PUC 18 and pUJC19,
pBR322. Ti plasmid, BAC); Lambda phage, Ml 3 phagemid, Cosmid, Shuttle vector; Eukaryotic
Vectors (YAC and briefly PAC,).
Unit 4
Gene Cloning (Recombinant DNA. Bacterial Transformation and selection of recombinant

clones, PCR and RT-PCRmediated gene cloning); Gene Construct; construction of genomic and
cDNA libraries, screening DNA libraries to obtain gene of interest by genetic selection;
complementation, colony hybridization; Probes-oligonucleotide, heterologous, PCR; Methods of
gene transfer- Agrohacterium-mediated, Direct gene transfer by Electroporation, Microinjection,
Microprojectile bombardment: Selection of transgenics— selectable marker and reporter genes
(Luciferase, GUS, GFP).DNA fingerprinting by RAPD and RFLP;
Unit 5
Applications of Biotechnology (16 lectures)

Engineering plants to overcome abiotic (drought and salt stress) and biotic stress Pest
resistant (Bt-cotton) and herbicide resistant plants (RoundUp Ready soybean); Transgenic crops
with improved quality traits (FlavrSavr tomato. Golden rice); Improved horticultural varieties
(Moondust carnations); Role of transgenics in bioremediation (Superbug)
Unit 6
Molecular farming(Plants as bioreactors)for edible vaccines, antibodies, polymers, biodegradable

plastics(PHA), biomass utilization andindustrial enzymes) (- amylase, phytase, lignocelluloses
degrading enzymes); Biosatety concerns.
Practical
92
l. (a) Preparation of Murashige & Skoog’s (MS) medium.
(b) Demonstration of in vitro sterilization and inoculation methods using leaf and nodal explants
of tobacco, Datura, Brassica etc.
2. Study of anther. embryo and endosperm culture, micropropagation. somatic embryogenesis &
artificial seeds through photographs.
3. Isolation of protoplasts.
4. Construction of restriction map of circular and linear DNA from the data provided.
5. Study of methods of gene transfer through photographs: Agrobacterium-mediated, direct gene
transfer by electroporation, microinjection, microprojectile bombardment.
6. Study of steps of genetic engineering for production of Bt cotton, Golden rice, FlavrSavr
tomato through photographs.
7. Isolation of plasmid DNA.
8. Restriction digestion and gel electrophoresis of plasmid DNA (demonstration/ photograph).
9. Calculate the percentage similarity between different cultivars of a species using RAPD
profile. Construct a dendrogram and interpret results.
References
1. Bhojwani, S.S., Bhatnagar, S.P. (2011). The Embryology of Angiosperms, 5th edition. New
Delhi, Delhi: Vikas Publication House Pvt. Ltd.
2. Bhojwani, S.S., Razdan, M.K., (1996). Plant Tissue Culture: Theory and
Practice. Amsterdam, Netherlands: Elsevier Science.
2. Glick, B.R., Pasternak, J..J.(2010). Molecular Biotechnology: Principles and
Applications. Washington, U.S.: ASM Press.
4. Snustad, D.P.,Simmons, M.J. (2010). Principles of Genetics, 5th edition. Chichester,
England: John Wiley and Sons.
1. Stewart, C.N. Jr. (2008). Plant Biotechnology and Genetics: Principles, Techniques and
Applications. New Jearsey, U.S.: John Wiley & Sons Inc.
1) Problem oriented learning

2) Individual seminar
3) Presentation and interpretation to other students
4) Discussion of published research articles on the selected topics
5) Practical will introduce the students to a range of tools and techniques of biotechnology
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
93
Week 5: Unit III
Week 6: Unit III
Week 7: Unit IV
Week 8: Unit IV
Week 9: Unit IV
Week 12: Unit V
Week 13: Unit V
Week 14: Unit VI
Week 15: Unit VI
Assessment Methods
Assessment must encourage and reinforce learning.

Assessment must enable robust and fair judgments about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to
demonstrate what they have learned.
Assessment must maintain academic standards.
Assessment will be by written class test, assignment, project work, viva for internal assessment
and written theory and practical examination for university evaluation.
Assessment method
Learning Activity
Unit I: Composition of media; Nutrient and Activity :Class room Assessment: Hands on
hormone requirements (role of lectures and Practical exercises, PPT,
vitamins and hormones); Plasticity demonstration, assignments, tests
andTotipotency; Organogenesis; experiments
Embryogenesis
Unit II: Protoplast isolation, culture and Class room lectures and Hands on exercises,
fusion; Tissue culture applications Practical PPT, assignments, tests
(micropropagation, androgenesis, demonstration,
virus elimination, secondary experiments
metabolite production, haploids,
triploids and
cybrids; Cryopreservation;
Germplasm Conservation).
Unit III: Restriction Endonucleases (History, Class room lectures and Hands on exercises,
Types I-IV, biological role and Practical PPT, assignments, tests
application); Restriction Mapping demonstration,
(Linear and Circular); Cloning experiments
Vectors: Prokaryotic (PUC 18 and
pUJC19, pBR322. Ti plasmid,
94
BAC); Lambda phage, Ml 3
phagemid, Cosmid, Shuttle vector;
Eukaryotic Vectors (YAC and
briefly PAC,).
Unit IV: Gene Cloning (Recombinant DNA. Class room lectures and Hands on exercises,
Bacterial Transformation and Practical PPT, assignments, tests
selection of recombinant clones, demonstration,
PCR and RT-PCRmediated gene experiments
cloning); Gene Construct;
construction of genomic and cDNA
libraries, screening DNA libraries to
obtain gene of interest by
genetic selection; complementation,
colony hybridization; Probes-
oligonucleotide, heterologous,
PCR; Methods of gene transfer-
Agrohacterium-mediated, Direct
gene transfer by
Electroporation, Microinjection,
Microprojectile bombardment:
Selection of transgenics— selectable
marker and reporter genes
(Luciferase, GUS, GFP).DNA
fingerprinting by RAPD and RFLP
Unit V: Engineering plants to overcome Class room lectures and Hands on exercises,
abiotic (drought and salt stress) and Practical PPT, assignments, tests
biotic stress Pest resistant (Bt- demonstration,
cotton) and herbicide resistant plants experiments
(RoundUp Ready soybean);
Transgenic crops with improved
quality traits (FlavrSavr tomato.
Golden rice); Improved horticultural
varieties (Moondust carnations);
Role of transgenics in
bioremediation (Superbug)
Unit VI: Molecular farming(Plants as Class room lectures and Hands on exercises,
bioreactors)for edible vaccines, Practical PPT, assignments, tests
antibodies, polymers, biodegradable demonstration,
plastics(PHA), biomass utilization experiments
andindustrial enzymes) (- amylase,
phytase, lignocelluloses degrading
enzymes); Biosafety concerns
95
Keywords
Tissue culture, micropropagation, organogenesis, totipotency, cryopreservation, recombinant

DNA technology, Gene cloning , gene transfer, , electroporation microinjection, DNA library,
transgenic crops, Humulin, biosafety, edible vaccines,
96
Analytical Techniques in Plant Sciences
(BHDS1)
Discipline Specific Elective - (DSE) Credit:6
To gain the knowledge on various techniques and instruments used for the study of plant biology
Understanding of principles and use of light, confocal transmission and electron microscopy,
centrifugation, spectrophotometry, chromatography, x-ray diffraction technique and
chromatography techniques
Unit 1
Imaging and related techniques (15 lectures)

Principles of microscopy; Light microscopy; Fluorescence microscopy; Confocal microscopy;
Use of fluorochromes: (a) Flow cytometry (FACS); (b) Applications of fluorescence
microscopy: Chromosome banding, FISH, chromosome painting; Transmission and Scanning
electron microscopy – sample preparation for electron microscopy, cryofixation, negative
staining, shadow casting, freeze fracture, freeze etching.
Unit 2
Cell fractionation (8 lectures)

Centrifugation: Differential and density gradient centrifugation, sucrose density gradient, CaCl2
gradient, analytical centrifugation, ultracentrifugation, marker enzymes.
Unit 3
Radioisotopes (4 lectures)
Use in biological research, auto-radiography, pulse chase experiment.
Unit 4
Spectrophotometry (4 lectures)
Principle and its application in biological research.
97
Unit 5
Chromatography (8 lectures)
Principle; Paper chromatography; Column chromatography, TLC, GLC, HPLC, Ion-exchange
chromatography; Molecular sieve chromatography; Affinity chromatography.
Unit 6
Characterization of proteins and nucleic acids (6 lectures)

Mass spectrometry; X-ray diffraction; X-ray crystallography; Characterization of proteins and
nucleic acids; Electrophoresis: AGE, PAGE, SDS-PAGE
Practical
1.Study of Blotting techniques: Southern, Northern and Western, DNA fingerprinting, DNA
sequencing, PCR through photographs.
2. Demonstration of ELISA.
3. To separate nitrogenous bases by paper chromatography.
4. To separate sugars by thin layer chromatography.
5. Isolation of chloroplasts by differential centrifugation.
6. To separate chloroplast pigments by column chromatography.
7. To estimate protein concentration through Lowry’s methods.
8. To separate proteins using PAGE.
9. To separation DNA (marker) using AGE.
10. Study of different microscopic techniques using photographs/micrographs (freeze fracture,
freeze etching, negative staining, positive staining, fluorescence and FISH).
11. Preparation of permanent slides (double staining).
References
1. Plummer, D.T. (1996). An Introduction to Practical Biochemistry, 3rd edition. New Delhi,
Delhi: Tata McGraw-Hill Publishing Co. Ltd.
2. Ruzin, S.E. (1999). Plant Microtechnique and Microscopy. New York, NY: Oxford
University Press.
98
upgraded.
Weekly Plan
Week 2: Unit I
Week 3: Unit I
Week 4: Unit II
Week 5: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Instrumentation lab visit
Week 12: Unit V
Week 13: Unit VI
Week 14: Unit VI
Assessment Methods
99
Unit No Course learning Outcome Teaching and Assessment
Learning Activity Task
Unit I: Principles of microscopy; Light microscopy; Class room lectures Hands on
Fluorescence microscopy; Confocal and Practical exercises, PPT,
microscopy; Use of fluorochromes: (a) Flow demonstration, assignments,
cytometry (FACS); (b) Applications of experiments tests
fluorescence microscopy: Chromosome
banding, FISH, chromosome painting;
Transmission and Scanning electron
microscopy – sample preparation for electron
microscopy, cryofixation, negative staining,
shadow casting, freeze fracture, freeze
etching.
Unit II: Centrifugation: Differential and density Class room lectures Hands on
gradient centrifugation, sucrose density and Practical exercises, PPT,
gradient, CaCl2 gradient, analytical demonstration, assignments,
centrifugation, ultracentrifugation, marker experiments tests
enzymes.
Unit III: Radioisotopes and their Use in biological Class room lectures Hands on
research, auto-radiography, pulse chase and Practical exercises, PPT,
experiment. demonstration, assignments,
experiments tests
Unit IV: Principle and its application in biological Class room lectures Hands on
research. and Practical exercises, PPT,
experiments tests
Unit V: Principle; Paper chromatography; Column Class room lectures Hands on
chromatography, TLC, GLC, HPLC, Ion- and Practical exercises, PPT,
exchange chromatography; Molecular sieve demonstration, assignments,
chromatography; Affinity chromatography. experiments tests
Unit VI: Mass spectrometry; X-ray diffraction; X-ray Class room lectures Hands on
crystallography; Characterization of proteins and Practical exercises, PPT,
and nucleic acids; Electrophoresis: AGE, demonstration, assignments,
PAGE, SDS-PAGE experiments tests
100
Keywords
Microscopy, Flow cytometry, Chromosome banding, FISH, SCM, Centrifugation, radioisotopes,

spectrophotometry, chromatography, electrophoresis, PAGE, mass spectrometry
Bioinformatics
(BHDS4)
A computer-based approach is now central to biological research. Bioinformatics operates at the

intersection of biology and informatics and has a strong mathematical component. Training
students in various aspects of Bioinformatics is the objective of this course.
With a working knowledge of the practical and theoretical concepts of bioinformatics, you will
be well qualified to progress onto advanced graduate study. The portfolio of skills developed on
the programme is also suited to academic research or work within the bioinformatics industry as
well as range of commercial settings.
Unit 1
Introduction to Bioinformatics (10 lectures)

Computer fundamentals - programming languages in bioinformatics, role of supercomputers in
biology. Historical background. Scope of bioinformatics - Genomics, Transcriptomics,
Proteomics, Metabolomics, Molecular Phylogeny, computer aided Drug Design (structure based
and ligand based approaches), Systems Biology and Functional Biology. Applications and
Limitations of bioinformatics.
Unit 2
Biological databases (5 lectures)

Introduction to biological databases - primary, secondary and composite databases, NCBI,
nucleic acid databases (GenBank, EMBL, DDBJ, NDB), protein databases (PIR, Swiss-Prot,
TrEMBL, PDB), metabolic pathway database (KEGG, EcoCyc, and MetaCyc), small molecule
databases (PubChem, Drug Bank, ZINC, CSD). Structure viewers (Ras Mol, J mol).
101
Unit 3
Data Generation and Data Retrieval (5 lectures)

Generation of data (Gene sequencing, Protein sequencing, Mass spectrometry, Microarray),
Sequence submission tools (BankIt, Sequin, Webin); Sequence file format (flat file, FASTA,
GCG, EMBL, Clustal, Phylip, Swiss-Prot); Sequence annotation; Data retrieval systems (SRS,
Entrez)
Unit 4
Basic concepts of Sequence alignment (10 lectures)

Similarity, identity and homology. Alignment – local and global alignment, pairwise and
multiple sequence alignments, alignment algorithms. Methods of Alignment (Dot matrix,
Dynamic Programming, BLAST and FASTA); Scoring Matrices/ Amino acid substitution
matrices (PAM and BLOSUM), and CLUSTALW.
Unit 5
Phylogenetic analysis (10 lectures)

Construction of phylogenetic tree, dendrograms, methods of construction of phylogenetic trees -
maximum parsimony, maximum likelihood and distance methods.
Unit 6
Applications of Bioinformatics (20 lectures)

Functional genomics (genome-wide and high throughput approaches to gene and protein
function), Protein structure prediction and analysis- Levels of protein structure. gene prediction
methods and tools. Structural Bioinformatics in Drug Discovery, Quantitative structure-activity
relationship (QSAR) techniques in Drug Design, Microbial genome applications, Crop
improvement.
Practical
1. Sequence retrieval (protein and gene) from NCBI.

2. Structure download (protein and DNA) from PDB.
3. Molecular file formats - FASTA, GenBank, Genpept, GCG, CLUSTAL, Swiss-Prot, FIR.
4. Molecular viewer by visualization software.
5. Translate a nucleotide sequence and select the correct reading frame of the polypeptide
from the output sequences.
6. Predict the structure of protein from its amino acid sequence.
7. BLAST suite of tools for pairwise alignment.
8. Sequence homology and Gene annotation.
9. Construction of phylogenetic tree.
102
10. Generating phylogenetic tree using PHYLIP.
11. Gene prediction using GENSCAN and GLIMMER.
References
1. Ghosh, Z., Mallick, B. (2008). Bioinformatics – Principles and Applications, 1st edition. New
Delhi, Delhi: Oxford University Press.
2. Baxevanis, A.D. and Ouellette, B.F., John (2005). Bioinformatics: A Practical Guide to the
Analysis of Genes and Proteins, 3rd edition. New Jersey, U.S.: Wiley & Sons, Inc.
st
3. Roy, D. (2009). Bioinformatics, 1 edition. New Delhi, Delhi: Narosa Publishing House.
4. Andreas, D., Baxevanis, B.F., Francis, Ouellette. (2004). Bioinformatics: A practical guide to
the analysis of genes and proteins, 3rd edition. New Jersey, U.S.: John Wiley and Sons.
1. Pevsner J. (2009). Bioinformatics and Functional Genomics, 2nd edition. New Jersey,
U.S.: Wiley Blackwell.
2. Xiong J. (2006). Essential Bioinformatics,1st edition. Cambridge, U.K.: Cambridge
University Press.
Multimedia tutorials and hands on training over biological data using world wide web services.
Interactive classroom teaching of mathematical modelings and Computer programs.
Weekly Lesson Plan
Week 1: Unit I
Week 2: Unit I
Week 3: Unit I
Week 4: Unit II
Week 5: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit V
Week 12: Unit V
Week 13: Unit VI
Week 14: Unit VI
.
103
Assessment Methods
Theoretical tests with the help of assignments, project works, presentations, and through
practical examinations.
Assessment Task
Unit No Course learning Outcome Teaching and Learning Assessment
Activity Task
Unit I: Computer fundamentals - programming Class room lectures and Hands on
languages in bioinformatics, role of Practical demonstration, exercises, PPT,
supercomputers in biology. Historical experiments , generation assignments,
background. Scope of bioinformatics - and analysis of data tests,
Genomics, Transcriptomics, Proteomics,
Metabolomics, Molecular Phylogeny,
computer aided Drug Design (structure
based and ligand based approaches),
Systems Biology and Functional Biology.
Applications and Limitations of
bioinformatics.
Unit II: Introduction to biological databases - Class room lectures and Hands on
primary, secondary and composite Practical demonstration, exercises, PPT,
databases, NCBI, nucleic acid databases experiments, generation assignments,
(GenBank, EMBL, DDBJ, NDB), protein and analysis of data tests
databases (PIR, Swiss-Prot, TrEMBL,
PDB), metabolic pathway database (KEGG,
EcoCyc, and MetaCyc), small molecule
databases (PubChem, Drug Bank, ZINC,
CSD). Structure viewers (Ras Mol, J mol).
Unit III: Generation of data (Gene sequencing, Class room lectures and Hands on
Protein sequencing, Mass spectrometry, Practical demonstration, exercises, PPT,
Microarray), Sequence submission tools experiments , generation assignments,
(BankIt, Sequin, Webin); Sequence file and analysis of data tests
format (flat file, FASTA, GCG, EMBL,
Clustal, Phylip, Swiss-Prot); Sequence
annotation; Data retrieval systems (SRS,
Entrez)
Unit IV: Similarity, identity and homology. Class room lectures and Hands on
Alignment – local and global alignment, Practical demonstration, exercises, PPT,
pairwise and multiple sequence alignments, experiments , generation assignments,
alignment algorithms. Methods of and analysis of data tests
Alignment (Dot matrix, Dynamic
Programming, BLAST and
FASTA); Scoring Matrices/ Amino acid
substitution matrices (PAM and
104
BLOSUM), and CLUSTALW.
Unit V: Construction of phylogenetic tree, Class room lectures and Hands on

dendrograms, methods of construction of Practical demonstration, exercises, PPT,
phylogenetic trees - maximum parsimony, experiments , generation assignments,
maximum likelihood and distance methods. and analysis of data tests
Unit VI: Functional genomics (genome-wide and Class room lectures and Hands on
high throughput approaches to gene and Practical demonstration, exercises, PPT,
protein function), Protein structure experiments , generation assignments,
prediction and analysis- Levels of protein and analysis of data tests
structure. gene prediction methods and
tools. Structural Bioinformatics in Drug
Discovery, Quantitative structure-activity
relationship (QSAR) techniques in Drug
Design, Microbial genome applications,
Crop improvement.
Keywords
Biological Databases, Sequence Alignment, Phylogenetics Analysis, Protein Structure prediction

and analysis.
105
Biostatistics
(BHDS2)
To have knowledge of analysis of scientific data
Understanding of interpreting the scientific data that is generated during scientific experiments.
It is the responsibility of biostatisticians and other experts to consider the variables in subjects to
understand them, and to make sense of different sources of variation. In essence, the goal of
biostatistics is to disentangle the data received and make valid inferences that can be used to
solve problems in public health. Biostatistics uses the application of statistical methods to
conduct research in the areas of biology, public health, and medicine. Many times, experts in
biostatistics collaborate with other scientists and researchers.
Unit 1
Biostatistics - definition - statistical methods - basic principles. Variables -measurements,

functions, limitations and uses ofstatistics. (8 lectures)
Unit 2
Collection of data primary and secondary - types and methods of data collection
procedures - merits and demerits. Classification - tabulation and presentation of data – sampling
methods. (12 lectures)
Unit 3
Measures of central tendency - mean, median, mode, merits & demerits of harmonic and
geometric mean - . Measures of dispersion - range, standard deviation, mean deviation, standard
error, skewness and kurtosis, quartile deviation –merits and demerits; Co- efficient of variations.
(13 lectures)
Unit 4
Correlation - types and methods of correlation, regression, simple regression equation,
106
fitting prediction, similarities and dissimilarities of correlation and regression.
(10 lectures)
Unit 5
Statistical inference - hypothesis - simple hypothesis - student’t’ test - chi square test, Ftest.
(10 lectures)
Unit 6
Basic concept of probability, Introduction to bionomial, poisson and Normal distribution; Uses
of advance softwares (MS-excel, SPSS, Sigmaplot and R) in modern biostatistics. (6 Lectures)
Practical
1) Classification - tabulation and presentation of data

2) Calculation of mean, mode, median, standard deviation, quartile deviation, standard error and
coefficient of variance
3) Calculation of correlation coefficient values by Karl Pearson’s and Spearman Rank methods
4) Statistical inference - hypothesis – student ‘t’ test - chi square test
5) Addition and multiple rules of probability
6) One way analysis of variance
7) Uses of software in biostatistics
References
1. Bishop, O.N., (1967). Statistics for Biology. Boston, Massachusetts: Houghton Mifflin
Company.
2. Campbell, R.C. (1998). Statistics for Biologists. Cambridge, U.S.A.: Cambridge University
Press.
3. Danniel, W.W. (1987). Biostatistic. New York,NY: John Wiley Sons.
4. Freedman, P. (1949). The Principles of scientific research. New York, NY: Pergamon Press.
5. Khan, I.A., Khanum, A. (2004). Fundamentals of Biostatistics, 5th edition. Hyderabad: Ukaaz
publications.
6. Pandey, M. (2015). Biostatistics Basic and Advanced. New Delhi, Delhi: M V Learning.
7. Selvin, S., (1991). Statistical Analysis of epidemiological data. New York, NY: New York
University Press.
107
8. Sundarrao, P.S.S., Richards, (1996). An introduction to Biostatistics, 3rd edition. Vellore,
Tamil Nadu: J. Christian Medical College.
9. Zar, J.H. (2012). Biostatistical Analysis, 4th edition. London, London: Pearson Publication.
upgraded.
Weekly Plan
Week 2: Unit I
Week 3: Unit I
Week 4: Unit II
Week 5: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit V
Week 12: Unit V
Week 13: Unit VI
Week 14: Unit VI
Assessment Methods
108
Assessment Task

Unit I: Biostatistics - definition - statistical methods Class room lectures Hands on
- basic principles. Variables -measurements, and Practical exercises, PPT,
functions, limitations and uses ofstatistics. demonstration, assignments,
experiments tests
Unit II: Collection of data primary and secondary - Class room lectures Hands on
types and methods of data collection and Practical exercises, PPT,
procedures - merits and demerits. demonstration, assignments,
Classification - tabulation and presentation experiments tests
of data – sampling methods.
Unit III: Measures of central tendency - mean, Class room lectures Hands on
median, mode, merits & demerits of and Practical exercises, PPT,
harmonic and geometric mean - . Measures demonstration, assignments,
of dispersion - range, standard deviation, experiments tests
mean deviation, standard error, skewness
and kurtosis, quartile deviation –merits and
demerits; Co- efficient of variations.
Unit IV: Correlation - types and methods of Class room lectures Hands on
correlation, regression, simple regression and Practical exercises, PPT,
equation, fitting prediction, similarities and demonstration, assignments,
dissimilarities of correlation and regression. experiments tests
Unit V: Statistical inference - hypothesis - simple Class room lectures Hands on

hypothesis - student’t’ test - chi square test, and Practical exercises, PPT,
Ftest. demonstration, assignments,
experiments tests
Unit VI: Basic concept of probability, Introduction to Class room lectures Hands on
bionomial, poisson and Normal distribution; and Practical exercises, PPT,
Uses of advance softwares (MS-excel, SPSS, demonstration, assignments,
Sigmaplot and R) in modern biostatistics. experiments tests
109
Keywords
Biological database, Sequence database, ,NCBI, Sequence alignment, melecular Phylogeny

QSAR, crop improvement ,
110
Industrial and Environmental Microbiology
(BHDS3)
1. To introduce students with the industrial microbiology: concepts, principles, scope and
application
2. To introduce students with the environmental microbiology: concepts, principles, scope
and application
Upon successful completion of the course, students are expected to be able to:
1. Understand how microbiology is applied in manufacturing of industrial products

2. Know about design of bioreactors, factors affecting growth and production
3. Understand the rationale in medium formulation & design for microbial fermentation,
sterilization of medium and air
4. Comprehend the different types of fermentation processes
5. Comprehend the techniques and the underlying principles in upstream and downstream
processing
6. Learn the occurrence, abundance and distribution of microorganism in the environment
and their role in the environment and also learn different methods for their detection
7. Understand various biogeochemical cycles – Carbon and Nitrogen, and microbes
involved
8. Understand the basic principles of environment microbiology and application of the same
in solving environmental problems – waste water treatment and bioremediation
9. Comprehend the various methods to determine the quality of water
Unit 1
Scope of microbes in industry and environment; institutes of microbial research (4

lectures)
Unit 2
Bioreactors/Fermenters and fermentation processes (12 lectures)
111
Solid-state and liquid-state (stationary and submerged) fermentations; Batch and continuous
Fermentations; Components of a typical bioreactor, Types of bioreactors: laboratory, pilotscale
and production fermenters; Constantly stirred tank fermenter, tower fermenter, fixed bed and
fluidized bed bioreactors and air-lift fermenter.
Unit 3
Microbial production of industrial products (14 lectures)

Microorganisms involved, microorganisms generally regarded as safe (GRAS), media,
fermentation conditions, downstream processing and uses; Filtration, centrifugation, cell
disruption, solvent extraction, precipitation and ultrafiltration, lyophilization, spray drying;
production of industrially important products: enzyme (amylase); organic acid (citric acid);
alcohol (ethanol); antibiotic (penicillin)
Unit 4
Microbial enzymes of industrial interest and enzyme immobilization (8 lectures)

Overview of enzymes used for industrial applications, Methods of immobilization, advantages
and applications of immobilization, large scale applications of immobilized enzymes: glucose
isomerase and penicillin acylase
Unit 5
Microbes and quality of environment. (6 lectures)

Distribution of microbes in air, soil and water; isolation of microorganisms from soil, air and
water.
Unit 6
Microbial flora of water. (10 lectures)

Water pollution: various sources and control measures; role of microbes in sewage and domestic
waste water treatment systems. Microorganisms as indicators of water quality: coliforms and
fecal coliforms.
Practical
1. Principles and functioning of instruments in microbiology laboratory (autoclave, laminar

air flow, incubators, types of fermenters)
2. Preparation of different culture media (Nutrient medium/ Luria Bertani medium/Potato
dextrose medium/Czapek Dox medium)
112
3. Hydrolysis of casein / starch by microorganisms
4. Alcohol production by yeast using sugar/ jaggery
5. Serial dilution method for isolation of microorganisms from water and soil and study of
aeromicroflora.
6. Determination of BOD, COD, TDS and TOC of water samples
7. Determination of coliforms in water samples using eosin methylene blue (EMB) medium
8. A visit to any educational institute/ industry to see an industrial fermenter, and other
downstream processing operations and a report to be submitted.
References
Suggested Readings
1. Pelczar, M.J. Jr., Chen E.C. S., Krieg, N.R. (2010). Microbiology: An application
based approach. Tata McGraw Hill Education Pvt. Ltd., Delhi.
2. Tortora, G.J., Funke, B.R., Case. C.L. (2007). Microbiology. Pearson Benjamin
Cummings, San Francisco, U.S.A. 9th edition
3. Peter F Stanbury, Allan Whitaker, Stephen J Hall, (2000). Principles of Fermentation
Technology . Oxford: Butterworth-Heinemann,
4. Patel, A.H. (2011). Industrial Microbiology, New Delhi: Laxmi Publications,
5. PK Mohapatra, (2008). Textbook of Environmental Microbiology. New Delhi, IK
International.
6. Jean-Claude Bertrand, Pierre Caumette, Philippe Lebaron, Robert Matheron, Philippe
Normand, Télesphore Sime-Ngando.(2015). Environmental Microbiology: Fundamentals
and Applications, UK:Springer
1. Cassida, L.E.. (1968). Industrial Microbiology, New Jersey: John Wiley & Sons
2. Atlas, R.M., Bartha, R. (1998), Microbial Ecology, Tx: USA, Benjamin / Cummings
Publishing Company.
3. Sharma, P.D. (2005). Environmental Microbiology, Meerut: Rastogi Publications
i) The acquired knowledge in the classroom will be integrated with practical classes to impart a
sound understanding of the course
ii) More emphasis on hands on practical sessions
iii) Visits to various research institutes/industries to understand the application of microbes for
commercial productions.
iv)Visits to industries/ research institutions working towards mitigation of various environmental

issues through microbial application.
113
v) Students will be motivated to become self-directed learners by being able to monitor and
adjust their approach towards learning of the course.
Week 1: Unit I Week 2: Unit I Week 3: Unit II Week 4: Unit II Week 5: Unit III Week 6: Unit
III Week 7: Unit III Week 8: Unit IV Week 9: Unit IV Week 10: Mid semester Exam Week 11:
Mid Semester Break Week 12: Unit V Week 13: Unit VI Week 14: Unit VI Week 15: Unit VII
Assessment Methods
i. Continuous evaluation of the progress of students

ii. Field based projects/reports
iii. Interactive sessions/ presentations
iv. Semester end evaluation
ASSESSMENT METHOD

Learning Activity
I Scope of microbes in industry and Class room lectures and Hands on excercises,
environment Practical PPT, assignments,
demonstration, tests
experiments
II Bioreactors/Fermenters and Class room lectures and Hands on excercises,
fermentation processes Practical PPT, assignments,
Solid-state and liquid-state (stationary demonstration, tests,
and submerged) fermentations; Batch experiments, Industry/ institute
and continuous industry/institute visit visit report
Fermentations; Components of a to learn the structure
typical bioreactor, Types of and functioning of
bioreactors: laboratory, pilotscale and various fermenters
production fermenters; Constantly
stirred tank fermenter, tower
fermenter, fixed bed and fluidized bed
bioreactors and air-lift fermenter.
III Microbial production of industrial Class room lectures and Hands on excercises,
products Practical PPT, assignments,
Microorganisms involved, demonstration, tests, Industry/
microorganisms generally regarded as experiments, institute visit report
safe (GRAS), media, fermentation industry/institute visit
conditions, downstream processing to learn the role of
114
and uses; Filtration, centrifugation, microbes in production
cell disruption, solvent extraction, of various products
precipitation and ultrafiltration,
lyophilization, spray drying;
production of industrially important
products: enzyme (amylase); organic
acid (citric acid); alcohol (ethanol);
antibiotic (penicillin)
IV Microbial enzymes of industrial Class room lectures and Hands on excercises,
interest and enzyme Practical PPT, assignments,
immobilization demonstration, tests
Overview of enzymes used for experiments
industrial applications, Methods of
immobilization, advantages and
applications of immobilization, large
scale applications of immobilized
enzymes: glucose
isomerase and penicillin acylase.
V Microbes and quality of Class room lectures and Hands on excercises,
environment. Distribution of Practical PPT, assignments,
microbes in air, soil and water; demonstration, tests
isolation of microorganisms from soil, experiments
air and water.
VI Microbial flora of water. Class room lectures and Hands on excercises,
Water pollution: various sources and Practical PPT, assignments,
control measures; role of microbes in demonstration, tests, field visit report
sewage and domestic waste water experiments, visit to a
treatment systems. Microorganisms as sewage treatment plant
indicators of water quality: coliforms to observe the role of
and fecal coliforms. microbes
VII Microbes in agriculture and Class room lectures and Hands on excercises,
remediation of contaminated soils. Practical PPT, assignments,
Biological fixation (Carbon and demonstration, tests, field visit report
Nitrogen); bioremediation of experiments, field visit
contaminated soils
Keywords
Industrial microbiology, environmental microbiology, microbes, bioreactors,

fermenters, fermentation, upstream processing, downstream processing, microbial enzymes,
enzyme immobilization, aeromicroflora, water pollution, coliform, biological fixation,
bioremediation
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Natural Resource Management
(BHDS9)
To introduce the students with various Natural Resources and their management strategies.
To make them aware about the contemporary practices and efforts (national and international) in
resources management.
It acquaint the students with various Natural Resources- their availability, causes of depletion,
conservation, sustainable utilization and their management strategies. The students will be able
to evolve strategies for sustainable natural resources management. The students will also have
the knowledge of national and international initiatives, and policies adopted in natural resources
management.
Unit 1
Natural resources (2 lectures)

Definition and types.
Unit 2
Sustainable utilization (8 lectures)

Concept, approaches (economic, ecological and socio-cultural).
Unit 3
Land (8 lectures)
Utilization (agricultural, pastoral, horticultural, silvicultural); Soil degradation (magnitude of
problem and cause) and management strategies; Restoration of degraded lands.
Unit 4
Water (8 lectures)
Fresh water (rivers, lakes, groundwater, aquifers, watershed); Marine; Estuarine; Wetlands;
Threats and management strategies, Ramsar convention.
Unit 5
Biological Resources (12 lectures)
116
Biodiversity-definition and types; Significance; Threats; Management strategies; Bioprospecting;
IPR; CBD; National Biodiversity Action Plan).
Unit 6
Forests (6 lectures)
Definition, Cover and its significance (with special reference to India); Major and minor forest
products; Depletion, Biological Invasion; Management.
Unit 7
Energy (6 lectures)
Renewable and non-renewable sources of energy
Unit 8
Contemporary practices in resource management (8 lectures)

EIA, GIS, Participatory Resource Appraisal, Ecological Footprint with emphasis on carbon
footprint, Resource Accounting; Waste management.
Unit 9
National and international efforts in resource management and conservation (4 lectures)
Practical
1. Estimation of solid waste generated by a domestic system (biodegradable and non

biodegradable) and its impact on land degradation.
2. Analyses for pH, hardness, TDS, Alkalinity, COD and BOD of water samples from various
sources.
3. Diversity indices in field based/simulation experiment.
4. Collection of data on forest cover of specific area. Measurement of dominance of woody
species by DBH (diameter at breast height) method.
5. Calculation and analysis of ecological footprint (carbon footprint using UN/WWF carbon
calculator).
References
1. Vasudevan, N. (2006). Essentials of Environmental Science. New Delhi, India: Narosa

Publishing House.
2. Singh, J. S., Singh, S.P. and Gupta, S. (2006). Ecology, Environment and Resource
Conservation.New Delhi, India: Anamaya Publications.
3. Rogers, P.P., Jalal, K.F. and Boyd, J.A. (2008). An Introduction to Sustainable Development.
New Delhi, India: Prentice Hall of India Private Limited.
117
Theory: The Class room teaching are integrated with practical classes, and field visit to impart a
sound understanding of the course. The theory topics are covered in lectures with the help of
blackboard teaching and Power Point presentations. When the entire syllabus is completed, a
few lectures are devoted to discuss the previous years’ question papers.
conducting the experiment/s in the laboratory/field. When all the students have collected the
data, the observations are discussed. Any deviation from the expected trend in results is
explained. The students are encouraged to use online software, graphically represent the data and
record the experiment during class hours. The students are asked to submit their record
notebooks to the teacher/s for checking.
College teachers can also form a group and prepare e-contents for theory as well as for
practicals.
Visit is also be organised to a Natural Ecosystem, any degraded land/Restored site or any
Institution/industry.
Week 1: Unit I
Week 2: Unit II
Week 3: Unit II
Week 4: Unit III
Week 5: Unit IV
Week 6: Unit IV
Week 7: Unit V
Week 8: Unit V
Week 9: Unit VI
Week 12: Unit VII
Week 13: Unit VIII
Week 14: Unit VIII
Week 15: Unit IX
Assessment Methods
test. The answer scripts of the test are returned to the students. The presentations of students are
evaluated by the teacher based on the content, effectiveness of the presentation, whether any
new information has been added, and lastly on the answers given by students to the questions
posed by the teacher. An assignment can be given in place of the presentation.
Assessment method
118
Unit No Course learning Outcome Teaching and Learning Activity Assessment Task
I Natural Resources Class room lectures and Practical Hands on exercises,
demonstration, experiments PPT, assignments,
tests
II Sustainable Utilization Class room lectures and Practical Hands on exercises,
tests
III Land Utilization (agricultural, Class room lectures and Practical Hands on exercises,
pastoral, horticultural, demonstration, experiments PPT, assignments,
silvicultural); Soil degradation tests
(magnitude of problem and
cause) and management
strategies; Restoration of
degraded lands.
IV Water. Fresh water ; Marine; Class room lectures and Practical Hands on exercises,
Estuarine; Wetlands; Threats and demonstration, experiments PPT, assignments,
management strategies tests
V Biological Class room lectures and Practical Hands on exercises,
Resources Biodiversity- demonstration, experiments PPT, assignments,
definition and types; tests
Significance; Threats;
Management strategies;
Bioprospecting; IPR; CBD;
National Biodiversity Action
Plan).
VI Forests, Definition, Cover and its Class room lectures and Practical Hands on exercises,
significance (with special demonstration, experiments PPT, assignments,
reference to India); Major and tests
minor forest products; Depletion
(deforestation and biological
invasion); Management
VII Energy Class room lectures and Practical Hands on exercises,
tests
VIII Contemporary practices in Class room lectures and Practical Hands on exercises,
resource management demonstration, experiments PPT, assignments,
tests
IX National and international efforts Class room lectures and Practical Hands on exercises,
in resource management and demonstration, experiments PPT, assignments,
conservation tests
Keywords
Land, Water, Biodiversity, Energy, Conservation, Management Strategies
119
Plant Breeding
(BHDS8)
Course Objectives
To gain knowledge on commercially important plants, their breeding systems and strategies
employed for crop improvement.

Student would be able to understand the experimental steps and methods involved in generating
new varieties using classical and contemporary breeding practices.
Unit 1:
An introduction to Plant Breeding (10 lectures)

Introduction and objectives. Breeding systems: modes of reproduction in crop plants. Self-
incompatibility, male sterility and apomixis.Important achievements and undesirable
consequences of plant breeding.
Unit 2: Methods of crop improvement (20 lectures)

Introduction: Centers of origin and domestication of crop plants, plant genetic resources;
Acclimatization; Selection methods: For self-pollinated, cross pollinated and vegetatively
propagated plants;, Hybridization: For self, cross and vegetatively propagated plants –
Procedure, advantages and limitations.
Unit 3: Quantitative inheritance (10 lectures)

Concept, mechanism, Monogenic vs polygenic Inheritance, QTL and QTL Mapping,
Case studies in inheritance of Kernel colour in wheat, Fruit quality in tomato.
Unit 4: Inbreeding depression and heterosis (10 lectures)

History, genetic basis of inbreeding depression and heterosis; Applications.
Unit 5: Crop improvement and breeding (10 lectures)
Role of mutations; Polyploidy; Distant hybridization, Molecular Breeding, Marker assisted

selection, Role of biotechnology in crop improvement.
120
Practicals (tentative species: Pea, Brassica, Chickpea, Wheat*)
1. Introduction to field /controlled pollinations in field and laboratory (temporal details of

anthesis, anther dehiscence, stigma receptivity and pollen viability, emasculation,
bagging).
2. Analysis of the breeding system of chosen crop species by calculating Pollen:Ovule Ratio
3. Calculation of Index of self-incompatibility (ISI) and Confirmation of Self-
Incompatibility.
4. Study of Quantitative and qualitative characters in select crops.
6. Study of Pollinators.
7. Assessment of genetic diversity by using Molecular Markers.
References
1. Acquaah, G. (2007). Principles of Plant Genetics & Breeding.New Jearsey, U.S.: Blackwell
Publishing.
3. Singh, B.D. (2005). Plant Breeding: Principles and Methods, 7th edition. New Delhi,
Delhi: Kalyani Publishers.
2. Chaudhari, H.K. (1984). Elementary Principles of Plant Breeding, 2nd edition. New Delhi,
Delhi: Oxford – IBH.
The theory topics are covered in lectures with the help of PowerPoint presentations and the
chalkboard. Students are encouraged to ask questions. The reading list has been suitably
upgraded. When the entire syllabus is completed, a few lectures are devoted to discuss the
previous years’ question papers, thus preparing the students for the examination.
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Field observation
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit IV
Week 13: Unit V
Week 14: Unit V
121
Assessment Methods
The students are continuously evaluated based on a class test and the presentation given by each
student. The answer scripts of the test are returned to the students and the test paper is discussed
at length. Students who are absent for the test are allowed to appear for the test at a later date; the
question paper is suitably modified for such students. Each student in a class is given a different
topic to prepare a PowerPoint presentation. All the remaining students listen to the presentation
of each student, and peer students are also encouraged to ask questions. The presentations of
students are evaluated by the teacher based on the content, effectiveness of the presentation,
whether any new information has been added, and lastly on the answers given by students to the
questions posed by the teacher. An assignment can be given in place of the presentation. The
Internal Assessment has a break-up as 10 marks for the test, 10 marks for the presentation/

Unit I: . Plant Breeding Introduction and objectives. Breeding Class room Hands on
systems: modes of reproduction in crop plants. Important lectures and exercises,
achievements and undesirable consequences of plant Practical PPT,
breeding. demonstration, assignments,
experiments tests
Unit II: Methods of crop improvement Introduction: Centres of Class room Hands on
origin and domestication of crop plants, plant genetic lectures and exercises,
resources; Acclimatization; Selection methods: For self Practical PPT,
pollinated, cross pollinated and vegetatively propagated demonstration, assignments,
plants; Hybridization: For self, cross and vegetatively experiments tests
propagated plants – Procedure, advantages and limitations.
Unit III: Quantitative inheritance, Concept, mechanism, examples Class room Hands on
of inheritance of Kernel colour in wheat, Skin colour in lectures and exercises,
human beings.Monogenic vs polygenic Inheritance. Practical PPT,
experiments tests
Unit IV: Inbreeding depression and heterosis History, genetic
basis of inbreeding depression and heterosis; Applications.
Unit V Crop improvement and breeding, Role of mutations;
Polyploidy; Distant hybridization and role of
biotechnology in crop improvement.
Keywords
breeding system , reproduction, pollination, domestication of plants , genetic resources,

hybridization, inheritance , inbreeding depression, crop improvement
122
Biofertilizers
(BHSE3)
Skill-Enhancement Elective Course - (SEC) Credit:4
To gain the knowledge on the following aspects
1. Eco-friendly fertilizers like Rhizobium, Azospirilium Azotobactor, cyanobacteria and

mycorrhizae, their identification, growth multiplication
2. Organic farming and recycling of the organic waste
The student would have a deep understanding of ecofriendly fertilizers. They will be able to
understand the growth and multiplication conditions of useful microbes such as Rhizobium,
cyanobacteria, mycorrhizae, Azotobactor etc, their role in mineral cycling and nutrition to plants.
The can also think of the methods of decomposition of biodegradable waste and convert into the
compost
Unit 1
General account about the microbes used as biofertilizer – Rhizobium – isolation,identification,

mass multiplication, carrier based inoculants, Actinorrhizal symbiosis. (4 lectures)
Unit 2
Azospirillum: isolation and mass multiplication – carrier based inoculant, associative effect of
different microorganisms.Azotobacter: classification, characteristics – crop response to
Azotobacter inoculum, maintenance and mass multiplication. (8 lectures)
Unit 3
Cyanobacteria (blue green algae), Azolla and Anabaena azollae association, nitrogen fixation,
factors affecting growth, blue green algae and Azolla in rice cultivation. (4 lectures)
Unit 4
123
Mycorrhizal association, types of mycorrhizal association, taxonomy, occurrence
and distribution, phosphorus nutrition, growth and yield – colonization of VAM – isolation
and inoculum production of VAM, and its influence on growth and yield of crop plants. (8
lectures)
Unit 5
Organic farming – Green manuring and organic fertilizers, Recycling of

biodegradable municipal, agricultural and Industrial wastes – biocompost making methods,
types and method of vermicomposting – field Application. (6 lectures)
Practical
1. Isolation of Anabaena from Azolla leaf

2. Study of Rhizobium from root nodules of leguminous plants by Gram staining method
3. Test for pH, No2, SO4, Cl and organic matter of different composts
4. Observation of mycorrhizae from roots
5. isolation of arbuscular mycorrhizal spores from rhizospheric soil
6. Spots, Specimen /photographs of earthworm, azolla, arbuscules . vesicles
7. Biocontrol photographs -pheromons trap,Trichoderma,, Pseudomonas, , Neem etc, ,
Identification and application
8. Photographs of biocompost methods,
9. Projects on any topic mentioned in the syllabus, with Rhizobium technology, , AMF
technology, Organicfarming, vermicomposting,, biocompost , Azolla culture
References
1. Dubey, R.C. (2005). A Text book of Biotechnology. New Delhi, Delhi: S.Chand & Co.
2. John Jothi Prakash, E. (2004). Outlines of Plant Biotechnology. New Delhi, Delhi: Emkay
Publication.
3. Kumaresan, V. (2005). Biotechnology. New Delhi, Delhi: Saras Publication.
4. Sathe, T.V. (2004). Vermiculture and Organic Farming. New Delhi, Delhi: Daya publishers.
5. Subha Rao, N.S. (2000). Soil Microbiology. New Delhi, Delhi: Oxford & IBH Publishers.
6. Vayas,S.C, Vayas, S., Modi, H.A. (1998). Bio-fertilizers and organic Farming. Nadiad,
Gujarat: Akta Prakashan.
124
upgraded.
strong>Practicals: Every practical session begins with detailed instructions, followed by students
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Unit III
Week 6: Unit III
Week 7: Field visit
Week 8: Unit IV
Week 9: Unit IV
Week 12: Unit IV
Week 13: Unit V
Week 14: Unit V
Week 15: Unit V
Assessment Methods
Assessment Task
125
Learning Activity
Unit I: General account about the microbes used Class room lectures Hands on
as biofertilizer – Rhizobium – and Practical exercises, PPT,
isolation,identification, mass demonstration, assignments, tests
multiplication, carrier based inoculants, experiments
Actinorrhizal symbiosis.
Unit II: Azospirillum: isolation and mass Class room lectures Hands on
multiplication – carrier based inoculant, and Practical exercises, PPT,
associative effect of different demonstration, assignments, tests
microorganisms.Azotobacter: experiments
classification, characteristics – crop
response to Azotobacter inoculum,
maintenance and mass multiplication.
Unit III: Cyanobacteria (blue green algae), Azolla Class room lectures Hands on
and Anabaena azollae association, and Practical exercises, PPT,
nitrogen fixation, factors affecting demonstration, assignments, tests
growth, blue green algae and Azolla in experiments
rice cultivation.
Unit IV: Mycorrhizal association, types of Class room lectures Hands on
mycorrhizal association, taxonomy, and Practical exercises, PPT,
occurrence and distribution, phosphorus demonstration, assignments, tests
nutrition, growth and yield – colonization experiments
of VAM – isolation and inoculum
production of VAM, and its influence on
growth and yield of crop plants.
Unit V: Organic farming – Green manuring and Class room lectures Hands on
organic fertilizers, Recycling of and Practical exercises, PPT,
biodegradable municipal, agricultural and demonstration, assignments, tests
Industrial wastes – biocompost making experiments
methods, types and method of
vermicomposting – field Application.
Keywords
Rhizobium, Azotobacter, inoculum, , cyanobacteria, nitrigen fixation, Azolla,VAM, mycorrhizae
126
Ethnobotany
(BHSE1)
To have the knowledge of the plants used by the local communities, tribals, ethenic groups, their
nutritive and medicinal value.
Students would have an understanding of the treasure, value and usefulness of the the natural
products and their efficient use by the local communities as food and medicine and their
conservation practices .
Unit 1
Ethnobotany (6Lectures)
Introduction, concept, scope and objectives; Ethnobotany as an interdisciplinary
science.The relevance of ethnobotany in the present context; Major and minor ethnic groups or
Tribals of India, and their life styles. Plants used by the tribals: a) Food plants b) intoxicants and
beverages c) Resins and oils and miscellaneous uses.
Unit 2
Methodology of Ethnobotanical studies (6lectures)

a) Field work
b) Herbarium
c) Ancient Literature
d) Archaeological findings
e) temples and sacred places.
Unit 3
Role of ethnobotany in modern Medicine (10 lectures) Medicoethnobotanical sources in

India;Significance of the following plants in ethno botanical practices (along with their habitat
and morphology) a) Azadiractha indica b) Ocimum sanctum c) Vitex negundo. d) Gloriosa
superba e) Tribulus terrestris f) Pongamia pinnata g) Cassia auriculata h) Indigofera tinctoria.
127
Unit 4
Role of ethnobotany in modern medicine with special example of Rauvolfia sepentina,

Trichopus zeylanicus, Artemisia,Withania. Role of ethnic groups in conservation of plant genetic
resources.Endangered taxa and forest management (participatory forest management).
Unit 5
Ethnobotany and legal aspects (8 lectures) Ethnobotany as a tool to protect interests of ethnic
groups. Sharing of wealth concept with few examples from India. Biopiracy,
Unit 6
Intellectual Property Rights and Traditional Knowledge.
Practical
Collection , identification and preparation of herbarium of three ethenobotanically important

plants with appropriate references
Preparation of crude extract of ethenobotanically important plants with appropriate references (
any method to be used )
Project work-documentation, literature survey, and collection of information on ethnobotanically
useful plants from traditional healers)
References
1. Colton, C.M. (1997). Ethnobotany – Principles and applications. Chichester, England: John
Wiley and sons.
2. Faulks, P.J. (1958).An Introduction to Ethnobotany.London, U.K.: Moredale pub. Ltd.
3. Jain, S.K. (1995). Manual of Ethnobotany. Rajasthan: Scientific Publishers.
4. Jain, S.K. (1981). Glimpses of Indian Ethnobotany. New Delhi, Delhi: Oxford and I B H.
1. Jain, S.K. (1990). Contributions of Indian Ethnobotany. Jodhpur, Rajasthan: Scientific
publishers.
2. Jain, S.K. (ed.) (1989). Methods and approaches in Ethnobotany. Lucknow, U.P.: Society of
ethnobotanists.
3. Lone et al., Palaeoethnobotany.
4. Rama, R. N., Henry A.N. (1996). The Ethnobotany of Eastern Ghats in
Andhra Pradesh. Howrah, West Bengal: Botanical Survey of India.
128
5. Sinha, R.K.(1996). Ethnobotany The Renaissance of Traditional Herbal Medicine. Jaipur,
Rajasthan: SHREE Publishers.
To engage students and transform them into active learners the students are updated with latest
books and review articles.
The experiments included in the paper are performed individually or in group and are followed
by group discussions and interjections
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Local Field Visits
Week 6: Unit II
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit IV
Week 12: Unit V
Week 13: Local Institute Visit
Week 14: Unit VI
Week 15: Unit VI
Assessment Methods
The students are assessed on the basis of oral presentations and regular class tests.
Students are continuously assed during practical class.
Submission of class records is mandatory. This exercise develops scientific skill as well as
methods of recording and presenting scientific data.
Assessment Task
Learning Activity
Unit I: Ethnobotany as an interdisciplinary Activity :Class room Assessment: Hands on
science.The relevance of lectures and Practical exercises, PPT,
ethnobotany in the present context; demonstration, assignments, tests
Major and minor ethnic groups or experiments
Tribals of India, and their life styles.
Plants used by the tribals: a) Food
plants b) intoxicants and beverages
129
c) Resins and oils and miscellaneous
uses
Unit II: Methodology of Ethnobotanical Class room lectures and Hands on exercises,
studies- Field work, Herbarium, Practical PPT, assignments, tests
Ancient Literature, Archaeological demonstration,
findings, temples and sacred places experiments
Unit III: Medicoethnobotanical sources in Class room lectures and Hands on exercises,
India;Significance of the following Practical PPT, assignments, tests
plants in ethno botanical demonstration,
practices (along with their habitat experiments
and morphology) a) Azadiractha
indica b) Ocimum sanctum c)
Vitex negundo. d) Gloriosa superba
e) Tribulus terrestris f) Pongamia
pinnata g) Cassia auriculata
h) Indigofera tinctoria.
Unit IV: Role of ethnobotany in modern Class room lectures and Hands on exercises,
medicine with special example Practical PPT, assignments, tests
of Rauvolfia sepentina, Trichopus demonstration,
zeylanicus, Artemisia,Withania. experiments
Role of ethnic groups
in conservation of plant genetic
resources.Endangered taxa and
forest management
(participatory forest management).
Unit V: Ethnobotany and legal aspects (8 Class room lectures and Hands on exercises,
lectures) Ethnobotany as a tool Practical PPT, assignments, tests
to protect interests of ethnic groups. demonstration,
Sharing of wealth concept with experiments
few examples from India. Biopiracy,
Unit VI: Intellectual Property Rights and Class room lectures and Hands on exercises,
Traditional Knowledge. Practical PPT, assignments, tests
demonstration,
experiments
Keywords
Tribals,.minor forest products, intoxicants, beverages, Resins, Field work, Herbarium, sacred
groves,. ethnobotanical practices, Azadiractha indica, Ocimum sanctum, Vitex
negundo. Gloriosa superba, Indigofera tinctoria.ethnomedicimes , conservation ,Traditional
Knowledge.
130
Floriculture
(BHSE5)
To have knowledge of gardening and cultivation of ornamental plants and knowledge of

landscaping, soil condition.
Students would be able to identify the ornamental plants, They will have an understanding
of cultivation methods, landscaping and making the flower arrangement.
Unit 1
Unit 1:Introduction: History of gardening; Importance and scope of floriculture and

landscape gardening. (2 Lectures)
Unit 2
Unit 2:Nursery Management and Routine Garden Operations: Sexual and vegetative methods of
propagation; Soil sterilization; Seed sowing; Pricking; Planting and transplanting; Shading;
Stopping or pinching; Defoliation; Wintering; Mulching; Topiary; Role of plant
growth regulators. (8 lectures)
Unit 3
Unit 3:Ornamental Plants: Flowering annuals; Herbaceous perennials; Divine vines; Shade and
ornamental trees; Ornamental bulbous and foliage plants; Cacti and succulents; Palms and
Cycads; Ferns and Selaginellas; Cultivation of plants in pots; Indoor gardening; Bonsai. (4
lectures)
Unit 4
Unit 4:Principles of Garden Designs: English, Italian, French, Persian, Mughal and Japanese
gardens; Features of a garden (Garden wall, Fencing, Steps, Hedge, Edging, Lawn, Flower beds,
Shrubbery, Borders, Water garden. Some Famous gardens of India. (4 lectures)
131
Unit 5
Unit 5:Landscaping Places of Public Importance: Landscaping highways and

Educational institutions. (4 lectures)
Unit 6
Unit 6:Commercial Floriculture: Factors affecting flower production; Production and packaging
of cut flowers; Flower arrangements; Methods to prolong vase life; Cultivation of Important cut
flowers (Carnation, Aster, Chrysanthemum, Dahlia, Gerbera, Gladiolous, Marigold,Rose,
Lilium, Orchids). (6 lectures)
Unit 7:Diseases and Pests of Ornamental Plants.(2 lectures)
Practical
1. Study of flower with reference to stamens and gynoecium

2. Study of Soil sterilization process
3. Seed sowing and transplantation methods
4. Garden designing and hedge preparation methods
5. patterns of flower arrangement in vase
6. study of disease and pastes of ornamental plants
References
1. Randhawa, G.S., Mukhopadhyay, A. (1986). Floriculture in India. New York, NY: Allied
Publishers.
The topics are covered in lectures with the help of PowerPoint presentations and the chalkboard.
Students are encouraged to ask questions. The reading list has been suitably upgraded.. When the
entire syllabus is completed, a few lectures are devoted to discuss the previous years’ question
papers, thus preparing the students for the examination.
Lesson Plan
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
132
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit V
Week 12: Unit VI
Week 13: Unit VI
Week 14: Unit VII
Assessment Methods
at length. Students who are absent for the test are allowed to appear for the test at a later date; the
question paper is suitably modified for such students.
assignment and 5 marks for the attendance, and comprises 25 % of the total marks
Unit wise Assessment Task

Unit I: History of gardening; Importance and scope Class room lectures Hands on
of floriculture and landscape gardening. and Practical exercises, PPT,
experiments tests
Unit II: Nursery Management and Routine Garden Class room lectures Hands on
Operations: Sexual and vegetative methods and Practical exercises, PPT,
of propagation; Soil sterilization; Seed demonstration, assignments,
sowing; Pricking; Planting and transplanting; experiments tests
Shading; Stopping or pinching; Defoliation;
Wintering; Mulching; Topiary; Role of plant
growth regulators.
Unit III: Ornamental Plants: Flowering annuals; Class room lectures Hands on
Herbaceous perennials; Divine vines; Shade and Practical exercises, PPT,
and ornamental trees; Ornamental bulbous demonstration, assignments,
133
and foliage plants; Cacti and succulents; experiments tests
Palms and Cycads; Ferns and Selaginellas;
Cultivation of plants in pots; Indoor
gardening; Bonsai.
Unit IV: Principles of Garden Designs: English, Class room lectures Hands on
Italian, French, Persian, Mughal and and Practical exercises, PPT,
Japanese gardens; Features of a garden demonstration, assignments,
(Garden wall, Fencing, Steps, Hedge, experiments tests
Edging, Lawn, Flower beds, Shrubbery,
Borders, Water garden. Some Famous
gardens of India.
Unit V: Landscaping Places of Public Importance: Class room lectures Hands on
Landscaping highways and and Practical exercises, PPT,
Educational institutions. demonstration, assignments,
experiments tests
Unit VI: Commercial Floriculture: Factors affecting Class room lectures Hands on
flower production; Production and packaging and Practical exercises, PPT,
of cut flowers; Flower arrangements; demonstration, assignments,
Methods to prolong vase life; Cultivation of experiments tests
Important cut flowers (Carnation, Aster,
Chrysanthemum, Dahlia, Gerbera,
Gladiolous, Marigold,Rose, Lilium,
Orchids).
Unit VII Diseases and Pests of Ornamental Plants. Class room lectures Hands on
experiments tests
Keywords
Propagation methods, Gardening , transplantation,saplings,Ornamental, cacti ,

succulents, hedge, fencing lawns, grass, orchids
134
Intellectual Property Rights
(BHSE2)
To have knowledge of roles regulations, laws and processes og patents, copyright trade marks
and concepts of traditional knowledge and protection of plant varieties .
Students would have deep understanding of patents copyrights, their importance. Thy can think
about the importance of traditional knowledge, bio-prospecting, biopiracy. They would gain the
knowledge of farmers rights and the importance on indigenous plant varieties, concept of novelty
and biotechnological inventions
Unit 1
Introduction to intellectual property right (IPR) (2 lectures)

Concept and kinds. Economic importance. IPR in India and world: Genesis and scope,
some important examples.IPR and WTO (TRIPS, WIPO).
Unit 2
Patents (3 Lectures)
Objectives, Rights, Patent Act 1970 and its amendments. Procedure of obtaining patents,
Working of patents.Infringement.
Unit 3
Copyrights (3 Lectures)
Introduction, Works protected under copyright law, Rights, Transfer of Copyright, Infringement
Unit 4
Trademarks (3 Lectures)
Objectives, Types, Rights, Protection of goodwill, Infringement, Passing off, Defences, Domain
name
Unit 5
Geographical Indications (3 Lectures)

Objectives, Justification, International Position, Multilateral Treaties, National Level, Indian
Position
135
Unit 6
Protection of Traditional Knowledge (4 Lectures)

Objective, Concept of Traditional Knowledge, Holders, Issues concerning, Bio-Prospecting and
Bio-Piracy, Alternative ways, Protectability, needfor a Sui-Generis regime, Traditional
Knowledge on the International Arena, at WTO, at National level, Traditional Knowledge
Digital Library.
Unit 7: Industrial Designs (2 Lectures)

Objectives, Rights, Assignments, Infringements, Defences of Design Infringement
Unit 8: Protection of Plant Varieties (2 Lectures)

Plant Varieties Protection- Objectives, Justification, International Position, Plant varieties
protection in India. Rights of Objective, Applications, Concept of Novelty, Concept of inventive
step, Microorganisms, Moral Issues farmers, Breeders and Researchers.National gene bank,
Benefit sharing.Protection of Plant Varieties and Farmers’ Rights Act, 2001.
Unit 9:Information Technology Related Intellectual Property Rights (4 Lectures)

Computer Software and Intellectual Property, Database and Data Protection, Protection of Semi-
conductor chips, Domain Name Protection Unit 10: Biotechnology and Intellectual Property
Rights. (4 Lectures) Patenting Biotech Inventions
Practical
1. Patent search
2. Trademark search
3. copyright infringement ( Plagiorism checkby Urkundand other available software,
4. Geographical Indicators (i) food- Malabar pepper, Basmati rice, Darjeeling Tea, and
Requefort cheese, handlooms, ( Kota Doria, , Banarasi Sari, , Muga Silk, Kanchipuram ),
II- Industry (Mysore agarbatti, Feni Goa, Champagne, (France). IV. Natural resources- (
Makrana marbles Two example of each category
5. Biopiracy-neem , turmeric
6. Industrial designs- Jewellery design, chair design, car design, Bottle design, Aircraft
design,
7. IPR e diary
References
1. N.K., Acharya.(2001).Text Book on Intellectual Property Rights: (Copyright, Trademark,

Patent Design, Geographical Indications, Protection of New Plant Varieties & Farmers Rights
and Protection of Biodiversity).
2. S.P. Gogia. On Intellectual Property Rights (IPR). Hyderabad: Asia Law House.
3. M.K. Bhandari (2017). Law Relating to Intellectual Property Rights (IPR). Allahabad:
U.P.: Central Law Publications.
136
upgraded.
The students are asked to submit their record notebooks to the teacher/s for checking
Week 2: Unit II
Week 3: Unit III
Week 4: Unit IV
Week 5: Unit V
Week 6: Unit VI
Week 7: Unit VI
Week 8: Unit VII
Week 9: Unit VIII
Week 12: Unit VIII
Week 13: Unit IX
Week 14: Unit IX
Week 15: Unit X
Assessment Methods
137
Learning Activity
Unit I: Concept and kinds. Economic Class room lectures and Hands on exercises,
importance. IPR in India and world: Practical PPT, assignments, tests
Genesis and scope, some important demonstration,
examples.IPR and WTO (TRIPS, experiments
WIPO).
Unit II: Objectives, Rights, Patent Act 1970 Class room lectures and Hands on exercises,
and its amendments. Procedure of Practical PPT, assignments, tests
obtaining patents, Working of demonstration,
patents.Infringement. experiments
Unit III: Copyrights (3 Lectures) Class room lectures and Hands on exercises,
Introduction, Works protected under Practical PPT, assignments, tests
copyright law, Rights, Transfer of demonstration,
Copyright, Infringement experiments
Unit IV: Objectives, Types, Rights, Class room lectures and Hands on exercises,
Protection of goodwill, Practical PPT, assignments, tests
Infringement, Passing off, Defences, demonstration,
Domain name experiments
Unit V: Geographical Indications, Class room lectures and Hands on exercises,
Objectives, Justification, Practical PPT, assignments, tests
International Position, demonstration,
Multilateral Treaties, National experiments
Level, Indian Position
Unit VI: Objective, Concept of Traditional Class room lectures and Hands on exercises,
Knowledge, Holders, Issues Practical PPT, assignments, tests
concerning, Bio-Prospecting demonstration,
and Bio-Piracy, Alternative ways, experiments
Protectability, needfor a Sui-Generis
regime, Traditional Knowledge on
the International Arena, at WTO, at
National level, Traditional
Knowledge Digital Library.
Unit VII: Industrial Designs Rights, Class room lectures and Hands on exercises,
Assignments, Infringements, Practical PPT, assignments, tests
Defences of Design Infringement demonstration,
experiments
Unit VIII: Plant Varieties Protection- Class room lectures and Hands on exercises,
Objectives, Justification, Practical PPT, assignments, tests
International Position, Plant demonstration,
varieties protection in India. Rights experiments
of Objective, Applications, Concept
of Novelty, Concept of inventive
step, Microorganisms, Moral
Issues farmers, Breeders and
138
Researchers.National gene bank,
Benefit sharing.Protection of
Plant Varieties and Farmers’ Rights
Act, 2001.
Unit IX: Information Technology Related Class room lectures and Hands on exercises,
Intellectual Property Practical PPT, assignments, tests
Rights Computer Software and demonstration,
Intellectual Property, Database and experiments
Data Protection, Protection of Semi-
conductor chips, Domain Name
Protection
Unit X Biotechnology and Intellectual Class room lectures and Hands on exercises,
Property Rights. Patenting Biotech Practical PPT, assignments, tests
Inventions demonstration,
experiments
Keywords
Patents, IPR, Copyrights,trademarks, geographical indicators, traditional knowledge, industrial

design, plant varieties , novelty, biotechnology
139
Medicinal Botany
(BHSE4)
 To introduce students to complementary and alternative medicine and provide them

an opportunity
 To explore uses of plants as medicine ranging from traditional indigenous approach
for treating ailments to modern pharmaceuticals
 To inculcate awareness about the rich diversity of medicinal plants in India.
Knowledge Skills
 An appreciation of the contribution of medicinal plants to traditional and modern

medicine and the importance of holistic mode of treatment of the Indian traditional
systems of medicine.
 To develop an understanding of the constraints in promotion and marketing of
medicinal plants.
Professional and Practical Skills
 Transforming the knowledge into skills for promotion of traditional medicine.

 Developing entrepreneurship skills to establish value addition products, botanical
extracts and isolation of bioactive compounds.
Unit 1
Scope and importance of medicinal plants in the traditional systems of medicine and
modern medicine.Importance of preventive and holistic healing in theIndian traditional systems
of medicine.Ayurveda: History, origin, fundamental doctrine and concepts of
Panchamahabhutas, Saptadhatus andTridoshasin relation to health and disease.
Unit 2
Therapeutic and pharmaceutical uses of important plants used in the Ayurveda system of
medicine. Concept of Rasayanadrugs.Siddha :
140
Origin, concepts, therapeutic and pharmaceutical uses of important plants used in Siddha
system of medicine.Unani : History, concept of Umoor-e-Tabiya( Fundamentals of Physique),
therapeutic and pharmaceutical uses of plants used in Unani system of medicine
Unit 3
Nutraceuticals and polyherbalformulations. Plants used for the treatment of hepatic disorders,
cardiac diseases,infertility, diabetes, blood pressure, cancer and skin diseases.Role of AYUSH,
NMPB and AIIA in thepromotion of medicinal plants.
Unit 4
Adulteration of herbal drugs.Evaluation and Standardization of crude drugs.Fundamentals

of Pharmacognosy. Organoleptic,microscopicand phytochemical evaluation of plant drugs.
Unit 5
Conservation of Endangered and Endemic Medicinal plants.Red Data List Criteria. In-
situ Conservation : Biosphere Reserves, National Parks, Sacred Groves. Ex-situ conservation
:Botanic Gardens, National Gene Banks, Plant cell, tissue, and Organ culture,
Cryopreservation. Role of NBPGR, CIMAP, JNTBGRI and RRL.
141
Unit 6
General aspects of cultivation and propagation of medicinal plants. WHO Guidelines of

Good Agricultural and Cultivation Practices ( GACP). Objectives of the Nursery,classification
and important components ofnursery. Greenhouse technology. Propagation through cuttings,
layering, grafting and budding.
Practical
1. Identification and medicinal value of locally available medicinal plants in the field.
2. Study of organoleptic, macroscopic and microscopic parameters of any two plant
drugs. Sections and powder microscopic evaluation.
3. Isolation of bioactive compounds in the lab and phytochemical analysis of the crude extract of
various parts of medicinal plants.
4. Study of ingredients and medicinal uses of common polyherbal formulations used in
the traditional systems of medicine.
5. Project Report based onvisit to PharmaceuticalIndustries and/or Institutes.
6. E-presentations : Traditional Systems of Medicine, Contribution of medicinal plants
toalternative and modern medicine, Conservation strategies of medicinal
plants,Nutraceuticals, Rasayana drugs, Medicinal plants and non-communicable diseases,
Cultivation, marketing and utilisation of medicinal plants.
7. Laboratory Records
References
1. Chaudhry, B. (2019). A Handbook of Common Medicinal Plants Used in

Ayurveda. Kojo Press, New Delhi.
2. Purohit, Vyas (2008). Medicinal Plant Cultivation : A Scientific Approach, 2nd edition.
Jodhpur, Rajasthan: Agrobios.
3. S.B. Gokhale, C.K. Kokate (2009). Practical Pharmacognosy. Pune, Maharashtra: Nirali
Prakashan.
4. Trivedi, P.C. (2006). Medicinal Plants Traditional Knowledge. New Delhi, Delhi: I.K.
International Publishing House Pvt. Ltd.
1. Trivedi, P.C. (2009). Medicinal Plants. Utilisation and Conservation. Jaipur,
Rajasthan: Aavishkar Publishers.
2.William C. E. (2010). Trease and Evans's Pharmacognosy, 16th edition.

Philadelphia, Pennsylvania: Saunders Ltd.
142
 To encourage innovation, to link theoretical knowledge with practical training and

application of knowledge to find practical solutions to the challenges encountered in the field of
traditional medicine.
 To hold regular and structured workshops, seminars, field trips, collaboration with
Research institutions, Industry and other Government Organizations, in order to facilitate peer
learning and skill enhancement.
 To complement classroom teaching with discussions, presentations, quizzes,interpretation
of results, short projects, writing project reports and field exposure.
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Unit III
Week 6: Unit III
Week 7: Field visit
Week 8: Unit IV
Week 9: Unit IV
Week 12: Unit V
Week 13: Unit V
Week 14: Unit VI
Week 15: Unit VI
Assessment Methods
Continuous Evaluation
(Project/ E-presentation :10 marks, Lab Records :
Attendance in Practicals
Practical Examination :
Unit I: Scope and importance of medicinal plants in Class room lectures Hands on
the traditional systems of medicine and and Practical exercises, PPT,
modern medicine.Importance of preventive demonstration, assignments,
and holistic healing in theIndian traditional experiments tests
systems of medicine.Ayurveda : History,
origin, fundamental doctrine and concepts of
Panchamahabhutas, Saptadhatus
andTridoshasin relation to health and disease.
Unit II: Therapeutic and pharmaceutical uses of Class room lectures Hands on
important plants used in the Ayurveda and Practical exercises, PPT,
system of medicine. Concept of demonstration, assignments,
143
Rasayanadrugs. Siddha : experiments tests
Origin, concepts, therapeutic and
pharmaceutical uses of important plants used
in Siddha system of medicine.Unani :
History, concept of Umoor-e-Tabiya(
Fundamentals of Physique), therapeutic and
pharmaceutical uses of plants used in Unani
system of medicine
Unit III: Nutraceuticals and polyherbalformulations. Class room lectures Hands on
Plants used for the treatment of hepatic and Practical exercises, PPT,
disorders, cardiac diseases,infertility, demonstration, assignments,
diabetes, blood pressure, cancer and skin experiments tests
diseases.Role of AYUSH, NMPB and AIIA
in thepromotion of medicinal plants.
Unit IV: Adulteration of herbal drugs. Evaluation and Class room lectures Hands on
Standardization of crude drugs. and Practical exercises, PPT,
Fundamentals of Pharmacognosy. demonstration, assignments,
Organoleptic,microscopicand phytochemical experiments tests
evaluation of plant drugs.
Unit V: Conservation of Endangered and Endemic Class room lectures Hands on
Medicinal plants. Red Data List Criteria. In- and Practical exercises, PPT,
situ Conservation : Biosphere Reserves, demonstration, assignments,
National Parks, Sacred Groves. Ex-situ experiments tests
conservation :Botanic Gardens, National
Gene Banks, Plant cell, tissue, and Organ
culture, Cryopreservation. Role of NBPGR,
CIMAP, JNTBGRI and RRL.
Unit VI: General aspects of cultivation and Class room lectures Hands on
propagation of medicinal plants. WHO and Practical exercises, PPT,
Guidelines of Good Agricultural and demonstration, assignments,
Cultivation Practices ( GACP). Objectives of experiments tests
the Nursery,classification and important
components ofnursery. Greenhouse
technology. Propagation through cuttings,
layering, grafting and budding
Keywords
Keywords :Medicinal plants, Ayurveda, Siddha, Unani,Holistic healing,

Phytochemicals, Pharmacognosy, Polyherbals, Conservation, Propagation.
144
Mushroom Culture Technology
(BHSE8)
Objective of this paper to make aware student about the mushroom growing techniques.
Mushrooms have medicinal and nutritional value students will be make aware of that.
National and international market that helps in economy of country students will be make aware
about this also as this is low cost input process but benefits/outcomes are high.
As mushroom cultivation is a booming field Goverment of India is also supporting this type of
work because students can learn the techniques and small scale and large scale industries can be
established by the students. Hand on experience will be given to students so they can utilize this
training in long run. In small area also they can establish the bussiness..
Unit 1
Introduction, history, Nutritional and medicinal value of edible mushrooms, Poisonous

mushrooms, Types of edible mushrooms availablein India: Volvariella,Volvacea , Pleurotus
citrinopileatus, Agaricus bisporus.
Unit 2
Cultivation technology,Infrastructure substrates (locally available ) Polythene bag, vessels,

Inoculation hook, inoculationloop, low cost stove, sieves, culture rack, mushroomunit (Thatched
house ) water sprayer, tray, small polythene bags, Pure culture, Medium psterlization ,
preperation spawn, multiplication, mushroom bed preperation, paddy straw, sugarcane trash,
maize straw, banana leaves, Factors affecting the mushroom bed preperation -- low cost
technology, compostingtechnology in mushroom production.
Unit 3
Storage and nutrition,short term storage ( Refrigeration upto 24 hours) long term storage (
canning, pickels and papads) drying, storage in salt solutions, . Nutrition- proteins, amino acids,
mineral elements nutrition- carbohydrates, crude fibre content- vitamins.
Unit 4
Food preperation , Types of food prepared from mushroom. Research centers-- National level
and Regional level ,, Cost benefit ratio-- Marketing in India and abroad, Export value.
145
Practical
1. Principle and functioning of instruments used in the various techniques.

2. Preperation of various types of media.
3. Preperation of spawn.
4. Study of poisnous and non poisonous mushroom
5. Study of diseases of mushroom.
6. Nutritional and market value of mushroom
7. Centres of mushroom
8. Techniques for the cultivation of Agaricus , Pleurotus and Ganoderma
9. Visit to Institute and cultivation centre.
References
1. Marimuthu, T. Krishnamoorthy, A.S. Sivaprakasam, K. and Jayarajan, R. (1991) Oyster

Mushrooms,Department of Plant Pathology, Tamil Nadu Agricultural University, Coimbatore.
2. Swaminathan , M. (1990) Food and Nutrition. Bappco, The Banglore Printing and Publishing
Co. LTD, No. 88, Mysore Road, Banglore- 560018.
3. Tewari, Pankaj Kappor, S.C.(1998) Mushroom cultivation, Mittal Publications , Delhi.
4. Nita Bahi (1984-1988) Hand book of Mushrooms, II Edition, vol. I& II.
Classroom knowledge of the student will be integrated with hand on experience/practical to

make understanding strong. Practicals are designed on hand on experience basis.
Visit to Institutes and farm houses will make understanding and awareness better of students.
Students will be motivated to start their start up in this field. Group discussions , test,
assignments and power point presentations will be there.
Teaching Learnig Plan
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 5: Unit II
Week 6: Unit II
Week 7: Unit III
Week 8: Unit II
Week 9: Unit III
Week 12: Unit III
Week 13: Unit IV
Week 14: Unit IV
Week 15: Unit IV
146
Assessment method
Learning
Activity
I Introduction, history, Nutritional and Class room Hands on excercises,
medicinal value of edible mushrooms, lectures and PPT, assignments, tests
poisonous mushrooms. Types of edible Practical &Viva voce
mushrooms available in India- Volvariella demonstration,
voivacea, Pleurotus citrinopileatus, Agaricus experiments
bisporus
II Cultivation technology, Infra structure Class room Hands on excercises,
substrates (locally available) Polythene bag lectures and PPT, assignments, tests
vessels,Inoculation hook, loop, low cost Practical & viva voce
stove, sieves, culture rack, mushroom unit , demonstration,
(Thatched house ) water sprayer, tray, small experiments
polythene bag, pure culture, medium
sterilization, preparation of spawn,
multiplication, Mushroom bed preparation,
paddy straw, sugarcane trash,maize straw,
banana leaves, Factors affecting the bed
preparation,- low cost technology, composting
technology in mushroom production
III Storsage and nutrition, short term storage Class room Hands on excercises,
(Refrigeration – upto 24 hours ) . Long term lectures and PPT, assignments, tests
storage ( canning, pickels ,papads) drying , Practical
storagein salt solutions. Nutrition- proteins, demonstration,
amino acids, mineral elements nutrition- experiments
carbohydrates, crude fibre content- vitamins.
IV Food prepration, Types of food prepared from Class room Hands on excercises,
mushroom, Research centres- National level lectures and PPT, assignments, tests
and Regional level , cost benefit raio – Practical
Marketing in Indiaand Abroad, Export value. demonstration,
experiments
Assessment Methods
Field based projects will be there regarding growing of various types of mushrooms related to
environmental conditions. Field report will be there regarding the visit. Power point
presentations. Continuous evaluation of the student.
Keywords
Mushroom cultivation, spawning, culture, media straw paddy , maize polythene bags, trays, soil,
dung, casing, Agaricus, Pleurotus, Volvariella
147
Nursery and Gardening
(BHSE7)
To gain knowledge of gardening , cultivation, multiplication , raising of seedlings of ornamental

plants
Students would have an understanding of

How nursery of the plants is prepared?
How rooting is promoted in the stem cuttings?
How seeds are stored and what are the soil conditions for seed sowing and seedling growth?
How landscaping is designed?
Unit 1
Nursery: definition, objectives and scope and building up of infrastructure for nursery, planning
and seasonal activities - Planting - direct seeding and transplants.(4 Lectures)
Unit 2
Seed: Structure and types - Seed dormancy; causes and methods of breaking dormancy - Seed
storage: Seed banks, factors affecting seed viability, genetic erosion - Seed production
technology - seed testing and certification. (6 Lectures)
Unit 3
Vegetative propagation: air-layering, cutting, selection of cutting, collecting season, treatment of
cutting, rooting medium and planting of cuttings - Hardening of plants - green house - mist
chamber, shed root, shade house and glass house. (6Lectures)
Unit 4
Gardening: definition, objectives and scope - different types of gardening - landscape and home
gardening - parks and its components - plant materials and design - computer applications in
landscaping - Gardening operations: soil laying, manuring, watering, management of pests and
diseases and harvesting. (8 Lectures)
Unit 5
Sowing/raising of seeds and seedlings - Transplanting of seedlings - Study of cultivation of
different vegetables: cabbage, brinjal, lady’s finger, onion, garlic, tomatoes, and carrots - Storage
and marketing procedures. (6 Lectures)
Practical
148
1. Breaking of seed dormancy
2. Seed viability tests
3. Preparation of stem cutting, air layering
4. soil layering and manuring
5. compost preparation
6. Diseases and pests of plants
References
1. Agrawal, P.K. (1993). Hand Book of Seed Technology. New Delhi, Delhi: Dept. of Agriculture
and Cooperation, National Seed Corporation Ltd.
2. Bose T.K., Mukherjee, D. (1972). Gardening in India. New Delhi, Delhi: Oxford & IBH
Publishing Co.
3. Jules, J. (1979). Horticultural Science, 3rd edition. San Francisco, California: W.H. Freeman
and Co.
4. Kumar, N. (1997). Introduction to Horticulture. Nagercoil, Tamil Nadu: Rajalakshmi
Publications.
1. Musser E., Andres. (2005). Fundamentals of Horticulture. New Delhi, Delhi: McGraw Hill
Book Co.
2.Sandhu, M.K. (1989). Plant Propagation. Madras, Bangalore: Wile Eastern Ltd.
Teaching session begins with detailed instructions, followed by students conducting the
graphically represent the data and record the experiment during class hours.. Field visits and
institutional visits will alo be included
Weekly Plan
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit IV
Week 9: Unit IV
Week 13: Unit V
Week 14: Unit V
149
Assessment Methods
at length. The question paper is suitably modified for such students. Each student in a class is
given a different topic to prepare a PowerPoint presentation. All the students will listen to the
presentation of each student, and they are also encouraged to ask questions. The presentations of
students are evaluated by the teacher based on the content, effectiveness of the presentation,
whether any new information has been added, and lastly on the answers given by students to the
questions. An assignment can be given in place of the presentation

Activity
Unit I: Nursery: definition, objectives and scope and Class room lectures and Hands on
building up of infrastructure for nursery, planning Practical demonstration, exercises, PPT,
and seasonal activities - Planting - direct seeding experiments assignments,
and transplants. tests
Unit II: Seed: Structure and types - Seed dormancy; causes Class room lectures and Hands on
and methods of breaking dormancy - Seed storage: Practical demonstration, exercises, PPT,
Seed banks, factors affecting seed viability, experiments assignments,
genetic erosion - Seed production technology - tests
seed testing and certification.
Unit III: Vegetative propagation: air-layering, cutting, Class room lectures and Hands on
selection of cutting, collecting season, treatment of Practical demonstration, exercises, PPT,
cutting, rooting medium and planting of cuttings - experiments assignments,
Hardening of plants - green house - mist chamber, tests
shed root, shade house and glass house.
Unit IV: Gardening: definition, objectives and scope - Class room lectures and Hands on
different types of gardening - landscape and home Practical demonstration, exercises, PPT,
gardening - parks and its components - plant experiments assignments,
materials and design - computer applications in tests
landscaping - Gardening operations: soil laying,
manuring, watering, management of pests and
diseases and harvesting.
Unit V: Sowing/raising of seeds and seedlings - Class room lectures and Hands on
Transplanting of seedlings - Study of cultivation of Practical demonstration, exercises, PPT,
different vegetables: cabbage, brinjal, lady’s experiments assignments,
finger, onion, garlic, tomatoes, and carrots - tests
Storage and marketing procedures.
Keywords
Transplantation seed dormancy, seed viability, vegetative propagation,layring , cutting , rooting

medium, hardening , landscaping
150
Plant Diversity and Human welfare
(BHSE9)
To gain the knowledge of

1. biodiversity and its importance.
2. Agricultural diversity
3. biodiversity loss and biodiversity management
The students would be able to judge the value of biodiversity and its role in stabilizing the
climate and economy. They would know the causes and consequences of loss of biodiversity and
planning of conservation strategies. .
Unit 1
Plant diversity and its scope- Genetic diversity, Species diversity, Plant diversity at theecosystem
level, Agrobiodiversity and cultivated plant taxa, wild taxa. Values and uses of
Biodiversity:Ethical and aesthetic values, Precautionary principle, Methodologies for valuation,
Uses of plants, Uses of microbes. (8 lectures)
Unit 2
Loss of Biodiversity: Loss of genetic diversity, Loss of species diversity, Loss of ecosystem
diversity, Loss of agrobiodiversity, Projected scenario for biodiversity loss, Management of
Plant Biodiversity: Organizations associated with biodiversity management-Methodology for
execution-IUCN, UNEP, UNESCO, WWF, NBPGR; Biodiversity legislation and conservations,
Biodiversity information management and communication. (8 lectures)
Unit 3
Conservation of Biodiversity: Conservation of genetic diversity, speciesdiversity and
ecosystem diversity, In situ and ex situ conservation, Socialapproaches to
conservation, Biodiversity awareness programmes, Sustainable development. (8 lectures)
Unit 4
151
Role of plants in relation to Human Welfare; a) Importance of forestry their utilization and
commercial aspects b) Avenue trees, c) Ornamental plants of India. d) Alcoholic beverages
through ages. Fruits and nuts: Important fruit crops their commercial importance. Wood and its
uses. (6 lectures)
Practical
1. Mapping species diversity

2. mapping of crop diversity
3. Visits of plant conservatories
4. study of wood features
5. Herbarium study of a.Avenue trees,b) Ornamental plantsc Fruits and nuts: Important fruit
crops. Wood
References
1. Krishnamurthy, K.V. (2004). An Advanced Text Book of Biodiversity - Principles and

Practices. New Delhi, Delhi: Oxford and IBH Publications Co. Pvt. Ltd.
graphically represent the data and record the experiment during class hours. The students are
asked to submit their record notebooks to the teacher/s for checking. Field visits will also be
arranged
Week 1: Unit I
Week 2: Unit I
Week 3: Unit II
Week 4: Unit II
Week 6: Unit III
Week 7: Unit III
Week 8: Unit III
Week 9: Unit IV
Week 13: Unit IV
Week 14: Unit IV
152
Assessment Methods
at length. The question paper is suitably modified for such students. Each student in a class is
given a different topic to prepare a PowerPoint presentation. All the students listen to the
presentation of each student, and they will be encouraged to ask questions. The presentations of
students are evaluated by the teacher based on the content, effectiveness of the presentation, new
information has been added, and lastly on the answers given by students to the questions.
Unit wise Assessment Task

Learning Activity
Unit I: Plant diversity and its scope- Genetic diversity, Class room lectures Hands on exercises,
Species diversity, Plant diversity at theecosystem and Practical PPT, assignments,
level, Agrobiodiversity and cultivated plant taxa, demonstration, tests
wild taxa. Values and uses of Biodiversity:Ethical experiments
and aesthetic values, Precautionary principle,
Methodologies for valuation, Uses of plants, Uses
of microbes.
Unit II: Loss of genetic diversity, Loss of species diversity, Class room lectures Hands on exercises,
Loss of ecosystem diversity, Loss of and Practical PPT, assignments,
agrobiodiversity, Projected scenario for demonstration, tests
biodiversity loss, Organizations associated with experiments
biodiversity management-Methodology for
execution-IUCN, UNEP, UNESCO, WWF,
NBPGR; Biodiversity legislation and
conservations, Biodiversity information
management and communication.
Unit III: Conservation of genetic diversity, species diversity Class room lectures Hands on exercises,
and ecosystem diversity, In situ and ex situ and Practical PPT, assignments,
conservation, Social approaches to demonstration, tests
conservation, Biodiversity awareness programmes, experiments
Sustainable development.
Unit IV: a) Importance of forestry their utilization and Class room lectures Hands on exercises,
commercial aspects b) Avenue trees, c) and Practical PPT, assignments,
Ornamental plants of India. d) Alcoholic demonstration, tests
beverages through ages. Fruits and nuts: Important experiments
fruit crops their commercial importance. Wood
and its uses.
Keywords
Genetic diversity, species diversity, crop diversity , biodiversity loss,crop diversity ,value of
diversity, IUCN, UNEP, UNESCO, WWF, NBPGR;
Biodiversity legislation, conservation, forestry, fruits, timber
153
Biodiversity (Microbes, Fungi, Algae and Archegoniates)
(BHGE1)
Generic Elective - (GE) Credit:6
Biodiversity generally refers to the variety and variability of life on earth. Plants are relevant to
humans as they provide us with food, shelter, clothing, energy, health, aesthetic beauty,
environment and even economy. This paper is relevant to ALL students.
1. Introduction to Biodiversity ranging from Microbes (Viruses and Bacteria), to Fungi, to

various plant groups (Algae and Archegoniates-Bryophytes, Pteridophytes and
Gymnosperms).
2. Information on the Ecological and Economic Importance of Microbes, Fungi and various
plant groups to enable students understand and appreciate relevance of Microbes and
Plants to environment and human well-being.
3. Insight into the line of Plant Evolution on Earth and the consequent Biodiversity is
instrumental in creating Awareness on the threats to biodiversity and sensitize young
minds towards the Biodiversity Conservation for sustainable development.
1. Combination of Theoretical and Practical components will provide comprehensive

information and insight into the fascinating world of Microbes and Plants.
2. Hands on Training will help students learn use of microscope, mounting, section-cutting
and staining techniques for the study of plant materials.
3. Making Drawings in Practical Records will enhance understanding morphological and
structural details and related functional aspects in diverse plant groups.
4. Use of Illustrations, Photographs, Charts, Permanent Slides, Museum and Herbarium
Specimens along with ICT Methods will provide an interesting insight into the beautiful
world of microbes and plants.
5. Scope of Biodiversity includes Medicinal field, Industry, Agriculture, Research and
Study, Job Opportunities and Environmental Conservation. This paper is both
informative and interesting and will enable students to learn about Biodiversity not only
as a plant or nature lover, but also for higher academic pursuits, particularly in the field of
Biological Sciences, Environment and Biodiversity Conservation.
Unit 1
MICROBES (14 Lectures)
154
a) Viruses – Discovery; General Structure- RNA virus (TMV) and DNA virus (T-phage);
Replication-Lytic and Lysogenic Cycle; Economic Importance.
b) Bacteria – Discovery; General Characteristics and Cell Structure; Reproduction-
Vegetative, Asexual and Genetic Recombination (Conjugation, Transformation and
Transduction); Economic Importance.
Unit 2
FUNGI (8 Lectures)
General Characteristics; Outline Classification (Webster); Economic Importance; Thallus
Organization and Reproduction in Rhizopus, Penicillium, Alternaria and Puccinia.
Unit 3
ALGAE (8 Lectures)
General Characteristics; Outline Classification (Fritsch); Economic Importance; Thallus
Organization and Reproduction in Nostoc, Chlamydomonas, Vaucheria and Ectocarpus.
Unit 4
ARCHEGONIATAE(30 Lectures)
a) Bryophytes (10 Lectures)
General Characteristics; Outline Classification; Ecological and Economic
Importance; Morphology, Structure and Reproduction in Marchantia, Anthoceros and Funaria.
b) Pteridophytes (10 Lectures)
General Characteristics; Outline Classification; Economic Importance; Morphology, Structure
and Reproduction in Selaginella, Equisetum and Pteris.
c) Gymnosperms (10 Lectures)
General Characteristics; Outline Classification; Economic Importance; Morphology, Structure
and Reproduction in Cycas and Pinus.
Practical
1. Viruses- Structure of TMV and T-Phage (EMs/ Models/ Photographs); Lytic and
Lysogenic Cycle (Line Drawings/ Photographs).
2. Bacteria-Types and Structure (Permanent Slides/ Photographs); EM Bacterium; Binary
Fission and Conjugation (Photographs).
3. Rhizopus, Penicillium and Alternaria- Asexual Stage from Temporary/ Tease Mounts,
Puccinia-Black Stem Rust of Wheat and Infected Barberry Leaves (Herbarium
Specimens/ Photographs), Tease Mounts of Spores on Wheat, Section of infected portion
of Wheat and Barberry (Permanent Slides).
4. Chlamydomonas-E.M., Nostoc, Vaucheria and Ectocarpus- Study of Vegetative and
Reproductive Structures through Temporary Preparations and Permanent Slides.
5. Bryophytes :Marchantia-Morphology of Thallus, W.M. Rhizoids, V.S. Thallus through
Gemma Cup, W.M. Gemma (all Temporary Slides), L.S. Sporophyte (Permanent slide).
155
Anthoceros- Morphology of Thallus, W.M. Rhizoids, L.S./ T.S. Capsule, W.M. Spores,
W.M. Pseudoelaters, (all Temporary Slides), L.S. Sporophyte (Permanent
slide).Funaria- Morphology of Gametophyte bearing Sporophyte, W.M. Rhizoids, W.M.
Leaf, W.M. Operculum, W.M. Peristome, W.M. Spores (all Temporary Slides), L.S.
Capsule (Permanent Slide).
6. Pteridophytes: Selaginella- Morphology, T.S. Stem, W.M. Strobilus, W.M.
Microsporophyll and Megasporophyll (all Temporary Slides), L.S. Strobilus (Permanent
Slide).
Equisetum- Morphology, T.S. Stem (Internode), L.S./ T.S. Strobilus, W.M.

Sporangiophore, W.M. Spores (Wet and Dry) (all Temporary Slides).
Pteris- Morphology, V.S. Sporophyll, W.M. Sporangium, W.M. Spores (all Temporary
Slides), W.M. Prothallus with Sex Organs (Permanent Slide).
7. Gymnosperms: Cycas- Morphology (Coralloid Roots, Leaf, Microsporophyll,

Megasporophyll), T.S. Coralloid Root (Permanent Slide), V.S. Leaflet, V.S.
Microsporophyll, W.M. Spores (all Temporary Slides), L.S. Ovule (Permanent Slide).
Pinus- Morphology (Long and Dwarf Shoots, Male and Female Cones), W.M. Dwarf
Shoot, T.S. Needle, L.S/ T.S. Male Cone, W.M. Microsporophyll, W.M. Microspores (all
Temporary Slides), L.S Female Cone (Permanent Slide).
References
1. Alexopoulos, C.J., Mims, C.W., Blackwell, M. (1996). Introductory Mycology. Singapore,

Singapore: John Wiley and Sons (Asia).
2. Fritsch, F.E. (1965). The Structure and Reproduction of the Algae. Vol.1, 2. Cambridge:
Cambridge University Press.
3. Kaur, I..D., Uniyal, P.L. (2019).Text Book of Gymnosperms. New Delhi,ND: Daya Publishing
House,
4. Parihar, N.S. (1972). An Introduction to Embryophyta. Vol. II: Pteridophyta. Allahabad, UP:
Central Book depot.
1. Bhatnagar, S.P., Moitra, A. (1996). Gymnosperms. New Delhi, ND: New Age International
(P) Ltd Publishers.
2. Campbell, N.A., Reece J.B., Urry L.A., Cain M.L., Wasserman S.A., Minorsky
P.V., Jackson, R.B. (2008). Biology. San Francisco, SF: Pearson Benjamin Cummings.
3. Kumar, H.D. (1999). Introductory Phycology. New Delhi,Delhi: Affiliated East-West. Press
Pvt. Ltd.
4. Parihar, N.S. (1991). An Introduction to Embryophyta. Vol. I. Bryophyta. Allahabad, UP:
Central Book Depot.
5. Puri, P. (1985) Bryophytes. New Delhi, Delhi. Atma Ram and Sons, Delhi
156
6. Raven, P.H., Johnson, G.B., Losos, J.B., Singer, S.R., (2005). Biology. New Delhi, Delhi: Tata
McGraw Hill.
7. Singh, V., Pandey, P.C., Jain, D.K. (2001). A text Book of Botany. Meerut, UP: Rastogi and
Co.
8. Tortora, G.J., Funke, B.R., Case, C.L. (2010). Microbiology: An Introduction. San Francisco,
SF: Pearson Benjamin Cummings.
9. Vashishta, P.C., Sinha, A.K., Kumar, A., (2010). Botany For Degree Students Pteridophyta.
New Delhi, Delhi: S. Chand Publication.
10. Vashistha, B.R., Sinha, A.K., Kumar, A. (2011). Botany For Degree Students,
Bryophyta. New Delhi, Delhi: S Chand Publication.
11. Webster, J. and Weber, R. (2007). Introduction to Fungi. Cambridge, Cambridge University
Press.
THEORY:
1. The theory topics are covered in lectures with the help of both conventional (chalk board)
and modern (ICT) methods, including use of Charts.
2. Emphasis is on interactive class room environment so as to encourage students ask
questions/ doubts/ queries for clarification/explanation and discussion.
3. Students are encouraged to refer to reference books in library to inculcate reading habit
for better grasp and understanding on the subject.
4. Emphasis is given to illustrations- neat, well-labelled outline and cellular diagrams/
flowcharts for improving creative skills and to substantiate the text content.
5. On completion of theory syllabus, previous years’ question papers are discussed so as to
apprise students about the general format of semester exam question papers.
6. Assignment (10), Test (10) and Theory Attendance (5) are components of Internal
Assessment Scheme for compilation of Internal Assessment Score of each student out of 25
marks.
PRACTICAL:
1. Every practical session begins with instructions, followed by students doing table work
for detailed microscopic plant study.
2. Plant study is done using fixed plant materials, museum and herbarium specimens,
photographs and permanent slides.
3. The students are instructed about maintaining practical records, which includes
comments and diagrams.
4. Students are asked to submit practical records regularly, on a continuous basis, for
checking.
5. On completion of practical syllabus, Practical Exam Guidelines are discussed to apprise
students about the formant of Practical exam.
6. As part of Continuous Evaluation guidelines, total score for each student is calculated out
of 25 marks, taking into consideration Practical Records (10), Practical Test/ Assessment (10)
and Practical Attendance (5)Teaching Learning Plan
Week 1: Unit I
157
Week 2: Unit I
Week 3: Unit I
Week 4: Unit I
Week 5: Unit II
Week 6: Unit II
Week 7: Unit III
Week 8: Unit III
Week 9: Unit IV
Week 12: Unit IV
Week 13: Unit IV
Week 14: Unit IV
Week 15: Unit IV
Week 16: Unit IV
Assessment Methods
THEORY:
1. Emphasis is given for an interactive classroom environment, with at least few minutes for
question-answer session.
2. Assignment topics are given to students for submission of hand written assignments.
3. Test is taken, with both objective and descriptive questions, from a defined portion of
syllabus.
4. Assignment (10), Test (10) and Theory Attendance (5) are components of Internal
Assessment Scheme for compilation of Internal Assessment Score of each student out of 25
marks.
PRACTICAL:
1. Students are monitored in the practical class w.r.t their performance in table work for
detailed plant study.
2. Students are asked to submit practical records regularly, on a continuous basis, for
checking.
3. Emphasis is given on neat, labelled diagrams and proper, concise comments in practical
records, with properly maintained Index page regularly signed by the teacher.
4. Practical Test/ Assessment is taken to evaluate students performance as per guidelines
framed for Continuous Evaluation under C.B.C.S.
5. As part of Continuous Evaluation guidelines, total score for each student is calculated out
of 25 marks, taking into consideration Practical Records (10), Practical Test/ Assessment (10)
and Practical Attendance (5).
Assessment Method
Unit No Teaching and Learning Assessment Task
Activity
I MICROBES (14 Lectures)
a) Viruses(7Lectures) – Discovery; General
Structure- RNA virus (TMV) and DNA virus (T- Class room Lectures Hands on
158
phage); Replication-Lytic and Lysogenic Cycle; and Practical excercises,
Economic Importance. demonstration, Assignments, Tests
b) Bacteria (7Lectures) – Discovery; Photographs
General Characteristics and Cell Structure;
Reproduction- Vegetative, Asexual and Genetic Class room Lectures
Recombination (Conjugation, Transformation and Practical Hands on
and Transduction); Economic Importance. demonstration, Photogr excercises,
aphs, Experiments Assignments, Tests
II FUNGI (8 Lectures)
General Characteristics; Outline Classification Class room Lectures Hands on
(Webster); Economic Importance; Thallus and Practical excercises,
Organization and Reproduction in Rhizopus, demonstration, Assignments, Tests
Penicillium, Alternaria and Puccinia. Type Study
III ALGAE (8 Lectures)
General Characteristics; Outline Classification Class room Lectures
(Fritsch); Economic Importance; Thallus and Practical Hands on
Organization and Reproduction in Nostoc, demonstration, excercises,
Chlamydomonas, Vaucheria and Ectocarpus. Type Study Assignments, Tests
IV ARCHEGONIATAE(30 Lectures)
a) Bryophytes (10 Lectures) Class room Lectures
General Characteristics; Outline and Practical Hands on
Classification; Ecological and demonstration, excercises,
Economic Type Study Assignments, Tests
Importance; Morphology, Structure
andReproduction in Marchantia, Anthocerosand
Funaria.
b) Pteridophytes (10 Lectures)
General Characteristics; Outline Classification;
Economic Importance; Morphology, Structure
and Reproduction in Selaginella, Equisetum and
Pteris.
c) Gymnosperms (10 Lectures)

General Characteristics; Outline Classification;
Economic Importance; Morphology, Structure
and Reproduction in Cycas and Pinus.
Keywords
Biodiversity; Microbes; Viruses; Bacteria; Fungi; Algae; Archegoniates; Bryophytes;

Pteridophytes; Gymnosperms
159
Economic Botany and Biotechnology
(BHGE7)
To gain the knowledge on the economically important of plants, their life cycle, processing, plant
part used, application of biotechnology for the production of plant resources and production of
new varieties
Understanding of morphology,and processing and economic value of plant sources of cereals,

legumes,spices, oil,rubber, timber and medicines
Unit 1
Origin of Cultivated Plants (4 lectures)
Concept of centres of origin, their importance with reference to Vavilov’s work.
Unit 2
Cereals (4lectures):
Wheat -Origin, morphology, uses
Unit 3
Legumes (6 lectures)
General account with special reference to Gram and soybean
Unit 4
Spices (6 lectures)
General account with special reference to clove and black pepper (Botanical name, family, part
used, morphology and uses)
Unit 5
Beverages (4 lectures)
Tea (morphology, processing, uses)
Unit 6
Oils and Fats (4lectures)
160
General description with special reference to groundnut
Unit 7
Fibre Yielding Plants (4lectures)
General 4description with special reference to Cotton (Botanical name, family, part
used,morphology and uses)
Unit 8
Introduction to Plant Biotechnology (1 lecture)
Unit 9
Tissue Culture Tchnology (9 lectures)
Introduction; nutrient media; aseptic and culture conditions; developmental pathways: direct and
indirect organogenesis and embryogenesis; single cell and protoplast culture.
Unit 10
Recombinant Technology (18 lectures)
Molecular techniques: Blotting techniques (Southern, Northern and Western); PCR; Molecular
DNA markers (RAPD, RFLP, SNPs) and DNA fingerprinting in plants.
Genetic Engineering Techniques: Gene cloning vectors (pUC 18, pBR322, BAC, YAC, Ti
plasmid); construction of genomic and C-DNA libraries; screening for gene of interest by DNA
probe hybridisation, complementation; Insertion of genes into plant tissues (Agrobacterium
mediated, electroporation, micro-projectile bombardment); selection of recombinants by
selectable marker and reporter genes (GUS, luciferase, GFP). Applications: Bt cotton, Roundup
ready soybean, Golden rice, Flavr-Savr tomato, edible vaccines, industrial enzyme production,
Bioreactors, Applications: Micropropagation, androgenesis, gynogenesis, embryo and
endosperm culture, secondary metabolite production, germplasm conservation.
Practical
1. Study of economically important plants : Wheat, Gram, Soybean, Black pepper, Clove
Tea, Cotton, Groundnut through specimens, sections and microchemical tests
2. Familiarization with basic equipments in tissue culture.
3. Study through photographs: Anther culture, somatic embryogenesis, endosperm and
embryo culture; micropropagation.
4. Study of molecular techniques: PCR, Blotting techniques, AGE and PAGE.
References
1. Bhojwani, S.S., Razdan, M.K. (1996). Plant Tissue Culture: Theory and Practice.
Amsterdam, Netherlands: Elsevier Science.
2. Glick, B.R., Pasternak, J.J. (2003). Molecular Biotechnology- Principles and Applications.
Washington, U.S.: ASM Press.
161
1. Kochhar, S.L. (2011). Economic Botany in the Tropics, 4th edition. New Delhi,
Delhi: MacMillan Publishers India Ltd.
Week 2: Unit II
Week 3: Unit III
Week 4: Unit IV
Week 5: Unit V
Week 6: Unit VI
Week 7: Unit VII
Week 8: Unit VII
Week 9: Unit VIII
Week 12: Unit IX
Week 13: Unit X
Week 14: Unit X
Week 15: Unit X
Assessment Methods
162

Unit I: Concept of centres of origin, their Class room lectures Hands on
importance with reference to Vavilov’s and Practical exercises, PPT,
work. demonstration, assignments,
experiments tests
Unit II: Cereals : Wheat -Origin, morphology, uses Class room lectures Hands on
experiments tests
Unit III: Legumes, general account with special Class room lectures Hands on
reference to Gram and soybean and Practical exercises, PPT,
experiments tests
Unit IV: Spices ,general account with special Class room lectures Hands on
reference to clove and black pepper and Practical exercises, PPT,
(Botanical name, family, part used, demonstration, assignments,
morphology and uses) experiments tests
Unit V: Beverages, Tea (morphology, processing, Class room lectures Hands on

uses) and Practical exercises, PPT,
experiments tests
Unit VI: Oils and Fats, general description with Class room lectures Hands on
special reference to groundnut and Practical exercises, PPT,
experiments tests
Unit VII: General 4description with special reference Class room lectures Hands on
to Cotton (Botanical name, family, part and Practical exercises, PPT,
used,morphology and uses) demonstration, assignments,
experiments tests
Unit VIII: Introduction to Plant Biotechnology Class room lectures Hands on
experiments tests
Unit IX: Nutrient media; aseptic and culture Class room lectures Hands on
conditions; developmental pathways: direct and Practical exercises, PPT,
and indirect organogenesis and demonstration, assignments,
embryogenesis; single cell and protoplast experiments tests
culture.
163
Unit X: Molecular techniques: Blotting techniques Class room lectures exercises, PPT,
(Southern, Northern and Western); PCR; and Practical assignments,
Molecular DNA markers (RAPD, RFLP, demonstration, tests
SNPs) and DNA fingerprinting in experiments
plants.Gene cloning vectors (pUC 18,
pBR322, BAC, YAC, Ti plasmid);
construction of genomic and C-DNA
libraries; screening for gene of interest by
DNA probe hybridisation, complementation;
Insertion of genes into plant tissues
(Agrobacterium mediated, electroporation,
micro-projectile bombardment); selection of
recombinants by selectable marker and
reporter genes (GUS, luciferase, GFP).
Applications: Bt cotton, Roundup ready
soybean, Golden rice, Flavr-Savr tomato,
edible vaccines, industrial enzyme
production, Bioreactors
Micropropagation, androgenesis,
gynogenesis, embryo and endosperm culture,
secondary metabolite production, germplasm
conservation.
Keywords
Vavilove, Cultivated plants, , Wheat, Gram , soyabean, spices, Tea, cotton, groundnut, tissue
culture, recombinant DNA technology, Molecular markers, RAPD, PCR, ELISA.
164
Environmental Biotechnology
(BHGE6)

This course aims to introduce the students to various regional and global concerns regarding the
environment, including the natural challenges, various types of environmental contaminants and
their sources and effects, environmental changes, and the developments of diverse technologies
to detect, study and address these concerns. The course aims to introduce the specific roles of
chemical, biological and molecular sciences to identify and address the emerging environmental
issues.
1. Explain the various global and regional environmental concerns due to natural causes and/or
human activities.
2. Investigate some examples of different types of environmental pollution and their impacts.
3. Describe existing and emerging technologies that are important in the area of environmental
biotechnology.
4. Demonstrate an awareness of emerging concerns such as climate change, waste management
or reductions in fossil fuels, and new technologies for addressing these.
5. Appreciate the scientific, ethical and/or social issues associated with certain applications of
biotechnology for alleviating the environmental concerns.
6. Explain national and international legislations, policies and role of public participation in
Environmental Protection
7. Students will have an insight on the causes and consequences of environmental pollution,
pollutants, They can think about the prevent of degradation of environment and management of
pollutants.
Unit 1
Environment - basic concepts and issues, global environmental problems - ozone depletion, UV-
B, greenhouse effect and acid rain due to anthropogenic activities, their impact and
biotechnological approaches for management. (4 lectures)
Unit 2
An overview of atmosphere, hydrosphere, lithosphere and anthrosphere - environmental
problems.Environmental pollution - types of pollution, sources of pollution, measurement of
pollution, methods of measurement of pollution, fate of pollutants in the environment,
Bioconcentration, bio/geomagnification. (6 lectures)
Unit 3
165
Microbiology of waste water treatment, aerobic process - activated sludge, oxidation ponds,
trickling filter, towers, rotating discs, rotating drums, oxidation ditch. Anaerobic process -
anaerobic digestion, anaerobic filters, up-flow anaerobic sludge blanket reactors. Treatment
schemes for waste waters of dairy, distillery, tannery, sugar and antibiotic industries. (8
lectures)
Unit 4
Xenobiotic compounds - organic (chlorinated hydrocarbons, substituted simple aromatic
compounds, polyaromatic hydrocarbons, pesticides, surfactants) and inorganic (metals,
radionuclides, phosphates, nitrates). Bioremediation of xenobiotics in environment - ecological
consideration, decay behavior and degradative plasmids, molecular techniques in
bioremediation. (10 lectures)
Unit 5
Role of immobilized cells/enzymes in treatment of toxic compounds. Biopesticides, bioreactors,
bioleaching, biomining, biosensors, biotechniques for air pollution abatement and odour
control. (6 lectures)
Unit 6
Sustainable Development: Economics and Environment: Economic growth, Gross National
Productivity and the quality of life, Tragedy of Commons, Economics of Pollution control,
Cost-benefit and cost effectiveness analysis, WTO and Environment, Corporate Social
Responsibility, Environmental awareness and Education; Environmental Ethics. (8 lectures)
Unit 7:
International Legislations, Policies for Environmental Protection: Stockholm Conference (1972)
and its declaration, WCED (1983) and Brundtland Report (1987), Rio Earth Summit-UNCED
(1992) and its declaration, Montreal Protocol - 1987, Basel Convention (1989), Kyoto Protocol-
1997, Ramsar Convention 1971. (6 lectures)
Unit 8
National Legislations, Policies for Pollution Management: Salient features of Wild life protection
act 1972, Water Pollution (Prevention and Control) Act-1974, Forest conservation act 1980, Air
Pollution (Prevention and Control) Act-1981, National Environmental Policy - 2006, Central and
State Pollution Control Boards: Constitution and power. (6 lectures)
Unit 9
Public Participation for Environmental Protection: Environmental movement and people’s
participation with special references to Gandhamardan, Chilika and Narmada Bachao Andolan,
Chipko and Silent valley Movement; Women and Environmental Protection, Role of NGO in
bringing environmental awareness and education in the society. (6 lectures
Practical
166
1. To determine the pH and total hardness of water samples collected from different places
(polluted and non-polluted sites).
2. To determine the salinity of water samples (polluted and non-polluted sites)
3. To determine the dissolved oxygen of two water samples
4. To determine alkalinity of water samples.
5. To determine pH and rapid field test of soil samples (Calcium, Magnesium, Nitrate and
Chloride).
6. Set-ups- through photograph
i. Microbial assessment of air (open air plate) and water)

ii. Interaction of plant seeds with diesel for potential use in remediation of diesel
fuel from contaminated soil.
iii. Growth response of Bacteria on Petroleum Fuel.
iv. Isolation and characterization of Bacteria from crude petroleum oil
contaminated soil.
References
1.Allsopp D., Seal K.J., ELBS/ Edward Arnold. (2004). Introduction to

Biodeterioration. Cambridge, U.K.: Cambridge University Press.
2. Tchobanoglous, G. (2005). Waste water engineering - treatment, disposal and reuse. New
Delhi, Delhi: Metcalf, Eddy Inc., Tata McGraw Hill.
3.Trivedi. P.C. (2006).Biodiversity Assessment and Conservation. Jodhpur,
Rajasthan: Agrobios.
4. Baaker, K.H., Herson, D.S. (1994). Bioremidation. NewYork, NY: Mc.Graw Hill Inc.
1. De. A.K. (1994).Environmental Chemistry. New Delhi, Delhi: Wiley Eastern Ltd.
2.Jadhav S., Bhosale, V.M. (1995). Environmental Protection and Laws. New Delhi,
Delhi: Himalaya publication House.
3. Nuzhat, A., Fouad M., Qureshi,K. (2006). Industrial and Environmental
Biotechnology. Muzaffarnagar, U.P.: Horizon Press.
4. Paul, A. R. (2001). Environmental Molecular Biology. Muzaffarnagar, U.P.: Horizon Press.
To engage students and transform them into active learners the students are updated with latest
books and review articles.The experiments included in the paper are performed individually or in
group and are followed by group discussions and interjections.
Week 2: Unit II
Week 3: Unit III
Week 4: Unit III
Week 5: Unit IV
Week 6: Unit IV
167
Week 7: Unit V
Week 8: Unit V
Week 9: Unit VI
Week 12: Unit VII
Week 13: Unit VIII
Week 14: Unit VIII
Week 15: Unit IX
Assessment Methods
The students are assessed on the basis of oral presentations and regular class tests.
 Students are continuously assed during practical class.
 Submission of class records is mandatory. This exercise develops scientific skill as well
as methods of recording and presenting scientific data.
Assessment Task
Unit I: Environment - basic concepts and issues, global Class room Hands on
environmental problems - ozone depletion, UV-B, lectures and exercises, PPT,
greenhouse effect and acid rain due to anthropogenic Practical assignments,
activities, their impact and biotechnological demonstration, tests
approaches for management. experiments
Unit II: An overview of atmosphere, hydrosphere, Class room Hands on
lithosphere and anthrosphere - environmental lectures and exercises, PPT,
problems.Environmental pollution - types of Practical assignments,
pollution, sources of pollution, measurement of demonstration, tests
pollution, methods of measurement of pollution, fate experiments
of pollutants in the environment, Bioconcentration,
bio/geomagnification.
Unit III: Microbiology of waste water treatment, aerobic Class room Hands on
process - activated sludge, oxidation ponds, trickling lectures and exercises, PPT,
filter, towers, rotating discs, rotating drums, Practical assignments,
oxidation ditch. Anaerobic process -anaerobic demonstration, tests
digestion, anaerobic filters, up-flow anaerobic sludge experiments
blanket reactors. Treatment schemes for waste
waters of dairy, distillery, tannery, sugar and
antibiotic industries.
Unit IV: Organic (chlorinated hydrocarbons, substituted Class room Hands on
simple aromatic compounds, polyaromatic lectures and exercises, PPT,
hydrocarbons, pesticides, surfactants) and inorganic Practical assignments,
(metals, radionuclides, phosphates, nitrates). demonstration, tests
Bioremediation of xenobiotics in environment - experiments
ecological consideration, decay behavior and
168
degradative plasmids, molecular techniques in
bioremediation.
Unit V: Role of immobilized cells/enzymes in treatment of Class room Hands on
toxic compounds. Biopesticides, bioreactors, lectures and exercises, PPT,
bioleaching, biomining, biosensors, biotechniques Practical assignments,
for air pollution abatement and odour control. demonstration, tests
experiments
Unit VI: Economics and Environment: Economic growth, Class room Hands on
Gross National Productivity and the quality of life, lectures and exercises, PPT,
Tragedy of Commons, Economics of Practical assignments,
Pollution control, Cost-benefit and cost demonstration, tests
effectiveness analysis, WTO and Environment, experiments
Corporate Social Responsibility, Environmental
awareness and Education; Environmental Ethics.
Unit VII: Policies for Environmental Protection: Stockholm Class room Hands on
Conference (1972) and its declaration, WCED lectures and exercises, PPT,
(1983) and Brundtland Report (1987), Rio Earth Practical assignments,
Summit-UNCED (1992) and its declaration, demonstration, tests
Montreal Protocol - 1987, Basel Convention (1989), experiments
Kyoto Protocol- 1997, Ramsar Convention 1971.
Unit VIII: Policies for Pollution Management: Salient features Class room Hands on
of Wild life protection act 1972, Water Pollution lectures and exercises, PPT,
(Prevention and Control) Act-1974, Forest Practical assignments,
conservation act 1980, Air Pollution (Prevention and demonstration, tests
Control) Act-1981, National Environmental Policy - experiments
2006, Central and State Pollution Control Boards:
Constitution and power.
Unit IX: Public Participation for Environmental Protection: Class room Hands on
Environmental movement and people’s participation lectures and exercises, PPT,
with special references to Gandhamardan, Chilika Practical assignments,
and Narmada Bachao Andolan, Chipko and Silent demonstration, tests
valley Movement; Women and Environmental experiments
Protection, Role of NGO in bringing environmental
awareness and education in the society.
Keywords
Green house effect, anthropogenic activity, pollutants, bioconcentration, geomagnification,

Aerobic process, activated sludge, oxidation ponds, oxidation ditch. anaerobic digestion,
anaerobic sludge blanket reactors. Water Treatment schemes .metals, bioremediation,
biobleaching , policies on environment protection, public movements. contaminants, waste
management, xenobiotic compounds, biopesticides, polyaromatic hydrocarbons, biosensors, bio-
techniques, Stockholm Conference, Brundtland Report (1987), Ramsar convention 1971.
169
Plant Anatomy and Embryology
(BHGE2)
The Objective of this paper is to provide basic knowledge of plant internal architecture and
cellular composition and reproduction.This help them to understand how different plant tissue
structure evolve and modify their functions with respect to their environment.
Knowledge regarding anatomy equipped the students to identify different types of tissues and
make them able to correlate their physiology in a better away.This will also help them to
understand how different plant tissue evolve and modify their structure and functions with
respect to their environment. Knowledge regarding embryology make them understand how
reproduction play significant role in defining population structure, natural diversity and
sustainability of ecosystem in a better way.
Unit 1
Meristematic and permanent tissues (8 lectures)

Simple (parenchyma, collenchyma, sclerenchyma) and complex tissues (xylem, phloem), Root
and shoot apical meristems (describe theories in brief with special reference to Tunica Corpus
and Korper-Kappe theory)
Unit 2
Organs (4 lectures)
Structure of dicot and monocot root stem and leaf.
Unit 3
Secondary Growth (8 lectures)

Vascular cambium: structure and function, seasonal activity. Secondary growth in root and stem,
Wood (heartwood and sapwood)
Unit 4
Adaptive and protective systems (8 lectures)
170
Epidermis (trichomes and hair), cuticle, stomata: structure and type (Metcalf and Chalk
Classification); General account of adaptations in xerophytes and hydrophytes (Examples may
be cited from Nerium, Opuntia, Hydrilla and Nymphaea).
Unit 5
Introduction to Reproduction (5 lectures)
Modes of reproduction in plants: vegetative options - natural and artificial; introduction and
Significance of sexual reproduction.
Unit 6
Structural organization of flower (10 lectures)
Organization of flower, Structure; Anther and Pollen (No developmental stage); Ovules:
Structure and types; Embryo sac: Types special reference to Polygonum type.
Unit 7
Pollination and fertilization (10 lectures)
Pollination mechanisms and adaptations; Double fertilization and triple fusion; Seed: Structure
(Dicot and Monocot, No developmental stages) appendages and dispersal mechanisms.
Unit 8
Embryo and endosperm (10 lectures)
Endosperm types (one example of each type), structure and functions; Dicot and Monocot
embryo; Embryo endosperm relationship (General account).
Practical
1. Study of meristems through permanent slides and photographs.

2.Tissues (parenchyma, collenchyma and sclerenchyma); Macerated xylary elements, Phloem
(Permanent slides, photographs)
3. Stem: Monocot: Zea mays; Dicot: Helianthus.
4. Root: Monocot: Zea mays; Dicot: Helianthus.
5. Leaf: Dicot and Monocot (only Permanent slides).
6. Adaptive anatomy: Xerophyte (Nerium leaf); Hydrophyte (Hydrilla stem).
7. Structure of anther (young and mature).
8. Types of ovules: anatropous, orthotropous, circinotropous, amphitropous/ campylotropous.
9. Female gametophyte: Polygonum (monosporic) type of Embryo sac (Permanent
slides/photographs).
11. Pollination types and seed dispersal mechanisms (including appendages, aril,
caruncle) Photographs/specimens).
12. Dissection of embryo/endosperm from developing seeds.
13. Calculation of percentage of germinated pollen in a given medium.
References
171
1. Bhojwani, S.S. & Bhatnagar, S.P. (2011). Embryology of Angiosperms. Vikas. Publication
House Pvt. Ltd. New Delhi. 5th edition.
2. Mauseth, J.D. (1988). Plant Anatomy. The Benjamin/Cummings Publisher, USA.
3.Raven P. et al. Biology of plants Seventh edition (2005). W. H. Freeman, New York
1. Dickison,W.C.(2000).Integrated Plant anatomy .Academic press Inc.
2. Fahn, A. (1982).Plant anatomy.Pergamon Press, Oxford.
Theory:The theory topics are covered in lectures with the help of PowerPoint presentations and
Practicals:Every practical session begins with detailed instructions, followed by students

Week 1: Unit I
Week 2: Unit II
Week 3: Unit III
Week 4: Unit III
Week 5: Unit IV
Week 6: Unit IV
Week 7: Unit V
Week 8: Unit VI
Week 9: Unit VI
Week 12: Unit VII
Week 13: Unit VII
Week 14: Unit VIII
Week 15: Unit VIII
Assessment Methods
172
Theory:The students are continuously evaluated based on a class test and the presentation given
Practicals:For continuous evaluation two tests are conducted; one on the table work experiments
Assessment method
Unit No Coure learning Outcome Teaching and Learning Assessment Task
Activity
I Meristematic and permanent Class room lectures and Hands on excercises,
tissues: Simple (parenchyma, Practical PPT, assignments, tests
collenchyma, sclerenchyma) and demonstration,
complex tissues (xylem, phloem), experiments
Root and shoot apical meristems
(describe theories in brief with
special reference to Tunica Corpus
and Korper-Kappe theory)
II Organs: Structure of dicot and Class room lectures and Hands on excercises,
monocot root stem and leaf. Practical PPT, assignments, tests
demonstration,
experiments
III Secondary Growth: Vascular Class room lectures and Hands on excercises,
cambium: structure and function, Practical PPT, assignments, tests
seasonal activity. Secondary growth demonstration,
in root and stem, Wood (heartwood experiments
and sapwood)
IV Adaptive and protective systems: Class room lectures and Hands on excercises,
Epidermis (trichomes and hair), Practical PPT, assignments, tests
cuticle, stomata: structure and type demonstration,
(Metcalf and Chalk Classification) ; experiments
General account of adaptations in
xerophytes and hydrophytes
(Examples may be cited from
Nerium, Opuntia, Hydrilla and
Nymphaea).
173
V Introduction to Reproduction: Class room lectures and Hands on excercises,
Modes of reproduction in plants: Practical PPT, assignments, tests
vegetative options - natural and demonstration,
artificial; introduction and experiments
Significance of sexual
reproduction.
VI Structural organization of flower: Class room lectures and Hands on excercises,
Organization of flower, Structure; Practical PPT, assignments, tests
Anther and Pollen (No demonstration,
developmental stage); Ovules: experiments
Structure and types; Embryo sac:
Types special reference to
Polygonum type.
VII Pollination and Class room lectures and Hands on excercises,
fertilization: Pollination Practical PPT, assignments, tests
mechanisms and adaptations; demonstration,
Double fertilization and triple experiments
fusion; Seed: Structure (Dicot and
Monocot, No developmental stages)
appendages and dispersal
mechanisms.
VIII Embryo and Class room lectures and Hands on excercises,
endosperm: Endosperm types (one Practical PPT, assignments, tests
example of each type), structure and demonstration,
functions; Dicot and Monocot experiments
embryo; Embryo endosperm
relationship (General account).
Keywords
meristem, secondary growth, Vascular cambium, anther, embryo sac, pollination, double
fertilisation, endosperm, reproductive biology.
174
Plant Ecology and Taxonomy
(BHGE3)
Objectives: To make students understand ecology and basic ecological concepts, inter-relation
between the living world and environment. Also to make them aware about identification,
nomenclature and classification.
After successful completion of the course the student shall have adequate knowledge about the
basic principals of environment and taxonomy.
Unit 1
Introduction (1 lecture)
Inter-relation between the living world and environment
Unit 2
Ecological factors (11 lectures)
Soil: Origin, formation, composition, soil profile. Water: States of water in the environment,
precipitation types. Light and temperature: Variation Optimal and limiting factors; Shelford law
of tolerance.
Unit 3
Plant communities (6 lectures)
Characters; Ecotone and edge effect; Succession; Processes and types (autogenic, allogenic,
autotrophic, heterotrophic, primary and secondary)
Unit 4
Ecosystem (8 lectures)
Structure; energy flow trophic organisation; Food chains and food webs, Ecological pyramids
production and productivity; Biogeochemical cycling; Cycling of carbon, nitrogen and
Phosphorous
Unit 5
Phytogeography (4 lectures)
175
Principle biogeographical zones; Endemism (definition and types)
Unit 6
Introduction to plant taxonomy (1 lecture)
Identification, Classification, Nomenclature.
Unit 7
Identification (5 lectures)
Functions of Herbarium, important herbaria and botanical gardens of the world and India;
Documentation: Flora, Keys: single access and multi-access
Unit 8
Taxonomic evidences from palynology, cytology, phytochemistry and molecular
data. (6 lectures)
Unit 9
Taxonomic hierarchy (2 lectures)
Ranks, categories and taxonomic groups
Unit 10
Botanical nomenclature (6 lectures)

Principles and rules (ICN); ranks and names; binominal system, typification, author citation,
valid publication, rejection of names, principle of priority and its limitations.
Unit 11
Classification (6 lectures)
Types of classification-artificial, natural and phylogenetic. Bentham and Hooker (upto series),
Engler and Prantl (up to series).
Unit 12
Biometrics, numerical taxonomy and cladistics (4 lectures)
Characters; variations; OTUs, character weighting and coding; cluster analysis; phenograms,
cladograms (definitions and differences).
Practical
1. Study of instruments used to measure microclimatic variables: Soil thermometer, maximum

and minimum thermometer, anemometer, psychrometer, hygrometer, rain gauge and lux meter.
2. Determination of pH, and analysis of two soil samples for carbonates, chlorides, nitrates,
sulphates, organic matter and base deficiency by rapid field test.
176
3 (a) Study of morphological adaptations of hydrophytes and xerophytes (four each).
(b)Study of biotic interactions of the following: Stem parasite (Cuscuta), Root
parasite (Orobanche), Epiphytes, Predation (Insectivorous plants)
4. Determination of minimal quadrat size for the study of herbaceous vegetation in the college
campus by species area curve method. \(species to be listed)
5. Quantitative analysis of herbaceous vegetation in the college campus for frequency and
comparison with Raunkiaer’s frequency distribution law
6. Study of vegetative and floral characters of the following families (Description, V.S. flower,
section of ovary, floral diagram/s, floral formula/e and systematic position according to Bentham
& Hooker’s system of classification):Brassicaceae - Brassica,Alyssum / Iberis; Asteraceae -
Sonchus/Launaea, Vernonia/Ageratum,Eclipta/Tridax; Solanaceae -Solanum nigrum, Withania;
Lamiaceae -Salvia, Ocimum; Liliaceae - Asphodelus / Lilium / Allium.
7. Mounting of a properly dried and pressed specimen of any wild plant with herbarium label (to
be submitted on the herbarium sheet with appropriate label.)
References
1. Kormondy, E.J. (1996). Concepts of Ecology.Prentice Hall, U.S.A. 4th edition.

2. Sharma, P.D. (2010) Ecology and Environment. Rastogi Publications, Meerut, India. 8th
edition.
3. Simpson, M.G. (2006). Plant Systematics. Elsevier Academic Press, San Diego, CA, U.S.A.
4. Singh, G. (2012). Plant Systematics: Theory and Practice. Oxford & IBH Pvt. Ltd., New Delhi
talk and chalk method. Students are encouraged to ask questions. The reading list has been
suitably upgraded. When the entire syllabus is completed, a few lectures are devoted to discuss
the previous years’ question papers, thus preparing the students for the examination.
Week 1: Unit I and part of II
Week 2: Unit II
Week 3: Unit II
Week 4: Unit III
Week 5: Unit III and part of IV
Week 6: Unit IV
Week 7: Unit V
Week 8: Unit V
Week 9: Unit VI and part of VII
Week 10: Unit VII and VIII
Week 12: Unit VIII
Week 13: Unit IX and X
Week 14: Unit XI
Week 15: Unit XII
177
The students are asked to submit their record notebooks to the teacher/s for checking and
evaluation
Assessment Methods
Theory: The students are continuously evaluated based on a written assignment, class test and/or
presentation given by each student. The answer scripts of the test are returned to the students and
the test paper is discussed at length. The question paper is suitably modified for such students.
Each student in a class is given a different topic to prepare a Assignment/PowerPoint
presentation. All the remaining students listen to the presentation of each student, and peer
students are also encouraged to ask questions. The presentations of students are evaluated by the
teacher based on the content, effectiveness of the presentation, whether any new information has
been added, and lastly on the answers given by students to the questions posed by the teacher.
An assignment can be given in place of the presentation. The Internal Assessment has a break-up
as 10 marks for the test, 10 marks for the presentation/ assignment and 5 marks for the
attendance, and comprises 25 % of the total marks.
Unit No Core learning Outcome Teaching and Assessment Task

Learning Activity
I Inter-relation between the living world Class room lectures and Hands on excercises,
and environment Practical PPT, assignments,
experiments
II Soil: Origin, formation, composition, soil Class room lectures and Hands on excercises,
profile. Water: States of water in the Practical PPT, assignments,
environment, precipitation types. Light demonstration, tests
and temperature: Variation Optimal and experiments
limiting factors; Shelford law of
tolerance.
III Characters; Ecotone and edge effect; Class room lectures and Hands on excercises,
Succession; Processes and types Practical PPT, assignments,
(autogenic, allogenic, autotrophic, demonstration, tests
heterotrophic, primary and secondary) experiments
IV Structure; energy flow trophic Class room lectures and Hands on excercises,
organisation; Food chains and food webs, Practical PPT, assignments,
Ecological pyramids production and demonstration, tests
productivity; Biogeochemical cycling; experiments
178
Cycling of carbon, nitrogen and
Phosphorous
V Principle biogeographical zones; Class room lectures and Hands on excercises,
Endemism (definition and types) Practical PPT, assignments,
experiments
VI Identification, Classification, Class room lectures and Hands on excercises,
Nomenclature Practical PPT, assignments,
experiments
VII Functions of Herbarium, important Class room lectures and Hands on excercises,
herbaria and botanical gardens of the Practical PPT, assignments,
world and India; Documentation: Flora, demonstration, tests
Keys: single access and multi-access experiments
VIII Taxonomic evidences from palynology, Class room lectures and Hands on excercises,
cytology, phytochemistry and molecular Practical PPT, assignments,
data demonstration, tests
experiments
IX Taxonomic hierarchy: Ranks, categories Class room lectures and Hands on excercises,
and taxonomic groups Practical PPT, assignments,
experiments
X Botanical nomenclature: Principles and Class room lectures and Hands on excercises,
rules (ICN); ranks and names; binominal Practical PPT, assignments,
system, typification, author citation, valid demonstration, tests
publication, rejection of names, principle experiments
of priority and its limitations.
XI Classification: Types of classification- Class room lectures and Hands on excercises,
artificial, natural and phylogenetic. Practical PPT, assignments,
Bentham and Hooker (upto series), demonstration, tests
Engler and Prantl (up to series). experiments
XII Biometrics, numerical taxonomy and Class room lectures and Hands on excercises,
cladistics: Characters; variations; OTUs, Practical PPT, assignments,
character weighting and coding; cluster demonstration, tests
analysis; phenograms, cladograms experiments
(definitions and differences).
Keywords
Environment, Soil, Water, Plant communities, Succession, Ecosystem, Phytogeography,

Endemism, Plant taxonomy, Taxonomic hierarchy, Botanical Nomenclature, Classification,
Biometrics
179
Plant Physiology and Metabolism
(BHGE5)
The course aims at making students realize how plants function, namely the importance of water,
minerals, hormones, and light in plant growth and development; understand transport
mechanisms and translocation in the phloem, and appreciate the commercial applications of
plant physiology.
The students are able to correlate morphology, anatomy, cell structure and biochemistry
with plant functioning. The link between theory and practical syllabus is established, and the
employability of youth would be enhanced. The youth can also begin small-scale enterprises.
Unit 1
Plant-water relations (8 Lectures)
Importance of water, water potential and its components, pathway of water movement, ascent of
sap, transpiration and its significance, factors affecting transpiration, root pressure and guttation,
stomatal movements – only ion theory.
Unit 2
Mineral nutrition (8 Lectures)
Essential elements, macro- and micronutrients, criteria of essentiality of elements, methods of
studying mineral requirement (Hydroponics, Aeroponics), role of essential elements, transport of
ions across membrane, active and passive transport, carriers, channels and pumps.
Unit 3
Translocation in phloem (6 lectures)
Composition of phloem sap, girdling experiments, Pressure Flow Model, phloem loading and
unloading.
Unit 4
Photosynthesis (10 Lectures)

Historical contribution of Julius von Sachs, Blackman, Emerson, Engelmann, Hill. Arnon;
photosynthetic pigments (chlorophyll a and b, xanthophyll, carotene); photosystem I and II,
180
reaction centre, antenna molecules; electron transport and mechanism of ATP synthesis, C3
pathway; C4 and CAM plants (in brief, no pathways); photorespiration.
Unit 5
Respiration (6 Lectures)
Glycolysis, anaerobic respiration, TCA cycle, oxidative phosphorylation, glyoxylate cycle, RQ.
Unit 6
Enzymes (4 Lectures)
Structure and properties, Km (no derivation), mechanism of enzyme catalysis and enzyme
inhibition.
Unit 7
Nitrogen metabolism (6 Lectures)
Biological nitrogen fixation - nodulation in detail, nitrate and ammonia assimilation,
dinitrogenase, NR, NiR, transamination.
Unit 8
Plant growth regulators (6 Lectures)
Discovery, physiological roles of auxins, gibberellins, cytokinins and ethylene.
Unit 9
Plant response to light and temperature (6 Lectures)
Photoperiodism - discovery (SDP, LDP, day neutral plants); phytochrome (discovery and
structure), red and far-red light response on photomorphogenesis (general account), florigen
(brief account).
*NO STRUCTURES AND FORMULAE TO BE ASKED IN THE EXAM
Practical
1. Determination of osmotic potential of plant cell sap by plasmolytic method.

2. To study the effect of the environmental factor light on transpiration by excised twig.
3.Calculation of stomatal index and stomatal frequency of a mesophyte and a xerophyte.
4. To Study Hill's reaction.
5. To study the activity of catalase and study the effect of pH and enzyme concentration.
6. To study the effect of light intensity on O2evolution in photosynthesis.
7. Comparison of the rate of respiration in any two parts of a plant.
Demonstration experiments
1. Bolting.
2. Effect of auxins on rooting.
181
3. Suction due to transpiration.
4. Hydroponics (using a photograph).
5. To demonstrate the delay of senescence by cytokinins.
6. To study the phenomenon of seed germination (effect of light and darkness)
References
1. Bajracharya, D. (1999). Experiments in Plant Physiology: A Laboratory Manual. New Delhi,

Delhi: Narosa Publishing House.
2. Bhatla, S.C., Lal, M.A. (2018). Plant Physiology, Development and
Metabolism. Singapore: Springer Nature, Singapore Pvt. Ltd.
3. Hopkins, W. G., Huner, N. P. A. (2009). Introduction to Plant Physiology, 4th edition. New
Delhi, Delhi: Wiley India Pvt. Ltd.
4. Kochhar, S.L., Gujral, S.K. (2017). Plant Physiology: Theory and Applications. New Delhi,
Delhi: Foundation Books, imprint of Cambridge University Press India Pvt, Ltd.
1. Taiz, L., Zeiger, E., Moller, I. M., Murphy, A. (2018). Plant Physiology and Development
International, 6th edition. New York, NY: Oxford University Press,Sinauer Associates.
upgraded.
Weekly lesson Plan
Week 1: Unit I
Week 2: Unit I
Week 3: Unit III
Week 4: Unit IV
Week 6: Unit V
Week 7: Unit VI
Week 8: Unit VII
Week 9: Unit VIII
182
Week 12: Unit VIII
Week 13: Unit IX
Week 14: Unit IX
Assessment Methods

Unit I: Importance of water, water potential and its Class room lectures Hands on
components, pathway of water movement, and Practical exercises, PPT,
ascent of sap, transpiration and its demonstration, assignments,
significance, factors affecting transpiration, experiments tests
root pressure and guttation, stomatal
movements – only ion theory..
Unit II: Essential elements, macro- and Class room lectures Hands on
micronutrients, criteria of essentiality of and Practical exercises, PPT,
elements, methods of studying mineral demonstration, assignments,
requirement (Hydroponics, Aeroponics), role experiments tests
of essential elements, transport of ions across
membrane, active and passive transport,
carriers, channels and pumps.
Unit III: Composition of phloem sap, girdling Class room lectures Hands on
experiments, Pressure Flow Model, phloem and Practical exercises, PPT,
loading and unloading demonstration, assignments,
experiments tests
Unit IV: Historical contribution of Julius von Sachs, Class room lectures Hands on
183
Blackman, Emerson, Engelmann, Hill. and Practical exercises, PPT,
Arnon; photosynthetic pigments (chlorophyll demonstration, assignments,
a and b, xanthophyll, carotene); photosystem experiments tests
I and II, reaction centre, antenna molecules;
electron transport and mechanism of ATP
synthesis, C3 pathway; C4 and CAM plants
(in brief, no pathways); photorespiration
Unit V Glycolysis, anaerobic respiration, TCA Class room lectures Hands on
cycle, oxidative phosphorylation, glyoxylate and Practical exercises, PPT,
cycle, RQ. demonstration, assignments,
experiments tests
Unit VI Structure and properties, Km (no derivation), Class room lectures Hands on
mechanism of enzyme catalysis and enzyme and Practical exercises, PPT,
inhibition. demonstration, assignments,
experiments tests
Unit VII Biological nitrogen fixation - nodulation in Class room lectures Hands on
detail, nitrate and ammonia assimilation, and Practical exercises, PPT,
dinitrogenase, NR, NiR, transamination. demonstration, assignments,
experiments tests
Unit VIII Discovery, physiological roles of auxins, Class room lectures Hands on
gibberellins, cytokinins and ethylene. and Practical exercises, PPT,
experiments tests
Unit IX Photoperiodism - discovery (SDP, LDP, day Class room lectures Hands on
neutral plants); phytochrome (discovery and and Practical exercises, PPT,
structure), red and far-red light response on demonstration, assignments,
photomorphogenesis (general account), experiments tests
florigen (brief account)
Keywords
Movement of water, ascent of sap, transpiration, stomatal movements, mineral nutrients, active
and passive transport, translocation, plant growth regulators, photoperiodism,
photomorphogenesis
184
ACKNOWLEDGEMENTS
This work would not have been possible without the help by the Undergraduate
Curriculum Committee, who time to time prvided the academic as well as technical guidance
during the revision of the courses.
I am especially indebted to Professor K. S. Rao, Head, department of Botany, University

of Delhi, who worked actively to provide me with the academic time to pursue the goal of course
revision.
I am grateful to all of those with whom I have had the pleasure to work. Each of the
convinors and members of working group has provided me extensive personal and professional
guidance in the improvement of the contents of the syllabi of Botany programmes. I would
especially like to thank Dr. Anuradha Sharma, Hindu College, Dr Vijay Kumar, Shivaji College
and Atika Chandra, Maitryie College, who have greatly contributed in the preparation of the
course revision groups, preparation of the framework and writing substantial part of the course
outcome. Besides that I especially thank the following members who have been more important
to me in the pursuit of this project by working as convenors and working members for the
revision of the courses of Botany programmes
1. Dr Sadhna Babbar, Swami Shraddhanand College

2. Dr Madhu Bajaj, Miranda House
3. Dr Suman Kumra, Hindu College
4. Dr Sujata Sinha, Deen Dayal Upaddhyay College
5. Dr Renu Kathpalia Kiromal College
6. Dr Kuldeep K. Koul, Hindu College
7. Dr Janaki Subramanyan, Miranda House
8. Dr Roshni Rajamohan, Deshbandhu College
9. Dr Kalyani Krishnan, Sri Venkateshwara College
10. Dr Rajni Gupta, Kirorimal College
11. Dr Meenam Bhatia, Daulat Ram College
12. Dr Neeru Bhandari, Dyal Singh College
13. Dr Vijaya Rani Rajpal, Hansraj College
14. Dr Dharmendra Mallick, Deshbandhu College
15. Dr Surinder Kaur, SGTB Khalsa College
16. Dr Inderdeep Kaur, SGTB Khalsa College
17. Dr Bharti Chaudhry, Ramjas College
18. Dr Rashni Mathur, Sri Aurobindo College
19. Dr D. Monika Ram, Hindu College
20. Dr S N Tripathi, Deen Dayal Upaddhyay College
21. Dr Anjana Sagar, SGTB Khalsa College
22. Dr Suman Sharma, Ramjas College
185
23. Dr Archana Singh, Hansraj College
24. Dr Kumar Shantanu, Deshbandhu College
25. Dr Anand Sonkar, Hansraj College
26. Dr Bhupender Giri, Swami Shraddhanand College
27. Dr Priyanka Pandey (nee) Kapoor, Gargi College
28. Dr Shukla Saluja, Sri Venkateshwara College
29. Aparna Nautiyal, Deshbandhu College, University of Delhi
30. Jasleen Kaur Kalia, Dyal Singh College
31. Dr Varnika Bhatia Deen Dayal Upaddhyay College
32. Dr Monika Koul, Hansraj College
33. Dr Sudesh Bhardwaj, Kalindi College
34. Dr Saloni Bahari, Miranda House
35. Dr Mohammad Wahid Anisari, Zakir Husain Delhi College
36. Dr Savindra Chatwal, Zakr Husain Delhi College
37. Dr Smita Tripathi, Shivaji College
38. Dr Somdatta Sinha, Miranda House
39. Dr Savita Singh, Hindu College
Prem L Uniyal
(Professor and Coordinator,
Botany Programmes)
186

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UNIVERSITY OF DELHI

Bachelor of Science (Hons) Botany

(Effective from Academic Year 2019-20)

Revised Syllabus as approved by

List of Contents Page No.

1. Introduction to Programme (Department of Botany) 4

The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the

Choice Based Credit System:

Outline of Choice Based Credit System:

3. Ability Enhancement Courses (AEC)/Competency Improvement Courses/Skill Development

3.1 AE Compulsory Course (AECC): Environmental Science, English Communication/MIL

Project work/Dissertation is considered as a special course involving application of knowledge in

LEARNING OUTCOME BASED CURRICULUM FRAMEWORK

1. Diversity of plants and microbes their habitat, morphology, and reproduction.

1. Fascinating world of Microbes and Plants.

Aims of Bachelor's degree programme in (CBCS) B.SC.(HONS.) BOTANY

Content: 1. Provide an introduction to Biodiversity ranging from Microbes (Viruses and

3. Develop an understandingof Evolution of Plant formsand the consequent Biodiversity. These

5. To introduce students to application of microbes in Industrial production and Environmental

8. Understanding of biotechnological processes such as recombinant DNA technology and its

10. Understanding of plant classification systematics, evolution, ecology, developmental biology,

GRADUATE ATTRIBUTES IN SUBJECT

Moral and ethical awareness/reasoning

PROGRAMME LEARNING OUTCOME

1. Understanding of plant classification systematics, evolution, ecology, developmental biology,

2. Understanding of various life forms of plants, morphology, anatomy, reproduction, genetics,

STRUCTURE OF B.SC. HONOURS BOTANY PROGRAMME UNDER CBCS

Part Year Semester (July to November) Semester (January to May)

III. Ability Enhancement Courses

Institute should evolve a system/policy about ECA/ General

* wherever there is a practical there will be no tutorial and vice-versa

Semester Core Course(14) Ability Skill Discipline Specific Generic Elective:

IV 8. Molecular SEC-II (Any one) GE-IV (Any one

SEMESTER COURSE OPTED COURSE: NAME Credits

COURSE LEARNING OBJECTIVES

COURSE LEARNING OUTCOMES

Plant Sciences, Biology, biodiversity, biotechnology, botany, bryophytes, fungi, algae,

Contents of Courses of the Programme

Course Objective (2-3)

Course Learning Outcomes

Introduction to microbial world.

Viruses (7 lectures): Discovery, physiochemical and biological characteristics;classification

Bacteria (8 lectures): Discovery, general characteristics, types-archaebacteria, eubacteria, wall-

Applied Microbiology (4 lectures): Economic importance of viruses with reference to vaccine

Algae (7 lectures): General characteristics; Ecology and distribution; range of thallus

Chlorophyta (5 lectures): General characteristics, occurrence, range of thallus organization, cell

Charophyta (2 lectures): General characteristics; occurrence, morphology, cell structure and

Xanthophyta (3 lectures): General characteristics; range of thallus organization;Occurrence,

Phaeophyta (6 lectures): Characteristics, occurrence, range of thallus organization, cell structure

Rhodophyta (6 lectures): General characteristics, occurrence, range of thallus organization, cell

1. Electron micrographs/Models of viruses – T-Phage and TMV, Line drawings/

4. Study of vegetative and reproductive structures of Nostoc, Chlamydomonas, Volvox,

Teaching Learning Process

Teaching Learning Plan

1. Making drawings form the temporary preparations as practical record books

Bacteria,Viruses, Algae , Cyanobacteria, algal reproduction, viroids, bacterial reproduction

Course Objective (2-3)

Course Learning Outcomes

1. The relationship between the properties of macromolecules, their cellular activities