NATIONAL EDUCATION POLICY 2020 INITIATIVES

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NATIONAL EDUCATION POLICY 2020 INITIATIVES

CURRICULUM FRAMEWORK FOR FOUR-YEARUNDER GRADUATE PROGRAM (HONOURS) AND MASTER

PROGRAM IN UNIVERSITIES OFKARNATAKA STATE

INHOME SCIENCE

KARNATAKA STATE HIGHER EDUCATION COUNCIL30, Prasanna Kumar Block, Bengaluru Central University Campus, Y Ramachandra

Road, Gandhinagara,Bengaluru, Karnataka - 560009

2021

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PREAMBLE

The role of education is paramount in nation building.One of the major objectives of UGC is maintenance ofstandards of higher education. Over the past decades thehigher education system of our country has undergonesubstantial structural and functional changes resulting in bothquantitative and qualitative development of the beneficiaries.Such changes have gained momentum with the introductionof Choice Based Credit System (CBCS) which furtherexpects Learning Outcome-Based curriculum to maximizethe benefits of the newly designed curriculum. The LearningOutcome-Based Curriculum in Home Science/ Family andCommunity Sciences will help the teachers of the disciplineto visualize the curriculum more specifically in terms of thelearning outcomes expected from the students at the end ofthe instructional process. The commission strives to promotethe link of students with the society/industry such thatmajority of the students engage in socially productiveactivities during their period of study in the institutions and atleast half of the graduate students will secure access toemployment/self-employment or engage themselves inpursuit of higher education. The model curriculum envisagesto cater to the developmental trends in higher education,incorporating multi-disciplinary skills, professional and softskills such as team work, communication skills, leadershipskills, time management skills and inculcate human values,professional ethics, and the spirit of

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innovation/entrepreneurship and critical thinking amongstudents and promote avenues for display of these talents,linking general studies with professional courses. Besidesimparting disciplinary knowledge to the learners, curriculumshould aim to equip the students with competencies likeproblem solving, analytical reasoning and moral and ethicalawareness. Introduction of internship and appropriatefieldwork/case studies are embedded in the curriculum forproviding wider exposure to the students and enhancing theiremployability.

Learning outcomes specify what exactly the graduatesare expected to know after completing a programme of study.The expected learning outcomes are used as referencepoints to help formulate graduate attributes, qualificationdescriptors, programme learning outcomes and courselearning outcomes. Keeping the above objectives of highereducation in mind the Learning Outcome-Based CurriculumFramework (LOCF) for the discipline of Home Science hasbeen prepared and presented here.

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Composition of Curriculum - Committee forHome Science

(34. Home Science/Food Science/Processing/Food andNutrition and Dietetics)

Sl. No. Name and Organisation Designation1. Dr. Ravikumar Patil H. S Chairperson2. Dr. Renuka Meti Member3. Dr. Vijayalaxmi A.H.M Member4. Dr. Usha Devi C. Member5. Dr. Rajeshwari Member6. Maj. Dr. Shantha Maria Member7. Dr. M. Anuradha Member8. Dr. Tejaswani Yakkindimath Special Officer, KHEC

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SPEACIAL INVITEESSl . No. Programmes Sub-Committee Members

1. B.Sc. Home Science

Maj. Dr. Shantha Maria Dr. Sundaravalli. A Dr. Rebecca John Dr. Indiramma Dr. Srilakshmi Ramireddy Dr. Vijaya U. Patil Ms. Gayathree Ms. Dorothy Anthony Ms. Lakshmi Jithendhran Ms. Michelle Vaz Dr. Sapna Dinesh Ms. Swathi R

2. BA/B.Sc. Home Science

Dr. Marie Kavitha Dr. Mamatha B Dr. Vijaya U Patil Dr. Manjula G. Kadapatti Mrs. Veena Tirlapu Mrs. Anita Bettaiah Mrs. Shobha .S Dr. Sapna Dinesh

3. B.Sc. Food Science andNutrition

Dr. Rajeshwari J Dr. Shekhara Naik. R Dr. Anitha C Dr. Mahesh MS

4. B.Sc. Nutrition and Dietetics Dr. Sangeeta Pandey Dr. Geetha Santhosh Dr. V. Padma

5. B.Sc. Clinical Nutrition Dr. Usha Devi. C Dr. M. Anuradha Dr. Vijayalaxmi A.H.M

6. B.Sc. Food Technology Dr. Ravikumar Patil H. S Dr. Renuka Meti

7. B.Sc. Human Development/Care and Welfare

Dr. Vijayalaxmi A.H.M Dr. Sujata Gupta Kedar Dr. Shobha.G Dr. Venkat Lakshmi H. Dr. Kowsalya.D.N Dr. Indiramma. B.S Dr. Manjula G Kadapatti Dr. Marie Kavitha Jayakaran Smt. Vijaya U Patil

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ACKNOWLEDGEMENT

The Chairman and Members of the NEP 2020 Curriculum Development

Committee in Home Science are grateful to Dr. C.N. Ashwath Narayan, Hon’ble

Minister for Higher Education, Science and Technology, IT and BT, Skill

Development, Government of Karnataka for offering an opportunity to deliberate

such vital issue of state importance in the area of Home Science and to develop

model curriculum.

The Chairman and the Members of the Curriculum Committee are also

thankful to Prof. B.Thimme Gowda, Chairman, Task Force Sub-Committee on

Curricular Reforms in Higher Education, Vice Chairman, KSHEC, Prof.

Gopalakrishna Joshi, Executive Director, KSHEC and the office of KSHEC,

Bangalore for their support during the preparation and development of New

Curriculum Framework.

The Chairman and the Members of the Curriculum Committee are also

thankful to the BOS Chairpersons and members of all the state Universities and

all the stake holders who gave their valuable inputs during the preparation of the

model structure of the syllabus and model syllabus.

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CONTENTS

Sl. No. Programmes Page No.

1. B.Sc. Composite Home Science 9 – 54

2. B.Sc. Home Science 56-76

3. BA/B.Sc. Home Science 77-95

4. B.Sc. Food Science and Nutrition 97-119

5. B.Sc. Nutrition and Dietetics 120-142

6. B.Sc. Clinical Nutrition 1433-176

7. B.Sc. Food Technology 177-204

8. B.Sc. Human Development 205-230

9. B.Sc. Care and Welfare 231-274

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Structure ofB.Sc Honours in

Composite Home Scienceand

M.Sc. inHome Science Specialization

(Model I C)

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Model Curriculum

Name of the Degree Program: M.Sc.

Discipline Core: Composite Home Science

Total Credits for the Program: 265 Credits

Starting year of implementation: 2021-22

Program Outcomes:By the end of the program the students will be able to:(Refer to literature on outcome based education (OBE) for details on ProgramOutcomes)

1. Deliver quality tertiary education through learning while doing.2. Reflect universal and domain-specific values in Home Science.3. Involve, communicate and engage key stakeholders.4. Preach and practice change as a continuum.5. Develop the ability to address the complexities and interface among of self,

societal and national priorities.6. Generate multi-skilled leaders with a holistic perspective that cuts across

disciplines.7. Instill both generic and subject-specific skills to succeed in the employment

market.8. Foster a genre of responsible students with a passion for lifelong learning and

entrepreneurship.9. Develop sensitivity, resourcefulness and competence to render service to

families, communities, and the nation at large.10. Promote research, innovation and design (product) development favoring all the

disciplines in Home Science.11. Enhance digital literacy and apply them to engage in real time problem solving

and ideation related to all fields of Home Science.12. Appreciate and benefit from the symbiotic relationship among the five core

disciplines of Home Science – Resource Management, Food Science andNutrition, Textiles and Clothing, Human Development and Family Studies andExtension and communication

Assessment:Weightage for assessments (in percentage)Type of Course Formative Assessment / IA Summative Assessment

Theory 70 30Practical 35 15Projects - -

Experiential Learning(Internships etc.)

- -

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Contents of Courses for B.Sc. Home Science as Major SubjectModel I C

Semester Course No.

Cou

rse

Categ

ory

Theo

ry/

Practic

al

Credits

Paper Title MarksS.A I.A

1.

CHSCT1.1 DSC- 1 Theory 3 Fundamentals of Textiles 70 30

CHSCP1.1 Practical 2 Fundamentals of Textiles 35 15

CHSCT1.2 DSC- 2 Theory 3 Fundamentals of Interior Design 70 30

CHSCP1.2 Practical 2 Fundamentals of Interior Design 35 15

CHSCT1.3 DSC- 3 Theory 3 Human Development I - ChildDevelopment

70 30

CHSCT1.4 OE - 1 Theory 3 Developmental Communication /Introduction to Resource

Management

70 30

2.

CHSCT2.1DSC - 4

Theory 3 Basic Nutrition and Food Science 70 30

CHSCP2.1 Practical 2 Basic Nutrition and Food Science 35 15

CHSCT2.2DSC- 5

Theory 3 Extension Education andCommunication

70 30

CHSCP2.2 Practical 2 Extension Education andCommunication

35 15

CHSCT2.3 DSC- 6 Theory 3 Human Physiology 70 30

CHSCT2.4 OE- 2 Theory 3 Sustainable Development throughEnergy Conservation / Adolescent

Brain and Behaviour

70 30

Exit Option with Certificate in Composite Home Science (52 Credits)

3.

CHSCT3.1 DSC- 7 Theory 3 Nutrition through life cycle 70 30

CHSCP3.1 Practical 2 Nutrition through life cycle 35 15

CHSCT3.2 DSC- 8 Theory 3 Textile Processing 70 30

CHSCP3.2 Practical 2 Textile Processing 35 15

CHSCT3.3 DSC- 9 Theory 3 Human Resource Management 70 30

CHSCT3.4 OE- 3 Theory 3 Fundamentals of Baking /Science of Play Across the LifeSpan

70 30

4.

CHSCT4.1DSC- 10

Theory 3 Human Development II -Adolescence and Adulthood

70 30

CHSCP4.1 Practical 2 Human Development II -Adolescence and Adulthood

35 15

CHSCT4.2 DSC- 11 Theory 3 Fashion Studies andCommunication

70 30

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CHSCP4.2 Practical 2 Fashion Studies andCommunication

35 15

CHSCT4.3 DSC- 12 Theory 3 Community Development 70 30

CHSCT4.4 OE- 4 Theory 3 Techniques of Food Preservation/

Dyeing and Printing

70 30

Exit Option with Diploma in Composite Home Science (100 Credits)

5

CHSCT5.1DSC- 13

Theory 3 Ergonomics 70 30

CHSCP5.1 Practical 2 Ergonomics 35 15

CHSCT5.2DSC- 14

Theory 3 Nutritional Biochemistry 70 30

CHSCP5.2 Practical 2 Nutritional Biochemistry 35 15

CHSCT5.3 DSC- 15 Theory 3 Project Management andEvaluation of sustainable

developmental programmes

70 30

CHSCT5.5 DSE- 1 Theory 3 Food Microbiology and FoodSafety / Guidance andCounselling / Resource

Management- Concepts andContexts / Heritage Textiles /Project Proposal Writing

70 30

CHSCT5.4 VOC - 1 Practical 3 Bakery Science 70 30

6.

CHSCT6.1 DSC- 16 Theory 3 Therapeutic Nutrition 1 70 30

CHSCP6.1 Practical 2 Therapeutic Nutrition 1 35 15

CHSCT6.2 DSC- 17 Theory 3 Pattern Making and Sewing 70 30

CHSCP6.2 Practical 2 Pattern Making and Sewing 35 15

CHSCT6.3 DSC- 18 Theory 3 Adoption and Diffusion ofInnovation

70 30

CHSCT6.5 DSE- 2 Theory 3 Functional Foods andNutraceuticals/ Family Studies /

Finance Management &Accounting / Apparel /IndustrialProduction and merchandising

management / NGO Managementand CSR

70 30

CHSCT6.4 VOC - 2 Practical 3 Fruit and Vegetable Preservation 70 30

Exit Option with Bachelor of Science Degree in Composite Home Science (144 Credits)

7.

CHSCT7.1 DSC- 19 Theory 3 Public Health Nutrition 70 30

CHSCP7.1 Practical 2 Public Health Nutrition 35 15

CHSCT7.2DSC- 20

Theory 3 Theories of Human Development- Contemporary Perspectives

(Application)

70 30

CHSCP7.2 Practical 2 Theories of Human Development- Contemporary Perspectives

35 15

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(Application)

CHSCP7.3 2 Internship 35 15

CHSCT7.4 DSE- 3 Theory 3 Experimental Techniques ofNutrition/ Building Core

Capabilities for life – Children andAdults / Interior Product Design /

Garment ConstructionTechniques

70 30

CHSCT7.5 VOC - 3 Theory 3 Event Management 70 30

CHSCT7.6 Theory 3 Research Methodology 70 30

8.

CHSCT8.1 DSC- 21 Theory 3 Sustainable Buildings and EnergyConservation

70 30

CHSCP8.1 Practical 2 Sustainable Buildings and EnergyConservation

35 15

CHSCT8.2 DSC- 22 Theory 3 Therapeutic Nutrition 70 30

CHSCT8.4 DSE- 4 Theory 3 Food Epidemiology / Science ofEarly Childhood / ArchitecturalDrafting / Textile Chemistry /

Participatory Learning for Action

70 30

CHSCT8.3 VOC- 4 Practical 3 Developing Learning Materials forChildren

70 30

CHSCT8.5 Theory 6(3+3)

Research Project/ InternshipOR

Any one of the following electiveswith statistics compulsory

(A) Early childhood care andeducation

(B) EntrepreneurshipManagement

(C) CAD for Interiors(D) Immuno Nutrition

140 60

70 30

70 30

Award of Bachelor of Science Honours in Composite Home Science with Specialization (185 Credits)

CHSCT9.1 DSC- 23 Theory 3 Food Product Development &Packaging / Housing & Building

Services / DevelopmentalCommunication in Advocacy

70 30

CHSCP9.1 Practical 2 Food Product Development &Packaging / Housing & Building

Services / DevelopmentalCommunication in Advocacy

35 15

PGCHSCT9.2 DSC- 24 Theory 3 Children with Special Needs /Textile Waste Management /Sustainable Design for Flexible

Living Spaces

70 30

PGCHSCP9.2 Practical 2 Children with Special Needs / 35 15

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9. Textile Waste Management /Sustainable Design for Flexible

Living Spaces

PGCHSCT9.3 DSE- 5 Theory 3 Food and Nutrition Behaviour /Adolescent Skills for successful

transition / HospitalityManagement & House Keeping /

Fashion Portfolio / RuralDevelopment and Panchayat Raj

70 30

PGCHSCT9.4 VOC - 5 Theory 3 Garment Construction 70 30

PGCHSCT9.5 Theory 3 Statistics 70 30

10.

PGCHSCT10.1 DSC- 25 Theory 3 Interior Landscape / Gerontology/ Food Bio Technology

70 30

PGCHSCP10.1 Practical 2 Interior Landscape / Gerontology/ Food Bio Technology

35 15

PGCHSCT10.2

DSC- 26

Theory 3 Bio and technical Textiles/Interpersonal Relationships

across the Life Span / ExtensionTraining in Capacity Building

70 30

PGCHSCP10.2 Practical 2 Bio and technical Textiles/Interpersonal Relationships

across the Life Span / ExtensionTraining in Capacity Building

35 15

PGCHSCT10.3 DSE - 6 Theory 3 Sports Nutrition/ Impact of DigitalMedia on Human Development /

Consumer Analytics andMarketing Management / Textileand Apparel quality Management

/ E - Extension

70 30

PGCHSCT10.4 VOC - 6 Theory 3 CAD for Fashion Apparel 70 30

PGCHSCT10.5 6 Dissertation / Internship 140 60

Award of Master of Science in Composite Home Science with specialization (265 Credits)

*In lieu of the research Project, two additional elective papers/ Internship may be offeredAbbreviation for CHSCT; CHSCP

CHSC – Composite Home Science; DSC – Discipline Core; T – Theory/ P – Practical; 1 – First Semester; 2-Second Semester

PGCHSC : PG- Post Graduate ; CHSC – Composite Home Science; DSC- Discipline Core

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List of Discipline Specific ElectivesSemester DSE Papers

V Food Microbiology and Food Safety / Guidance and Counselling / Resource Management- Concepts and Contexts / Heritage Textiles / Project Proposal Writing

VI Functional Foods and Nutraceuticals / Family Studies / Finance Management & Accounting / Apparel /Industrial Production and merchandising management / NGO Management and CSR

VII Experimental Techniques of Nutrition/ Building Core Capabilities for life – Children and Adults / Interior Product Design / Garment Construction Techniques

VIII Food Epidemiology / Science of Early Childhood / Architectural Drafting / Textile Chemistry / Participatory Learning for Action

IX Food and Nutrition Behaviour / Adolescent Skills for successful transition / Hospitality Management & House Keeping / Fashion Portfolio / Rural Development and Panchayat Raj

X Sports Nutrition/ Impact of Digital Media on Human Development / Consumer Analytics and Marketing Management / Textile and Apparel quality Management / E - Extension

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List of Open Electives

Semester OE PapersI Developmental Communication /

Introduction to Resource Management

II Sustainable Development through EnergyConservation /

Adolescent Brain and Behaviour

III Fundamentals of Baking / Science of Play Across the Life Span

IV Techniques of Food Preservation / Dyeing and Printing

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Curriculum Structure for the Undergraduate Degree ProgramB.Sc. COMPOSITE HOME SCIENCE

Total Credits for the Program: 265 CreditsStarting year of implementation: 2021-2022Name of the Degree Program: BSc Degree/Honors and M.Sc Home Science (Food &

Nutrition/Human Development/Resource Management/Textiles and Clothing/Extension

Education)

Discipline/Subject: Home ScienceProgram Articulation Matrix:This matrix lists only the core courses. Core courses are essential to earn the degree in that

discipline/subject. They include courses such as theory, laboratory, project, internships etc.

Elective courses may be listed separately

Semester Title /Nameof the course

Programoutcomesthat thecourse

addresses(not morethan 3 percourse)

Pre-requisitecourse(s)

Pedagogy## Assessment$

1

DSC 1-Fundamentals ofTextiles

PO- 2PO – 8PO- 9

12+/EquivalentPass

LecturesDemonstrationProjects andexperiments

Collaboration withindustries andinstitutions

Formative andSummativeAssessment

DSC 2-Fundamentals ofInterior Design

PO- 7PO- 8PO- 10

12+/EquivalentPass

Skill orientedprograms

DemonstrationsWorkshopsTutorial LecturesCollaborationsExperimentalLearning

PresentationsCreative Thinking


DSC 3HumanDevelopment I-ChildDevelopment

PO- 3PO- 7PO- 9

12+/EquivalentPass

PresentationsCase StudiesCreative Thinking


OE – 1DevelopmentalCommunication

PO – 1PO - 2

12+/EquivalentPass

Tutorial Lectures


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Introduction toResourceManagement

PresentationsCase Studies

PO- 2PO- 6PO- 10

12+/EquivalentPass

Lectures Demonstration Projects andexperiments

Presentations


2

DSC 4- Basics ofNutrition

PO- 2PO – 5PO- 9

12+/EquivalentPass

Regular lecturesDemonstrationsGroup discussionsCase studies ICT enabledteaching andlearning experiencesin terms of videolessons

Hands on experiencein laboratory


DSC 5-ExtensionEducation andCommunication

PO- 1PO-2

12+/EquivalentPass

Community Orientedpractices


DSC 6- HumanPhysiology

PO- 1PO – 4PO- 12

12+/EquivalentPass

LecturesPresentations


OE – 2SustainableDevelopmentthrough EnergyConservation /

AdolescentBrain andBehaviour

PO- 2PO- 7PO- 9

12+/EquivalentPass

Tutorial LecturesPresentationsCase Studies


PO- 2PO- 5PO- 12

12+/EquivalentPass

Tutorial LecturesPresentationsCase Studies


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SYLLABUS FOR B.SC. COMPOSITE HOME SCIENCE AS MAJOR SUBJECT &B.SC. (HONS)

B.SC. COMPOSITE HOME SCIENCESEMESTER I

Course Title: FUNDAMENTALS OF TEXTILES (DSC 1) (Theory)

Total Contact Hours: 45 Hrs Course Credits: 3

Formative Assessment Marks: 30 marks Duration of ESA / Exam: 3 Hrs

Model Syllabus Authors: Summative Assessment Marks: 70 marks

Course Pre-requisite(s): Standard 12 and its equivalence with minimum 35%Course Outcomes: (COs)At the end of the course the student should be able to:

1. Develop the skill of identifying and analyzing various types of fibres, yarns and fabrics.

2. Knowledge of textile care and maintenance

3. Awareness on sustainable textiles and its application daily life.

Course Articulation Matrix: Mapping of Course Outcomes (COs) with Program Outcomes(POs 1-12)

Course Outcomes (COs) /Program Outcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Develop an understanding ofvarious types of fibres, yarns andfabrics

x x x

Understanding of textile care andmaintenance

x x x x x

Awareness on sustainabletextiles and its application.

x x x x x x

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B.SC. COMPOSITE HOME SCIENCESEMESTER 1

Title of the Course: FUNDAMENTALS OF TEXTILES

Course : DSC 1

Number of Theory Credits Number of lecture hours/semester

3 45

CONTENT 45 hours

Unit I - STUDY OF FIBRES, YARNS AND FABRICS 23 Hours

Chapter 1 - Classification of fibres, Structure, Composition, Origin,

manufacture of natural and man-made fibres, Identification of fibres, Properties

and characteristics of natural and man-made fibres, Understanding Fibre

blends

Fibre testing methods, Recent developments in fibres

Chapter 2 - Yarn Classification, Yarn Types, Yarn Spinning, Advanced yarn

spinning methods, Man-made filament yarn processing, Fancy yarns, Yarn

Testing Methods

Chapter 3 - Weaving - Types of weaves, properties and applications, Parts of

Loom and Types of looms, Design, Weaving preparation, Weaving process,

draft and peg plan for weaving. Testing of woven fabrics

Chapter 4 - Knitting- Knitting needles- Types, Classification of knitting, Types

of Knitting machines, Properties of knitted fabrics, Care and Maintenance of

knitted fabrics, quality assessment.

Chapter 5 - Non-Woven and other types of fabrics - Nonwoven Fibre

Preparation and Web formation, Bonding Processes, Finishing of Nonwovens -

Non Woven fabrics- properties, Felting, Netting, Lacing, Bonding, Leather,

foam, fur, composites. Evaluation and Application of Nonwovens

5 Hrs

5 Hrs

5 Hrs

4 Hrs

4 Hrs

Unit II- LAUNDRY SCIENCE12 Hours

Chapter 6- Materials, Reagents, Equipment and Process involved in

laundering.

3 Hours

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Chapter 7 - Dry & wet laundry (Stain removal techniques)

Chapter 8 - Various sources of water and types of hardness and its impact on

clothes during laundry

Chapter 9 - Starches, Stiffeners and Softeners, Additional laundry agents

3 Hours

3 Hours

3 Hours

Unit III – ECO-TEXTILES & FASHION 10 Hours

Chapter 10 - Eco fibres and fabrics, carbon footprint, Eco mark for fabrics, Ecofibres and their applications and impact on the environment, its comparison

with the other manmade fibres.

Chapter 11 - Textile waste and Up-cycling, Reuse, recycle, Concept of

Reconstruction - Redesign, repair and recycle

Chapter 12 - Eco fashion terminologies, Eco fashion labels, Benefits of eco

labels.

3 Hours

4 Hours

3 Hours

Formative Assessment = 100 marks

Assessment Occasion / type Weightage in Marks

Test 1 10

Test 2 10

Assignment + Project 5 + 5

Total 70 marks + 30 marks = 100 marks

Practical – 2 Credits 52 HoursList of Experiments to be conducted

1. Fibre identification: Identification of natural and manmade fibres by following threemethods by Microscopic test, burning test and Solubility test.

2. Study of Yarn:3. Detail study on types of yarns,4. Count of yarn using Beesley’s yarn count balance, T5. Twist by twist tester,6. Crimp by crimp tester

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7. Strength of the yarn by single yarn or lea strength tester8. Characteristics of Fabric:9. Fabric count using pick glass,10. Shrinkage11. Thickness of Fabric12. Tensile strength (breaking strength and elongation) using tensile strength tester,

tearing strength using tearing strength tester, Fabric GSM.13. Care of Textiles - Stain removal techniques, Starching using different types of starches14. Knitting – Any two types15. Crochet – Basic stitches with one product.16. Collection of different types of fabrics and Identification of the type of fibre, yarn and

weave from the same.

Formative Assessment - 100 marks


Test 1 10

Test 2 -

Assignment + Project 5


PEDEGOGY Lectures Demonstration Projects and experiments Collaboration with industries and institutions

REFERENCES

1. Booth, J.E. (1996). Principles of Textile Testing. New Delhi: CBS Publishers &Distributors Pvt. Ltd.

2. Corbman, P.B. (1983). Textiles: Fibre to Fabric. McGraw-Hill Publishers.3. Collier, B.J., & Epps, H.H. (1998). Textile testing and analysis. Prentice Hall Publishers.4. Dantyagi, S. (1996).Fundamentals of Textiles and their Care. India: Orient Black swan

Private Limited. D’Souza, N. (2014).Fabric Care. New Delhi: New Age InternationalPublishers.

5. Hollen, R. N., Saddler, J., & Langford, A. (1979).Textiles. Macmillan Publishers.6. Joseph, M. (1992), Introductory Textile Science. Sixth edition, California: Harcourt

College Publishers7. Madhulika, P. (2013). Weaving. New Delhi: Random Publishing.8. Rastogi, D., & Chopra, S. (2017). Textile Science. India: Orient Blackswan Private

Limited.

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9. Robert, R. & Mather, R. H. (2015). The Chemistry of Textile Fibers. Cambridge: RSCPublishers.

10.Rose Sinclair, (2015). Textile and Fashion materials, Design and Technology, Woodhead publications, London.

11.Mirftab.M, Horrocks. A. R, (2007). Eco Textiles the Way Forward for SustainableDevelopment in Textiles, Wood head publications, London.

12.Sushma Gupta, Neeru Garg, Renus Saini, (2005). Text book of clothing, textiles andlaundry, Kalyani Publishers, New Delhi.

13.Cheryl Mendelson,(2005). Home comforts- the art and science keeping house,published by Scriber, New York.

14.Meenakshi rastogi,(2009). Textile and Laundry, Sonali Publications, New Delhi.

Date Course Coordinator Subject Committee Chair person

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Course Title: FUNDAMENTALS OF INTERIOR DESIGN (DSC 2) (Theory)




Course Pre-requisite(s): Standard 12 and its equivalence with minimum 35%Course Outcomes (COs):At the end of the course the student should be able to:

1. Gain knowledge on application of elements of art and principles of design in Interiors.

2. Analyze the traditional and contemporary furniture designs and furnishing styles

3. Understand the history of Interior design at local, National and International levels

4. Evaluate case studies on global market trends and techniques in the area of design.



1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge on applicationof elements of art and principlesof design in Interiors.

× × ×

Analyze the traditional andcontemporary furniture designsand furnishing styles

× ×

Understand the history ofInterior design at local, Nationaland International levels

×

Evaluate case studies on globalmarket trends and techniquesin the area of design

× ×

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Title of the Course: FUNDAMENTALS OF INTERIOR DESIGN

Course: DSC 2Number of Theory Credits Number of lecture Hours/semester

3 45

CONTENT OF COURSE 45 Hrs

Unit – 1 DESIGN ASPECTS 12 Hrs

Chapter No.1: Design, Definition, Characteristics and classification of Design,

History of Design, Terminologies in Interior design and decoration

Chapter No. 2: Elements of Design and its application

Chapter No.3: Principles of Design and its application

Chapter No. 4: Colors in Interiors - Meaning of colour, Colour Spectrum –

VIBGYOR, Dimensions of colour, Colour Systems -Prang and Munsell colour

systems, Colour schemes and its significance in interiors, Colour psychology and

Colour dynamics, Skills in rendering colours to interiors

2 Hrs

3 Hrs

3 Hrs

4 Hrs

Unit – 2 DECORATION AND FURNISHINGS FOR INTERIORS 15 Hrs

Chapter No. 5: Lighting and Its Accessories - Lighting types, Lighting fixtures,suitable for various activities, Lighting accessories and their role in interiors,

Effect of natural light and artificial light.

Chapter No. 6: Decoration - Flower arrangement, Rangoli and Floral

Decorations, Accessories and decoration - Recent Trends & Innovation

Chapter No. 7: Furnishings- Soft Furnishings and Hard Furnishings, Selection,

use and care of household linens and other furnishings

Chapter No. 8: Window Treatments and Curtain Styles- Hard windows andSoft Windows, Curtain Styles

4 Hrs

3 Hrs

3 Hrs

5 Hrs

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Unit – 3 FURNITURE DESIGN 18 Hrs

Chapter No. 9: History of Furniture Design, History of Interior design in India-

traditional styles of design and decoration in homes. Global Furniture Styles.

Chapter No. 10: Selection and arrangement of furniture, Upholstered furniture

material, techniques and design

Chapter No. 11: Design of furniture and its work heights, Comfortable working

postures with design considerations for residential and commercial work spaces,

Furniture design based on anthropometric dimensions

7 Hrs

3 Hrs

8 Hrs



Test 1 10

Test 2 10



Practical: 2 Credit 52 HoursList of Experiments to be conducted

1. Illustrate the different types of design2. Illustrate the application on Elements of Art and Principles of Design.3. Develop Prang and Munsell Colour chart.4. Illustrate the different colour schemes for various interiors.5. Market Survey on lighting accessories, furnishings and Furniture6. Flower Arrangements- Different types and styles7. Create an album on furniture styles – Traditional, Modern and Contemporary.8. Design Research – Evaluation of Case Studies

• Decoration – trends and classic style to suit lifestyle• Furniture Designs - international markets and global trends, marketing techniques,

branding, promotion and presentation, work opportunities, intellectual property.

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Formative Assessment = 35 marks + Summative Assessment = 15 Marks = 50 Marks


Test 1 10

Test 2 -

Project 5


References1. Ball, Victoria .K (2001), The Art of Interior Design, McMillan and Co, New York.2. Bhatt.P.D, Goenka.S(2003). Foundation of Art Design, Lakshmi Book Depot, Mumbai.3. GopalKrishna, K.R, (2006), Fundamentals of Drawing, Subhas Stores Book Corner,

Bangalore.4. Pratap Rao M, (2002) Interior Design, Principles and Practices, Standard Publishers

and Distributors5. John Pile and Judith (2013). A History of Interior Design, Wiley Publishers6. Penny Spark (2009). Designing the Modern Interior, Berg Publishers7. Choudhary, A.K.R. (2000). Modern Concepts of Colour and Appearance, Oxford and

IBH Publishing Co. Pvt. Ltd. New Delhi.8. Hilliard, E. (2000). Brilliant Colour at Home, Kyle Cathie Ltd, London


27


Course Title: HUMAN DEVELOPMENT I - CHILD DEVELOPMENT (DSC 3) (Theory)




Course Pre-requisite(s): Standard 12 and its equivalence with minimum 35%

Course Outcomes (COs):At the end of the course the student should be able to:1. Gain a scientific understanding of growth and development of a child.2. Identify and suggest referral services for developmental delays.3. Create a stimulative environment for early childhood.



1 2 3 4 5 6 7 8 9 10 11 12

Gain a scientific understanding ofgrowth and development of achild.

× × × ×

Identify and suggest referralservices for developmentaldelays.

× × ×

Create a stimulative environmentfor early childhood.

× × ×

28


Title of the Course: HUMAN DEVELOPMENT I - CHILD DEVELOPMENT

Course: DSC 3


3 45

CONTENT 45 Hrs

Unit – 1 INTRODUCTION TO CHILD DEVELOPMENT 14 hrs

(a) Child Development as an Interdisciplinary ScienceChapter No. 1: Definition and meaning; Interdisciplinary nature, Principles

of Child Development, Nature versus nature, ChildDevelopment and Child Psychology

Chapter No. 2: Methods of studying Child Development, Careers in ChildDevelopment

(b) Biological FoundationsChapter No. 3: Evolutionary base of behavior, Heredity and behaviorChapter No. 4: Biology and behavior, Nervous system in action (Sensation

and perception - sensing , organizing, identifying andrecognizing , the visual system, visual system, hearing , andother senses organizational process in perception)

4 hrs

3 hrs

3 hrs

4 hrs

Unit – 2 DOMAINS OF DEVELOPMENT 24 hrs(a) Physical and Motor developmentChapter No. 5: Physical development. Perceptual developmentChapter No. 6: Motor development

(b) Cognitive Development and LanguageChapter No. 7: Concept and overview, Cognitive processes, Piaget’sTheoryChapter No. 8: Intelligence and intelligence assessment, Theory of

understandingChapter 9: Language: Overview, concepts, role of the environment

(c ) Socio emotional DevelopmentChapter No. 10: Overview of social development, Overview of emotional

developmentChapter No. 11: Motivation: Motivation genes and obesity, motivation

6 hrs

2 hrs

3 hrs

1 hrs

2 hrs

6 hrs

2 hrs

2 hrs

29

theory, motivation for personal achievement,Chapter No. 12: Child care: Parenting and types, Effect on personality,

Child rearing practice

Unit – 3 CHILDREN AS A VULNERABLE GROUP 7 hrs

Chapter No. 13. Concept of children as a vulnerable group

Chapter No. 14. Laws to protect children

Chapter No. 15.Welfare schemes - health, education

3 hrs

2 hrs

2 hrs



Test 1 10

Test 2 10



References

1. Child Psychology Made Simple, Richard Lansdown

2. Psychology and life education, Richard J.Gerrig, Philip G Zimbardo, Pearson

3. Human Development – A life Span view, Kail Robert and Cavanaugh John, 7th edition

(also online book)

4. Life Span Development, Santrock John, 14th edition (also online book)


30


Course Title: DEVELOPMENTAL COMMUNICATION (OE-1) (Theory)Total Contact Hours: 45 Hrs Course Credits: 3

Formative Assessment Marks: 30 marks Duration of ESA/Exam: 3 hrs

Model Syllabus Authors: Summative Assessment Marks: 70marks


Course Outcomes (COs):At the end of the course the student should be able to:

1. Understand the concept and process of development and communication

2. Sensitize about issues related to society, environment, health, and education.

3. Acquire experiential learning skills on media and development communication.



1 2 3 4 5 6 7 8 9 10 11 12

Understand the concept andprocess of development andcommunication

× × ×

Sensitize about issues related tosociety, environment, health, andeducation.

× × ×

Acquire experiential learning skillson media and developmentcommunication.

× × ×

31


Title of the Course: DEVELOPMENTAL COMMUNICATION

Course: OE 1


3 45

CONTENT 45 Hrs

Unit-I Communication and developmental Concept 15 Hrs

Chapter No. 1. Meaning, definition, scope and importance of communication

Functions of communication – information function, command or instructive

function, influence or persuasive function and integrative function. Elements of

Communication – five elements – communicator, communicate, message, channel

and feedback

Chapter No. 2. Means of Communication – Oral, Written, Sign / signal, action,

object. Types of Communication – Formal and Informal Communication.

Advantages and Limitations of communication media

Chapter No. 3. Definition, basic concept, nature, significance and functions and

dysfunctions. Models of Development- Basic Needs model, Philosophy and

principles of development communication.

5 Hrs

5 Hrs

5 Hrs

Unit-II Media and Development Communication 15 Hrs

Chapter No. 4. Development Communication: Definition, Scope, Objectives, Roleof ICT in Development communication.

Traditional media – types, characteristic role in development communication

Chapter No. 5. Development reporting – roles and responsibilities of developmentreporter, ethics in reporting, required skills and issues in development reporting

News reporting – definition of news, ingredients and qualities of news, news value,

types of news reports, structure of news reports

5 Hrs

5 Hrs

32

Chapter No. 6. Radio news, features and commentaries, radio and development

communication, Television and cinema – role in development communication.5 Hrs

Unit -III Skills for Development Communication (Experiential Learning) 15 Hrs

Chapter No. 7. Photography – Role of photography in communication, Video films– planning and execution based on a topic.

Chapter No. 8. - Editing procedure – optical effects, music titles and other

accessories. Editing for a short video – 3 mins, 5 mins etc, Flyiers – preparation

and importance of flyer’s for a specific message.

7 Hrs

8 Hrs



Test 1 10

Test 2 10



References:1. Capila.A. (2001). Images of Women in the Folk Songs of Garhwal Himalayas. New Delhi:

Concept Publishers

2. Communication for Development in the Third World Theory and Practices (1991). New

Delhi: Sage Publications

3. Dhanraj patil. (2010). Communication for rural development in India. New Delhi: Serials

Publications

4. Gupta.D. (2007). Development Communication in Rural Sector. New Delhi:

Mukhopadhyay, Abhijeet Publication

5. Joshi Uma. (1997). Textbook of Mass Communication and Media. New Delhi: Anmol

Publications

6. Joshi Uma. (2001). Understanding Development Communication. New Delhi: Dominant

Publishers

Date Course Coordinator Subject Committee Chairperson

33


Course Title: INTRODUCTION TO RESOURCE MANAGEMENT (OE 1)






1. Describe the bi-directional relationship between resources and family functioning.

2. Develop the ability to evaluate the managerial efficiency and effectiveness of decision

making techniques.

3. Improve time management and evaluate outcomes of effective time management.

4. Simplify work and increase work efficiency through proper energy managerial process

and posture training.



1 2 3 4 5 6 7 8 9 10 11 12

Describe the bi-directionalrelationship between resourcesand family functioning

x x x

Develop the ability to evaluatethe managerial efficiency andeffectiveness of decision makingtechniques.

x x x

Improve time management andevaluate outcomes of effectivetime management.

x x x x

Simplify work and increase workefficiency through proper energymanagerial process and posturetraining

x x x x x

34


Title of the Course: INTRODUCTION TO RESOURCE MANAGEMENT

Course: OE 1


3 45

CONTENT 45 HrsUnit-I Management – Contexts and Concepts 10 HrsChapter No. 1. Management – Definition , Management process, Motivating

factors of Management- Goals, Values and Standards,

Chapter No. 2. Decision Making – Definition, Types of Decisions, Decision

making process

Chapter No. 3. Resources- Definition, Classification, Effective use of

resources, Conventional and Non – Conventional Resources

2 Hrs

3 Hrs

5 Hrs

Unit-II Resource Management 15 HrsChapter No. 4. Human Resource Management -Chapter No. 5. Time Management - Concept, Importance, Tools in time

management, Process of time management, making time plans – factors

and steps, Time demands during different stages of the family life cycle.

10 Hrs

5 Hrs

Unit -III Energy Management and Body Mechanics 20 HrsChapter No. 6 – Energy Management- Definition, Significance and

managerial process, Energy Expenditure and its assessment, Fatigue, Work

simplification techniques; Comfortable reach and Working heights, of work

spaces, Space dimensions for different work centers; Stature of workers and

its application on work centers.

Chapter No. 7. – Ergonomics – Definition, Significance, Ergonomics and

Design, Anthropometry, Assessment using ergonomic Tools.

Chapter No. 8.- Posture and Body Mechanics - Principles of Body

Mechanics, Mechanics of Posture (Sitting, Standing and Sleeping), Risk due

to lifestyle, causes and remedies, Preventing injuries through exercises,

6 Hrs

6 Hrs

8 Hrs

35

Stress into poor posture and its management.



Test 1 10

Test 2 10



References:1. Ergonomics for Improved Productivity Proceedings of HWWE 2017 Volume 2, Mohammad

Muzammil, Abid Ali Khan, Faisal Hasan.

2. Handbook of Human Factors and Ergonomics in Consumer Product Design, 2 Volume Set

(Ergonomics Design & Mgmt. Theory & Applications) 1st Edition by Waldemar Karwowski

(Editor), Marcelo Soares (Editor), Neville A. Stanton (Editor).

3. Introduction to Human Factors and Ergonomics, R.S. Bridger, 7 December 2017

4. Ergonomics For The Layman Applications In Design 2020, Edition by Mukhopadhyay P,

Taylor & Francis Ltd

5. Working Postures: A Literature Review

6. July 2004Journal of Occupational Rehabilitation,

14(2):14359DOI:10.1023/B:JOOR.0000018330.46029.05, SourcePubMed

7. International Journal of Industrial Ergonomics, Volume 8, Issue 1, August 1991, Pages 3-

15


36


Course Title: Basic Nutrition and Food Science (DSC4) (Theory)


Formative Assessment Marks: 30 marks Duration of ESA / Exam: 3 hrs



1. Summarize and critically discuss and understand both fundamental and applied

aspects of Food Science and nutrition.

2. Able to explain functions of specific nutrients in maintaining health

3. Identifying nutrient specific impact and apply the principles from the various

factors of foods and related disciplines to solve practical as well as Real world

problems

4. Use current information Technologies to locate and apply evidence-based

guidelines and protocol and get imported with critical thinking to take leadership

roles in the field of health, diet special nutritional needs and nutritional counseling.

37

Course Articulation Matrix: Mapping of Course Outcomes (COs) with ProgramOutcomes (POs 1-12)

Course Outcomes (COs) / Program Outcomes(POs)

1 2 3 4 5 6 7 8 9 10 11 12

Summarize and critically discuss and understandboth fundamental and applied aspects of FoodScience and nutrition.

X X X X

Able to explain functions of specific nutrients inmaintaining health

X X X X

Identifying nutrient specific impact and apply theprinciples from the various factors of foods andrelated disciplines to solve practical as well as Realworld problems

X X X

Use current information Technologies to locate andapply evidence-based guidelines and protocol andget imported with critical thinking to take leadershiproles in the field of health, diet special nutritionalneeds and nutritional counseling.

X X X X

38


Title of the Course: Basic Nutrition and Food Science

Course: DSC 4Number of Theory Credits Number of lecture hours/semester

3 45

CONTENT 45 Hrs

Unit-I. Introduction of Food Groups, Food Pyramid and Cooking Methods 8 Hrs

Chapter No. 1 Definition and Terms used in Food Science and Nutrition -

Health, Food, Nutrition, Nutrients and Malnutrition

Chapter No. 2: Various classifications of Foods and Food Groups - Definition,

Classification and Functions of Foods, Basic Food Groups and Need for

Grouping Foods and Application of Food Groups in Planning Adequate/Balanced

Diets – Introducing EAR.

Chapter No. 3: Culinary terms and Methods of Cooking - An Overview of

culinary terms - Different Modes of heat transfer like Radiation, Conduction and

Convection. Moist heat methods - Boiling, Simmering, Poaching, Steaming,

Pressure cooking. Dry heat methods - Air as medium of cooking - Grilling,

broiling, roasting, Baking. Fat as medium of cooking -Sautéing, Shallow fat

frying, Deep fat frying. Combined (Moist and dry) Methods - Braising, Stewing.

Other cooking methods -Microwave cooking, and Solar cooking. Advantages

and Disadvantages of Cooking methods

2 Hrs

3 Hrs

3 Hrs

Unit-II. Nutritional Significance of different Food Groups 17 Hrs

Basic Concepts, classification, Composition, nutritive value and Role inCookeryChapter No 4: Cereals and Cereal Products-a). Types of cereals: wheat, rice, millets,

4 Hrs

39

b) Cereal ProductsFlaked rice, puffed rice, wheat flour) Principles and

properties of Cereals and its utility: Germination (Amylase Rich Foods- ARF),

fermentation, Parboiling, Gelatinization, Dextrinization, Gluten formation

Chapter No. 5 Pulses and LegumesChapter No. 6: Fruits and VegetablesChapter No. 7: a) Milk and Milk Products: including Fortified milk & its

importance; b) Eggs-Basic structure of an egg and biological value, Quality

evaluation and grading of eggs; c) Meat, poultry and fish

Chapter No. 8: a) Nuts, oils and Oil seeds; b) Salt, Sugar and Jaggery; C)Spices & Condiments -Importance and their functional propertie

2 Hrs

2 Hrs

6 Hrs

3 Hrs

Unit – 3 Nutrients 20 hrs

Chapter No. 9: Macro NutrientsDefinition, Classification, Dietary Sources, Functions, Recommended Dietary

Allowances, clinical signs and symptoms of Deficiency diseases and Excess of

a) Energy; b) Carbohydrates; C) Fats; d) Proteins; e) Water

Chapter No. 10: MineralsDefinition, Classification, Dietary Sources, Functions, Recommended Dietary

Allowances, clinical signs and symptoms of Deficiency diseases and Excess of

a) Calcium; b) Phosphorus; c) Magnesium; d) sodium; e) Potassium; f) Iron; g)

Zinc; h) Iodine; i) Flourine

Chapter No. 11: VitaminsClassifications, functions, sources, Clinical signs and symptoms of deficiency,

requirements of

a) Fat Soluble Vitamins - A, D, E and K

b) Water Soluble Vitamins-B Complex Vitamins- Thiamine, Riboflavin, Niacin,

Pyridoxine, Folic acid, Cyanocobalamin and Vitamin C

5 Hrs

7 Hrs

8 Hrs



Test 1 10

Test 2 10



40

Practical: 2 Credits 52 Hrs1. Weights and measures

2. Standardization of recipes

3. Enhancing the traditional recipes with specific nutrients (Protein, carbohydrate,

vitamin A, Vitamin C, Calcium and Iron.

4. Cereal and millet preparation

5. Leavened and unleavened products, Fermented products and malted products

6. Pulse Cookery

7. Vegetable cookery – Effect on pigments and enzymatic browning in fruits and

vegetables

8. Milk cookery

9. Egg cookery

10.Sugar and Jaggery – Syrup formation crystallization and caramelization

11.Fat and oil cookery

Formative Assessment = 35 marks + Summative Assessment = 15 Marks = 50Marks


Test 1 10

Test 2 -

Project 5


References:

1. Khanna K, Gupta S, Seth R, Mahna R, Rekhi T (2004). The Art and Science of

Cooking: A Practical Manual, Revised Edition. Elite Publishing House Pvt Ltd.

2. Raina U, Kashyap S, Narula V, Thomas S, Suvira, Vir S, Chopra S (2010). Basic

Food Preparation: A Complete Manual, Fourth Edition. Orient Black Swan Ltd.

3. Rekhi T and Yadav H (2014). Fundamentals of Food and Nutrition. Elite Publishing

House Pvt Ltd., Delhi.

4. Srilakshmi B (2014). Food Science, 6th Edition. New Age International Ltd., Delhi.

5. Bamji MS, Krishnaswamy K, Brahmam GNV (2016). Textbook of Human Nutrition,

4th edition. Oxford and IBH Publishing Co. Pvt. Ltd.

41

6. Byrd-Bredbenner C, Moe G, Beshgetoor D, Berning J. Wardlaw’s Perspectives in

Nutrition, McGraw- Hill International Edition, 9th edition, 2013.

7. Antia, F.P. (2005): Clinical Nutrition and Dietetics, Oxford University Press, Delhi

8. Gordon M Ward law (1999) Perspectives in Nutrition 4thed.WCB/Mcgraw Hill.

International edition.

9. Mahan, L.K., Arlin, M.T. (2000): Krause’s Food, Nutrition and Diet therapy, 11th

edition, W.B.Saunders Company, London.

10. Passmore, R and Davidson S (1986) Human Nutrition and Dietetics.Living stone

Publishers.

11. Robinson, C.H;Lawler, M.R.Chenoweth, W.L;andGarwick,A.E (1986):Normal and

Therapeutic Nutrition,17th Ed., Mac Millan Publishing Co

Date Course Co-ordinator Subject Committee Chairperson

42


Course Title: Extension Education and Communication (DSC 5) (Theory)


Formative Assessment Marks: 30 marks Duration of ESA/Exam: 3 Hrs




1. Understand the Concept of Extension Education and Communication

2. Develop skills in the use of Extension methods and media.

3. Become aware of Extension teaching and Learning.



1 2 3 4 5 6 7 8 9 10 11 12

Understand the Concept ofExtension Education andCommunication.

× × ×

Develop skills in the use ofExtension methods and media.

× × ×

Become aware of Extensionteaching and Learning.

× × ×

43


Title of the Course: Extension Education and Communication


3 45

CONTENT 45 Hrs

Unit – 1 EXTENSION EDUCATION AND ADULT LEARNING 15 Hrs

Chapter No. 1. Extension Education Definition, meaning, objectives,

principles, scope, and Philosophy. Qualities of an Extension facilitator. Home

science extension – Concept, definition, objectives, and philosophy,

Contribution of Home Science Extension towards development of society.

Chapter No. 2. Extension Teaching – Concept, goals, characteristics, steps,

phases in extension education process. Edgar Dale’s cone of experience.

Adult learning, factors affecting, types. Teaching process – types of teaching

methods, principles of teaching. Qualities of a good teacher.

Chapter No. 3. Leader and leadership – types, styles, qualities, functions,

advantages, and disadvantages of working with the leaders. Training camps.

5 Hrs

5 Hrs

5 Hrs

Unit – 2. Extension Teaching Methods & Media Communication 15 Hrs

Chapter No. 5. Definition, Aims and objectives, classification. Each of the

Extension methods merits and limitations.

Chapter No. 6. Audio visual aids – definition, role of visual aids in teaching,

important audio, visual and other extension methods for effective teaching.

Chapter No. 7. Visual Media - it's preparation and usage for the following: -

a. Electronic Media - i. Radio ii. Television iii. Films. Group Media and it's

usage in Extension

b. Print Media - i. News Paper ii. Magazines. Mass media and their uses for

extension

5 Hrs

5 Hrs

5 Hrs

44

c. Folk Media - Meaning and Characteristics ii. Major Indian Folk forms ii.

Importance of Folk forms.

Unit - 3 Diffusion and Adoption of Extension 15 Hrs

Chapter No. 8. Diffusion and Adoption, Innovation decision process, its stages,

four main elements in diffusion of innovations.

Chapter No. 9. Difference between communication and diffusion.

Chapter No. 10. Steps in adoption process, important factors related to

adoption of practices.

5 Hrs

5 Hrs

5 Hrs

Practical: 2 Credits 52 Hrs1. Content analysis of news/programmes.2. Edgar Dale’s cone of experience.3. Selection and preparation of developmental message using different methods

and media: -a. Planning for the community.b. Developing message to the community.c. Evaluation of teaching aids used.

4. Using an appropriate example apply the stages of an adoption process.5. Do an Interviewing/case study about a leader or successful social worker or

organization itself which does community development work.6. Using any communication media design/develop a tool to use for community

effectiveness.

Formative AssessmentAssessment Occasion/

typeWeightage in Marks

Test 1 10

Test 2 10

Assignment + Project 5+5

Total 70 marks+30 marks = 100 marks

45



Test 1 10

Test 2 -

Project 5


References:1. P.M Khan and L. L Somani (2010): Fundamentals of Extension Education. Agrotech

publishing company.

2.Wittch and schuller (2002): Audio Visual Materials, Havper& Row publications.

3. Extension Education by S.k. Waghmare (2007) New Age India publications.

4. Fundamentals of Teaching Home Science by Arvind Chandra, Anupam Shah and

Uma Joshi (2010) International publishers.

5. A textbook of Audio-Visual aids by Lalit Kishore (2002) United publications.

6. Education and Communication for Development by O.P Dahama and O.P

Bhatnagar (2007) revised edition. New Age India publications.


46


Course Title: Human Physiology (DSC 6) (Theory)






1. Gain knowledge into the structure and functions of cells, tissues and organs of

human body

2. Understand the anatomy and physiology of the various systems in the human

body

3. Comprehend the functions of systems.



1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge into thestructure and functions of cells,tissues and organs of humanbody

× × × × ×

Understand the anatomy andphysiology of the varioussystems in the human body

× × × × ×

Comprehend the functions ofsystems.

× × × ×

47


Title of the Course: HUMAN PHYSIOLOGY


3 45

CONTENT 45 Hrs

Unit – 1 INTRODUCTION TO HUMAN BODY 15 Hours

(a) Introduction to PhysiologyChapter No. 1: Basic concepts of Cell structure, tissues, organs and

their functions.

Chapter No. 2: Structure and Functions of lymph SystemChapter No. 3: Structure and Functions of Skeletal System(b) Cardiovascular System and Respiratory SystemChapter No. 4: Blood and its composition ,Functions; Blood groups ,

coagulating of blood

Chapter No. 5: Structure and functions of heart Cardiac cycle,

Heartrate, Cycle, Heart Rate, Cardiac Output, Blood Pressure (Systolic

&Diastolic Blood pressure), Pathophysiology, ECG, Common disorders:

anemia, myocardial ischemia and infarction

Chapter No. 6: Physiological Anatomy of Respiratory Tract, Mechanismof Respiration, Transport of Respiratory Gases in Blood, Gaseous

Exchange in Lungs and tissues

2 Hrs

2 Hrs

2 Hrs

3 Hrs

3 Hrs

3 Hrs

Unit – 2 PHYSIOLOGY OF DIGESTIVE SYSTEM AND EXCRETORYSYSTEM

12 Hrs

(c) Digestive SystemChapter No. 7: Principal accessory organs- salivary glands, liver, gall

bladder, pancreas- structure & function

Chapter No. 8: Digestion and absorption of food and role of enzymes

and hormones, Role of gut hormones & enzymes in Digestion and

3 Hrs

48

mechanisms involved in absorption offood

Chapter No. 9: Common disorders of the digestive system :Diarrhea,

constipation, vomiting, obstructive jaundice, gastroenteritis, and acidity

(d) Excretory SystemChapter No. 10: Structure of Excretory System- Kidney, Nephron,

Urinary Bladder, Role of kidney in homeostasis

Chapter No. 11: Urine Formation, Composition of Urine, micturition,

Glomerular Filtration Rate(GFR), Acute glomerulonephritis, Chronic

glomerulonephritis, Nephrotic Syndrome and Renal failure

2 Hrs

2 Hrs

3 Hrs

2 Hrs

Unit – 3 PHYSIOLOGY OF ENDOCRINE SYSTEM, REPRODUCTIVESYSTEM AND NERVOUS SYSTEM

18 Hrs

(e) Endocrine SystemChapter No.12: Introduction to Endocrinology, Location and functions

of endocrine glands

Chapter No. 13: Functions and Hormones secreted by Pituitary Gland,

Thyroid Gland ,Parathyroid Gland, Adrenal Gland , Sex glands,

Pancreas

Chapter No. 14: Disorders of hypo and hyper secretion of the glands(f) Reproductive SystemChapter No. 15: Structure, hormones secrete by male and female

reproductive organs

Chapter No. 16: Physiology of Menstruation- Estrogen vs

Progesterone,

-Pregnancy and associated changes, physiology of lactation

(g)Nervous systemChapter No. 16: Structure and functions of Neuron, BrainChapter No. 17: Central nervous system - Autonomic Nervous System,

Parasympathetic Nervous System

2 Hrs

3 Hrs2 Hrs

2 Hrs

3 Hrs

3 Hrs3 Hrs

49



Test 1 10

Test 2 10



References1. Chatterjee C.C (2016), Human Physiology Volume I, Medical Allied Agency,

Kolkata

2. Chatterjee C.C (2004), Human Physiology Volume II, Medical Allied Agency,

Kolkata. Sembulingam, K. (2000) Essentials of Medical Physiology, Jaypee

Brothers Medical Publishers (P) Ltd., New Delhi

3. Chaudhri, K. (1993) Concise Medical Physiology, New Central Book Agency

(Parentral) Ltd., Calcutta.


50


Course Title: SUSTAINABLE DEVELOPMENT THROUGH ENERGY CONSERVATION(OE-2) (Theory)Total Contact Hours: 45 Hrs Course Credits: 3

Formative Assessment Marks: 30 marks Duration of ESA / Exam: 3 hrs



1. Understand the environmental aspects of non-conventional and alternate

energy resources.

2. Understand greenhouse effect and how greenhouse gases benefit and harm

the earth.

3. Understand the technical and commercial aspects of energy conservation.

4. Understand solid waste management and water conservation through the

concept of reduce, reuse, recycle and compost.


Course Outcomes (COs) / ProgramOutcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Understand the environmentalaspects of non-conventional andalternate energy resources

x x x x x

Understand greenhouse effect andhow greenhouse gases benefit andharm the earth

x x x

Understand the technical andcommercial aspects of energyconservation

x x

Understand solid waste managementand water conservation through theconcept of reduce, reuse, recycle andcompost.

x x

51


Title of the Course: SUSTAINABLE DEVELOPMENT THROUGH ENERGYCONSERVATION

Course: OPEN ELECTIVE- OE 2Number of Theory Credits Number of lecture Hours/semester

3 45

CONTENT 45 Hrs

Unit – 1 NON- CONVENTIONAL ENERGY RESOURCES 11 Hrs

Chapter No.1: Renewable energy sources: Working principles and

application of - Solar, Wind, Hydro, Tidal, Geothermal, Biomass and Bio-

fuels, Hydroelectric power, Hybrid systems, Photovoltaic cells.

Chapter No. 2: Energy Conservation, Definition, energy saving devices,

Energy conservation at home and community

Chapter No.3: Eco-Friendly Ways to Reduce Energy.

6 Hrs

2 Hrs

3 Hrs

Unit – 2 SUSTAINABLE BUILDING TECHNOLOGIES 20 Hrs

Chapter No. 4: Greenhouses: Greenhouse Technology – Advantages,

Classification of greenhouse, Construction of a cost effective greenhouse –

materials required.

Chapter No. 5: Recent trends for the future of green energy– Green micro

grid technology

Chapter No. 6: Heating and cooling systems, screens and auxiliary

systems for a greenhouse Sustainable Building Technologies for

Greenhouse Gas Emission Reduction, Carbon Foot Prints, Hydroponic

greenhouses

6 Hrs

4 Hrs

10 Hrs

Unit – 3 REDUCE, REUSE AND RECYCLE 14 Hrs

Chapter No. 7: Meaning and Objectives of Reduce, Reuse and Recycle 2 Hrs

52

Chapter No. 8:Water management and its conservation

Chapter No. 9:Waste management – organic and inorganic wastes

Chapter No. 10: Application of 3 R’s for sustainable building

4 Hrs

4 Hrs

4 Hrs



Test 1 10

Test 2 10



References

1. Energy Management and Conservation; K. V. Sharma and P.

Venkataseshaiah: I K International Publishing House Pvt. Ltd.

2. Guide to energy management, 7th Edition, Barney L. Capehart, Wayne C.

Turner, William J. Kennedy; ISBN-10: 0-88173-671-6, Published by The

Fairmont Press, Inc

3. Journal on Energy Conservation and Management: Elsevier, ISSN: 0196-8904

4. Non-Conventional Energy Sources, G.D. Rai (2009), Khanna Publishers, New

Delhi

5. Greenhouse Technology (The Future Concept of Horticulture): Ghosh, A.:

Kalyani Publishers, New Delhi.


53


Course Title: Adolescent Brain and Behaviour (OE – 2) (Theory)




Course Pre-requisite(s): Minimum understanding of Child Development - DSC3


1. Knowledge of brain changes during adolescence.2. Awareness of influence of brain on behaviour.3. Develop critical thinking skills.



1 2 3 4 5 6 7 8 9 10 11 12

Knowledge of brain changesduring adolescence

x x x

Awareness of influence of brainon behaviour.

x x x

Develop critical thinking skills x x x

54


Title of the Course: ADOLESCENT BRAIN AND BEHAVIOUR

Course: OE-2


3 45

CONTENT 45 HrsUnit – 1 THE DEVELOPING BRAIN 10 hrs

Chapter No. 1: Brain development during late childhood and Adolescenceincluding cell migration, pruning, and arborisation,development of the grey and white matter and functionalimplications of those brain changes

Chapter No. 2: Brain Plasticity in late childhood and adolescence

7 Hrs

3 Hrs

Unit – 2 BRAIN AND COGNITION 14 hrsChapter No. 3: Overview of thinking in Adolescence

Chapter No. 4: Self-controlChapter No. 5: Decision makingChapter No. 6: Resilience

5 Hrs2 Hrs5 Hrs

2 Hrs

Unit – 3 BRAIN AND SOCIO-EMOTIONAL DEVELOPMENT 14 hrsChapter No. 7: Identity formation and crisis resolution

Chapter No. 8: Motivation

Chapter No. 9: Fear

Chapter No. 10: DatingChapter No. 11: ViolenceChapter No. 12: Risk Taking

3 Hrs

3 Hrs2 Hrs

2 Hrs

2 Hrs

2 Hrs

55

Unit – 4 POLICIES AND SAFETY 7 hrs

Chapter No. 13: Social Policies, Judicial Policies, ProtectiveOrganizations and Services 7 Hrs



Test 1 10



References1. Coon Dennis, Mitterer John, “Introduction to Psychology: Gateways to Mind

and Behaviour”, Thomson Wadsworth Publishing 11th Edition

2. Peterson Christopher, “Psychology: A BioPsychoSocial Approach” LongmanPublishing 2nd Edition

3. Vasta Ross, Haith Marshall, Miller Scott, “Child Psychology: The ModernScience”, John Wiley and Sons

4. Shaffer David, “Developmental Psychology: Childhood and Adolescence”,Brooks / Cole Publishing Company

Date Course Coordinator Subject CommitteeChairperson

56

Structure of B.A/ B.Sc Home Science as aMajor (Honours)

(Model II A)

57

Model Curriculum

Name of the Degree Program: B.Sc. Honours

Discipline Core: Home Science Total Credits for the Program: 185Credits Starting year of implementation: 2021-22

Program Outcomes:By the end of the program the students will be able to:(Refer to literature on outcome based education (OBE) for details on ProgramOutcomes)




market.8. Foster a genre of responsible students with a passion for lifelong learning

and entrepreneurship.9. Develop sensitivity, resourcefulness and competence to render service to

families, communities, and the nation at large.10. Promote research, innovation and design (product) development favoring all

the disciplines in Home Science.11. Enhance digital literacy and apply them to engage in real time problem

solving and ideation related to all fields of Home Science.12. Appreciate and benefit from the symbiotic relationship among the five core

disciplines of Home Science – Resource Management, Food Science andNutrition, Textiles and Clothing, Human Development and Family Studiesand Extension and Communication

Assessment:Weightage for assessments (in percentage)Type of Course Formative Assessment / IA Summative Assessment



- -

58

Contents of Courses for B.Sc. Home Science as Major SubjectModel II A

Semester Course No.

Cou

rse

Categ

ory

Theo

ry/Pr

actical

Credits


1.

HSCT1.1DSC A 1

Theory 4 Principles of Food and Nutrition 70 30

HSCP1.1 Practical 2 Principles of Food and Nutrition 35 15

HSCT1.2 OE- 1 Theory 3 Food Preservation 70 30

2.

HSCT2.1

DSC A2

Theory 4 Fundamentals of HumanDevelopment

70 30

HSCP2.1 Practical 2 Fundamentals of HumanDevelopment

35 15

HSCT2.2 OE- 2 Theory 3 Teaching Materials For EarlyChildhood Education

70 30

Exit Option with Certificate in Home Science (52 Credits)

3.

HSCT3.1

DSC A 3

Theory 4 Early Childhood Care andEducation

70 30

HSCP3.1 Practical 2 Early Childhood Care andEducation

35 15

HSCT3.2 OE- 3 Theory 3 Income Generating Skills 70 30

4.

HSCT4.1 DSC A 4 Theory 4 Introduction to Textiles 70 30HSCP4.1 Practical 2 Introduction to Textiles 35 15

HSCT4.2 OE- 4 Theory 3 Fashion Designing 70 30

Exit Option with Diploma in Home Science (100 Credits)

5

HSCT5.1 DSC A 5 Theory 3 Resource Management andConsumer Economics

70 30

HSCP5.1 Practical 2 Resource Management andConsumer Economics

35 15

HSCT5.2 DSC A 6 Theory 3 Communication and ExtensionEducation

70 30

HSCP5.2 Practical 2 Communication and ExtensionEducation

35 15

HSCT5.3 VOC- 1 Theory 3 Special Education 70 30HSCT6.1 DSC A 7 Theory 3 Human Development and Family

Dynamics70 30

HSCP6.1 Practical 2 Human Development and FamilyDynamics

35 15

59

6.HSCT6.2 DSC A 8 Theory 3 Interior Decoration 70 30HSCP6.2 Practical 2 Interior Decoration 35 15

HSCT6.3 VOC- 2 Theory 3 Designing Interior Spaces 70 30HSCT6.4 Theory 3 Internship 70 30

Exit Option with Bachelor of Science Degree in Home Science (144 Credits)

7.

HSCT7.1 DSC A 9 Theory 3 Traditional Textiles and Costumesof India

70 30

HSCP7.1 Practical 2 Traditional Textiles and Costumesof India

35 15

HSCT7.2 DSC A10 Theory 3 Children with DevelopmentalChallenges

70 30

HSCP7.2 Practical 2 Children with DevelopmentalChallenges

35 15

HSCT7.3 DSC A 11 Theory 3 Nutritional Management in Healthand Disease

70 30

HSCP7.3 Practical 2 Nutritional Management in Healthand Disease

35 15

HSCT7.4 DSE 1 Theory 3 Ergonomics in Design 70 30HSCT7.5 DSE 2 Theory 3 Public Health Nutrition 70 30HSCT7.6 Theory 3 Research Methodology 70 30

8.

HSCT8.1 DSC A12 Theory 3 Clothing and Fashion Illustration 70 30HSCP8.1 Practical 2 Clothing and Fashion Illustration 35 15HSCT8.2 DSC A 13 Theory 3 Entrepreneurship

Development70 30

HSCP8.2 Practical 2 EntrepreneurshipDevelopment

35 15

HSCT8.3 DSC A 14 Theory 3 Guidance and Counselling 70 30HSCP8.3 Practical 2 Guidance and Counselling 35 15HSCT8.4 DSE 3 Theory 3 Food Service Management 70 30HSCT8.5 Theory 6 Research Project

ORAny two of the following electives

/ Internship(A) Food Preservation and

Safety(B) Energy Conservation

(C) Extension Management(D) Gerontology

70 3070 30

Award of Bachelor of Science Degree Honours Degree in Home Science (185 credits)*In lieu of the research Project, two additional elective papers/ Internship may be offered.

60

Curriculum Structure for the Undergraduate Degree Program

B.Sc. Home Science



Name of the Degree Program: BA/BSc Degree/Honors

Discipline/Subject: Home Science as one Discipline A

Program Articulation Matrix:

This matrix lists only the core courses. Core courses are essential to earn the degree in that


Elective courses may be listed separately.

Sem. Title /Nameof the course

Programoutcomes thatthe course

addresses (notmore than 3 per

course)

Pre-requisitecourse(s) Pedagogy Assessment

1

DSC A 1Principles of Foodand Nutrition

PO – 4PO - 5PO – 7

12+/EquivalentPass

Demonstration lecture


OE- 1Food Preservation

PO- 3PO- 8PO- 9

12+/EquivalentPass



2

DSC A2Fundamentals of

HumanDevelopment

PO – 4PO – 6PO – 8

12+/EquivalentPass

LectureField Visit


OE- 2Teaching Materials

For EarlyChildhoodEducation

PO- 1PO- 3PO- 8

12+/EquivalentPass



61

Syllabus for B.Sc. Home Science as Major Subject& B.Sc. (Hons)

B.Sc. HOME SCIENCESEMESTER 1

Course Title: PRINCIPLES OF FOOD AND NUTRITION (DSC A1)

Total Contact Hours: 60Hrs Course Credits: 4




Course Outcomes: (COs)At the end of the course the student should be able to:1. Understand the role and functions of nutrients, their requirements and the effect of

deficiency and excess.2. Understand the concept of an adequate diet and the importance of meal planning for all

age group



1 2 3 4 5 6 7 8 9 10 11 12

Understand the role and functionsof nutrients, their requirementsand the effect of deficiency andexcess

x x x

Understand the concept of anadequate diet and the importanceof meal planning for all age group

x x x

62

B.SC. HOME SCIENCESEMESTER 1

Title of the Course: PRINCIPLES OF FOOD AND NUTRITION

Course : DSC A1


4 60

CONTENT 60 Hrs.

Unit – 1 Introduction to Nutrition 12 Hrs

Chapter No. 1: Definition of nutrition, Malnutrition and Health, Functions

of food, Food groups -Types of food pyramids

Chapter No. 2: Balanced diet - Meal planning – steps in meal planning

6 Hrs

6 Hrs

Unit – 2 Nutrients 18 Hrs

Chapter No. 3: Nutrients Macro and Micro nutrientsclassification,

Sources, functions and deficiency. A) Carbohydrates, B) Proteins C) Fats

D) Minerals – Calcium, Iron, Iodine. E) Vitamins – Fat soluble vitamins –

A, D, E & K Water soluble vitamins – vitamin C Thiamine, Riboflavin,

Niacin

Chapter No. 4: A) Water – Functions, sources and water balance

B) Fibre – Functions and sources, C) Energy – factors affecting BMR

15 Hrs

3 Hrs

Unit – 3 Methods of Cooking 15 Hrs

Chapter No. 5. Methods of cooking- Advantages and disadvantages a)

Water – Boiling, steaming, pressure cooking b) Oil/Fat – Shallow frying,

deep frying c) Air – Baking

Chapter No. 6. Nutrition through lifecycle Nutritional requirement, dietary

guidelines: Adulthood, Pregnancy, Lactation, Infancy -Complementary

feeding, Pre-school, Adolescence, Old age.

4hrs

11hrs

63

Unit – 4 Food Preservation 15 Hrs

Chapter No. 7 -

Food Preservation- Objectives and principles-Methods: dehydration,

temperature regulation ,using preservatives like salt and sugar

Chapter No. 8 - Food Handling and storage - freezing thermal and non-

thermal methods, Canning

8 hrs

7hrs


Assessment Occasion /type

Weightage in Marks

Test 1 10

Test 2 10



Practical Course: 2 Credits 60 HrsList of Experiments to be conducted

Unit 1: a) Weights and Measuresb) Food pyramids

Unit 2: Methods of cookinga) Boiling, steamingb) Pressure cooking, shallow and deep fat Fryingc) Dry heat -bakingUnit 3: Identification of nutrient rich foods and preparation of any three nutrient rich

foodsUnit 4: Food preservation – salt, sugar and dehydration.

64



Test 1 10

Test 2 -

Assignment + Project 5


References1. Srilakshmi B, (2007), Dietetics. New Age International publishers. New Delhi

2. Srilakshmi B, (2002), Nutrition Science. New Age International publishers. New Delhi

3. Swaminathan M. (2002), Advanced text book on food and Nutrition. Volume I. Bappco.

4. Gopalan.C.,RamaSastry B.V., and S.C.Balasubramanian (2009), Nutritive value of Indian

Foods.NIN.ICMR.Hyderabad.

5. Mudambi S R and Rajagopal M V, (2008), Fundamentals of Foods, Nutrition & diet

therapy by New Age International Publishers, New Delhi


65


Course Title: FOOD PRESERVATION (OE1)Total Contact Hours: 45 Hrs Course Credits: 3




1. Know the principles of preservation behind the methods of preservation

2. Understand the stages of sugar cookery, quality of pectin and acidity in the

development of preserved food products

3. Acquire skills to formulate food based products

4. Explore the principles of preservation in fruits and vegetables based products

5. Skills to prepare cereals and pulse based preserved products and develop new

products with retention of quality course



1 2 3 4 5 6 7 8 9 10 11 12

Know the principles of preservationbehind the methods of preservation

x x

Understand the stages of sugarcookery, quality of pectin andacidity in the development ofpreserved food products

x x

Acquire skills to formulate foodbased products

x x

Explore the principles ofpreservation in fruits andvegetables based products

x x

Skills to prepare cereals and pulsebased preserved products anddevelop new products withretention of quality course

x x

66


Title of the Course: FOOD PRESERVATION

Course: OE 1


3 45

CONTENT 45 Hrs

Unit-I Concept of Food Preservation 10 Hrs

Chapter No.1- Importance of Food Preservation, Types of Food spoilage by

Microorganisms and by Enzymes, Basic Principles of Food Preservation

Food preservatives- Use of Salt, Acid, Sugar, natural food preservatives and

artificial preservatives

Chapter No. 2- Starting a food preserving unit, Product Promotion strategies and

marketing skills

5 Hrs

5 Hrs

Unit-II Preparation of dehydrated products 20 Hrs

Chapter No.3 Methods of drying & dehydration , different types of driers , freeze

drying- lyophilization , packing & storage

Chapter No. 4- Drying methods for the selected products -Rice, Sago, Wheat,

Maida, Rice flakes, black gram dhal, green gram dhal, Horse gram dhal Roots

and Tubers.

Preparation of salted, dehydrated, preserves (Traditional Indian varieties of

chips, Papads, Khakharas etc and Masala Powders, onion, garlic, ginger

powder etc )

Chapter No. 5- Hands on experience :Drying of vegetables- peas, potato, carrot,

French beans, Reconstitution of dried vegetables, Drying & preparation of

powders- garlic, ginger, spices mix etc

5 Hrs

7 Hrs

8 Hrs

67

Unit -III Preservation by Using Sugar, Chemicals, Salts and Fermentation 15 Hrs

Chapter No. 7 - Role of Pectin in Preserved foods, Stages in Sugar Cookery,

Sugar Concentrates – Principles of Gel Formation.

Hands on Experience: Preparation of Jam, Jelly, Marmalades, Sauce and

Squash, Preserves, Candied, Glazed, Crystallized Fruits, Toffee, Evaluation of

pH, Acidity and pectin quality, Preparation and Preservation of Fruit Juices, RTS

Visit to Fruits and Vegetable processing industry

Chapter No. 8 - Pickling – Principles Involved and Types of Pickles, Chemical

Preservatives – Definition, Role of Preservation, Permitted Preservatives, FSSAI

guidelines, Foods fermented by Yeasts and Bacteria, Wine and Cheese Making

Chapter No. 9 - Hands on experience: Pickle making, Visit to Commercial Pickle

Manufacturing/ Food Industry / Wine industry

8 Hrs

3 Hrs

4 Hrs



Test 1 5

Test 2 5


3 Total 70 marks + 30 marks = 100 marks

68

Reference:1. Maney S (2008). Foods, Facts and Principles, 3 rd Edition Published by Wiley Eastern,

New Delhi. Usha Chandrasekhar (2002) Food Science and Application in Indian Cookery,

Phoenix Publishing House P. Ltd., New Delhi.

2. Raina U, Kashyap S, Narula V, Thomas S Suvira, VirS, Chopra S (2010) Basic Food

Preparation: A Complete Manual, 4th Edition, Orient Black Swan Ltd, Mumbai

3. Srivastava R.P. (2012),Fruit and vegetable preservation – Principles and Practices,

International Book Distributing Co., (IBDC), New Delhi.

4. Maria Parloa (2009), canned fruit, preserves and jellies: Household methods of

preparation, US Department of Agriculture, Washington. 5

5. Shafiur, Rahman, M. (2007), Handbook of Food Preservation, 2 nd edition, CRC press,

New Delhi


69

B. Sc. HOME SCIENCESEMESTER 2

Course Title: Fundamentals of Human Development (DSC A2)

Total Contact Hours: 60 Hrs. Course Credits: 4

Formative Assessment Marks: 30 marks Duration of ESA / Exam: 3 hrs.


Course Pre-requisite(s): Standard 12 and its equivalence with minimum 35%Course Outcomes (COs):At the end of the course the student should be able to:1. Explain the need and the importance of studying human growth and development

across life span.

2. Identify the biological and environmental factors affecting human development.

3. Describe the characteristics, needs and developmental tasks of different stages in

the human life cycle

4. Discuss the special features characteristic of each stage and its impact on the

next stage

5. Explain the broad theoretical perspectives of different researchers.



1 2 3 4 5 6 7 8 9 10 11 12

Explain the need for and importance ofstudying human growth and developmentacross life span.

X X X X

Identify the biological and environmentalfactors affecting human development.

X X X

Describe the characteristics, needs anddevelopmental tasks of different stages in thehuman life cycle

X X X

Discuss the special features characteristic ofeach stage and its impact on the next stage

X X

Explain the broad theoretical perspectives ofdifferent researchers.

X X X

70

B.Sc. HOME SCEINCESEMESTER 2

Title of the Course: FUNDAMENTALS OF HUMAN DEVELOPMENT

Course : DSC A2


4 60

CONTENT 60 Hrs

Unit – 1 Introduction 20 Hrs

Chapter No. 1 Human Development – Definition, needs, and Scope;

Domains of Development:

Chapter No. 2 Concept and principles of Growth and development; Factorsinfluencing growth and development.

Chapter No. 3 Methods of studying Human development, Prenatal

development

Chapter No. 4 Fertilization, Pregnancy–Signs, Symptoms, Complications,

Discomforts; Stages of Prenatal Development

Chapter No. 5 Child Birth - Process and types, Birth complications

3 Hrs

5 Hrs

3 Hrs

5 Hrs

4 Hrs

Unit – 2 Infancy and Early childhood Years 20 Hrs

Chapter No. 6. Infancy - Definition, Significance, Developmental Tasks, anddevelopmental milestones; Physical growth, reflexes and perceptual

abilities, Immunization Schedule;

Chapter No. 7. Early Childhood Years- Definition, Developmental tasks;

physical, motor, intellectual, language, emotional, social developmental

milestones. importance of preschool education and Significance of play for

all-round development

Chapter No. 8. Piaget’s cognitive Theory and Erik Erickson’s Personality

Theory.

8 Hrs

8 Hrs

4 Hrs

71

Unit – 3 Middle Childhood Years 20 Hrs

Chapter No. 9 The Middle Childhood Years - Definition, Developmental

tasks. Highlights of Physical, Social, Emotional, Intellectual development.

Significance of school and functions; Importance of extra-curricular

activities, Peers - Importance and Influence, Interest development

Chapter No. 10 Role of Parents and Disciplinary Techniques; Role of

siblings, peers and others in the development; Behavior problems

12 Hrs

8 Hrs



Test 1 10

Test 2 10



Practical: 2 Credits 60 HrsList of Experiments to be conducted

1. Prepare an album on the stages of prenatal development.

2. Organize a lecture/workshop for parents on importance of the nutrition/ Needs of

preschool children.

3. Develop an activity to foster cognitive development in school children

Formative Assessment 100

Assessment Occasion/type

Weightage in Marks

Test 1 5

Test 2 5

Assignment /Project -

Total 35 marks + 15marks = 50 marks

72

References1. Berk, L.E. (2005). Child development (5th ed.). New Delhi: Prentice Hall.

2. Bhangaokar, R.,&Kapadia, S. (in press). Human Development Research in

India: A historical overview. In G. Misra (Ed.), Hundred years of Psychology in

India. New Delhi:Springer.

3. Feldman, R., & Babu, N. (2009). Discovering the life span. New Delhi:

Pearson

4. Kakar, S. (1998). The inner world. Psychoanalytic study of childhood and

society in India.Delhi: Oxford University Press.

5. Kapadia, S. (2011). Psychology and human development in India. Country

paper. International Society for the Study of Behavioural Development Bulletin

Number 2, SerialNo. 60, pp.37-42.

6. Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child

development.Sage.

7. Lightfoot, C., Cole, M., & Cole, S. (2012). The development of

children

8. (7thed.).NewYork: Worth Publishers.

9. Santrock, J. (2017). A topical approach to life span development (9th ed.).

NewNY.: Mcgraw-Hill Higher Education.

10.Singh, A. (2015). Foundations of Human Development: A life span approach.

ND:Orient Black Swan.

11.Walsh, B.A., Deflorio, L., Burnham, M.M., & Weiser, D.A. (2017). Introduction

to Human Development and Family Studies. NY: Routledge

12.Baradha.G ‘Basics of Human Development’ Saradalaya Press, Sri

Avinashilingam Education Trust Institutions, Coimbatore 2008.

13.Hurlock.B.Elizabeth ‘Developmental Psychology – A Life Span Approach’ Tata

McGraw Hill Publications, New Delhi Latest Edition. 3.

14.Suriakanthi. A. (2015) ‘Child Development’ Kavitha Publications, Gandhigram,

Tamil Nadu.


73


Course Title: TEACHING MATERIALS FOR EARLY CHILDHOOD EDUCATION(OE 2)Total Contact Hours: 45 Hrs Course Credits: 3Formative Assessment Marks: 30 marks Duration of ESA/Exam: 3 HrsModel Syllabus Authors: Summative Assessment Marks: 70 marks


1. Understand the importance of teaching learning materials.

2. Understand the different teaching methods & materials for early years

3. Understand the different teaching methods & materials developmentally

challenged children



1 2 3 4 5 6 7 8 9 10 11 12

Understand the importance ofteaching learning materials

x x x

Understand the different teachingmethods & materials for earlyyears

x x x

Understand the different teachingmethods & materialsdevelopmentally challengedchildren

x x x

74


Title of the Course: TEACHING MATERIALS FOR EARLY CHILDHOOD EDUCATION

Course: OE 2


3 45

CONTENT 45 Hrs

Unit-I - Concept & need for teaching learning materials 15 Hrs

Chapter No. 1- Objectives of Teaching-Learning Materials, Orientation on

different methods and materials used for teaching young children and

studying the techniques of different methods.

The oral communication methods: (stories, songs, Music, description,

explanation, etc.) and conversational methods (conversation, heuristic

conversation, questioning on a special subject, etc.).

Exploratory learning methods: direct exploration of objects and

phenomena (systematic and independent observation, small

experiments, etc.) and indirect exploration (demonstration through

pictures, films, etc.).

Methods based on the pupils’ direct voluntary action (exercises,

practical work, etc.) and simulated action (didactic games, learning

through drama, etc.).

Use of natural materials (plants, shells, seeds, insects, rocks, sand,

etc.)

Intuitive materials (cast and clay models, Puppets, blocks, puzzles,

mazes, etc)

Figurative aids (pictures, photographs, atlas books, maps, albums,

table games, etc.)

Printed teaching aids (children’s books, workbooks, etc.). Printed

teaching aids

15 Hrs

75

Digital material (audio & video)

Unit-II – Development of Materials for Early years 13 Hrs

Chapter No. 2- Design and development of developmentally appropriate

play materials to foster all round development in children using indigenous

materials, Developing stories, songs with music and rhythm appropriate

for infancy through early childhood

Chapter No. 3 - Creative Activities - importance, Types and values

promoted, method of giving instructions. Process of scripting for puppet

plays and creative drama.

a) Painting – free hand, finger, thread, wax resist &spray

b) Printing -block, leaf, stencil, thumb

c) Pasting – collage, paper mosaic, sand

d) Miscellaneous-etching, marbling, dough modelling

8 Hrs

5 Hrs

Unit –III- Development of Materials for developmentally challengedchildren

12 Hrs

Chapter No. 4- Creating teaching learning materials for developmentally

challenged children ( Blind, Dum& deaf, Learning disabilities, Speech

disorders, Mentally retarded, Gifted children, Slow learners)

Chapter No. 5 - Designing & developing digital play materials like videos,

audio aids or audio- Visual aids

8 Hrs

4 Hrs



Test 1 5

Test 2 5



76

Reference:1. Contractor,M., 1984, Creative drama and puppetry in education, National book

trust of India, Delhi

2. Devadas P. Rajammal and N. Jaya (1996), “A Textbook on child development”,

Mac Millan India Ltd. New Delhi.

3. Nasim Siddiqi, Suman Bhatia and Suptika Biswas (2007) Early Childhood Care

and Education –Book IV, DOABA HOUSE, New Delhi.

4. Sen Gupta, M. (2009). Early Childhood Care and Education. New Delhi: PHI

Learning Pvt. Ltd.

5. Soni,R., 2015,Theme based early childhood care and education programme- A

Resource Book, NCERT


77

Structure of B.A / B.Sc (Honours) inHome Science

(Model II C)

78

Model CurriculumName of the Degree Program: M.Sc.

Discipline Core: Family Resource Management

Total Credits for the Program: 265


Program Outcomes:By the end of the program the students will be able to:




market.8. Foster a genre of responsible students with a passion for lifelong learning and

entrepreneurship.9. Develop sensitivity, resourcefulness and competence to render service to

families, communities, and the nation at large.10. Promote research, innovation and design (product) development favoring all the

disciplines in Home Science.11. Enhance digital literacy and apply them to engage in real time problem solving

and ideation related to all fields of Home Science.12. Appreciate and benefit from the symbiotic relationship among the various

discipline of home scienceAssessment:

Weightage for assessments (in percentage)Type of Course Formative Assessment / IA Summative Assessment



- -

Contents of Courses for BA/BSc Home Science as MajorSubject: Family Resource Management

Model II C

Semester Course No.

Cou

rse

Categ

ory

Theo

ry/Pr

actical

Credits


1.HSFRMT1.1 DSC-A1 Theory 4 Introduction to Resource

Management70 30

HSFRMP1.1 Practical 2 Introduction to ResourceManagement

35 15

B1 DSC-B1 Theory 3

B2 DSC-B2 Theory 3

HSFRM1.2 OEC-1 Theory 3 Basics of art and design 70 30

2.

HSFRMT2.1 DSC-A2 Theory 4 Family finance and ConsumerEconomics

70 30

HSFRMP2.1 Practical 2 Family finance and ConsumerEconomics

35 15

B3 DSC-B3 3B4 DSC-B4 3HSFRMT2.2 OEC-2 3 Fundamentals of Resource

Management70 30

Exit Option with Certificate in Family Resource Management (52 Credits)

3.HSFRMT3.1 DSC-A3 Theory 4 Architectural Drafting 70 30

HSFRMP3.1 Practical 2 Architectural Drafting 35 15B5 DSC-B5 3B6 DSC-B6 3HSFRMT3.2 OEC-3 3 Consumer Economics 70 30

4. HSFRMT4.1 DSC-A4 Theory 4 Art of Entertainment andEtiquette

70 30

HSFRMP4.1 Practical 2 Art of Entertainment andEtiquette

35 15

B7 DSC-B7 3

B8 DSC-B8 3

HSFRMT4.2 OEC-4 3 Front office Management andhouse keeping

70 30

Exit Option with Diploma in Family Resource Management (100 Credits)

5HSFRMT5.1 DSC-A5 Theory 3 Interior Decoration 70 30HSRMP5.1 Practical 2 Interior Decoration 35 15

HSFRMT5.2 DSC-A6 Theory 3 Fundamentals of CAD 70 30

HSRMP5.2 Practical 2 Fundamentals of CAD 35 15

B9 DSC-B9 Theory 3

HSFRMT5.3 DSEAE1 Theory 3 Advertising and labellinginformation

70 30

HSFRMT5.4 VOC1 Theory 3 Energy conservation 70 30

6.HSFRMT6.1 DSC-A7 Theory 3 Hospitality Management 70 30HSRMP6.1 Practical 2 Hospitality Management 35 15HSFRMT6.2 DSC-A8 Theory 3 Event Management 70 30HSRMP6.2 Practical 2 Event Management 35 15

B10 DSC-B10 Theory 3HSFRMT6.3 DSEAE2 Theory 3 Product development and

packaging70 30

HSFRMT6.4 VOC2 Theory 3 Waste Management 70 30Exit Option with Bachelor of Science Degree in Family Resource Management (144 Credits)

7.HSFRMT7.1 DSC-A9 Theory 3 Housing and Building Services 70 30HSRMP7.1 Practical 2 Housing and Building Services 35 15HSFRMT7.2 DSC-A10 Theory 3 Ergonomics 70 30HSRMP7.2 Practical 2 Ergonomics 35 15HSFRMT7.3 DSC-A11 Theory 3 Interior Product Design 70 30HSFRMT7.4 DSEAE3 Theory 3 Anthropometry and ergonomic

assessment tool70 30

HSFRMT7.5 2 Internship 35 15HSFRMT7.6 Theory 3 Research Methodology 70 30

8.HSFRMT8.1 DSC-A12 Theory 3 Designing and Furnishing for Life

Space70 30

HSRMP8.1 Practical 2 Designing and Furnishing for LifeSpace

35 15

HSFRMT8.2 DSC-A13 Theory 3 Human Resource Management 70 30HSRMP8.3 DSC-A14 Theory 3 Sustainable Buildings 70 30HSFRMT8.4 DSEAE4 Theory 3 Visual Merchandizing 70 30HSFRMT8.5 6 Research Project or

A. Building materials andcomponentsB. Marketing Research

140 60

Exit Option with Bachelor of Science Honors in Family Resource Management (185 Credits)9 HSFRMT9.1 DSC-A15 Theory 3 Landscape Design 70 30

HSRMP9.1 Practical 2 Landscape Design 35 15HSFRMT9.2 DSC-A16 Theory 3 Interior Design and Decoration 70 30HSRMP9.2 Practical 2 Interior Design and Decoration 35 15HSFRMT9.3 DSC-A17 Theory 3 Entrepreneurship Management 70 30HSFRMT9.3 Practical 2 Entrepreneurship Management 35 15HSFRMT9.4 DSEAE5 3 Financial planning and

Management70 30

HSFRMT9.5 2 Internship 35 15HSFRMT9.6 Theory 3 Statistics 70 30

10 HSFRMT10.1 DSC-A18 Theory 3 Residential Space Design 70 30HSRMP10.1 Practical 2 Residential Space Design 35 15HSFRMT10.2 DSC-A19 Theory 3 Marketing management 70 30HSRMP10.3 DSC-A20 Theory 3 Tourism Management 70 30HSFRMT10.4 DSEAE6 3 Folk art in Interiors 70 30HSFRMT10.5 6 Dissertation 140 60

Award of Master of Science in Family Resource Management (265 Credits)*In lieu of the research Project, two additional elective papers/ Internship may be offered.

Curriculum Structure for the Undergraduate Degree Program B.A/B.Sc.Family Resource Management



Name of the Degree Program: B.A / B.Sc. Honours.

Discipline/Subject: Family Resource Management as one Discipline A


This matrix lists only the core courses. Core courses are essential to earn the degree in

that discipline/subject. They include courses such as theory, laboratory, project,

internships etc. Elective courses may be listed separately

Semester Title /Nameof the course

Programoutcomesthat thecourse

addresses(not morethan 3 percourse)

Pre-requisitecourse(s) Pedagogy Assessment

1

DSC A 1Introduction toFamilyResourceManagement

PO – 4PO - 5PO – 7

12+/EquivalentPass

Demonstration Lecture

Formativeand

SummativeAssessment

OEC 1Basics of Artand Design

PO – 5PO - 5PO – 7

12+/EquivalentPass

Demonstration Lecture

Formativeand

SummativeAssessment

2

DSC A2FamilyFinance andConsumerEconomics

PO – 4PO – 6PO – 8

12+/EquivalentPass

Lecture Field Visit

Formativeand

SummativeAssessment

OEC 2Fundamentalsof ResourceManagement

PO – 2PO – 9PO – 10

12+/EquivalentPass

Lecture Field Visit

Formativeand

SummativeAssessment

B.A/B.Sc. HOME SCIENCE

SEMESTER 1

Course Title: Introduction to Resource Management (DSC-A1)



Model Syllabus Authors: Summative Assessment Marks: 70 Marks


Course Outcomes (COs):1. Explain the need for and importance of studying the concepts of management2. Identify the components of Resources Management.3. Describe the characteristics and needs of resources at different stages in the

Family life cycle4. Explain the broad theoretical perspectives and frameworks of Family

Resources of management5. Identify understand the importance of management in everyday life6. Application of Management process to resources- particularly time, and

energyCourse Articulation Matrix: Mapping of Course Outcomes (COs) with Program

Outcomes (POs 1-12)Course Outcomes (COs) / ProgramOutcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Summarize and critically discuss andunderstand the concept andcomponents of Resource management

X X X X

Able to Describe the characteristics andneeds of resources at different stages inthe Family life cycle

X X X

Understand the broad theoreticalperspectives and frameworks of FamilyResources of management

X X X

Understand the importance ofmanagement in everyday life

X X X

Application of Management processto resources- particularly time, andenergy

X X X


SEMESTER 1

Title: Introduction to Resource Management

Course : DSC-A1


4 60

CONTENT 60 Hrs.

Unit – 1 Introduction to Family Resources of Management 16hrs

Chapter No. 1: Resource Management: Introduction and Classification of

Resources. Characteristics of resources, Factors affecting the use of

resources Chapter No. 2: Concepts of management: Definition and

importance of management. Management Process, Planning – Types and

Importance. Controlling – steps in controlling, Evaluation – Types and

Importance, Styles in management.

6hrs

10 hrs

Unit – 2 Decision Making in Management 16hrs

Chapter No. 3: Decision making in management: Definition and importanceof decision making, Types of decision, Process of decision making, Methods

of resolving conflicts,

Chapter No. 4: Motivating factors in decision making –Values: meaning, Types of values. Parker values

Goals: Meaning, Types of goals

Standards: Meaning, Types of standards

Inter relationship between Values, Goals and Standards

8hrs

8hrs

Unit – 3 Management of Resources: Time and Energy 16hrs

Chapter No. 5. Time management: Importance of time, Tools in timemanagement, Time management process.

Chapter No. 6. Energy Management: Importance of energy, Types of

efforts required for various activities, Fatigue – Types, methods of over-

coming fatigue,

8hrs

8hrs

Unit -4 Work simplification 12hrs

Chapter No. 7:Work simplification – Definition, Techniques, Mundell’s

classification

Chapter No. 8: Ergonomics – Definition, scope, and objectives, Domains,Man, Machine and Environment (MME).

6hrs

6hrs

Formative Assessment = Theory 100 marks + Practical 50 marksAssessment Occasion / type Weightage in Marks

Test 1 10Test 2 10

Assignment + Project 5 + 5Total 70 marks + 30 marks = 100 marks

Practical Course: 2 Credits 60Hrs

1. Decision Making –Identify a problem and solve it using steps in decision making

2. Plan a time and activity chart for 3 days – Evaluate and make suggestions for

improvement

3. Energy Management

a. Using factorial method calculate energy expenditure and physical activity level

b. Calculate energy cost of selected activities using heart rate monitor

4. Work simplification techniques: Pathway chart, process chart

5. Application of management process for different activities

Formative Assessment = 40 marks + Summative Assessment = 10 Marks = 50 MarksAssessment Occasion / type Weightage in Marks

Test 1 5Test 2 5Project 5Total 35 marks + 15 marks = 50 marks

REFERENCES1. Nickell and Dorsey – Management of Family Living (2002) 4Th edition CBS

Publishers and Distributers, New Delhi.

2. Shashi k, Gupta, Neeti Gupta, (2004), Management Concepts and Strategies,


3. Sushma Gupta and Anita Aggrawal, (2005), Text Book of Family Resource

Management – Hygiene and physiology, Kalyani Publishers, New Delhi.

4. Trupathi.P.C, Reddy. (2006), Principles of Management, Tata McGraw Hills

Publishing company Limited, New Delhi.

5. Verghese.M.A, Saha, P.N.Atreya.N,(2000), Ergonomics of Women at Works,

Allied Publishers, Mumbai.


B.Sc. HOME SCIENCE

SEMESTER 1

Course Title: Basics of Art and Design (OE-1)





Course Outcomes (COs):

At the end of the course the student should be able to:

1. Understand the design fundamentals in interiors.

2. Gain knowledge on application of elements of art and principles of design in

Interiors.

3. Analyze the traditional and contemporary furniture designs and furnishing styles

4. Evaluate case studies on global market trends and techniques in the area of

design.



1 2 3 4 5 6 7 8 9 10 11 12

Understand the designfundamentals in interiors.

× × ×

Gain knowledge on application ofelements of art and principles ofdesign in Interiors.

× × ×

Analyze the traditional andcontemporary furniture designsand furnishing styles

× ×

Evaluate case studies on globalmarket trends and techniques in

× ×

the area of designB.A/B.Sc. HOME SCIENCE

SEMESTER 1

Title: Basics of Art and Design

Course : OE-1


3 45

CONTENT 45 Hrs

Unit – 1 DESIGN Fundamentals 12 Hrs

Chapter No.1: Objectives of aesthetic planning – Beauty, Expressiveness,

Functionalism, significance of good taste. Definition of Design,

Characteristics and Types of Design – Structural and Decorative Design:

Naturalistic, Stylized, Geometric and Abstract.

Chapter No. 2: Elements of Art – Line, size, Shape, Form, Texture, Pattern,Space, Colour and Light. Principles of Design: Proportion, Balance,

Rhythm, Emphasis, and Harmony.

5 Hrs

7 Hrs

Unit – 2 Interior decoration 15 Hrs

Chapter No. 3: Fundamentals of Colour: Prang Colour Wheel,

Dimensions of Colour, Colour Harmonies, Planning colour schemes for

different areas.

Chapter No. 4: Decoration - Flower arrangement, Rangoli and Floral

Decorations and Accessories

8 Hrs

7Hrs

Unit – 3 FURNITURE DESIGN 18 Hrs

Chapter No. 5: Window Treatments - Types of Windows, Window

treatment and Mechanics of Window Treatment.

Chapter No. 6: History of Furniture Design, Types of Furniture, Factors to

be considered in selecting furniture. Principles of furniture arrangement

9 Hrs

9 Hrs

Formative Assessment = 100 marksAssessment Occasion / type Weightage in Marks

Test 1 10Test 2 10


References1. Ball, Victoria. K (2001), The Art of Interior Design, McMillan and Co, New York.

2. Bhatt.P.D, Goenka.S(2003). Foundation of Art Design, Lakshmi Book Depot,

Mumbai.

3. GopalKrishna, K.R, (2006), Fundamentals of Drawing, Subhas Stores Book

Corner, Bangalore.

4. Pratap Rao M, (2002) Interior Design, Principles and Practices, Standard

Publishers and Distributors

5. John Pile and Judith (2013). A History of Interior Design, Wiley Publishers

6. Penny Spark (2009). Designing the Modern Interior, Berg Publishers

7. Choudhary, A.K.R. (2000). Modern Concepts of Colour and Appearance, Oxford

and IBH Publishing Co. Pvt. Ltd. New Delhi.

8. Hilliard, E. (2000). Brilliant Colour at Home, Kyle Cathie Ltd, London



SEMESTER 2

Course Title: Family Finance and Consumer Economics (DSC-A2)


Formative Assessment Marks: 30 Marks Duration of ESA / Exam: 3 Hrs.

Model Syllabus Authors: Summative Assessment Marks:70 Marks



Understand the need for and importance of studying the concepts of Income

Identify the role of saving and Credit in financial Management.

Impart Knowledge of Insurance and Investment.

An insight into Consumer problems and Protection Identify understand the

importance of management in everyday life

Application of consumer information and education



1 2 3 4 5 6 7 8 9 10 11 12

Understand the need for andimportance of studying theconcepts of Income

× × × ×

Able to Identify the role of savingand Credit in financialManagement

× × ×

Understand to impart Knowledgeof Insurance and Investment.

× × ×

An insight into Consumerproblems and Protection Identifyunderstand the importance ofmanagement in everyday life

× × ×

Application of consumerinformation and education

× × ×


SEMESTER 2

Title: Family Finance and Consumer Economics

Course : DSC-A2


4 60

CONTENT 60 Hrs.

Unit – 1 Income Management 16hrs

Chapter No. 1: Income –Definition, Concepts, Sources, Types –Money

Income, Real Income and Psychic Income. Means of supplementing

Income.

Chapter No. 2: Budget: Terminology –Budget, Budgeting, Budgetary

control. Importance of Budgeting, Types of Budget – Balanced, Surplus and

deficit, Steps in budgeting, Levels of involvements in Budgeting Process.

6hrs

10 hrs

Unit – 2 Savings and Investments 16hrs

Chapter No. 3: Savings and Credit – Need for saving, Saving Institute-

Bank, Post office, UTI and Insurance - Definition and importance of

Insurance. Principles of insurance, types of Insurance-Life and health.

Credit –Source, types, credit instruments, use and abuse of credit, cost of

credit, credit and debit cards

Chapter No. 4: Investment-Principles of investment. Types of Investments-Shares, Debentures, bonds and Mutual funds.

8hrs

8hrs

Unit – 3 Consumer Problems and Protection 16hrs

Chapter No. 5. Consumer- Definition, Concept,Consumer buying behaviour, Types of Consumer Problem

Chapter No. 6. Consumer Protection - Government and Private.Consumer redressal, functioning of consumer courts.

8hrs

8hrs

Unit -4 Consumer information and education 12hrs

Chapter No. 7: Consumer Education-, Consumer education andawareness Consumer rights and Responsibilities.

Chapter No. 8: Consumer Aids – label, brand, trademark and othercertification marks.

6hrs

6hrs

Formative Assessment = 100 marks + Practical 50 marksAssessment Occasion / type Weightage in Marks

Test 1 10Test 2 10


Practical: 2 Credits 60 Hrs

1. Plan a Budget for different Income groups. Prepare a detailed budget for one

income group

2. Visit and prepare the Report on the different Saving Institutes - Bank, Post

office, UTI and Life Insurance

3. Banking Process: Procedure for opening savings account Writing Cheques,

Withdrawal, Demand draft, NEFT

4. Illustrate different types of consumer aids and Design a labels for consumer

product

5. Outreach programs on consumer awareness.


Assessment Occasion / type Weightage in MarksTest 1 5Test 2 5Project 5Total 35 marks + 15 marks = 50 marks

REFERENCES:

1. Nickell and Dorsey – Management of Family Living (2002) 4Th edition CBS


2. Goel Sandeep –Financial Services (2012) PhL Learning Pvt Ltd., New Delhi.

3. Kothari Rajesh (2010) Financial services in India Sage Publication New Delhi

4. Mishra M.N –Insurance, Principles and Practices (1981) S Chand nd Co, New

Delhi.

5. .Murthy D.K, Venugopal –Indian Financial System (2006) I K International

Publishing House Pvt Ltd., New Delhi.



7. Stillman J Richard – Guide to personal finance (1984) Prentice Hall International

Inc, New Jersey.


B.A/B.Sc. HOME SCIENCESEMESTER 2

Course Title: Fundamentals of Resource Management (OE -2)





Course Outcomes (COs):1. Discuss the need for and importance of studying the concepts of management

2. Describe the characteristics and needs of resources at different stages in the

Family life cycle

3. Explain the broad theoretical perspectives and frameworks of Family

Resources of management

4. Identify understand the importance of management in everyday life

5. Application of Management process to resources- particularly time, and energy



1 2 3 4 5 6 7 8 9 10 11 12

Critically discuss and understand theconcept and components of Resourcemanagement

× × × ×

Able to Describe the characteristics andneeds of resources at different stages inthe Family life cycle

× × ×

Understand the broad theoreticalperspectives and frameworks of FamilyResources of management

× × ×

Understand the importance ofmanagement in everyday life

× × ×

Application of Management processto resources- particularly time, andenergy

X X X


SEMESTER 2

Title: Fundamentals of Resource Management

Course : OEC-2


3 45

CONTENT 45 Hrs

Unit – 1 Fundamentals of resource Management 12Hrs

Chapter No. 1: Concepts of management: Definition and importance of

management. Management Process, Planning – Types and Importance.

Controlling – steps in controlling, Evaluation – Types and Importance,

Styles in management

Chapter No. 2: Resource Management: Introduction and Classification of

Resources. Characteristics of resources, Factors affecting the use of

resources

7 Hrs

5 Hrs

Unit – 2 Motivating factors and Decision making process 15 Hrs

Chapter No. 3: : Motivating factors in decision making –Values: meaning, Types of values. Parker values

Goals: Meaning, Types of goals

Standards: Meaning, Types of standards

Inter relationship between Values, Goals and Standards

Chapter No. 4: Decision making in management: Definition and importanceof decision making, Types of decision, Process of decision making,

Methods of resolving conflicts

9 Hrs

6Hrs

Unit – 3 Management of resources: Time and Energy 18 Hrs

Chapter No. 5: Time management: Importance of time, Tools in time

management, Time management process.

Chapter No. 6: Energy Management: Importance of energy, Types of

efforts required for various activities, Fatigue – Types, methods of over-

coming fatigue, Work simplification – Definition, Techniques, Mundell’s

classification,

8Hrs

10 Hrs

Formative Assessment = Th 100 marks + Practical 50 marksAssessment Occasion / type Weightage in Marks

Test 1 10Test 2 10


REFERENCES1. Sushma Gupta and Anita Aggrawal, (2005), Text Book of Family Resource

Management – Hygiene and physiology, Kalyani Publishers, New Delhi.

2. Shashi k, Gupta, Neeti Gupta, (2004), Management Concepts and Strategies,


3. Trupathi.P.C, Reddy. (2006), Principles of Management, Tata McGraw Hills

Publishing company Limited, New Delhi.

4. Verghese.M.A, Saha, P.N.Atreya.N,(2000), Ergonomics of Women at Works,

Allied Publishers, Mumbai




Structure ofB.Sc. (Hons.) with

Food Science and Nutrition as a

Major / Minor Subject &

M.Sc. Food Science and Nutrition

(Model II A)

PREAMBLEThe objective of a B.Sc. (Honors) program in Food Science and

Nutrition emphasizes on the fundamentals of Food and Nutrition. As Food

science is a far-reaching discipline that applies the pure science subjects of

chemistry, biology and nutrition to the study of the nature, properties, and

composition of foods, nutritional constituents, commodities, food quality and

deterioration, food preservation, product development, basics of Human

physiology, nutrition during lifetime, food hygiene and sanitation, food

service management, quality control in food industries and food service

institutions and functional foods as part of the syllabi. The program

endeavors to provide students with broad-based knowledge and training in

Food Science and Nutrition to provide a solid background of basic concepts

as well as exposing them to the exciting advancements in the field. They

are competent to explore the field of Food and Nutrition widening their

scope in areas of Food Industry, Nutritionist, Disease specific Therapist and

much more.

The program aims to skill the students with knowledge of the field to

gain profitable scopes in matters of career. The goal of the syllabus is to

make the study of Food Science and Nutrition, interesting and encouraging

to the students for higher studies including research and also to cater to the

needs of quality trained manpower with necessary professional skills in the

food industry as well as health sector and to educate the workforce in the

field of food science and nutrition. Electives provide add on knowledge

which assist in their professional endeavor. The program is designed with

theory papers, practical; project and internship that provide firsthand

experience empowering students to be successful professionals.

Model Curriculum


Discipline Core: Food Science and Nutrition



Program Outcomes:By the end of the program the students will be able to:

1. To impart in-depth knowledge in the area of Food, Nutrition and its relation to health.

2. To Understand human physiological process and importance of nutrients in

metabolism

3. To train the students to be inquisitive and think in an innovative way

4. To impart holistic interdisciplinary education in Food Science and Nutrition

5. To train critical thinking, effective communication and social interaction

6. To develop health, ecological and environmental concerns

7. To impart basic and translational research skills with technical excellence and make

them research and industry ready.

8. To prepare for higher degree with specializations, create professionals in different

related areas, foster research & development, teaching, government and public

service and entrepreneurship.

PROGRAM SPECIFIC OBJECTIVES

Provide and equip students with understanding of food Science and nutrition with

evidence-based approach

Equip students with knowledge and understanding of modern aspects of nutritional

science and novel food usage

Train on innovative recipe development applying the science of food

Serve in core food industry, which leverages diverse food science domains

including food biotechnology, product development, safety & quality control.

Harness the skills required to be an efficient entrepreneur

Perform in applied nutrition fields including public health and diet therapy

Build competent professionals in the field of food industry, health care sector to

address societal & national needs

Enable students to confidently pursue higher studies and research

Gain an understanding to enable independency to access, analyze and plan

nutritional management for disease and critical condition

Develop feasible solutions against major nutrition related health issues in country

Develop confidence to implement nutrition education program in community

Open a window in the field of food microbiology, quality control

Create competitive nutritionists in various fields – hospitals, health care sectors,

sports nutrition and food service institutions.

Contents of Courses for B.Sc. (Hons.) and M.Sc. in FoodScience and Nutrition as Major Subject

Model II A

Semester

Course No.

Theo

ry/

Practical

Credits

Paper TitleMarks

S.A. I.A.

I

FSNT1.1 Theory 4 Human Physiology 70 30

FSNP1.1 Practical 2 Human Physiology 35 15

FSNT1.2 Theory 3 A) Fundamentals of Food ScienceB) Nutrition Education

70 30

II

FSNT2.1 Theory 4 Fundamentals of Human Nutrition 70 30FSNP2.1 Practical 2 Human Nutrition 35 15

FSNT2.2 Theory 3 A) Healthy Lifestyle and NutritionB) Culinary Science

70 30

Exit Option with Certificate in Food Science and Nutrition (52 Credits)

III

FSNT3.1 Theory 4 Food Science 70 30FSNP3.1 Practical 2 Food Science 35 15

FSNT3.2 Theory 3 A) Food AdulterationB) Basics of Dietetics 70 30

IV

FSNT4.1 Theory 4 Community Nutrition 70 30FSNP4.1 Practical 2 Community Nutrition 35 15

FSNT4.2 Theory 3 A) Food SafetyB) Nutrition Counseling

70 30

Exit Option with Diploma (100 Credits)

V

FSNT5.1 Theory 3 Food Preservation 70 30FSNP5.1 Practical 2 Food Preservation 35 15FSNT5.2 Theory 3 Food Microbiology 70 30FSNP5.2 Practical 2 Food Microbiology 35 15

FSNT5.3 Theory 3 A) Nutrition and Food SecurityB) Drug and Nutrient Interaction

70 30

VI

FSNT6.1 Theory 3 Food Product Development 70 30

FSNP6.1 Practical 2 Food Product Development 35 15

FSNT6.2 Theory 3 Elementary Dietetics 70 30

FSNP6.2 Practical 2 Elementary Dietetics 35 15

FSNT6.3 Theory 3 A) Sensory EvaluationB) Nutrition and Ayush

70 30

Exit Option with Bachelor of Science, B.Sc. Degree (144 Credits)

VII

FSNT7.1 Theory 3 Food Quality Control 70 30

FSNP7.1 Practical 2 Food Quality Control 35 15

FSNT7.2 Theory 3 Nutrition During Emergencies 70 30

FSN7.2 Practical 2 Nutrition During Emergencies 35 15

FSNT7.3 Theory 4 Food Biotechnology 70 30

FSNT7.4 Theory 3 Inborn Errors of Metabolism 70 30

FSNT7.5 Theory 3 Research Methodology 70 30

VIII

FSNT8.1 Theory 4 Public Health Nutrition 70 30

FSNT8.2 Theory 4 Food Additives 70 30

FSNT8.3 Theory 3 Nutraceuticals and Functional Foods 70 30

FSNT8.4 Theory 3 A) Sports NutritionB) Entrepreneurship and RestaurantStartupC)Food Hygiene and sanitation

70 30

FSNT8.5 6(3+3) Research Project

ORAny two of the electivesA) Functional Properties of FoodB) Storage and Handling of FoodC) Enzymes in Food Industry

140

7070

60

3030

Award of Bachelor of Science Honors, B.Sc. (Hons.) Degree in Food Science and Nutrition

XI

PGFSNT1.1 Theory 3 Food Packaging 70 30

PGFSNP1.1 Practical 2 Food Packaging 35 15

PGFSNT1.2 Theory 3 Medical Nutrition Therapy -1 70 30

PGFSNP1.2 Practical 2 Medical Nutrition Therapy -1 35 15

PGFSNT1.3 Theory 4 Food Processing Techniques 70 30

PGFSNT1.1 Theory 3 Diet Counseling 70 30

PGFSNT1.2 Theory 3 Food Chemistry 70 30

X

PGFSNT2.1 Theory 4 Medical Nutrition Therapy - 2 70 30

PGFSNT2.2 Theory 4 Institutional Food Service Management 70 30

PGFSNT2.3 Theory 3 Health and Nutrition Education 70 30

PGFSNT2.1 Theory 3 Nutrition in Critical Care 70 30

PGFSNT2.2 Project 6 Research Project 140 60

Award of M.Sc. degree in Food Science and Nutrition

*In lieu of the research Project, two additional elective papers/ Internship may be offeredAbbreviation for FSNDSCT1.1 /FSNDSCP1.1

FSN – Food Science and Nutrition; DSC – Discipline Core; T – Theory/ P – Practical; 1 – FirstSemester; .1 – Course 1; PGFSNDSCT1.1: PG- Post Graduate; FSN- Food Science and Nutrition;DSC- Discipline Core; T- Theory 1 – First Semester; .1 – Course 1


B.Sc Food Science and Nutrition



Name of the Degree Program: B.Sc.

Discipline/Subject: Food Science & Nutrition


This Matrix lists only the core courses. Core courses are essential to earn the degree in

that discipline/subject. They include courses such as theory, laboratory, project,


SemTitle / NameOf the course


addresses (notmore than 3per course)

Pre-requisitecourse (s) Pedagogy Assessment

1

DSC-IA1 (4+2)HumanPhysiology

PO- 2PO- 4

PUC/ 12th

ScienceStream

Lectures Demonstrations Discussion


OE-13 CreditsCulinaryScience

PO- 7 PUC/ 12th

ScienceStream

Lectures Demonstration Discussion


2

DSC-2A2 (4+2)Fundamentalsof HumanNutrition

PO- 2PO- 5

DSC I andOE-1

Lectures Demonstration Discussion


OE-II3 CreditsHealthylifestyle andnutrition

PO- 2PO- 5

B.Sc. FOOD SCIENCE & NUTRITIONSEMESTER 1

Course Title: HUMAN PHYSIOLOGY

Total Contact Hours: 60 Course Credits:4

Formative Assessment Marks: 30 Duration of ESA/Exam: 03Hrs

Model Syllabus Authors: Summative Assessment Marks: 70

Course Pre-requisite(s): Students who have passed Pre-University Board ofExamination or Equivalent board with science subjects are eligible for the undergraduatedegree B.Sc in Food Science and Nutrition.Course Outcomes (COs):At the end of the course the student should be able to:

Gain the basic knowledge of human anatomy and physiology. Define the main structures composing human body. Explains structure and functions of cells, tissues and organs, systems of the human

body Relates structure and functions of tissue. Provides excellent preparation for careers in the health professions and/or

biomedical research.Course Articulation Matrix: Mapping of Course Outcomes (COs) with

Program Outcomes (POs 1-12)Course Outcomes (COs) /Program Outcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Gain the basic knowledge ofhuman anatomy and physiology

X

Define the main structurescomposing human body

X

Explains structure and functionsof cells, tissues and organs,systems of the human body

X

Relates structure and functions oftissue.

X

Provides excellent preparation forcareers in the health professionsand / or biomedical research.

X




4 60

CONTENT 60 Hrs

Unit – 1 Introduction to Human Body 14 hrs

Chapter No. 1 Basic concepts of Organs, tissue and cell,Chapter No. 2 Cellular organelles - structure and functionsChapter No. 3 Blood - Composition, blood groups and FunctionsChapter No. 4 Structure and Functions of lymph System

4

3

4

3

Unit – 2 Cardiovascular System and Respiratory Systems 14 hrs

Chapter No. 5. Cardiovascular System - Structure and functions

of heart, Properties of Cardiac Muscle and Functional Tissues.

Chapter No. 6.Cardiac Cycle, Heart Rate, Cardiac Output, BloodPressure (Systolic & Diastolic Blood pressure), ECG

Chapter No. 7. Respiratory System - Physiological Anatomy of

Respiratory Tract, Mechanism of Respiration,

Chapter No. 8. Transport of Respiratory Gases in Blood,

Gaseous Exchange in Lungs and tissues

4

3

4

3

Unit – 3 Digestive System and Excretory Systems 14 hrs

Chapter No. 9. Digestive System- Principal organs of the

digestive system: structure & function – Mouth (tongue, Teeth),

Esophagus, Stomach, Small Intestine, Large Intestine

Chapter No. 10. Principal accessory organs: structure & function

5

3

– Salivary glands, liver, gall bladder, Pancreas

Chapter No. 11. Excretory System- Structure & Function –

Excretory system, Kidney, Nephron

Chapter No. 12. Urine Formation, Glomerular Filtration Rate

(GFR), Composition of Urine.

3

3

Unit-4. Neuro-Endocrine System 14 hrs

Chapter No. 13. Endocrine Systems- Structure and Functions -

Pituitary, Thyroid and Parathyroid, Adrenals and Gonads

Chapter No. 14. Endocrine Functions of Pancreas, Heart, Liver,

Kidney

Chapter No. 15. Nervous System - Structure and functions of

Neuron, Brain

Chapter No. 16. Central nervous system, peripheral Nervous

System,

7

2

32



Test 1 10

Test 2 10



Practical: 2 Credits 60 Hrs1. Microscope and its uses2. Histology of epithelial, connective, muscular and nervous tissues.3. Enumeration of RBC and WBC count4. Determination of pulse rate in resting condition and after exercise (30 beats /10 beatsmethod)5. Determination of blood pressure by Sphygmomanometer (Auscultator method).6. Determination of Bleeding Time (BT) and Coagulation Time (CT).7. Detection of Blood group (Slide method).

9. Measurement of Hemoglobin level (Sahli`s or Drabkin method).10. Urine Analysis – Albumin & Glucose Test



Test 1 10

Test 2 -

Project 5


References Books Chatterjee C.C (2016), Human Physiology Volume I, Medical Allied Agency,

Kolkata Chatterjee C.C (2004), Human Physiology Volume II, Medical Allied Agency,

Kolkata. Sembulingam, K. (2000) Essentials of Medical Physiology, Jaypee Brothers

Medical Publishers(P) Ltd., New Delhi Chaudhri, K. (1993) Concise Medical Physiology, New Central Book Agency

(Parentral) Ltd., Calcutta. Kathleen J. W. Wilson, Anne Waugh, Allison Grant. Ross and Wilson Anatomy

(2014), Physiology in Health and Illness. 12th Edition, Elsevier Publication, New Delhi Jain A K (2012) Text Book of Physiology volume 1 and Vol.2, APC publications

New Delhi.



Course Title: CULINARY SCIENCE (OE- 1)




Course Pre-requisite(s): Students who have passed Pre-University Board ofExamination or Equivalent board with science subjects are eligible for the undergraduatedegree B.Sc in Food Science and Nutrition.Course Outcomes (COs):At the end of the course the student should be able to:

1. Gain knowledge on aims and objectives of cooking2. Understand the Conservation of nutrients and their importance to life3. Understand the personal hygiene; environmental Hygiene; food storage and

causes of contamination



1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge on aims andobjectives of cooking

X

Understand the Conservation ofnutrients and their importance tolife

X


Title of the Course: CULINARY SCIENCE

Course: OE 1Number of Theory Credits Number of lecture Hours/semester

3 45

CONTENT 45 Hrs

Unit – 1 Introduction to cookery 15 hrs

Chapter No. 1 Culinary history, aims and objectives of cooking- Origin of

modern cookery; Continental cuisine: Indian cuisine

Chapter No. 2 Pre- processing of foods- Techniques used in pre-

preparation, advantages and disadvantages

Chapter No. 3 Methods of cooking- Methods of heat transfer;

Classification; Moist heat methods; Dry heat methods; fat as cooking

media, Conservation of nutrients

Chapter No. 4 Personal Hygiene; Environmental Hygiene; Food storage

and causes of contamination; Food borne illnesses; Food poisoning;

Garbage disposal

3 Hrs

2 Hrs

5 Hrs

5 Hrs

Unit – 2 Food groups and their nutritional value 15 hrs

Chapter No. 5. Cereals, pulses, fats and oilsChapter No. 6. Fruits and VegetablesChapter No. 7. Animal foods and its productsChapter No. 8. Spices and condiments

5 Hrs

3 Hrs

3 Hrs

4 Hrs

Unit – 3 Role of ingredients in cookery and methods of food service 15 Hrs

Chapter No. 9 Types & Uses: Fats and Oils, Salt, Raising Agents,

Thickening Agents, Herbs, Flour, Rice, Cereals, Pulses, Milk and Milk

5 Hrs

3 Hrs

Products

Chapter No. 10 Uses of sugar and eggs in cookery- bakery and

confectionery

Chapter No. 11 Preserved products- jam, jelly, juice, pickle, sauce, ketchupetc

Chapter No. 12 Dining services methods, techniques & styles

3 Hrs

4 Hrs



Test 1 10

Test 2 10



REFERENCE1. Food & Beverage Service – R. Singaravelavan - Oxford University Press

2. Food & Beverage Service - Dennis Lillicrap, John Cousins – Bookpower

3. Food & Beverage – F & B Simplified – Vara Prasad & R. Gopi Krishna – Pearson

4. Food & Beverage Service - Vijay Dhawan

5. The Steward - Peter Dias

6. The Waiter - John Fuller & A.J. Currie – Shroff Publishers

7. Parvinder S Bali, International Cuisine and food production management, 2012

8. Avantina Sharma, text book of food science and technology, CBS publication,

2019



Course Title: FUNDAMENTALS OF HUMAN NUTRITION (DSC-A2)




Course Pre-requisite(s): Students who have passed Pre-University Board ofExamination or Equivalent board with science subjects are eligible for theundergraduate degree B.Sc in Food Science and Nutrition.Course Outcomes (COs):At the end of the course the student should be able to:

Knowledge in aspects of nutrition & functions of food in healthy life sustenance Understand function of nutrients, dietary sources, consequences of deficiency

and excess Understand the food composition and concept of energy balance Knowledge and understanding role of water in diet

Course Articulation Matrix: Mapping of Course Outcomes (COs) withProgram Outcomes (POs 1-12)


1 2 3 4 5 6 7 8 9 10 11 12

Knowledge in aspects of nutrition& functions of food in healthy lifesustenance

X

Understand function of nutrients,dietary sources, consequences ofdeficiency and excess

X

Understand the food compositionand concept of energy balance

X

Knowledge and understandingrole of water in diet

X


Title of the Course: FUNDAMENTALS OF HUMAN NUTRITION

Course: DSC-A2Number of Theory Credits Number of lecture Hours/semester

4 60

CONTENT 60 Hrs

Unit – 1 Definition of food, nutrition, health 15 HrsChapter No. 1: Introduction : Food & its relation to health, Objectives in thestudy of nutritionChapter No. 2: Energy –Definition, forms of energy, units of measurement,physiological fuel vales of energy, determination of energy value of foodsChapter No. 3: BMR – definition, Determination and factors affecting,Factors affecting energy requirements, diet induced thermogenesis (SDA)

Chapter No. 4:Water: Functions, requirements, sources

4 Hrs

4 Hrs

4 Hrs

3 HrsUnit – 2 Macro Nutrients 15 hrsChapter No. 5:Protein -Classification, functions, Digestion& absorption (inbrief), RDA, sources and deficienciesChapter No. 6: Carbohydrate - Classification, functions, Digestion &absorption (in brief), RDA, sources and deficienciesChapter No. 7:Fat-Classification, functions, Digestion & absorption (in brief),RDA, sources and deficienciesChapter No. 8:Dietary fiber- types and functions

4 Hrs

5 Hrs

3 Hrs

3 Hrs

Unit - 3Micronutrient – Vitamins and Minerals 15 hrsChapter No. 9: Fat-soluble Vitamins (A, D, E & K)- Function, RDA, sourcesand deficiency and excess.Chapter No. 10:.Water soluble vitamins: Thiamin, Riboflavin, Niacin, B12,Folic acid, Biotin and Vitamin C: functions, RDA, food sources, deficienciesand excess.Chapter No. 11: Macro minerals- Calcium, Phosphorus and magnesium,Sodium, Potassium, Chlorine: Functions, absorption, RDA, sources and

4 Hrs

4 Hrs

deficiencies.Chapter No. 12: Micro Minerals- Iron, Zinc, Fluorine and Iodine: function,absorption, RDA, sources and deficiency.

5 Hrs

2 HrsUnit – 4 Nutritional management 15 hrsChapter No.13 : Definition, importance of balanced diet, RDA for variousnutrients- age, gender, physiological state, food group system, factors affecting mealplanning,Chapter No.14 : Nutritional deficiency diseases -Causes, symptoms,treatment, Protein Energy Malnutrition (PEM), Vitamin A Deficiency (VAD),Iron Deficiency Anemia (IDA), Iodine Deficiency Disorders (IDD), ZincDeficiency, Fluorosis.Chapter No.15: National Nutrition Policy and Program - Integrated ChildDevelopment Services (ICDS) Scheme, Mid-day Meal Program (MDMP),National programs for prevention of Anemia, Vitamin A deficiency, IodineDeficiency Disorders.Chapter No.16: National and International agencies in uplifting thenutritional status -WHO, UNICEF, CARE, ICMR, ICAR, CSIR, CFTRI.Various nutrition related welfare program, ICDS, SLP, MOM, and others (inbrief).

4 Hrs

5 Hrs

3 Hrs

3 Hrs



Test 1 10

Test 2 10



PRACTICAL: 2 Credits 60 Hrs

1. Weights and measures –Household and standard measures used in food science

laboratory..

2. Calculation of mean nutritive value of foods

3. Standardization of recipes.

4. Recommended Dietary Allowances/Nutritive values of foods.

5. Enhancing the traditional recipes with specific nutrients (protein, carbohydrate, fat,

vitamin A, vitamin C, calcium and iron).



Test 1 10

Test 2 -

Project 5


Reference:1. Food & Nutrition - Dr. M. Swaminathan2. Food facts & principles – Manay & Shadakshara Swamy3. Food science – Sumathi Mudambi4. Fundamentals of food and nutrition, Mudambi & Rajgopal 4th edition 20015. Principles of Food Science by Borgstrom and Macmillon6. Food Science by Potter & Hotchkiss Judith E. Brown, Nutrition Now, 3 rd edition.

Wads worth, Thomas learning, 10 Davis drive Belmont C A 94002-3098 USA,2002

7. Barbara A. Bowmaw and Robert M. Russell, Nutrition, Eighth Edition, ILSI press,Washington, DC, 2001.

8. C. Gopalan, B.V. Ramasastri and S.G. Balasubramaniam, Nutritive value of Indianfoods, NIN, ICMR, Hyderabad, 500007, INDIA, 2007.

9. Mehtab S Bamji, N Pralhad Rao, Vinod Reddy, Text Book of Human Nutrition,oxford IBH publishing Co. Pvt. Ltd., New Delhi, Calcutta.

10.Sir Stanley Davidson, R Passmore, Human Nutrition and Dietetics. The Englishlanguage book society and Churchill hivingstome 1969.

11.Kathleen Mahan L., Sylnia Escott-Stump, Krause’s food, nutrition and diet therapy(11th edition). Saunders Company, London.

12.Passmore R. and Davidson S. (1986) Human nutrition and Dietetics. Liming stonepublishers.

13.Shil’s M.E., Alfon J.A., Shike M (1994), Modern nutrition in health and diseaseseighth edition.

14.William S.R., Nutrition and Diet Therapy fourth edition C.V. Mos Company



Course Title: Healthy lifestyles and Nutrition (OE- 2)

Total Contact Hours: 45 Course Credits: 3



Course Pre-requisite(s): Students who have passed Pre-University Board ofExamination or Equivalent board with science subjects are eligible for theundergraduate degree B.Sc in Food Science and Nutrition.Course Outcomes (COs):At the end of the course the student should be able to:

Gain knowledge on healthy life styles Understand the relationship between different nutrients and their importance Understand the personal hygiene; environmental Hygiene

Course Articulation Matrix: Mapping of Course Outcomes (COs) withProgram Outcomes (POs 1-12)


1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge on Healthy Lifestyles

X

Understand the relationshipbetween different nutrients andtheir importance

X

Understand the personal hygiene;environmental Hygiene

X


Title of the Course: HEALTHY LIFE STYLE AND NUTRITION

Course: OE-2Number of Theory Credits Number of lecture Hours/semester

3 45

CONTENT 45 Hrs

Unit – 1 INTRODUCTION TO FOOD AND NUTRITION 15 Hrs

Chapter No. 1: History of nutrition, Relationship of food and healthChapter No. 2:Factors influencing food intake & food habits: Physiologic

Factors that determine food intake, Environmental & behavioral factors

influencing food acceptance

Chapter No. 3: Energy and macronutrients – Carbohydrates, Protein, Fat

- functions, sources deficiency disorders and recommended intakes.

Chapter No. 4: Micronutrients: Minerals – calcium, Iron, Iodine, and other

elements, Vitamins – Fat Soluble & Water Soluble.

3 Hrs

3 Hrs

4 Hrs

5 Hrs

Unit – 2 Nutrition for life cycle 15 hrs

Chapter No. 5:Nutritional assessment - direct and indirect methodsChapter No. 6:Nutritional requirements for pregnancy and lactationChapter No. 7:Nutritional requirements for growing childrenChapter No. 8:Nutritional requirements for adult and elderly

4 Hrs

3 Hrs

4 Hrs

4 Hrs

Unit – 3 PLANNING OF DIET 15 Hrs

Chapter No. 9: Basic principles of planning diet, Dietary guides and

balanced diets.3 Hrs

Chapter No. 10: Principles of planning a normal diet: characteristics of a

normal diet, meeting nutrient requirements of individuals and family. Use

of Dietary guidelines for Indians.

Chapter No. 11:Objectives of diet therapy- Regular diet and rationale for

modifications in energy and other nutrients, texture, fluid, soft diets etc.

Chapter No. 12:Nutrition for health and fitness- Role of nutrition in fitness,Nutritional guidelines for health and fitness, Nutritional supplements,

Importance and benefits of physical activity

3 Hrs

4 Hrs

5 Hrs



Test 1 10

Test 2 10


Total 70 marks + 30 marks = 100 marksReference

1. Food & Nutrition - Dr. M. Swaminathan

2. Srilaksmi. B. Nutrition Science. New age international Pvt. Ltd. New Delhi, 2001.

3. Robinson C. H. Basic Nutrition and Diet therapy, McMillan Pub.co, New York, 1989

4. Food facts & principles – Manay & Shadakshara Swamy

5. Food science – Sumathi Mudambi

6. Fundamentals of food and nutrition, Mudambi & Rajgopal 4th edition 2001

7. Barbara A. Bowmaw and Robert M. Russell, Nutrition, Eighth Edition, ILSI press,

Washington, DC, 2001.

8. C. Gopalan, B.V. Ramasastri and S.G. Balasubramaniam, Nutritive value of Indian foods,

NIN, ICMR, Hyderabad, 500007, INDIA, 2007.

9. Seth V and Singh K (2006). Diet Planning through the Life Cycle: Part 1 Normal Nutrition. A

Practical Manual. Elite Publishing House Pvt. Ltd. New Delhi.

10. Chadha R and Mathur P eds. Nutrition: A Lifecycle Approach. Orient Blackswan, New Delhi.

2015


Structure ofB.Sc. (Hons.) with

Nutrition and Dietetics as a

Major / Minor Subject &

M.Sc. Nutrition and Dietetics

(Model II A)

Preamble

The subject wise expert committee to draft model curriculum contents in

Nutrition & Dietetics constituted by the Department of Higher Education,

Government of Karnataka, Bangalore vide GO No. ED 260 UNE 2019 (PART-1)

DATED 13.08.2021 is pleased to submit its partial report on the syllabus for

the First Year (First & Second Semesters) B.Sc.(Basic/Honors) Nutrition and

Dietetics and detailed Course Structure for B.Sc.(Honors) Nutrition and

Dietetics and M.Sc. (One Year) Nutrition and Dietetics.

The committee discussed various models suggested by the Karnataka

State Higher Education Council in its joint meetings with the Chairpersons of

Board of Studies of all state universities in Karnataka and resolved to adopt

Model IIA (Model Program Structure for the Bachelor of Arts (Basic/Hons.)/

Bachelor of Science (Basic/Hons.) for the subjects with practical with Nutrition

and Dietetics as Major/Minor.

The B.Sc (Honors) programme in Nutrition and Dietetics intends to

create competent professionals with in-depth understanding of various aspects

offered under this programme. The programme offers a broad range of

courses spanning across areas of community nutrition, food science, dietetics

and nutrition counseling. The four-year programme aims at conceptual

understanding of the key elements of nutrition and dietetics. Students would be

trained in areas such as nutritional assessment, diet planning, food product

development, health communication, clinical nutrition, nutrition education and

behavior modification. The programme would also introduce students to

research methodology and statistics which would be pivotal in developing

reasoning, logic, problem solving and scientific temper. The students would be

further exposed to continuous hands-on training through regular practical and

internship experience. This would enable creative and critical thinking among

the students. The comprehensive programme would enable students to keep

themselves updated through internship, practical and projects.

The subject expert committee designed the Course Learning Outcome

(CO) to help the learners to understand the main objectives of studying the

courses by keeping in mind of the Programme outcomes (PO) of the graduate

degree with honors in Nutrition and Dietetics or a graduate degree with

Nutrition and Dietetics as a major subject.

As the field of Nutrition and Dietetics is vast, dynamic and an evolving

area of specialization. This requires students to learn and be abreast with

recent advances and evidence- based guidelines in the field of food and

nutrition. Hence the subject expert committee suggests introduction of elective

papers (for both Discipline electives and Open Electives) along with Discipline

Core Courses. The BoS in Nutrition and Dietetics of universities may include

additional electives based on the expertise of their staff and needs of the

students. Student can select elective paper as per her/his needs and interest.

The skills and attributes acquired during the programme would open doors to

job opportunities in areas of food science, nutrition, health promotion, and

disease management, also paves way for research and higher education for

interested students.

The subject expert committee in Nutrition and Dietetics suggests that the

concerned Department/Autonomous Colleges/Universities to encourage their

faculty members to include essential topics in addition to courses suggested

by the expert committee.

Model Curriculum


Discipline Core: Food Science and Nutrition



Program Outcomes:By the end of the program the students will be able to:PO 1 Disciplinary Knowledge: Understand the role and importance of food

and nutrition for the welfare of the community and acquire the skills in

planning diet, health and diseases

PO 2 Communication Skills: Learn and apply evidence-based guidelines in

the field of dietetics, nutrition counselling, nutrition research laboratory,

community

PO 3 Critical thinking: Understand the structure and functions of the different

organs systems in relation to nutrition

PO 4 Interpersonal and Problem Solving: Design solutions and novel food

products to meet the specified nutrient needs with appropriate

consideration for the public health and safety.

PO 5 Critical thinking, Communication and problem solving:Comprehend, communicate effectively, plan, design and implement

programs in the field of nutrition and dietetics

PO 6 Decision making, Analytical and Research skills: Understand and

demonstrate the knowledge of food science, food science and quality

control in societal and environmental contexts

PO 7 Moral and ethical awareness/reasoning and Research skills: Applyethical principles and commit to professional ethics and responsibilities in

the field of nutrition, sports, food industry and health care sectors.

PO 8 Interpersonal and Business skills: Understand the applications of

nutraceuticals and functional foods in the product development from

conceptualization to evaluation of the quality of the food product

PO 9 Analytical and Research skills: Comprehend the knowledge and role offood additives in food industry in relation to its analytical techniques

PO 10 Critical thinking, Analysis and Research skills: Understand and applythe concept of nutrients and nutritional science in the evaluation of health

and disease

PO 11 Goal Setting and Problem-solving skills: Enable students to pursue

higher education and research

Assessment:

Weightage for assessments (in percentage)

Type of Course Formative Assessment / IA Summative Assessment

Theory 30 70

Practical 15 35

Projects 30 70

Experiential Learning

(Internships etc.)

30 70

Content of Courses for B.Sc. Degree/Honours in Nutrition and DieteticsModel II A

Semester CourseCode.

Categoryof course

Theory/Practical

Credits Paper Titles Marks

S.A I.AI NDT1.1 DSC Theory 4 Fundamentals of nutrition 70 30

NDP1.1 DSC Practical 2 Fundamentals of nutrition 35 15

NDT1.2 OE Theory 3 Fundamentals of food andhealth / Health lifestyleand nutrition

70 30

II NDT2.1 DSC Theory 4 Principles of Food Scienceand Preservation

70 30

NDP2.1 DSC Practical 2 Principles of Food Scienceand Preservation

35 15

NDT2.2 OE Theory 3 Food safety and Hygiene/Food Adulteration

70 30

Exit Option with Certificate in Nutrition and Dietetics (52 Credits)III NDT3.1 DSC Theory 4 Nutrition through life span 70 30

NDP3.1 DSC Practical 2 Nutrition through life span 35 15

NDT3.2 OE Theory 3 Nutritional Assessment/Traditional Foods andHealth

70 30

IV NDT4.1 DSC Theory 4 Food Microbiology,Sanitation and Hygiene

70 30

NDP4.1 DSC Practical 2 Food Microbiology,Sanitation and Hygiene

35 15

NDT4.2 OE Theory 3 Nutrition in weightmanagement/ Diet in lifestyle disorder

70 30

Exit Option with Diploma in Nutrition and Dietetics (100 Credits)V NDT5.1 DSC Theory 3 Clinical Nutrition &

Dietetics – 170 30

NDP5.1 DSC Practical 2 Clinical Nutrition &Dietetics – 1

35 15

NDT5.2 DSC Theory 3 Intermediary metabolism 70 30

NDP5.2 DSC Practical 2 Intermediary metabolism 35 15

NDT5.3 VOC Theory 2 Food ProductDevelopment & Sensoryanalysis

70 30

NDP5.3 VOC Practical 1 Food ProductDevelopment & Sensoryanalysis

35 15

NDT5.4 Minor Theory 3 Nutrition Psychology andDiet Adherence

70 30

NDP5.4 Minor Practical 2 Nutrition Psychology andDiet Adherence

35 15

VI NDT6.1 DSC Theory 3 Clinical Nutrition &Dietetics – II

70 30

NDP6.1 DSC Practical 2 Clinical Nutrition &Dietetics – II

35 15

NDT6.2 DSC Theory 3 Community Nutrition &Public Health

70 30

NDP6.2 DSC Practical 2 Community Nutrition &Public Health

35 15

NDP6.3 VOC Practical 3 Food Analysis 35 15

NDT6.4 2 Internship 35 15

NDT6.5 Minor Theory 3 Assessment of NutritionalStatus

70 30

NDP6.5 Minor Practical 2 Assessment of NutritionalStatus

35 15

Exit Option with Bachelor in Science Degree in Nutrition and Dietetics (144 Credits)VII NDT7.1 DSC Theory 3 Advanced Nutrition –I 70 30

NDP7.1 DSC Practical 2 Advanced Nutrition –I 35 15

NDT7.2 DSC Theory 3 Advanced Food Science 70 30

NDP7.2 DSC Practical 2 Advanced Food Science 35 15

NDT7.3 DSC Theory 3 Applied Physiology 70 30

NDT7.4 DSE Theory 3 Statistics for NutritionResearch / food and Druginteraction

70 30

NDT7.5 DSE Theory 3 Food Processing &Preservation / Functionalfood quality

70 30

NDT7.6 DSE Theory 3 Research Methodology 70 30

VIII NDT8.1 DSC Theory 3 Advances in MedicalNutrition Therapy

70 30

NDP8.1 DSC Practical 2 Advances in MedicalNutrition Therapy

35 15

NDT8.2 DSC Theory 3 Advanced Nutrition-II 70 30

*In lieu of the research Project, two additional elective papers/ Internship may be offeredAbbreviation ND – Nutrition and Dietetics; DSC – Discipline Core; DSE –Discipline Specific Elective; T –Theory/ P – Practical; VOC-Vocational; OE- Open Elective; E-Elective ; MIN -minor

NDT8.3 DSC Theory 3 Exercise physiology andnutrition

70 30

NDT8.4 DSE Theory 3 Nutrition counselling /Nutrition care process

70 30

NDT8.5 ResearchProject/

6 Research Project 140 60

Exit Option with Bachelor in Science Honours in Nutrition and Dietetics (185 Credits)

IX NDT9.1 DSC Theory 3 Nutraceuticals andFunctional Foods

70 30

NDP9.1 DSC Practical 2 Nutraceuticals andFunctional Foods

35 15

NDT9.2 DSC Theory 3 Nutrition in critical care 70 30

NDP9.2 DSC Practical 2 Nutrition in critical care 35 15

NDT9.3 DSC Theory 3 Food safety & qualityassurance

70 30

NDT9.4 DSE Theory 3 Nutrition in emergencies /Food sanitation & hygiene

70 30

NDT9.5 VOC Theory 3 Maternal & child nutrition /Precision nutrition andNutrigenomics

70 30

NDT9.6 DSE Theory 3 Food Additives/ NutritionalBiochemistry

70 30

X NDT10.1 DSC Theory 3 Sports Nutrition 70 30

NDT10.1 DSC Practical 2 Sports Nutrition 35 15

NDT10.2 DSC Theory 3 Program Planning andNutrition

70 30

NDT10.3 DSC Theory 3 Nutrition Education inCommunity

70 30

NDT10.4 DSE Theory 3 Geriatric Nutrition /Pediatric Nutrition

70 30

NDT10.5 Dissertation

6 Dissertation/ Researchproject

140 60

Award with Master in Science in Nutrition and Dietetics (265 Credits)

CURRICULUM STRUCTURE FOR UNDERGRADUATE DEGREE PROGRAM

Name of the Degree Program: B.Sc. (Honors)Discipline / Subject: Nutrition and DieteticsStarting Year of Implementation: 2021-22

PROGRAM ARTICULATION MATRIXSemester Course No Program

outcomesthat thecourse

addresses

PreRequisiteCourse (s)

Pedagogy

Assessment

I

DSC 1Fundamentals ofnutrition

PO1PO2

PUC/12th

Sciencestudents

MOOC Seminar Assignments Group Discussion Case Studies Lecture ICT Content Review Audio -Video Materials Demonstration Field Visits Hands On Training Observation On The Field Training Review Research Article Presentations Nutrition Education

Tools And ModuleDevelopment

Seminars


OE 1Fundamentals offood and health /Health lifestyle andnutrition

PO1PO2

PUC/12th

Sciencestudents


II

DSC- 2Principles of FoodScience andPreservation

PO1PO4PO6

PUC/12th

Sciencestudents


OE- 1Food safety andHygiene/ FoodAdulteration

PO1PO4PO6

PUC/12th

Sciencestudents


Syllabus for B.Sc. with Nutrition and Dietetics as Major Subject &B.Sc. (Hons) Nutrition and Dietetics

B.Sc NUTRITION AND DIETETICSSEMESTER 1

Title of the Course: FUNDAMENTALS OF NUTRITION

Course Title: Fundamentals of Nutrition (DSC 1)

Total Contact Hours: 45 Hours Course Credits: 3

Formative Assessment Marks: 30 Duration of ESA/Exam: 3 hours


Course Pre-requisite(s): PUC Science studentsCourse Outcomes (COs):

1. Gain knowledge in basic terminology, aspects of nutrition & functions of food in

healthy life sustenance

2. Understand function of nutrients, dietary sources, consequences of deficiency

and excess

3. Understand the food composition and concept of energy balance

4. Equip with knowledge and understanding on importance of water

Course Articulation Matrix:Course Outcomes (COs) /Program Outcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge in basicterminology, aspects of nutrition &functions of food in healthy lifesustenance

X

Understand function of nutrients,dietary sources, consequences ofdeficiency and excess

X x

Understand the food compositionand concept of energy balance

X

Equip with knowledge andunderstanding on importance ofwater

X


Title of the Course: FUNDAMENTALS OF NUTRITION

Course: DSC- 1Number of Theory Credits Number of lecture Hours/semester

3 45

Content 45 Hrs

Unit – 1 Introduction to Nutrition 14 hours

Understanding concept of nutrition, nutrients, nutritional status, malnutrition

Functions of food, food groups, concept of balanced diet

Methods of cooking and preservation of Nutrients

Water: Functions, sources and water balance

Unit - 2 Macronutrients 14 hours

Classification, Sources, Functions and Deficiency of

Carbohydrates, Dietary Fibre

Proteins and fats

Unit - 3 Energy Metabolism 14 hours

Significance, components, factors influencing body composition, energy

metabolism, BMR

Measurement methods – Direct and Indirect

Energy expenditure in activities, the use of doubly labeled water

Influence of energy excess & deficit on body composition – obesity and under

nutrition. Current methodology, Recommendations

Unit – 4 Micro Nutrients - Sources, Functions and Deficiency 14 hours

Minerals: Calcium, Phosphorous, Iron, Iodine, Zinc

Fat soluble vitamins (Vitamin A, D, E, K)

Water soluble vitamins (B complex vitamins: Thiamine, Riboflavin, Niacin, Folic

acid and Vitamin C)

Formative Assessment


Weightage in Marks

CIA 20

Presentation / Assignment 10

Total 30

Practical: 2 Credits 60 HrsList of Experiments to be conducted1. Weights and measures

2. Methods of cooking

a. Water – boiling, steaming, pressure cooking

b. Oil- Shallow frying, deep frying

3. Identification of nutrient rich food

4. Planning and preparation of macro nutrient rich recipes classes

a. Energy b. Protein

5. Planning and preparation of micro nutrient recipes

a. Iron b. Vitamin A

References1. Raheena Begum., (2009), A Text book of Food, Nutrition & Dietetics, Sterling

Publications, New Delhi.

2. Mudambi S R and Rajagopal M V., (2008), Fundamentals of Food, Nutrition and

Diet Therapy by New Age International Publishers, New Delhi

3. Srilakshmi. B., (2009), Human Nutrition, New Age International Publishers


20


Title of the Course: FUNDAMENTALS OF FOOD & HEALTH

Course Title: FUNDAMENTALS OF FOOD AND HEALTH (OE-1)





1. Gain knowledge on key nutrients and their implications on health2. Familiarize with the concept of health and issues of public health concern3. Understand the effect of novel and processed foods on general health and

well being

Course Articulation Matrix:


1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge on key nutrientsand their implications on health

X

Understand the effect of noveland processed foods on generalhealth and well being

X

20


Title of the Course: FUNDAMENTALS OF FOOD & HEALTHCourse: OE-1Number of Theory Credits Number of lecture Hours/semester

3 45

Content 45 Hours

Unit – 1 Overview of Food & Macronutrients 12 hours

Overview of Food & Nutrients, Food choice and factors influencing food

choice

Classification of nutrients – macronutrients and micronutrients.

Energy, Carbohydrates, Protein and Fats

Classification, Functions and Sources

Impact of macronutrients on health – Deficiency and Excess

Unit - 2 Micronutrients & Water 11 hours

Micronutrients - Classification, Functions and Sources

Impact of micronutrients on health – Deficiency and Excess

Water – Role , Body fluids and electrolytes

Unit – 3 Components of health 11 hours

Health – Definition, Components, Factors influencing health, Dietary

guidelines

Issues of public concern

Malnutrition, Anemia, Vitamin A deficiency, Obesity, Diabetes and

Hypertension

20

Unit - 4 Foods for health and well being 11 hours

Functional foods – Probiotics, prebiotics and phytochemicals

Health supplements, processed foods, organic foods

Nutrition label – understanding and importance



Test 1 10

Test 2 10



References1. Antia F.P., Philip Abraham, Clinical Dietetics and Nutrition, Oxford University Press;

4th edition.2. Kathleen Mahan L., Sylnia Escott-Stump, Krause’s food, nutrition and diet therapy

(11th edition). Saunders company, London.3. Passmore R. and Davidson S. (1986) Human nutrition and Dietetics. Liming stone

publishers.4. Robinson C.H. Careme, Chenometh W.L., Garmick A.E. (1986) 16th edition Normal

Therapeutic nutrient. Publish by Mc Millan Company New York.5. Shil’s M.E., Alfon J.A., Shike M (1994), Modern nutrition in health and diseases

eighth edition.6. William S.R., Nutrition and Diet Therapy fourth edition C.V. Mos Company.


20


Title of the Course: PRINCIPLES OF FOOD SCIENCE & PRESERVATION

Course Title: Principles of Food Science & Preservation (DSC- 2)


Formative Assessment Marks: 30 Duration of ESA/Exam: 3 hrs


Course Pre-requisite(s): PUC SCIENCECourse Outcomes (COs):

1. Apply basic nutrition knowledge in making foods choices and obtaining anadequate diet

2. Learn to distinguish and relate the characteristics and properties of foods3. Apply the knowledge gained on characteristics and properties of foods during

cooking4. Develop appropriate food preparation and processing methods to ensure quality

standards

Course Articulation Matrix:


1 2 3 4 5 6 7 8 9 10 11 12

Learn to distinguish and relatethe characteristics and propertiesof foods

X X

Apply the knowledge gained oncharacteristics and properties offoods during cooking.

X

Develop appropriate foodpreparation and processingmethods to ensure qualitystandards

X X

20


Title of the Course: Principles of Food Science & Preservation

Course: DSC- 2Number of Theory Credits Number of lecture Hours/semester

3 45

CONTENT 56 Hours

Unit – 1 14 hours

Introduction to Food Science

Properties of food (a) Colloids, sols, gels, foam- (b) Emulsion

formation- (c) Bound and free water -(d) pH Value, osmosis and

osmotic pressure- (e) Boiling, melting and freezing points Sensory

Evaluation- Subjective and objective.

Cereals & Millets-Production, importance &composition- Cereal

Products. Wheat, rice maize, ragi and sorghum. Malting and cooking

of cereals, non-enzymatic reactions, Leaving agents. Fermented

products, Milling of wheat, Parboiling of Rice,

Pulses- composition, toxic constituents and cooking of pulses, variety

and processing

Unit – 2 14 hours

Fruits and vegetables – Production composition, pigments, flavors and

variety- changes during cooking-enzymatic browning, non-enzymatic

browning.

Milk and milk products- composition, storage- Processing of milk-

Coagulation- Milk products available in India.

Egg- structure, composition, storage, grade, quality, selection, Role of

egg in food preparation, coagulation.

20

Unit – 3 14 hours

Sugar, Jaggery and honey - Composition, different forms of sugar,

storage- Behaviors of syrups at different temperatures- Crystallization

and caramelization

Oil and Fats- Composition, types, storage, plasticity, Hydrogenation

and processing .Changes during heating- Fats as shortening agents,

smoking point, Rancidity, specific fat (Lard, Butter, Margarine)

Meat, Fish poultry-structure, composition, storage, Post mortem

changes in meat, Curing of meat, Tenderization, Aging of meat,

selection, Meat cookery.

Unit – 4 14 hours

Methods of cooking, nutrient loss during cooking

Concepts of food safety and standards

Food Preservation, food spoilage, method of preservation by low

temperature, high temperature, dehydration, food irradiation



Test 1 10

Test 2 10



Practical: 2 Credits 60 HrsList of Experiments to be conducted

1. Weights & measures, standardization of common food preparation.

2. Sensory evaluation

3. Starch cookery I-microscopic observation of different starches gel formation and

gelatinization.

4. Starch cookery II- Rice and Wheat preparation, factors influencing dough

20

development, gluten formation.

5. Leavened products, milk cookery-casein formation, curd setting.

6. Fermented products and pulse cookery.

7. Vegetable cookery- Effect on pigments and enzymatic browning in fruits and

vegetables

8. Egg cookery and fat and oil cookery.

9. Sugar and Jaggery- Syrup formation, crystallization and caramelization.



Weightage in Marks

CIA 20

Presentation /Assignment

10

Total 30

References1. Arora K., Gupta K.V.,Theory of cooking

2. Bennen Marion. Introductory foods

3. Lavies. (1998) Food commodities. Heinemann Ltd, London

4. Lowe Bella Experimental cookery

5. Norman N Potter, Joseph H Hotchkiss (1999) Food science Technology

6. Peckham. Foundation of food preparation

7. Srilakshmi. Food Science. New Age International Publishers, New Delhi.

8. Sari Edelstein, 2014, Food Science-An ecological approach, Jones & Bartlett

Learning, MA


20


Course Title: FOOD SAFETY AND HYGIENE (OE- 2)Total Contact Hours: 45 Course Credits: 3Formative Assessment Marks: 30 Duration of ESA/Exam: 3 hoursModel Syllabus Authors: Summative Assessment Marks: 70


1. Gain knowledge on food safety and their implications on health2. Familiarize with the concept of food safety issues on public health3. Understand the standards, laws and regulations regarding food safety

Course Articulation Matrix:Course Outcomes (COs) /Program Outcomes (POs)

1 2 3 4 5 6 7 8 9 10 11 12

Gain knowledge on food safetyand their implications on health

X

Familiarize with the concept offood safety issues on publichealth

X X

Understand the standards, lawsand regulations regarding foodsafety

X

20


Title of the Course: FUNDAMENTALS OF FOOD SAFETY AND HYGIENE (OE-2)

Number of Theory Credits Number of lecture hours/ semester3 45

Content 45 Hours

Unit – 1 Introduction to Food Safety 11 hours

Concept and meaning of Food Safety, food adulteration, food hazards

Food laws and regulations – National (FSSAI) and international (FAO) food

laws, Governing bodies

Exposure, estimation, toxicological requirements and risk analysis

Safety aspects of water and beverages

Safety assessment of food contaminants and pesticide residues

Unit – 2 Food Safety: Principles of prevention 11 hours

Reduce microbial contamination and control growth

Eliminate source of contaminants

Sanitation: principle and purposes

Unit – 3 Food Protection 11 hours

Food protection by: Thermal transfer methods, Chemical methods,

Biocontrol methods and biotechnology, Irradiation methods

Foodborne Illness Risk Factors

Food worker Education and training

Unit - 4 Food Hygiene 12 hours

Food hygiene law and the importance of food safety. Food Safety Hazards.

Temperature control, food deliveries, refrigeration, low and high-risk foods,

20

use by dates and best before dates, and stock rotation (FIFO).

Cross-Contamination Hand hygiene, further hygiene considerations,

protective clothing, reporting illness and first aid.



Test 1 10

Test 2 10



References

1. Food Safety-Theory and Practice:Paul L. Knechtges, Jones & Bartlett Learning,2012

2. Food Hygiene and Sanitation With case studies, Sunetra Roday, 2nd Edition, Tata

McGraw Hill Education Pvt Ltd.,2011

3. Kirk, R.S and Sawyer , R.: Pearson’s composition and analysis of foods, Longman

Scientific and technical. 9th Edition, England .1991

4. Bryan,F.L: Hazardous Analysis Critical Control Point Evaluation. A guide to

identifying Hazards and assessing risks associated with food preparation and

storage. WHO, Geneva.1992

5. Bureau of Indian Standards: Specifications and Standard methods.


143

Structure ofB.Sc Honours in

Clinical Nutrition and Dieteticsand

M.Sc. inClinical Nutrition and Dietetics

(Model I C)

144

Model CurriculumName of the Degree Program: B.Sc. Honours and M.Sc.

Discipline Core: Clinical Nutrition and Dietetics



Program Outcomes:

By the end of the program the students will be able to: -

PO Program Outcomes

PO1 Understand the basic concepts of food science and nutrition and role of food and

nutrients in growth, development, disease prevention and management.

PO2 Explain functions of macro and micronutrients, deficiencies, disorders and identify

foods rich in specific nutrients.

PO3 Understand the complex processes of human physiology, metabolism, and human

biochemistry with reference to energy and nutrition requirements.

PO4 Competent to implement food safety regulations and create awareness about

sanitation, safety, hygiene for individuals, families, and communities.

PO5 Understand food and nutrition security and create awareness to public and

communities.

PO6 Evaluate and assess the nutrient requirements of infants, children, and adults.

PO7 Critically analyze nutritional status of different age groups, and design diet plan as

per the nutritional requirements.

PO8 Understand the importance of nutrition in lifestyle disorders and derive plan

accordingly.

PO9 Apply technical skills, knowledge of nutrition, and decision-making skills, assessing

capabilities in evaluating the nutritional status of individuals and communities and

their response to nutrition intervention

PO10 Provide nutrition awareness and counseling to individuals, groups, and communities.

145

PO11 Competence in the skills of Nutritional assessment, Diet planning and Food service

management in health-care systems, communities, and institutions

PO12 Shall be able to understand the principles of fitness and nutrition, during various

stages of life cycle such as childhood, adolescence and old age and assess and

evaluate their dietary and exercise habits.

PO13 Data collection and interpretation in nutrition surveys and critical analysis to resolve

complex societal problems

PO14 Maintain ethical, legal, and professional practice standards during nutritional

counselling or consultancy and to take leadership roles in fields of health, food

research laboratories, dietetics, special nutritional needs, and nutritional counseling.

PO15 Practice and implement state of art nutrition care or consultancy in health food

industry, critical care nutrition segments, clinical setups, nutraceutical industry,

sports and fitness centers, therapeutic nutrition product manufacturing set ups,

geriatric care units, meal/food distribution centers, women and child development

organizations, Food auditing set ups, Food testing labs and Food corporations.

Assessment:



Theory 30 70

Practical 15 35

Projects 30 70


(Internships etc.)

30 70

146

Contents of Courses for B.Sc. Clinical Nutrition and Dieteticsas Major Subject

Model I C

Semester Course

code.

Cou

rse

Categ

ory

Theo

ry/Pr

actic

al

Credits

Paper Title Marks

S. A I.A

1.

CNDT 1.1 DSC- 1 Theory 3 Fundamentals of Nutrition 70 30

CNDP 1.1 Practical 2 Fundamentals of Nutrition 35 15

CNDT 1.2 DSC- 2 Theory 3 Essentials of Macronutrients 70 30

CNDP 1.2 Practical 2 Essentials of Macronutrients 35 15

CNDT 1.3 DSC- 3 Theory 3 Food Sanitation and Hygiene 70 30

CNDT 1.4 OE - 1 Theory 3 Fundamentals of Food and

Health/Health lifestyle and Nutrition

70 30

2.

CNDT 2.1

DSC - 4

Theory 3 Human Physiology 70 30

CNDP 2.1 Practical 2 Human Physiology 35 15

CNDT 2.2

DSC- 5

Theory 3 Essentials of Micronutrients 70 30

CNDP 2.2 Practical 2 Essentials of Micronutrients 35 15

CNDT 2.3 DSC- 6 Theory 3 Food Safety and Security 70 30

CNDT 2.4 OE- 2 Theory 3 Food safety and Hygiene /Food

Adulteration

70 30

Exit option with Certificate

3.

CNDT 3.1 DSC- 7 Theory 3 Life Cycle Nutrition 70 30

CNDP 3.1 Practical 2 Life Cycle Nutrition 35 15

CNDT 3.2 DSC- 8 Theory 3 Dietetics I 70 30

CNDT 3.2 Practical 2 Dietetics I 35 15

147

CNDT 3.3 DSC- 9 Theory 3 Nutritional Biochemistry 70 30

CNDT 3.4 OE- 3 Theory 3 Nutritional Assessment/Traditional

Foods in Health

70 30

4.

CNDT 4.1

DSC- 10

Theory 3 Dietetics II 70 30

CNDP 4.1 Practical 2 Dietetics II 35 15

CNDT 4.2 DSC- 11 Theory 3 Community Nutrition 70 30

CNDP 4.2 Practical 2 Community Nutrition 35 15

CNDT 4.3 DSC- 12 Theory 3 Nutrition in Physical Fitness 70 30

CNDT 4.4 OE- 4 Theory 3 Nutrition in Weight Management /

Diet in Lifestyle Disorders

70 30

Exit Option with Diploma

5

CNDT 5.1

DSC- 13

Theory 3 Dietetics III 70 30

CNDP 5.1 Practical 2 Dietetics III 35 15

CNDT 5.2

DSC- 14

Theory 3 Food Science 70 30

CNDP 5.2 Practical 2 Food Science 35 15

CNDT 5.3 DSC- 15 Theory 3 Functional Foods 70 30

CNDT 5.5 DSE- 1 Theory 3 Food Microbiology 70 30

CNDT 5.4 VOC - 1 Theory 3 Food Entrepreneurship 70 30

6.

CNDT 6.1 DSC- 16 Theory 3 Dietetics IV 70 30

CNDP 6.1 Practical 2 Dietetics IV 35 15

CNDT 6.2 DSC- 17 Theory 3 Institutional Food Service

Management

70 30

CNDP 6.2 Practical 2 Institutional Food Service

Management

35 15

CNDT 6.3 DSC- 18 Theory 3 Nutrition Education and Counselling 70 30

148

CNDT 6.4 DSE- 2 Theory 3 Diabetes Management 70 30

CNDT 6.5 VOC - 2 Theory 3 Clinical Case Studies 70 30

Exit Option with Bachelor of Science in Clinical Nutrition and Dietetics

7.

CNDT 7.1 DSC- 19 Theory 3 Human Nutrition I 70 30

CNDP 7.1 Practical 2 Human Nutrition I 35 15

CNDT 7.2

DSC- 20

Theory 3 Medical Nutrition Therapy I 70 30

CNDP 7.2 Practical 2 Medical Nutrition Therapy I 35 15

CNDT 7.3 Internship 3 Internship 70 30

CNDT 7.4 DSE- 3 Theory 3 Foods in Indian Tradition 70 30

CNDT 7.5 VOC - 3 Theory 3 Nutritional Communication 70 30

CNDT 7.6 Theory 3 Research Methodology 70 30

8.

CNDT 8.1 DSC- 21 Theory 3 Human Nutrition- II 70 30

CNDT 8.2 DSC- 22 Theory 3 Nutrition in Critical Care 70 30

CNDT 8.3 DSE- 4 Theory 3 Food Additives and Adulterants 70 30

CNDT 8.4 VOC- 4 Theory 3 Therapeutic Food Product

Development

70 30

CNDT 8.5 Research

Project/

Theory – 2

6 Research Project 140 60

Advanced Dietetics 70 30

Advanced Food Science 70 30

Award of Bachelor of Science Honours in Clinical Nutrition and Dietetics

9. CNDT 9.1 DSC- 23 Theory 3 Medical Nutrition Therapy II 70 30

CNDP 9.1 Practical 2 Medical Nutrition Therapy II 70 30

CNDT 9.2 DSC- 24 Theory 3 Public Health Nutrition 70 30

149

CNDP 9.2 Practical 2 Public Health Nutrition 35 15

CNDT 9.3 Field Study Field study 2 Field Study 35 15

CNDT 9.4 DSE- 5 Theory 3 Nutritional Psychology 35 15

CNDT 9.5 VOC - 5 Vocational 3 Nutrition for Women 70 30

CNDT 9.6 Theory 3 Nutraceuticals and Dietary

Supplements70 30

10. CNDT 10.1 DSC -25 Theory 4 Sports Nutrition 70 30

CNDT 10.2 DSC- 26 Theory 3 Nutrition in major Emergencies 70 30

CNDT 10.3 DSE- 6 Theory 3 Paediatric and Geriatric Nutrition 70 30

CNDP 10.4 VOC- 6 Practical 2 Nutritional Management in Lifestyle

Disorders35 15

CND 10.5 Dissertation

/Research

Project

Dissertatio

n/Research

Project

6 Dissertation/Research Project 140 60

Award of Master of Science in Clinical Nutrition and Dietetics

150

Curriculum Structure for the Undergraduate Degree ProgramB.Sc. Clinical Nutrition and Dietetics

Total Credits for the Program: 265 credits


Name of the Degree Program: B. Sc Degree / Honours and M.Sc

Discipline/Subject: Clinical Nutrition and Dietetics




Elective courses may be listed separately.

Sem. Title /Nameof the course

Programoutcomes thatthe courseaddresses(not morethan 3 percourse)


Pedagogy Assessment

1

Fundamentals ofNutrition

PO1PUC / 10+2 withChemistry orBiology as oneoptional

Seminar Presentation Quiz


Essentials ofMacronutrients

PO1, PO2PUC / 10+2 withChemistry orBiology as oneoptional

Seminar presentation Planning innovative

recipes, Low-costinnovative recipes


Food Sanitation,Hygiene

PO4 PUC / 10+2 withChemistry orBiology as oneoptional

Field study in community Visits Awareness programs


2

HumanPhysiology


Seminar and Posterpresentation

Model making


Essentials ofMicronutrients


Seminar presentation,Quiz

Low-cost innovativerecipes


Food Safety andSecurity

PO4, PO5 PUC / 10+2 withChemistry orBiology as oneoptional

Visits to fair price shops Visits to institutes,Debate

Awareness programs


151

SYLLABUS FOR B.Sc. (Honours) in CLINICAL NUTRITION ANDDIETETICS

B.SC. CLINICAL NUTRITION AND DIETETICSSEMESTER 1

Course Title: FUNDAMENTALS OF NUTRITION (DSE 1)




Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)

Course Outcomes (COs): At the end of the course the student should be able to:

1. To understand the guidelines of diet requirements2. To learn about different methods and principle of cooking3. To understand the role of macro nutrients in human nutrition4. To understand their physiological functions, requirements, and sources of macro nutrients5. To acquire knowledge on food sanitation and hygiene6. To understand food laws and food regulations

Course Articulation Matrix: Mapping of Course Outcomes (COs) with Program Outcomes (POs 1-12)


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

To understand food laws and food regulations

To understand the guidelines of dietrequirements

To learn about different methods and principle ofcooking

To understand the role of macro nutrients inhuman nutrition

To understand their physiological functions,requirements, and sources of macro nutrients

To acquire knowledge on food sanitation andhygiene

152


Course Title: FUNDAMENTALS OF NUTRITION

Course : DSC 1


3 45

CONTENT 45 Hrs

Unit –1 INTRODUCTION 14 Hrs

Understanding terminologies:

Food, nutrition, health, nutrients, nutritional status, malnutrition-under

nutrition over nutrition and optimum nutrition, diet, diet therapy, therapeutic

nutrition, kilocalorie, joule, diet diversity, body mass index, daily values,

nutrient density. Methods of determining human nutrient need

Food and nutrient requirements:Guidelines and Recommendations, development of National Nutritional

Requirements, translation of nutritional requirements into Dietary Guidelines.

food group system, functions of food Physiological, Psychological and Social

factors affecting food intake and food habits, Recommended Dietary

allowance (RDA), General Principles of Deriving RDA, Use of Recommended

Dietary Allowances (RDAs), Limitations of RDAs, Balanced diet, use of Food

exchange list. Food pyramid, my plate, basic of menu planning for family.

153

Unit – 2 ENERGY 14 Hrs

Definition, units of energy, energy value of food. Components of energy

requirement, factors affecting energy requirements, methods of measuring

energy expenditure. RMR, Physical Activity Level (PAL), BMR, factors

affecting B.M.R, determination of BMR by calculation (Harris Benedict).

Energy needs of the body (reference man and reference woman), Energy

requirement during work, thermic effect of food, SDA.

Human body composition – Methods of assessment (direct and indirect),

Changes in body composition during life cycle. Factors affecting body

composition: body weight and physical activity

Unit – 3 FOOD PREPARATION AND HEALTH 14 Hrs

Selection of foods, preliminary preparation of food, principles of cooking,

methods of cooking - Boiling, Steaming, Pressure cooking, Microwave oven,

Frying (shallow, deep fat), Smoking point of oil, Combination method,

methods of cooking: advantages and disadvantages. Effect of cooking on

nutritive value, methods of enhancing nutritive value

Nutrition and Health- Inter-relationship between food, nutrition, and health.

Food choices – nutrients and nourishment, cognitive and environmental

influences. Nutrient and food guides for health promotion. Balanced diet-

definitions and its importance



Test 1 10

Test 2 10



154

Practical – 2 Credits 60 hours1. Identification of foods under food groups.2. Study of My plate and Food Pyramid3. Weights and measures of common food (Raw and cooked weight)4. Cooking methods – Planning and Preparing of recipes by

a. Boiling,b. Steaming,c. Pressure cooking,d. Microwave cookinge. Frying (shallow, deep fat), Smoking point of oilf. Combination method

5. Identifying food composition table and Usage food exchange list6. Calculation of energy requirement and energy expenditure for an adult man7. Calculation of energy requirement and energy expenditure for an adult a woman



Weightage in Marks

CIA 20

Presentation /Assignment

10

Total 30

References1. Mudambi S R and Rajagopal M V, (2008), Fundamentals of Foods, nutrition &

Diet therapy by new age international publishers, New Delhi

2. Srilakshmi B, (2002), nutrition science. New Age International publishers. New

Delhi.

3. Shubhangaini A Joshi, (2010), Nutrition and Dietetics, with Indian case studies,

Tata McGraw-Hill, New Delhi

4. Bamji, M.S, Reddy, V. (1998), Textbook of Human Nutrition, Oxford & IBH

Publishing Co, New Delhi.

155

5. Gibney M.J, Elia M Ljingquist. O (2005), Clinical Nutrition, Blackwell Science

Publishing Co.

6. Robinson C.H and Winely E.S, (1984). Basic Nutrition and Diet Therapy,

Macmillan Pub. Co. New York.

7. Swaminathan, M. (2002) Food and Nutrition, Volume I, The Bangalore Printing

and Publishing Company Ltd.

8. Guthrie, H.A & Picciano, M.F (1995), Morby Publishing Co, New York.

9. Srilakshmi, B. (2005). Dietetics, New Age International Publishers, New Delhi

10.Williams- Basic nutrition and Diet therapy, Elsevier 12th edition

Date Course Co-Ordinator Subject Committee Chairperson

156

B.SC. CLINICAL NUTRITION AND DIETETICS

SEMESTER 1

Course Title: ESSENTIALS OF MACRO NUTRIENTS (DSC- 2)

Total Contact Hours: 45 Course Credits: 3+2



Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)Course Outcomes (COs): At the end of the course the student should be able to:

1. Understand significance of Macro nutrients in the diet

2. Understand their physiological functions, requirements, and sources of macro

nutrients



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Understand significance of Macro

nutrients in the diet

Understand their physiological functions,

requirements, and sources of macro

nutrients

157


SEMESTER 1

Title of the Course: ESSENTIALS OF MACRO NUTRIENTS


3 45

CONTENT 45 Hrs

Unit –1 CARBOHYDRATES 15 Hrs

Chapter No.1: Carbohydrates: Composition, classification, digestion,

absorption and metabolism, Functions, Sources and Requirements, excess and

deficiencies.

Chapter No.2: Dietary fiber – definition, classification, sources, role of fiber in

Nutrition. Resistant starch, fructo-oligosaccharides, other oligosaccharides:

Chemical composition and physiological significance. Glycemic Index and

glycemic load. Review of nutritional significance of carbohydrates and changing

trends in dietary intake of different types of carbohydrates and their implications.

8 Hrs

7 Hrs

Unit – 2 PROTEINS 15 Hrs

Chapter No.3: Proteins: Composition, classification of proteins and amino-

acids, functions, digestion, absorption and metabolism, Requirements and

Sources, Effect of deficiency. Assessment of Protein quality. BV, PER, NPU and

chemical score.

Unit – 3 LIPIDS 15 Hrs

Chapter No.4: Lipids: Classification, functions, digestion, absorption and

metabolism, Sources and Requirements - SFA, MUFA, PUFA: functions and

deficiency, Role of n-3 and n-6 fatty acids, Trans Fatty Acids, dietary guidelines

158

(International and National) for visible and invisible fats in diets.



Test 1 10

Test 2 10



Practical – 2 Credits 60 Hours

1. Planning and preparation of energy dense recipes

2. Planning and preparation of low energy recipes

3. Planning and Preparation of low Glycaemic index recepies. load

Calculation of Glycaemic index and Glycaemic

4. Planning and preparation of high & low fiber recipes

5. Planning and preparation of protein dense recipes

6. Planning and preparation of low protein recipes

7. Planning and preparation of n-3 and n-6 rich recipes


Assessment Occasion/ type Weightage in Marks

Seminar presentation 10

Planning innovative recipes 5

Low-cost innovative recipes 5

Total 20

159

References:1. Shubhangaini A Joshi, (2010), Nutrition and Dietetics, with Indian case studies, Tata

McGraw-Hill, New Delhi

2. Srilakshmi B. (2013) human Nutrition for B.Sc. Nursing students, New Age

international publications, New Delhi.

3. Mudambi S.R and Rajagopal M.V (2008) Fundamentals of foods, Nutrition and Diet

therapy, 6th revised edition, new age international publications, New Delhi

4. Swaminathan M S (2012) Fundamentals of food nutrition Bappcco Publication

5. Longvah T Anathan R, Bhaskarachary K, and Venkaiah k (2017) Indian food

composition table, NIN.ICMR Hyderabad

6. Bamji, M.S, Reddy, V. (1998), Textbook of Human Nutrition, Oxford & IBH Publishing

Co, New Delhi.


Publishing Co.

8. Robinson C.H and Winely E.S, (1984). Basic Nutrition and Diet Therapy, Macmillan

Pub. Co. New York.

9. Swaminathan, M. (2002) Food and Nutrition, Volume I, The Bangalore Printing and

Publishing Company Ltd.


11. Srilakshmi, B. (2005). Dietetics, New Age International Publishers, New Delhi.

Date: Course Co-Ordinator Subject Committee Chairperson

160


SEMESTER 1

Course Title: FOOD SANITATION AND HYGYEINE (OE- 1)




Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)Course Outcomes (COs): At the end of the course the student should be able to:

1. Understand importance of food hygiene

2. Understand the procedure for cleaning and sanitation



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Understand importance of food hygiene

Understand the procedure for cleaning

and sanitation

161


SEMESTER 1

Title of the Course: FOOD SANITATION & HYGIENE


3 42

CONTENT 45 Hrs

Unit –1 INTRODUCTION 15 Hrs

Chapter No.1: Terminologies – Sanitation, hygiene, food safety, food

sanitation, contamination, food spoilage, danger zone. Significance of

sanitation in food catering units, hospital kitchens, food handlers. FSSAI:

Safe food handling and hygiene practices - guidelines.

Chapter No.2: Introduction - Serving safe food, food borne illnesses,

preventing food borne illnesses, key practices for ensuring food sanitation.

Personal hygiene - importance, sanitary habits, and practices, use of

protective clothing during food preparation in large establishments.

8 Hrs

7 Hrs

Unit – 2 PURCHASE AND HYGIENE 15 Hrs

Chapter No.3: Purchasing and Storage - Choosing a supplier, Inspection

Procedures, Receiving and Inspecting Specific Food, Storage - General

Storage Guidelines, Types of Storage, storing specific food, storage

techniques - dry food storage, refrigerated storage, freezer storage.

Chapter No.4: Hygiene in Service - Hygiene procedures in food preparation,holding and display food for service, serving food safely, off-site services, hot

holding of foods, Safe use of left - over food, hygiene in food service,

protective display of food. Storage and disposal of waste – Classification of

waste, methods of disposal.

7 Hrs

8 Hrs

162

Unit – 3 CLEANING AND SANITATION 15 Hrs

Chapter No.4: Cleaning and Sanitation - Sanitation Standards for

Equipment, installing and maintaining kitchen equipment, Cleaning and

Sanitizing - Cleaning vs. Sanitizing, machine dishwashing, manual

dishwashing, sanitizing food contact surfaces, cleaning the Premises, storing

utensils, tableware, and equipment, using cleaning agents, developing a

cleaning Program. Pest control methods and its importance.

15 Hrs



Test 1 10

Test 2 10


Total 70 marks + 30 marks = 100 marksReferences

1. De Vries. (1997) Food Safety and Toxicity, CRC, New York.2. Lawley, R., Curtis L. and Davis, J. (2004) The Food Safety Hazard Guidebook,

RSC publishing.3. Mario Stanga, Sanitation: Cleaning and Disinfection in the Food Industry, Wiley,

2010.4. Marriott, Norman G. (1985). Principles of Food Sanitation, AVI, New York USA.5. Norman G. Marriott, Principles of sanitation, Van Nostrand Reinhold Company,

New York. 1985.6. Roday. S. (1999) Food Hygiene and Sanitation, Tata McGraw-Hill Company

Limited, New Delhi.7. Y. H. Hui, L. Bernard Bruinsma, J. Richard Gorham, Wai-Kit Nip, Phillip S. Tong,

Phil Ventresca, Food plant sanitation, CRC Press, 2002.8. Y. H. Hui, Plant sanitation for food processing and food service, CRC Press, 2014.


163


Course Title: HUMAN PHYSIOLOGY (DSC – 3)




Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)Course Outcomes (COs):At the end of the course the student should be able to:

1 To gain elementary knowledge of functions of organ systems in the human body.2. To learn about the physiological functions, sources, requirements, micronutrientsand its deficiencies3. To understand the concept of water balance and the function of electrolytes inhuman nutrition4. To understand the major nutritional problems in populations5. To study the different programs and interventions for improving nutritional status.

164



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

To gain elementary knowledge offunctions of organ systems in the humanbody

To learn about the physiological functions,sources, requirements, micronutrientsand its deficiencies

To understand the concept of waterbalance and the function of electrolytes inhuman nutrition

To understand the major nutritionalproblems in populations

To study the different programs andinterventions for improving nutritionalstatus

165


SEMESTER 2



3 45

CONTENT 45 HRS

UNIT 1- Basic Cells and Tissues

Structure and Function of Cell, Physiological properties of protoplasm.

Levels of cellular organization and function – cell organelles and tissues -

Structure and functions of epithelial, connective, muscular and nervous

tissue, organs and systems – Brief review, Cell membrane transport

across cell, membrane and intercellular communication, cell

multiplication

Introduction of biological membranes to understand molecular transport,

transport of large molecules, receptor mediated endocytosis, exocytosis.

Molecular aspects of transport; Passive diffusion, facilitated diffusion,

active transport. active transport - sodium potassium pump.

15 Hrs

Unit – 2 - Organ system

Digestive System - Digestive system: Review of structure (Physiology)

and function - Secretory, Digestive and Absorptive functions. Functions of

mouth pharynx, oesophagus, stomach, intestine and intestinal villi. Liver,

pancreas and gall bladder and their dysfunction Digestive glands:

salivary, gastric, liver, pancreas. Digestion of nutrients- Proteins, fats,

carbohydrates. Hunger and thirst mechanism. Motility and hormones of

15 Hrs

166

GIT. Regulation of food intake – role of hunger and satiety centers, effect

of nutrients.

Circulatory System - Blood: Properties, formation, composition and

functions and homeostasis. Formation and function of plasma proteins,

erythropoiesis. Blood groups & histocompatibility. Composition & functions

of CSF and Lymph. Structure & functions of heart, blood vessels-

physiological aspects, ECG, Blood pressure.

Respiratory system - Outlined structure of respiratory system, Primary

function of respiratory system, Mechanism of respiration, Transport of

gases and artificial respiration. Role of lungs in the exchange of gases,

Transport of oxygen and CO2. Cardiorespiratory changes during exercise

and training

Excretory System - Structure and functions of nephron, glomerular

filtration, tubular absorption and secretion. Urine formation - Role of

kidney in maintaining pH of blood -Water, electrolyte and acid base

balance – diuretics

Nervous System: Review of structure and function of neuron - conduction

of nerve impulse, synapses, and role of neurotransmitters, Organization of

central and Peripheral nervous system, Hypothalamus and its role in

various body functions

Unit – 3 15 Hrs

Skeletal & Muscular System - Ultra structure of skeletal muscle and

bone, role of collagen and elastin in bone composition, growth and

remodeling, factors affecting long bone growth. Muscular system: Muscle

type, structure: Muscle proteins – contractile and non-contractile.

Energetics of muscle contraction, Muscular dystrophies.

Reproductive System and Endocrine System -Male reproductive

system – Structure and functions. Spermatogenesis. Female

reproductive system – Structure and functions. Oogenesis. Menstrual

167

cycle, Puberty, Menopause. Fertilization, Development of fertilized ovum

(Brief account) Placenta and its functions – Parturition. Endocrinology-Functions of hormones of the pituitary,

Immune System - Organs and cells of Immune system, Primary and

secondary Lymphoid organs. Immunity– Definition, Types, Innate

immunity, Adaptive immunity, cell mediated and humoral immunity.

Complement system. Antigens - Chemical nature of antigens, hapten,

antigenicity, immunogenicity, epitope. Immunoglobulins -Isotypes,

structures and functions IgG, IgM, IgE. Adjuvants. Monoclonal

antibodies – definition and production. Major histocompatibility

complex proteins (MHC): Definition. Types, physiological role. Vaccines-

Definition, significance of vaccines. Hypersensitivity reactions- definition,

types, and examples thyroid, parathyroid, adrenal, pancreas, and

gonads. Steroid hormones their functions and mechanism of action.



Test 1 10

Test 2 10



PRACTICAL: 2 Credits 60 Hrs

1. Microscopic study of tissues- Epithelial, connective, and muscular tissues2. Smear preparation of human blood for RBC and WBC count3. Estimation of hemoglobin by Sahli- Hellige (Calorimetric) hematin method4. Determination of blood groups and Rh factor5. Determination of bleeding time by Duke’s method6. Determination of Blood clotting time by Wright’s method7. Clinical examination of urine

168

a) Physical examination: volume colour, odour, appearance, pH.b) Test for abnormal constituents of urine: Sugar, blood, albumin, Bile salts and ketone

bodies.8. Pulse, B.P and respiratory rate at rest and after exercises




Planning innovative recipes 5


Total 20

References1. Human Physiology by CC. Chatterjee, 11th edition (1985)

2. Essentials of Medical physiology by K Sambulingam, 3rd edition, 2005

3. The Cell, Copper, Geoffery, M., Oxford University Press, (2001)

4. Textbook of Biochemistry with Clinical correlations; Thomas Devlin [Ed.] (1997),

Wiley – Liss.

5. Lehninger- Principles of Biochemistry; DL Nelson and MM Cox [Eds), 6th Edn.

Macmillan Publications (2012).

6. Principles of Human Physiology; 4th Edn. Cindy L. Stanfield Pearson, (2010).

7. Principles of Biochemistry: Smith et al., [Ed.] (1986) McGraw Hill.

8. Principles of Biochemistry: General Aspects, Smith et al., [Ed.] (1986) McGraw Hill.

9. Human Biochemistry, Orten and Neuhans, 10th Edn. Mosbey International, (1983).

10. Review of Medical Physiology, Gannong, W.F.15th Edn., Maruzen Asial, (1991).

11. Human Physiology: The mechanisms of Body functions. A.J. Vander, et. Al., (1985)

McGraw-Hill.

12. Molecular Cell Biology, Baltimore et. al. (1995) Scientific American Publication.

13. Cellular Physiology of Nerve and Muscle. Gary G Mathew (1998) Balckwell Scientific

Inc


169


Course Title: ESSENTIALS OF MICRO NUTRIENTS (DSC – 4)




Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)Course Outcomes (COs):At the end of the course the student should be able to:1. Understand the significance of micronutrients2. Know the role of water and electrolytes in the body



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Understand the significance ofmicronutrients

Know the role of water andelectrolytes in the body

170


SEMESTER 2

Title of the Course: ESSENTIALS OF MICRONUTRIENTS


3 45

CONTENT 45 Hrs

Unit –1 - Vitamins 15 Hrs

– Definition and classificationFat soluble vitamins - Physiological functions, Sources, Requirements,

Deficiency and Hypervitaminosis of Vitamin A, D, E and K

Water Soluble vitamins – Physiological functions, Sources, Requirements

and Deficiency of B Complex Vitamins- Thiamine, Riboflavin, Niacin,

Pyridoxine, Folic Acid, Pantothenic Acid, Cyanocobalamin and Vitamin C.Interaction with other nutrients and its effects.

Unit – 2 - Minerals 15 Hrs

Definition, Classification, Distribution in the body, Functions, Sources and

requirement and Effects of Deficiency of Calcium, Phosphorus, Magnesium,

Sodium, Potassium, Manganese, Selenium, Iron, Zinc, Iodine, Molybdenum,

Cobalt and Fluorine

Trace Elements - Distribution in the body, Functions, Sources and

requirement and Effects of Deficiency of Vanadium, Silicon, Boron, Nickel,

Lithium, Lead, Cadmium, Sulphur.

Unit – 3 – Water and Electrolytes 15 Hrs

Water – Importance, distribution in the body, functions of water and sources,

water intake and loss. Dehydration, edema.

Electrolytes - Types, sources, composition of body fluids, maintenance of

171

fluid and electrolyte balance and imbalance.



Test 1 10

Test 2 10



Practical: 2 Credits 60 Hrs1. Planning and preparation of Vitamin A rich recipes

2. Planning and preparation of Vitamin C rich recipes

3. Planning and preparation of Vitamin B complex rich recipes

4. Planning and preparation of Calcium rich recipes

5. Planning and preparation of iron rich recipes

6. Planning and preparation of Folate rich recipes

7. Estimation of iron in food sources

8. Estimation of calcium in milk

9. Estimation of vitamin C in food sources

10.Estimation of vitamin A by calorimetric method

11.Estimation of total mineral content in a food sample using muffle furnace




Quiz, Assignment 10

172


Total 30

References1. Shubhangaini A Joshi, (2010), Nutrition and Dietetics, with Indian case studies, Tata

McGraw-Hill, New Delhi

2. Srilakshmi B. (2013) human Nutrition for B.Sc. Nursing students, New Age

international publications, New Delhi.

3. Mudambi S.R and Rajagopal M.V (2008) Fundamentals of foods, Nutrition and Diet

therapy, 6th revised edition, new age international publications, New Delhi

4. Swaminathan MS (2012) Fundamentals of food nutrition Bappcco Publication

5. Longvah T Anathan R, Bhaskarachary K, and Venkaiah k (2017) Indian food

composition table, NIN.ICMR Hyderabad

6. Bamji, M.S, Reddy, V. (1998), Textbook of Human Nutrition, Oxford & IBH Publishing

Co, New Delhi.


Publishing Co.

8. Robinson C.H and Winely E.S, (1984). Basic Nutrition and Diet Therapy, Macmillan

Pub. Co. New York.

9. Swaminathan, M. (2002) Food and Nutrition, Volume I, The Bangalore Printing and

Publishing Company Ltd.


11. Srilakshmi, B. (2005). Dietetics, New Age International Publishers, New Delhi

Date: Course Co-Ordinator (S) Subject-Committee Chairperson

173


Course Title: FOOD SAFETY AND SECURITY (OE-2)




Course Pre-requisite(s): PUC/ 10+2 (with chemistry or biology as one optional)Course Outcomes (COs):At the end of the course the student should be able to:1. Understand food laws, regulations and policies2. Know about food safety and food adulteration



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Understand food laws, regulations andpolicies

Know about food safety and foodadulteration

174


SEMESTER 2

Title of the Course: FOOD SAFETY AND SECURITY


3 45

CONTENT 45 Hrs

Unit –1 15 Hrs

Food Safety - definition of food safety and food spoilage, factors affecting food

safety and food spoilage: GMP, GAP, SSOP, GHP, food adulteration - definition,

types of adulteration in various foods- intentional, incidental, and metallic

contaminants

Food Laws and Regulations National Legislation - Essential Commodities Act,

Standard of Weight and Measures Act, ISI, Mark of BIS, Agmark, BIS. GRAS and

permissible limits for chemical preservatives and legal aspects for γ -irradiations.

Recent concerns in food safety: New and Emerging Pathogens. Genetically

modified foods / Transgenics / Organic foods. Newer approaches to food safety.

PFA, FPO, Food Safety and Standards Bill 2005, International Laws and

Agreements - FAO, WHO, Codex Alimentarious, WTO, JECFA, APEDA, ISO

22000 series, Hazard Analysis Critical Control Point (HACCP): principles of

HAACP, applications of HACCP Current Food Safety Standards in India, Current

Food Safety regulations 2001, Food Safety and Standards Authority of India,

objectives of developing food safety standards, enforcement of structure and

procedure, role of food analyst, safety analysis, action by designated officer and

report of food analyst

175

Unit - 2 15 Hrs

Food and Nutrition Security – Definition, Food production, access, distribution,

availability, losses, consumption, Food distribution strategies and storage of food.

Socio-cultural aspects and Dietary Patterns: Their implications for Nutrition and

Health. Nutritional Status - Determinants of nutritional status of individual and

populations, Nutrition and Non-nutritional indicators -Socio-cultural, Biologic,

Environmental, Economic.

Major Nutritional Problems – An overview etiology, prevalence, clinical

manifestations, preventive and therapeutic measures for: Macro and micronutrient

deficiencies.

Unit - 3 15 Hrs

National Food, Nutrition and Health Policies- Plan of action and programs,

Approaches and Strategies for improving nutritional status and health,

Programmatic options- their advantages and demerits. feasibility, political support,

available resources (human, financial, infrastructural). Case studies of selected

strategies and programs: their rationale and context. How to select interventions

from a range of possible options: Health-based interventions, Food-based

interventions including fortification and genetic improvement of foods,

supplementary feeding, nutrition education for behavior change.

Health economics and economics of malnutrition- Its impact on productivity and

national development, Cost-Benefit, Cost effectiveness, Cost efficiency



Test 1 10

Test 2 10



176

References1. Bamji, M.S., Rao, P.N., Reddy, V. (Eds) (1996): Textbook of Human Nutrition, Oxford

and IBH Publishing Co. Pvt. Ltd., New Delhi.

2. Gopalan, C. and Kaur, S. (Eds) (1989): Women and Nutrition in India, Nutrition

Foundation of India.

3. Gopalan, C. (Ed) (1987): Combating Undernutrition – Basic Issues and Practical

Approaches, Nutrition Foundation of India.

4. Achaya, K.T. (Ed) (1984): Interfaces between agriculture nutrition and food science,

The United Nations University.

5. National Family Health Survey I & II (1993, 2000): International Institute for

Population Studies, Mumbai.

6. National Plan of Action on Nutrition (1995): Food & Nutrition Board, Dept. Of WCD,

Govt. of India.

7. National Nutrition Policy (1993): Dept. of WCD, Govt. of India.

8. Nutrition Education for the Public (1997): FAO Food and Nutrition Paper, 62, FAO.

9. Allen, L. and Ahluwalia, N. (1997) Improving Iron Status Through Diet: The

Application of Knowledge Correcting Dietary Iron Bioavailability in Human

Populations. OMNI/USAID, Arlington, VA, USA

10.Nestel, P. (ed) (1995). Proceedings: Interventions for Child Survival. OMNI/USAID

Arlington, VA, USA

11.Murray, C. and Lopez, A. (eds)(1996) Global Burden of Disease and Injury Harvard

University Press, Cambridge, MA, USA.

12.Ross, J.; Horton, S. (1998) Economic Consequences of Iron Deficiency. The

Micronutrient Initiative, Ottawa, Canada.

13.World Health Organization (1998) World Health Report: Life in the 21st century.

Report of the Director General. WHO, Geneva,

Date Course Co-Ordinator Subject Committee Chairperson

177

B.Sc. with Food Technology as aMajor/Minor Subject &

M.Sc. Food Technology (One Year)

(Model II A)

178

Preamble

Education is an essential means of knowledge and most powerful tool that

bring growth and progress to the individual, society and the Nation at large. The higher

education system in India has grown in a remarkable way as a powerful tool to build a

knowledge-based information society of the 21st Century. The new paradigm shift in

education system is to create learning that leads to student centered learning. Along

with creating new knowledge, acquiring new capabilities, producing an intelligent human

resource pool among students, new system of education must be more experiential,

holistic, integrated and learner centered. Additionally the students should feel they are

welcomed and cared for, with a safe and stimulating learning environment, a wide range

of learning experiences, and good physical infrastructure and appropriate resources

conducive to learning.

The National education policy 2020 states that Education must move towards

less content, and more towards learning about how to think critically and solve problems,

how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new

material in novel and changing fields. Pedagogy must evolve to make education more

experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered,

discussion-based, flexible, and, of course, enjoyable. The curriculum must include basic

arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and

values, in addition to science and mathematics, to develop all aspects and capabilities of

learners; and make education more well-rounded, useful, and fulfilling to the learner.

Education must build character, enable learners to be ethical, rational,

compassionate, and caring, while at the same time prepare them for gainful, fulfilling

employment. These skills are becoming more essential for professional and personal

participation in society. In this direction and to bridge a gap between the current state of

learning outcomes and what is required for the present generation to compete globally,

the National Education Policy-2020(NEP-2020) has been prepared to bring in the

highest quality, equity, and integrity into the system, from early childhood care and

education through higher education. NEP-2020 definitely serves the purpose of the

179

education system developing good human beings capable of rational thought and action,

possessing compassion and empathy, courage and resilience, creating potential of each

individual, scientific temper and creative imagination, with sound ethical moorings and

values. It aims at producing engaged, productive, and contributing citizens for building

an equitable, inclusive, and plural society as envisaged by our Constitution.

Hence, this Policy proposes the revision and revamping of all aspects of the

education structure, including its regulation and governance, to create a new system

that is aligned with the aspirational goals of 21st century education. With this vision,

Hon’ble Deputy Chief Minister and Minister for Higher Education and also Chairman for

Higher Education Council, Government of Karnataka, initiated to implement the NEP-

2020 effectively as a First state in the country by constituting various committees

comprising Educational Experts. Home sciences is one such committee headed by Dr.

Ravikumar Patil H.S., Professor, Department of studies in Food Technology, Davangere

University, Davangere working with Eminent Scholars for inclusiveness of Home

Sciences in higher education building the Nation to higher rank in the world.

180

Model CurriculumName of the Degree Program: B.Sc. Honours and M.Sc.

Discipline Core: Food Technology



Program Outcomes:


PO 1 Disciplinary Knowledge: Bachelor degree in Food Technology helps

to apply the knowledge of science, engineering fundamentals, and

mathematical concepts to the solution in the field of food technology

science and other allied subjects

PO 2 Communication Skills: Communicate effectively and write effective

reports and design documentation, make effective presentations through

seminars, project dissertations

PO 3 Critical thinking and analytical reasoning: Recognize the need for,

and have the preparation and ability to engage in independent/as an

entrepreneur and life-long learning in the broadest context of technological

change logical reasoning and capability of recognizing and

distinguishing the various aspects of real-life problems.

PO 4 Problem Solving: Identify, formulate, review research literature, and

analyze complex Food Technology/applications problems and Design

solutions for complex problems and design system components or

processes that meet the specified needs with appropriate consideration

for the food sustainability

PO 5 Research related skills: Acquire the practical knowledge anddemonstrate the ability to design, conduct/trouble shoot experiments and

analyze data in the field of food technology

PO 6 Information/digital Literacy: The completion of this programme will

enable the learner to use appropriate software’s to apply for bulk scale

181

/industrial production of technology-based food products

PO 7 Self-directed learning: The student completing this program will

develop an ability of working independently and to make an in-depth

study of various disciplines of food technology.

PO 8 Moral and ethical awareness/reasoning: Understand the impact of theprofessional food technology solutions in societal and environmental

contexts, and apply ethical principles and commit to professional ethics and

responsibilities

PO 9 Lifelong learning: This programme provides self-directed learning

and lifelong learning skills to think independently and develop problem

solving skills with respect to food industry.

PO 10 Ability to peruse advanced studies and research in Allied fields of Food

science.

Assessment:



Theory 30 70

Practical 15 35

Projects 30 70


(Internships etc.)

30 70

182

Contents of Courses for B.Sc. with Food Technologyas Major Subject &B.Sc. (Hons) Food Technology

Model IIA

Semester

Course No.Th

eory/

Practic

al

Credits

Paper TitleMarks

S.A. I.A.

I

FTT1.1 Theory 4 Fundamentals Of Food Technology 70 30

FTP1.1 Practical 2 Practical based on Fundamentals ofFood Technology

35 15

Minor* Theory 4

Minor* Practical 2

FTT1.2 Theory 3 Food Safety 70 30

3 Language 1

3 Language 2

2 Digital fluency /Bioanalyticaltechniques (optional)

II

FTT2.1 Theory 4 Food Chemistry 70 30

FTP2.1 Practical 2 Theory based Practical’s on FoodChemistry

35 15

Minor* 4

Minor* 2

FTT2.2 Theory 3 Food And Nutrition 70 30

Theory 2 Environmental Studies

Theory 3 Language 1

183

Semester

Course No.

Theo

ry/

Practic

al

Credits

Paper TitleMarks

S.A. I.A.

Theory 3 Language 2

Theory 2 Health and Wellness/Social emotionlearning (2) (1+0+2)/ Principles OfCulinary Science And Art

Exit Option with Certificate in Food Technology (52 Credits)

III

FTT3.1 Theory 4 Food Analysis 70 30

FTP3.1 Practical 2 Theory based Practical’s on FoodAnalysis 35 15

Minor* Theory 4

Minor* Practical 2

FTT3.2 Theory 3 Nutraceutical and functional foods 70 30

FTT3.3 Theory 2 Processing of Spices and PlantationCrops/ Artificial Intelligence

Theory 3 Language-1

Theory 3 Language-2

IV

FTT4.1 Theory 4 Food Quality 70 30

FTP4.1 Practical 2 Theory based Practical’s on FoodQuality

35 15

Minor* Theory 4

Minor* Practical 2

FTT4.2 Theory 3 Brewing and Fermentation Technology 70 30

Theory 3 Language 1

184

Semester

Course No.

Theo

ry/

Practic

al

Credits

Paper TitleMarks

S.A. I.A.

Theory 3 Language 2

Theory 2 Constitution of India

2 Sports /NCC/NSS

Exit Option with Diploma in Food Technology (100 Credits)

Choose any one discipline as major and other as minor

V

FTT5.1 Theory 3 Food Microbiology, Contamination andPreservation of Foods (Major)

70 30

FTP5.1 Practical 2Theory based Practical’s on FoodMicrobiology, Contamination andPreservation of Foods (Major)

35 15

FTT5.2 Theory 3 Food Microbiology, Contamination andPreservation of Foods (Minor)

70 30

FTP5.2 Practical 2Theory based Practical’s on FoodMicrobiology, Contamination andPreservation of Foods (Minor)

35 15

FTT5.3 Theory 3 Food Biotechnology (Major) 70 30

FTP5.3 Practical 2 Theory based Practical’s on FoodBiotechnology (Major)

35 15

FTT5.4 Theory 3 Food Biotechnology (Minor) 70 30

FTP5.3 Practical 2 Theory based Practical’s on FoodBiotechnology (Minor)

35 15

Minor* Theory 3 Bakery And ConfectionariesTechnology

70 30

Minor* Practical 2 Theory based Practical’s Bakery andConfectionaries Technology

35 15

Theory 2 Cyber security

Theory 3 Ethics and Self Awareness

VI FTT6.1 Theory 3 Food Processing Technology (major) 70 30

185

Semester

Course No.

Theo

ry/

Practic

al

Credits

Paper TitleMarks

S.A. I.A.

FTP6.1 Practical 2 Theory based Practical’s on FoodProcessing Technology (major)

35 15

FTT6.2 Theory 3 Processing Of Oils and Fats (major) 70 30

FTP6.2 Practical 2 Theory based Practical’s on Processingof Oils and Fats (major) 35 15

Minor* Theory 3 Fast Foods and Catering Services 70 30

Minor* Practical 2 Theory based Practical’s on FastFoods and Catering Services 35 15

Theory 3

FTT6.4 Theory 2 Professional/societal communication 70 30

Exit Option with Bachelor of Science Degree in Food Technology (144 Credits)

VII

FTT7.1 Theory 3 Processing Technology f Meat, Poultryand Fish 70 30

FTP7.1 Practical 2Theory based Practical’s onProcessing Technology Of Meat, PoultryAnd Fish

35 15

FTT7.2 Theory 3 Post-Harvest and Storage Engineering 70 30

FTP7.2 Practical 2 Theory based Practical’s on PostHarvest and Storage Engineering 35 15

FTT7.3 Theory 4 Food Refrigeration and Cold Storage 70 30

FTT7.4 Theory 3 Beverage Technology 70 30

FTT7.5 Theory 3 Research Methodology 70 30

VIII

FTT8.1 Theory 4 Food Adulteration and Food ToxicologyAnd Sensory Evaluation 70 30

FTT8.2 Theory 4 Food engineering and enzymes in foodprocessing 70 30

FTT8.3 Theory 3 Food Extrusion Technology 70 30

186

Semester

Course No.

Theo

ry/

Practic

al

Credits

Paper TitleMarks

S.A. I.A.

FTT8.4 Theory 3 Food Laws and Regulations 70 30

FTT8.5 6

Award of Bachelor of Bachelor of Science Honours in Food Technology (185 Credits)

Note: *Minor Subject Code as per the electives taken

187

M.Sc. degree in Food Technology (Two Semesters)Sem

ester Course

Number

Theory/

Practical

Credits

Title of the Course

S.A. I.A.

I PGFTT1.1 Theory 03 Dairy Technology 70 30

PGFTP1.1 Practical 02 Theory based Practical’s on Dairy

Technology

35 15

PGFTT1.2 Theory 03 Food product Development 70 30

PGFTP1.2 Practical 02 Theory based Practical’s on Food

product Development

35 15

PGFTT1.3 Theory 04 Food Packaging Technology 70 30

PGFTT1.4 Theory 03 Value Addition In Food Product 70 30

PGFTT1.5 Theory 03 Food Products Industrial Byproduct 70 30

II PGFTT2.1 Theory 3 Fundamentals of Nutraceutical 70 30

PGFTP2.2 Practical 2 Theory based Practical’s on

Fundamentals of Nutraceutical

35 15

PGFTT2.3 Theory 3 Post-Harvest Management of

Fruits and Vegetables

70 30

PGFTT2.4 Theory 3Food additives and Biostatistics 70 30

PGFTT2.5 Theory 3 Entrepreneurship Development 70 30

PGFTT2.6 6 Dissertation/ Project 140 60

PGFTT2.7 Dissertation

188

CURRICULUM STRUCTURE FOR UNDERGRADUATE DEGREE

B.Sc. FOOD TECHNOLOGYSEMESTER 1

Total Credits for the Program: 265 credits


Name of the Degree Program: B. Sc Degree / Honours and M.Sc

Discipline/Subject: Food Technology


This matrix lists only the core courses. Core courses are essential to earn the degree

in that discipline/subject. They include courses such as theory, laboratory, project,


189

SemesterCourse No.

ProgrammeOutcomesthattheCourse

Addresses

Pre-RequisiteCourse(s)

Pedagogy Assessment

I

DSC- 1Fundamentals

Of FoodTechnology

PO 1, PO 2,PO 3

12th /Equivalent

MOOCPROBLEMSOLVING

LECTURE

FormativeandSummativeAssessment

OE- 1Food Safety

PO 1, PO 2,PO 3

12th /Equivalent

MOOCPROBLEMSOLVINGLECTURE


II

DSC -2Food Chemistry

PO 1, PO 2,PO 3

12th /Equivalent

MOOC PROBLEMSOLVING LECTURE


OE- 2Food andNutrition

PO 1, PO 2,PO 3

12th /Equivalent

MOOCPROBLEMSOLVING

LECTURE


190

Syllabus for B.Sc. with Food Technology as Major Subject &B.Sc.(Hons) Food Technology


Course Title: FUNDAMENTALS OF FOOD TECHNOLOGY (DSC- 1)Total Contact Hours: 45 Course Credits: 3






1. Utilize advanced instruments and technologies to process and analyze food

products and to solve food safety problems.

2. Critically assess and analyze food science information available in the public

domain in an innovative and ethical way.

3. Communicate technical and other relevant information effectively in both oral

and written format to a diverse audience including supervisors, colleagues,

and consumers



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Utilize advanced instruments andtechnologies to process and analyze foodproducts

Critically assess and analyze foodscience information in an innovativeand ethical way.

Communicate technical and otherrelevant information in both oral andwritten format to a diverse audience

191


COURSE TITLE: FUNDAMNTALS OF FOOD TECHNOLOGY


3 45

CONTENT 45 Hrs

Unit 1: Composition And Nutritive Value Of Plant Food 15 Hrs

Introduction to Nutrients - Carbohydrates, Protein, Lipids, Vitamins,

Minerals. Cereals: General outline, Composition & Nutritive value,

Structure of wheat and Rice. Millets – ragi, sorghum, maize, finger

millet. PULSES & LEGUMES: Composition, Nutritive value, Anti-

nutritional factors. Changes during cooking, Factors affecting

cooking time. Germination - Changes during germination. Nuts &

Oilseeds: Composition, sources of proteins and oil, Processing of oil

seeds - Soya bean, coconut, ground nut and sesame. Protein

concentrates and isolates, Texturized vegetable protein.

Unit II: FRUITS & VEGETABLESComposition, Classification, Nutritive value, Vegetable Cookery,

Changes during cooking, Ripening, Changes during ripening -

Spices: Definition, Classification, Chemical composition, use of

spices - Nutritive value of Sugar cookery - Artificial sweeteners.

15 Hrs

Unit III: COMPOSITION AND NUTRITIVE VALUE OF ANIMALFOODS

15 Hrs

Eggs: Structure, Composition, Nutritive value, Grading Changes

during storage. Fish: Composition, Nutritive value. Meat: Structure,

192

Composition, Nutritive value. Poultry- classification, composition

and nutritive value. FUNCTIONAL FOOD: Introduction to

Functional foods, Prebiotics, Probiotics, Nutraceutical. Organic

Foods and GM foods



Test 1 10

Test 2 10



Practical: 2 Credits 60 Marks

1. Study different types of browning reactions: enzymatic and non-enzymatic.

2. To study gelatinization behaviour of various starches

3. To study the concept of gluten formation of various flours.

4. To study malting and germination.

5. To study dextrinization in foods.

6. Identification of pigments in fruits and vegetables and influence of pH on them.

7. Quality inspection of animal foods.

Formative AssessmentAssessment Occasion/ type Weightage in Marks

Seminar presentation 10Quiz, Assignment 10Low-cost innovative recipes 10

Total 30

193

REFERENCES1. B. Srilakshmi, Food science, New Age International Publishers (India), 2003

2. N. Shakuntalamanay, M., Foods: Facts and Principles - New Age Publishers,

2004

3. M. Swaminathan., Food science, Chemistry & Experimental Foods, BAPPCO

(2003).


194


Course Title: FOOD SAFETY (OE- 1)Total Contact Hours: 45 Course Credits: 3






1. Explain the application of food quality and food safety system

2. Identify the hazard of the food chain to ensure food safety

3. Examine the chemical and microbiological quality of food samples

4. Detect the adulteration in food samples

5. Review of legislative approaches for the management of food safety



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Explain the application of food quality and

food safety system

Identify the hazard of the food chain to

ensure food safety

Examine the chemical and microbiological

quality of food samples

Detect the adulteration in food samples

and review of legislative approaches for

the management of food safety

195


Title of the Course: FOOD SAFETY


3 45

CONTENTS 45 HrsUnit I: INTRODUCTION TO FOOD SAFETY: 15 HrsIntroduction to concepts of food quality, food safety, food quality assurance

and food quality management; objectives, importance and functions of

quality control, Current challenges to food safety. SAFETY ACT: Role of

national and international regulatory agencies, Bureau of Indian Standards

(BIS), AGMARK, Food Safety and Standards Authority of India (FSSAI),

Introduction to WTO agreements: SPS and TBT agreements, Codex

Alimentarius Commission, USFDA, International organization for standards

(ISO) and its standards for food quality and safety (ISO 9000 series, ISO

22000, ISO 15161, ISO 14000).

UNIT II: SAFETY DURING PROCESSING: 15 HrsHACCP; Desirable safety features of some food processing equipment;

Personal protective equipment; Safety from adulteration of food. Role of

maintenance staff and plant operators; Preventive maintenance; Guidelines

for good maintenance& safety precautions; Lubrication & lubricants; Work

place improvement through ‘5S’.

UNIT III: PLANT MAINTENANCE: 15 HrsHygiene and sanitation requirement in food processing and fermentation

industries; Cleaning, sanitizing and pest control in food processing; storage

and service areas PERONAL HYGENE: Hygiene and sanitation requirement

in food processing and fermentation industries; Cleaning, sanitizing & pest

control in food processing; storage and service areas.

196



Test 1 10

Test 2 10



REFERENCES

1. Food SafetyManagement, A Practical Guide for the Food Industry

Editors: Yasmine Motarjemi Huub Lelieveld, eBook ISBN: 9780123815057,

Hardcover ISBN:9780123815040, Academic Press.

2. Food Hygiene, Microbiology & HACCP. S J Forsythe, P R Hayes. Springer,

2012.

3. Food Safety Handbook, Author(s): Ronald H. Schmidt, Gary E. Rodrick,

Published 2003 John Wiley & Sons, Inc., Print ISBN: 9780471210641.


197


Course Title: FOOD CHEMISTRY (DSC- 2)Total Contact Hours: 45 Course Credits: 3






1. Recognize the mathematical objects called Groups.

2. Link the fundamental concepts of groups and symmetries of geometrical objects.

3. Explain the significance of the notions of Cosets, normal subgroups and factor groups.

4. Understand the concept of differentiation and fundamental theorems in

differentiationand various rules.

5. Find the extreme values of functions of two variables.



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Recognize and link the mathematicalobjects called Groups.

Explain the significance of the notions ofCosets, normal subgroups and factorgroups.

Understand the concept ofdifferentiation and fundamentaltheorems in differentiation andvarious rule and find the extremevalues of functions of two variables

198


Title of the Course: FOOD CHEMISTRY


3 45

45 HrsUNIT I: Introduction 15 HrsPhysicochemical properties of water, water weak interactions in Aqueous

Systems, ionization of water, weak acids, and weak bases, buffering

against pH changes in biological systems, water as a reactant, The

fitness of the aqueous environment for living organisms water activity and

its influences on food quality and stability. Role of water in food.

Carbohydrate: Introduction, classification, structure, sources, propertiesand functions of carbohydrates, functional properties of sugars, starch,

cellulose, glucans, hemicelluloses, gums, pectin substances,

polysaccharides, Modified starch and dietary fibre. Dietary requirements

of carbohydrates, inborn errors of carbohydrates.

UNIT II: Amino acids and Proteins: 15 HrsAmino acids, occurrence, structure, classification, physical & chemical

properties. Peptides, polypeptide, proteins & their properties, major

source of proteins, classification, structure, properties, purification and

denaturation of proteins, physicochemical and functional properties of

protein derived from milk, egg protein, meat protein, fish muscle protein,

oil seed protein and cereal protein. Protein- protein interaction, Protein-

lipid interaction, protein-lipid complexes and protein-carbohydrate

complexes. Modified proteins and application in food industry. Dietary

requirements of proteins, metabolic defects such as Kwashiorkor

associated with proteins.

199

UNIT III: Enzymes and Lipids 15 Hrs

General introduction to Enzymes, classification and functions of Enzymes

and its activity in different food systems, factors affecting rate of

enzymatic action, commercial availability, immobilization of enzymes,

importance of enzymes in food processing. Lipids: General introduction,classification, physical and chemical properties, functions and Dietary

requirements of food lipids, refining of crude oil and fats, hydrogenation,

winterization shortenings and low fat spreads. Vegetable and animal fat,

margarine, lard, butter. Flavour changes in fats and oils, lipid oxidation,

auto oxidation, factors affecting lipid oxidation and its biological

significance, metabolic defects such as cardiovascular disease

associated with lipids. Vitamins: Physiological and biochemical role of fatand water soluble vitamins, functions and sources. Vitamin C, Vitamin B

complex, Iron and Folic acid. Requirements and recommended

allowances. Deficiency diseases.


Test 1 10

Test 2 10



Practical: 2 Credits 60 Marks

1. Safety measures in the Laboratory2. Qualitative Tests of Carbohydrate (Molisch’s Test, Fehling’s Test, Benedict Test, Iodine Test,

etc.)3. Quantitative Determination of Carbohydrate by Phenol Sulphuric acid method4. Isolation of starch from given sample.5. Determination of total sugar/reducing sugar in food.

200

6. Determination of iodine value/acid value/saponification value of oil7. Test for detection of different oils (Baudouin test, Halphens test, hexabromide test)8. Estimation of lysine content9. Determination of ascorbic acid by dye method10. Determination of phosphorus/estimation of calcium11. Estimation of tannins from food12. Determination of total carotenoids



Total 30

REFERENCES1. Lillian Hoagland Meyer(1974) Food Chemistry, The AVI Publishing Co Inc., Connecticut,

MA, USA

2. Eskin NAM, Henderson HM and Townsed RJ(1971)Biochemistry of Foods, Academic

Press, New York

3. John W. Brady(2013) Introductory Food Chemistry, Cornell University Press, Ithaca, USA

4. H.-D. Belitz, W. Grosch and P. Schieberle( 2009) Food Chemistry, 4th Ed. Springer-

Verlag. Berlin Heidelberg

5. Meyer, L.H.(1987) Food Chemistry. CBS publishers and Distributors, New Delhi.


201


Course Title: FOOD AND NUTRITION (OE- 2)Total Contact Hours: 45 Course Credits: 3






1. Understanding the basic processes involved in the preparation, transformation and

conservation of foods of both animal and vegetable origin.

2. Understanding the microbiology, parasitology and toxicology of food.

3. Examining and evaluating the relationship between food and nutrition in health and/or

illness.

4. Applying scientific knowledge of physiology, pathophysiology, nutrition and food to

individual or group diet planning and counselling, both in healthy (dietetics) and ill (diet

therapy) clients, at every stage of life.



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Understanding the basic processes involved inthe preparation, transformation and conservationof foods of both animal and vegetable origin.

Understanding the microbiology, parasitologyand toxicology of food.

Examining and evaluating the relationshipbetween food and nutrition in healthand/or illness.

Applying scientific knowledge to individual orgroup diet planning and counselling, both inhealthy (dietetics) and ill (diet therapy) clients, at

202

every stage of life.B.Sc. FOOD TECHNOLOGY

SEMESTER 1

Title of the Course: FOOD AND NUTRITION


3 45

CONTENTS 45 Hrs

Unit I: FATS & LIPIDS: 15 Hrs

Understanding relationship between food, nutrition and health.

Functions of food-physiological, psychological and social. Concept of

balanced diet. Lipids - Classification, Composition function - essential

fatty acids, deficiency, food sources of EFA, Function of TGL,

Characteristics of animal and vegetable fats, sterols - cholesterol -

function, food sources, phospholipids - function, ketone bodies - fat

requirements - food sources, dietary lipids and their relation to the

causation of Atherosclerosis and lschaemic heart disease.

NUTRIENTS, VITAMINS ANDMINERALS Nutrients – Classification,

Functions, Dietary sources, RDA. Fat soluble vitamins - A, D, E and K.

Water soluble vitamins - thiamin, riboflavin, niacin, pyridoxine, folate,

vitamin B12 and vitamin C. Minerals- Role of Ca, P, Fe, Na, K, I, F, Se.

Unit II: CARBOHYDRATES AND PROTEINS:

Proteins - Composition - structure and classification, function of

protein, Amino acids Indispensable and dispensable amino acids -

special function of amino acids - protein deficiency - Protein Energy

Malnutrition - KWASHIORKOR and MARASMUMS - etiology, clinical

features, treatment and prevention - Evaluation of protein quality -

203

PER, BV, NPU and NPR, chemical score mutual and amino acid

supplementation of proteins.

Unit III: BASICS OF ENERGY 15 Hrs

Energy units - Kilocalories, Megajoules, determination of energy value

of foods, using Bomb calorimeter, diagram of Bomb Calorimeter - gross

calorific values, Physiological energy, value of foods, relation between

oxygen used and calorific value. METABOLISM: Determination of

energy requirements, direct calorimetry. Relation between Respiratory

quotient and energy output - Specific dynamic action of food

(Thermogenic food in REE) indirect calorimetry - Basal metabolism -

definition, determination - benedict Roth basal Metabolism Apparatus -

factors affecting BMR - determination of energy metabolism, during

work - energy requirements for various types of activities, factorial

methods for calculation of the daily energy requirements of an adult for

varying degrees of physical activity - recommended allowances for

calories, energy requirements of adults expressed in terms of

reference man and reference woman - FAO committee and ICMR

committee percent calories supplied by carbohydrates, fats and

proteins in average Indian diets - Energy requirements for different age

groups.



Test 1 10

Test 2 10



204

REFERENCES

1. B. Srilakshmi, Food Science, New Age International Publishers (India), 2003.

2. NIN, ICMR (1990). Nutritive Value of Indian Foods.

3. Raina U, Kashyap S, Narula V, Thomas S, Suvira, Vir S, Chopra S (2010). Basics Food

Preparation: A Complete Manual, Fourth Edition. Orient Black Swan Ltd.

4. Seth V, Singh K (2005). Diet planning through the Life Cycle: Part 1. Normal Nutrition. A

Practical Manual, Fourth edition, Elite Publishing House Pvt. Ltd.

5. Guthrie H.A. - Introductory Nutrition C.V. Mosby Co. St. Louis, 2006.


205

Structure of

B.A/B.Sc with Human Development as Major/Minor Subjectand

M.Sc Human Development (one year)

B.A/B.Sc(Honors) Human Development /Care and Welfare

(Model II A)

206

Preamble

The four years Bachelors programme in Human Development/Care and

Welfare with an aim to build knowledge and competencies. The focus of the

programme would be to develop professional and entrepreneurial skills in the

domains of Human Development & Family Studies, Care and Welfare, Early

Childhood Care and Education, adolescents and adulthood, vulnerable sections,

guidance and counselling. The curriculum at the Bachelor level focus to foster a firm

theoretical background with amalgamation of practical skills and development of

research related abilities in the fourth year of course, so that the graduates are

capable to enter doctoral degree with critical and analytical thinking abilities,

sensitive to societal issues and concerns and able to communicate skillfully.

The programme aims at creating professionals who will utilize the substantial

knowledge in the realm of Human Development to respond to the challenges of a

dynamic socio-economic political situations and systems. The students would be

competent to address emergent issues and concerns of the society with sensitivity

to understand culture, psychological and life span developmental perspectives

spread through four academic years of the course. The programme enable

graduates to work as teachers, counsellors, child life specialists, project assistants,

coordinators, programme planners, supervisors in government and non-government

educational institutions and organizations. Since the students will have adequate

knowledge in planning, evaluating and monitoring organizing skills it would enable

them to work as entrepreneurs and advocacy roles.

The course is also specialized study of an individual focusing on the care and

welfare across life span from conception to old age. The subject emphasizes the

207

understanding of biological and psychosocial processes that characterize each

stage of development enabling an individual to have comprehensive knowledge of

different stages across life span. Care and welfare teaches how the biological and

environmental factors affect the body and mind of an individual across different

stages of life span. Further the study of care and welfare across life span facilitates

the understanding of role of culture, family, school, special schools, peers, work

place and community and its influence on the personality of an individual.

208

MODEL CURRICULUM

Name of the Degree Program: B.Sc Honours and M.Sc.

Discipline Core: Human Development



Program OutcomesBy the end of the program the students will be able to:

1. Demonstrate an understanding of the complexity of individual and family development

across the life span in diverse contexts and changing environments

2. Learn how people and families develop--biologically, intellectually, psychologically, socially

and spiritually.

3. Design, implement and evaluate inclusive and play-based early learning curriculum and

programs that support children’s holistic development.

4. Demonstrate pedagogical practices that are connected to theoretical approaches of

learning, thinking and teaching in the field of early childhood care and education.

5. Use their own knowledge, appropriate early learning outcomes, and other resources to

design, implement, and evaluate developmentally meaningful and challenging learning

materials for children and infants.

6. Study individuals and families in their own and other cultures, and learn how the family, the

workplace, schools, the community, and the larger culture affect and are affected by the

individual.

7. Solid understanding of problems such as child, spouse and elder abuse, substance use,

and divorce.

8. Learn skills for helping individuals, families, or groups through prevention programs and

other intervention techniques, in addition to examining specific problems and learn how

human service agencies and professionals deal with these problems.

9. Graduates work in careers that promote healthy development and positive family

functioning across the lifespan, such as: a Social Services Case Worker, Provider at

209

Residential Treatment Center, Youth Organization Worker, Program Director for Youth,

Family or Senior Citizen Center.

10.Demonstrate an ability to evaluate and apply research and theory to practice.

11.Analyze processes, policies, and contextual factors that affect the delivery of human

services to individuals and families.

12.Demonstrate professional, ethical, and culturally sensitive standards of conduct.

13.Demonstrate the ability to develop resources and initiatives (programs) using appropriate

strategies and technologies to support the well-being of children, families, schools, and

communities through presentations, research, and service learning.

Assessment:Weightage for assessments (in percentage)


Theory 30 70

Practical 15 35

Projects 100 100


15 35

210

Contents of Courses for B.A./B.Sc. with Human Developmentas Major Subject & B.A./B.Sc. (Hons) Human Development

Model II A

Sem Coursecode

Categoryof course

Theory/Practical

Credits Paper Title MarksSA IA

1

HDT1.1 DSC 1 Theory 4 Fundamentals of ChildDevelopment

70 30

HDP1.1 DSC 2 Practical 2 Fundamentals of ChildDevelopment

35 15

HDT1.2 OE 1 Theory 3 Elements of Human Behavior 70 30

2

HDT2.1 DSC 3 Theory 4 Early Childhood care andEducation

70 30

HDP2.1 DSC 4 Practical 2 Early Childhood care andEducation

35 15

HDT2.2 OE 2 Theory 3 Family and RelationshipManagement

70 30

Exit Option with Certificate in Human Development (52 Credits)

3.

HDT3.1 DSC 5 Theory 4 Guidance for Children 70 30HDP3.1 DSC 6 Practical 2 Guidance for Children 35 15

HDT3.2 OE 3 Theory 3 Early Childhood Care andEducation

70 30

4.

HDT4.1 DSC 7 Theory 4 Teaching Learning Methodsand Materials

70 30

HDP4.1 DSC 8 Practical 2 Teaching Learning Methodsand Materials

35 15

HDT4.2 OE 4 Theory 3 Fundamentals of Guidanceand Counselling

70 30

Exit Option with Diploma in Human Development (100 Credits)

5.

HDT5.1 DSC 9 Theory 3 Adolescence Health andDevelopment

70 30

HDP5.1 DSC 10 Practical 2 Adolescence Health andDevelopment

35 15

HDT5.2 DSC 11 Theory 3 Development and Aging 70 30HDP5.2 DSC 12 Practical 2 Development and Aging 35 15HDT5.3 Minor Theory 3 Adolescence Health and

Development70 30

HDP5.3 Minor Practical 2 Adolescence Health andDevelopment

35 15

211

HDT5.4 Voc 1 Practical 3 Toy Making 70 30

6.

HDT6.1 DSC 13 Theory 3 Children with Special Needsand Inclusive Education

70 30

HDP6.1 DSC 14 Practical 2 Children with Special Needsand Inclusive Education

35 15

HDT6.2 DSC 15 Theory 3 Programs and policies forvulnerable sections

70 30

HDP6.2 DSC 16 Practical 2 Programs and policies forvulnerable sections

35 15

HDT6.3 Minor Theory 3 Life skill education 70 30HDP6.3 Minor Practical 2 Life skill education 35 15HDT6.4 Voc- 2 Theory 3 Family and Community

Dynamics70 30

HDT6.5 2 Internship 35 15

Exit Option with Bachelor of Science Degree in Human Development (144 Credits)

7.

HDT7.1 DSC 17 Theory 3 Infant Development &Stimulation

70 30

HDP7.1 DSC 18 Practical 2 Infant Development &Stimulation

35 15

HDT7.2 DSC 19 Theory 3 Development alAssessments across lifespan

70 30

HDP7.2 DSC 20 Practical 2 Development alAssessments across lifespan

35 15

HDT7.3 DSC 21 Theory 3 Theoretical Perspectives ofHuman Development

70 30

HDT7.4 DSE 1 Theory 3 Women Studies/ Culture andPsychology

70 30

HDT7.5 DSE 2 Theory 3 Care of children withdisabilities and illness/Human ecology

70 30

HDT7.6 DSE 3 Theory 3 Research Methodology 70 308. HDT8.1 DSC 22 Theory 3 Parent Education 70 30

HDP8.1 DSC 23 Practical 2 Parent Education 35 15HDT8.2 DSC 24 Theory 3 Mental Health 70 30HDT8.3 DSC 25 Theory 3 Reproductive health 70 30HDT8.4 DSE 4 Theory 3 Crime and Violence/

Development alAssessments

70 30

HDT8.5 Theory 6 Research Project 140 60Exit Option with Bachelor of Science Honours in Human Development (185 Credits)

9. HDT9.1 DSC 26 Theory 3 Play and Creativity acrosslife span

70 30

212

HDP9.1 DSC 27 Practical 2 Play and Creativity acrosslife span

35 15

HDT9.2 DSC 28 Theory 3 Media in HumanDevelopment

70 30

HDP9.2 DSC 29 Practical 2 Media in HumanDevelopment

35 15

HDT9.3 DSC 30 Theory 3 Child life 70 30HDT9.4 DSE 5 Theory 3 Human Rights/

Entrepreneurship in HumanDevelopment

70 30

HDT9.5 DSE 6 Theory 3 Life skill education/ AssistiveTechnology and Devices forindividuals with SpecialNeeds

70 30

HDT9.6 DSE 7 Theory 3 Behavioural Problems andManagement amongchildren/ Human ResourceManagement

70 30

10. HDT10.1 DSC 31 Theory 3 Guidance & Counselling(Advanced)

70 30

HDP10.1 DSC 32 Practical 2 Guidance & Counselling(Advanced)

35 15

HDT10.2 DSC 33 Theory 3 Marginalized Communities 70 30HDT10.3 DSC 34 Theory 3 Development of Self and

Personality70 30

HDT10.4 DSE 8 Theory 3 Statistical and ComputerApplications in HumanDevelopment

70 30

HDT10.5 Theory 6 Dissertation 140 60Award Master in Science in Human Development (265 Credits)

List of Discipline Specific Electives (DSE)

1. Women Studies

2. Culture and Psychology

3. Care of Children with Disabilities and Illness

4. Human Ecology

5. Research Methodology

6. Crime and Violence

7. Developmental Assessment

8. Human Rights

9. Entrepreneurship in Human Development

10. Life skill Education

11. Assistive Technology and devices for individuals with Special Needs

12. Behavioral Problems and Management in Young Children

13. Human Resource Management

14. Statistical and Computer Applications in Human development


B.Sc. Human DevelopmentTotal Credits for the Program: 265


Name of the Degree Program: B. Sc. Honours/ M.Sc.

Discipline/Subject: Human Development

Program Articulation Matrix



Elective courses may be listed separately

Sem Title /Name of thecourse


addresses (notmore than 3 per

course)


Pedagogy Assessment

1

DSC- 1Fundamentals ofChildDevelopment

PO1PO2

PU/XII withScience

Lecture, audiovisual materials,


OE- 1Elements ofHuman Behaviour

PO1PO2 PU/XII with

Science

case studies,activities, contentreview


2

DSC-2Early ChildhoodCare andEducation

PO1PO2PO4

PU/XII withScience

Lecture, groupdiscussion,academic debates,audio visualmaterials, activities,content review


OE- 2

Family andRelationshipManagement ,

PO1, PO2, PO3PU/XIIwithScience

case studies,activities, contentreview


Syllabus for B.Sc. with Food Technology as Major Subject &B.Sc.(Hons) Human Development

B.Sc. HUMAN DEVELOPEMENTSEMESTER 1

Course Title: FUNDAMENTALS OF CHILD DEVELOPMENT (DSC- 1)Total Contact Hours: 45 Course Credits: 3






1. Understand the interplay between biology and behaviour.

2. Understand the process and principles underlying growth and development.

3. Describe young children’s diverse characteristics and needs, from birth through age 6.

4. Design, implement and evaluate inclusive and play-based early learning curriculum and

programs that support children’s holistic development.

5. Establish and maintain responsive relationships with individual children, groups of

children and families.

6. Assess, develop and maintain safe, healthy and quality early learning environments

which meet the requirements of current legislation, agency policies and evidence-

based practices in early learning.


Course Outcomes (COs) / Program Outcomes (POs) 1 2 3 4 5 6 7 8 9 10 11 12

Understand the interplay between biology and behavior X

Understand the process and principles underlying growthand development

X

Describe young children’s diverse characteristics andneeds, from birth through age 6.

X

Design, implement and evaluate inclusive and play-basedearly learning curriculum and programs that supportchildren’s holistic development.

X

Establish and maintain responsive relationships withindividual children, groups of children and families.

X

Assess, develop and maintain safe, healthy and qualityearly learning environments which meet the requirementsof current legislation, agency policies and evidence-basedpractices in early learning.

X


Title of the Course: FUNDAMENTALS OF CHILD DEVELOPMENT (DSC- 1)


4 60

CONTENT 60 Hrs

Unit – 1: Introduction to Human Development 10 Hrs

Chapter No. 1: Definition, need and scope of Human Development; Human

Development as a multidisciplinary science; Principles of growth and

development, Constraints and facilitators in growth and development (nature

and nurture); Individual differences in human development, stages of human

development.

Unit – 2: Overview of Biological Processes in Human Development 20 Hrs

Chapter No. 2: Evolution and Genetics -Principles of genetics and evolution, the genetic material - its nature, and

manipulation; genetic mutation and Sex linked genetic inheritance.

Chapter No. 3: Biology and Behaviori) Brain development and neurological implications: Neurons: Structureof neurons, neural impulse transmission-electrical and chemical, role of

neurotransmitters. Brain: structure and significance of left and right

hemispheres, brain Lateralization.

ii) Endocrine Glands: Effects of hormones on behavior.iii) Sensory: Sensation: Basic concepts and Processes in sensation. Types

of senses (an overview)- visual, auditory, gustatory, olfactory, tactile,

vestibular, kinesthetic and organic senses.

Unit – 3: Prenatal & Neonate 10 Hrs

Chapter No. 4 `

Prenatal development and parturition; Stages of labor, Types of birth,

Socio cultural variations in child birth practices; Prenatal &Postnatal

environmental influences

Chapter No. 5. Neonate- Definition, Characteristics, reflexes; growth &

development, adjustments, care of the newborn& the mother.

Unit – 4: Infancy 10 Hrs

Chapter No. 6: Definition, characteristics, growth and development,

milestones, developmental tasks, areas of development- physical, social,

sensory, cognitive, language and emotional development

Unit – 5: Childhood Years 10 Hrs

Chapter No.7: Early ChildhoodDefinition, characteristics, developmental tasks, development milestones,

overview and highlights of early childhood years – areas of development-

physical, motor, cognitive, language, socio-emotional and personality

Chapter No. 8: Late ChildhoodDefinition, characteristics, developmental tasks, overview of physical-

motor, cognitive- language, socio- emotional, personality and moral

development, interests of school children, school& peer group –its

significance and influence.


Test 1 10

Test 2 10



Practical: 2 Credits 60 HrsList of Experiments to be conducted:

1. Report and preparation of a handbook on Developmental Milestones throughout

Lifespan.

2. Hospital visit to observe and report on neonatal characteristics and reflexes

3. Anthropometric measurements of preschool children

4. Conduct an experiment for young children on the concept of: number / size /

shape/volume and conservation

5. Design and develop a questionnaire for any one of the following:

Comparative study on play interest among pre-school boys and girls.

Study of peer group influences and its impact on personality.



Total 30

References:1. Baron, R.A. Psychology.(1995). 3rd edition. Delhi: Prentice Hall.2. Berk, L.C. (2008). Child Development, New Delhi: Prentice Hall of India (Pvt.) Ltd.3. Craig, G. (1999); Human Development, N.J.; Prentice Hall.4. Feldman Robert S. (2013), Development Across the Life Span, 7th edition,

United States, Pearson Education5. Hurlock Elizabeth B. (2001), Child Development, 6thEdition, New Delhi, McGraw

Hill Education.6. Munn, N.L., Fernald, L.D., & Fernald, P.S.( 1997 ) Introduction to Psychology.

Delhi: Houghton Mifflin.7. Papalia, D.E. (2004). Human Development. 9thEdition, New Delhi: Tata McGraw

Hill.8. Rice Philip. K (2001) Human development, Prentice Hall, New Jersey



Course Title: ELEMENTS OF HUMAN BEHAVIOUR (OE- 1)Total Contact Hours: 45 Course Credits: 3






1. Analyze elements of human behavior such as learning, perception etc

2. Understand structure, composition, functioning and changes in brain

3. Identify areas of brain development

4. Ability to suggest help and resources to handle the crisis by the change of attitude.



1 2 3 4 5 6 7 8 9 10 11 12

Analyze elements of human behavior such aslearning, perception etc

X

Understand structure, composition, functioningand changes in brain

X

Identify areas of brain development X

Ability to suggest help and resources to handlethe crisis by the change of attitude

X


Title of the Course: ELEMENTS OF HUMAN BEHAVIOUR (OE- 1)


3 45

CONTENT 45 Hrs

Unit – 1 Introduction to human behaviour and overview 5 Hrs

Chapter No. 1 Definition, characteristics, classification, modelsChapter No. 2 Elements of human behaviour- Learning, Perception, Sensation

and Attitude, Memory and Forgetting, Factors affecting human behaviour.

Unit – 2 Biological bases of human behaviour 5 Hrs

Chapter No. 3. The Brain and Human Behaviour, Nervous system, Heredity andBehaviour.

Unit – 3 Learning 10 Hrs

Chapter No. 4 Definition, Meaning and process of learning.Chapter No. 5. Learning theories- Classical and Operant conditioning

Unit – 4 Perception, Sensation and attitude 10 Hrs

Chapter No. 6. Perception-Nature of perception, object recognition, face

recognition, sensory factors in perception.

Chapter No. 7. Sensation- Vision, Hearing, Touch, Smell and Taste.Chapter No. 8. Attitude- Concept and functions, Approaches to attitude change,

Factors of attitude change.

Unit- 5 Memory 10 Hrs

Chapter No. 9. The nature of memory, attention, level of processing

Chapter No. 10. types of memory-sensory memory, working memory, long-term

memory system, strategies to enhance memory, Forgetting



Test 1 10

Test 2 10



References

1. Andrade, J., May, J. (2004). BIOS Instant Notes in Cognitive Psychology. UnitedKingdom: CRC Press.

2. Baron, R. A., Kalsher, M. J. (2001). Psychology. United Kingdom: Allyn andBacon.

3. Feldman, R. S. (1999). Understanding Psychology. United Kingdom: McGraw-HillCollege.

4. Lahey. B.B. (1989), Psychology An Introduction, Georgia, Wm. C. BrownPublishers

5. Santrock. J.W. (2005), Psychology; essentials, New Delhi, Tata McGraw-Hillpublishing company Ltd.

6. https://www.bioscience.com.pk/topics/psychology/item/1311-types-of-human-behavior-in-psychology



Course Title: EARLY CHILDHOOD CARE AND EDUCATION (DSC- 2)Total Contact Hours: 45 Course Credits: 3






1. Holistic Development of the child2. Understanding of specific domain development

3. Knowledge of a stimulating environment



1 2 3 4 5 6 7 8 9 10 11 12

Holistic Development of the child X

Understanding of specific domain development X

Knowledge of a stimulating environment X


Title of the Course: EARLY CHILDHOOD CARE AND EDUCATION (DSC- 2)


3 45

CONTENT 45 Hrs

Unit – 1 Importance and care during Early childhood years 5 Hrs

Chapter No. 1 Overview of needs, rights, behavioral problems, habits,

importance care during early childhood years.

Chapter No. 2 Discipline, accidents and preventions, ailments.

Unit – 2 Importance and scope of Early Childhood Education 10 Hrs

Chapter No. 3 Need, scope, methods (project, play and holistic)Chapter No. 4. Types of ECCE centres, essentials of ECCE

centersChapter No. 5. Curriculum and programme planning, parent educationprograms, readiness activities.

Unit – 3 Philosophical perspectives of ECCE 10 Hrs

Chapter No. 6. Overview of ECCE movement in India (pre and post-independence period)Chapter No. 7. A brief outline of the contribution of Comenius, Rosseau,Pestalozzi, Froebel, Dewey, Montessori, Vivekananda, Tagore, Gandhi,Tarabai Modak, Jijubai Badeka.

Unit – 4 Administration and maintenance 10 Hrs

Chapter No. 8. Administrative setup, infrastructureChapter No. 9. Records and registers- types and maintenance, job profilesof personnel.

Unit-5 Recent Developments 10 Hrs

Chapter No. 10. Policies, Institutions and contributions of NGOs and

National organizations – overview of the national policy on children, national

policy on education 1986.

Chapter No. 11. Yashpal Committee- Learningwithout burden, Sarva Shiksha Abhiyaan, ICDS, NIPCCD, IAPE, ICCW,

UNESCO and WHO



Test 1 10

Test 2 10




1. Visit-to places that enhance understanding of ECCE and conduct a Comparative

study of the approaches and programs in Montessori, laboratory nursery school,

balwadi, anganwadi, crèche (mobile crèche) and a school for special needs

children.

2. Plan and conduct activities for creativity and conceptual development in pre-school

children.

3. Case study on normal children- a boy and a girl.

4. Plan a field trip to various places: parks / Museum / Zoo / Post / bank / library etc.



Total 30

References1. Aggarwal J C , S Gupta (2007), Early Childhood Care And Education: Principles

& Practices, ND, Shipra Publications.

2. Arnold M. (2005). Effective Communication Techniques for Child Care. Thomson

Learning Asia Pvt. Ltd. Singapore.

3. “CHETANA” booklet on Pre-school Education

4. Essa E. (2003). A Practical Guide to Solving Pre-school Problems. Thomson


5. Gordon A. (2006) Beginning Essentials in Early Childhood Education. Thomson


7. Gupta Sen M (2009),Early Childhood Care And Education, New Delhi, Phi Learning

Pvt. Ltd

8. Krishnammacharyulu V. (2006). Classroom Dynamics, Neelkamal, Hyderabad.

6. Kshirsagar O.M./Girgaonkar B.G. []History of Early Childhood Education, New Delhi,

DK Publishers and Distributors,

7. Mishra L. (2012), Early Childhood Care and Education, New Delhi, APH Publishing

Corporation

8. Russell B. [2006], On Education Especially In Early Childhood, Cosmo Publication



Course Title: FAMILY AND RELATIONSHIP MANAGEMENT (OE- 2)Total Contact Hours: 45 Course Credits: 3






1. Analyze recent trends and functioning with an emphasis on culture

2. Understand structure, composition, functioning and changes in concept of family

3. Identify areas of potential conflicts

4. Ability to suggest help and resources to handle the crisis



1 2 3 4 5 6 7 8 9 10 11 12

Analyze recent trends and functioning with anemphasis on culture

X

Understand structure, composition, functioningand changes in concept of family

X

Identify areas of potential conflicts X

Ability to suggest help and resources to handle the

crisis


Title of the Course: FAMILY AND RELATIONSHIP MANAGEMENT (OE- 2)


3 45

CONTENT 45 Hrs

Unit – 1: Marriage 8 Hrs

Chapter No. 1:Concept, definition, types; functions, changes and challenges; factors

influencing mate selection, changing trends, Preparation for marriage,

areas of marital adjustment, planned parenthood.

Unit – 2: The Family 10 Hrs

Chapter No. 2:Concept, Definition, The family as an institution, (past and present). The

family as an institution, across cultures, functions, types (with reference to

India), subsystems, Changing trends in family, factors influencing (social

change, family values and ideologies, family structures), Family Life Cycle –

Stages, The importance of research on the family.

Unit – 3: Families with Problems 12 Hrs

Chapter No. 3Vulnerable families: Families with marital disharmony and disruption

(dimension and causal factors); Families in distress, violence and abuse,

dowry victimization, violence against women and family crises, challenges

faced by these families.

Unit – 4: Interventions for Families in Trouble 6 Hrs

Chapter No. 4Scope, needs and assessment, Balancing work and family, Counselling:

premarital and marital, increasing resilience of families, family therapies,

welfare and rehabilitation policies and programs, State and central support

systems for welfare of families.



Test 1 10

Test 2 10



References

1. Augustine, J.N. (Ed.) (1982): The family in Transition, New Delhi: Vikas

Publishing House.

2. Benokraitis Nijole V (2014), Marriages and Families, 8 th edition, Pearson

3. Coleman, J.C. (1986): Intimate Relationships, Marriage and the Family, Chicago:

Macmillan Publishing Co.

4. Dole Dawn Cooperrider , Jen Hetzel Silbert , Ada Jo Mann (2008), Positive

Family

5. Dynamics: Appreciative Inquiry Questions to Bring Out the Best in Families, Taos

Institute Publications

6. Ferraro Carter McGoldrick (1989), Changing Family Life Cycle: A Framework For

Family Therapy, 2nd Edition, Allyn & Bacon

7. Gore M.S. (1968): Urbanization and Family Change in India, Bombay: Popular

Prakashan.

8. Hutter, Mark (1981): The Changing Family: Comparative Perspectives, New York:

John Wiley & Sons.

9. Jenkins Suzanne (2012) Family Dynamics, CreateSpace Independent

Publishing Platform

10.Lal, A.K. (1990): The Urban Family: A Study of Hindu Social System, New Delhi:

Vikas Publications.

11.Tambatamba Jocelyn (2012), Filtering Marriage Counselling: Biblical Reasons

For Filtering Out Traditions New Delhi, Notion Press

12.Wachtel , WachtelWachte (1991), Family Dynamics in Individual Psychotherapy :

A Guide to Clinical Strategies, Guilford Publications


B.A/B.Sc with Care and Welfare (Human Development)as Major/Minor Subject and

M.Sc Care and Welfare (Human Development) (oneyear)

(Model I C)

MODEL CURRICCULUMName of the Degree Program: B.Sc. Honours and M.Sc.

Discipline Core: Care and Welfare



Program Outcomes:


PO 1- To instill in students an enthusiasm for Human development, by enabling

them to understand about growth and development across the life span.

PO 2 - To provide knowledge about early childhood care, education and

development and prepare students to become effective early childhood care and

education personnel

PO 3-Preparing students to cater to the needs of children with special needs

through individualized educational program, individualized family service plan,

and individualized vocational plan in special and inclusive education setup

PO 4-To build competent individuals who can serve as mental health workers,

counsellors, developmental specialists, sexual and reproductive health workers.

PO 5-To equip learners to work with individuals and families as family life

educators and life coaches

PO 6-To equip learners to work with vulnerable groups in diverse capacities as

skill trainers, counsellors, educators and others

PO 7-To hone the skills of research in students and enable them to apply it in the

field of human development

PO8- To provide knowledge about mental health and wellness of individuals

across life span

PO 9- To become effective evaluators of various welfare programmes and

projects.

PO 10- To develop entrepreneurial skills among students to take up new

business ventures in the field of human development

Assessment:


Type of Course Formative Assessment /IA

Summative Assessment

Theory 30 70

Practical 15 35

Projects 100 100


15 35

Contents of Courses for B.Sc. with Human Development / Care andWelfare as Major Subject & B.A./B.Sc. (Hons) Human Development/

Care and WelfareModel IC

Sem Course code Category ofcourse

Theory/Practical

Credits Paper Title Marks

SA IA

1

HDCWT1.1 DSC Theory 3 Fundamentals of HumanDevelopment

70 30

HDCWP1.1 DSC Practical 2 Fundamentals of HumanDevelopment

35 15

HDCWT1.2 DSC Theory 3 Prenatal and Infant care 70 30

HDCWP1.2 DSC Practical 2 Prenatal and Infant care 35 15

HDCWT1.3 DSC Theory Stimulation andAssessment

70 30

HDCWT1.4 OE Theory 3 Crèche Management 35 15

2

HDCWT2.1 DSC Theory 3 Early Childhood Years 70 30

HDCWP2.1 DSC Practical 2 Early Childhood Years 35 15

HDCWT2.2 DSC Theory 3 Early Childhood Careand Welfare

70 30

HDCWP2.2 DSC Practical 2 Early Childhood Careand Welfare

35 15

HDCWT2.3 DSC Theory 3 Basics of Food andnutrition

70 30

HDCWT2.4 OE Theory 3 Teaching LearningMaterials

70 30

Exit Option with Certificate in Care and Welfare (52 Credits)

3.

HDCWT3.1 DSC Theory 3 Children with SpecialNeeds

70 30

HDCWP3.1 DSC Practical 2Children with SpecialNeeds

35 15

HDCWT3.2 DSC Theory 3 Care and Welfare of 70 30

Special Children

HDCWP3.2 DSC Practical 2 Care and Welfare ofSpecial Children

35 15

HDCWT3.3 DSC Theory 3 Early ChildhoodEducation

70 30

HDCWT3.4 OE Theory 3 Special Education 35 15

4.

HDCWT4.1 DSC Theory 3 School Years 70 30

HDCWP4.1 DSC Practical 2 School Years 35 15

HDCWT4.2 DSC Theory 3 Care and Welfare ofSchool Children

70 30

HDCWP4.2 DSC Practical 2 Care and Welfare ofSchool Children

35 15

HDCWT4.3 DSC Theory 3 Child Health andGuidance

70 30

HDCWT4.4 OE Theory 3 Behavioural Problemsand Management

70 30

Exit Option with Diploma in Care and Welfare (100 Credits)

5.

HDCWT5.1 DSC Theory 3 Adolescence 70 30

HDCWP5.1 DSC Practical 2 Adolescence 35 15

HDCWT5.2 DSC Theory 3 Adolescent Care andWelfare

70 30

HDCWP5.2 DSC Practical 2 Adolescent Care andWelfare

35 15

HDCWT5.3 DSC Theory 3 Career and Vocationalguidance

70 30

HDCWT5.4 DSE Theory 3 Sexual and ReproductiveHealth Education

70 30

HDCWT5.5 Voc Theory 3 Adolescent Counselling 70 30

6.

HDCWT6.1 DSC Theory 3Adulthood and Aging

70 30

HDCWP6.1 DSC Practical 2Adulthood and Aging

35 15

HDCWT6.2 DSC Theory 3 Adult Care andWelfare 70 30

HDCWP6.2 DSC Practical 2 Adult Care andWelfare 35 15

HDCWT6.3 DSC Theory 3 Parenting 70 30

HDCWT6.4 DSE Theory 3 Human ResourceManagement

70 30

HDCWT6.5 VOC Theory 3 Entrepreneurship inHuman Development

70 30

Exit Option with Bachelor of Science Degree in Care and Welfare (144Credits)

7. HDCWT7.1 DSC Theory 3 Theoretical Perspectivesof Human Development

70 30

HDCWP7.1 DSC Practical 2 Theoretical Perspectivesof Human Development

35 15

HDCWT7.2 DSC Theory 3 Mental Health indevelopmentalperspectives

70 30

HDCWP7.2 DSC Practical 2 Mental Health indevelopmentalperspectives

35 15

HDCWT7.3 DSE Theory 3 Family Dynamics 70 30

HDCWT7.4 VOC Theory 3 Life skills education 70 30

HDCWT7.5 DSE Theory 3 Research Methodology 70 30

HDCWT7.6 Theory 2 internship 35 15

8. HDCWT8.1 DSC Theory 3 Development of Self andPersonality

70 30

HDCWP8.1 DSC Practical 2 Development of Self andPersonality

35 15

HDCWT8.2 DSC Theory 3 Guidance & Counselling 70 30

HDCWT8.3 DSE Theory 3 Human Rights 70 30

HDCWT8.4 VOC Theory 3 Job skills and soft skills 70 30

HDCWT8.5 - Theory 6 Research Project or anytwo elective papers

i.e.,

140 60

1. Media in HumanDevelopment

70 30

2. Play and Creativityacross life span

70 30

Exit Option with Bachelor of Science Honours in Care and Welfare (185Credits)

9. HDCWT9.1 DSC Theory 3 Advanced study inHuman Development

70 30

HDCWP9.1 DSC Practical Advanced study inHuman Development

35 15

HDCWT9.2 DSC Theory Media and technology inHuman Development

70 30

HDCWP9.2 DSC Practical Media and technology inHuman Development

35 15

HDCWT9.3 DSC Theory Family and CommunityDynamics

70 30

HDCWT9.4 DSE Theory Statistical and ComputerApplications in Human

Development

70 30

HDCWT9.5 VOC Theory Testing and Assessmentin Human Development

70 30

10. HDCWT10.1 DSC Theory Welfare of Marginalisedcommunities

70 30

HDCWP10.1 DSC Practical Welfare of Marginalisedcommunities

35 15

HDCWT10.2 DSC Theory Inclusive Education 70 30

HDCWT10.3 DSE Theory Programs and servicesacross life span

70 30

HDCWT10.4 VOC Theory Assistive technology anddevices for individualswith special needs

70 30

HDCWT10.5 Dissertation - 6 Dissertation 140 60

Award of Master of Science in Care and Welfare (265 Credits)

List of Discipline Specific Electives (DSE)

1. Crèche Management

2. Teaching Learning Materials

3. Special Education

4. Behavioural Problems and Management

5. Sexual and Reproductive Health Education

6. Adolescent Counselling

7. Human Resource Management

8. Entrepreneurship in Human Development

9. Family Dynamics

10. Life Skills Education

11. Human Rights

12. Job Skills and Soft Skills

13. Statistical and Computer Applications in Human Development

14. Programs and Services across Life Span

Curriculum Structure for the Undergraduate DegreeProgram

B.Sc. CARE AND WELFARE (HUMAN DEVELOPMENT)SEMESTER 1

Course Title: Fundamentals of Human Development (DSC- 1)


Formative Assessment Marks: 30 marks Duration of ESA / Exam: 3 Hrs.

Model Syllabus Authors Summative Assessment Marks: 70

Course Outcomes (COs):1. Providing an overview of Human development

2. Providing students with a comprehensive understanding of the significance andscope, stages of Human Development.

3. Understanding the developmental foundations, tasks and domains of HumanDevelopment.

4. Facilitating the understanding of the concept of prenatal and infant development.



1 2 3 4 5 6 7 8 9 10 11 12

Providing an overview of Humandevelopment

X X X X

Providing students with acomprehensive understanding of thesignificance and scope, stages ofHuman Development.

X X X X

Understanding the developmentalfoundations, tasks and domains ofHuman Development.

X X X X X

Facilitating the understanding of theconcept of prenatal and infantdevelopment.

X X X X X


Title of the Course: Fundamentals of Human Development

Number of Theory Credits Number of lecture hours/ semester

4 60 Hrs

CONTENT 60 hrs

Unit – 1 Introduction to Human Development- DevelopmentalConcepts, laws, domains and Developmental tasks

15 Hrs

Chapter No. 1. Meaning, Definition, need of Human Development

Chapter No. 2. Significance and scope of study, stages of HumanDevelopment.Chapter No. 3. Meaning, Definition of Growth, Development,Difference between growth and development.

Chapter No. 4. Laws of developmental direction, Cephalocaudaland Proximodistal law, Principles of growth and development.

Chapter No. 5. Developmental domains-Physical, Emotional,Cognitive, Social.

Chapter No. 6. Havighurst’s Developmental tasks

Unit – 2 Developmental FoundationsMale and female reproductive systems

20 Hours

Chapter No. 7. Structure and functions of male and femalereproductive systems, study of Sex cells- Sperm and ovum,menstruation and menstrual cycleChapter No. 8. Genes chromosomes, DNA- structure andfunctions.Chapter No. 9.Cell division, Mitosis ,Meiosis, Types of inheritance,sex determinationChapter No.10. Meaning and definition of heredity andenvironment, Influence and interaction of heredity and environmenton growth and development

Unit – 3 Study of Prenatal and Infancy stages 25 hours

Pre-natal StageChapter No.11. Conception, signs and symptoms of pregnancyChapter No.12. Stages of pre-natal periodChapter No.13. Factors influencing pre-natal growth anddevelopmentChapter No.14.Process of child birth, types of child birthInfancy stageChapter No.15. Neonate: characteristics, sensory capacities, reflexes.Chapter No.16. adjustments of a neonate

Chapter No.17. Infancy: physical, cognitive, language, social andemotional development,Chapter No.18. Developmental milestones, development ofattachment


Test 1 10

Test 2 10




1. Organize a guest lecture on the scope of Human Development .

2. Develop a resource file on the stages of Human Development.

3. Prepare a visual aid related to Developmental Foundations.

4. Observe/watch a video related to neonatal characteristics and sensory capacities

and reflexes.

5. Develop an educational aid to foster physical/ cognitive/ language/ development

of an infant.



Total 30

References

1. Berk, L.E. (2005). Child development (5th ed.). New Delhi: Prentice Hall.

2. Bhangaokar, R.,&Kapadia, S. (in press). Human Development Research in India: A

historical overview. In G. Misra (Ed.), Hundred years of Psychology in India. New

Delhi: Springer.

3. Feldman, R., & Babu, N. (2009). Discovering the life span. New Delhi: Pearson

4. Kakar, S. (1998). The inner world. Psychoanalytic study of childhood and society in

India. Delhi: Oxford University Press.

5. Kapadia, S. (2011). Psychology and human development in India. Country paper.

International Society for the Study of Behavioural Development Bulletin Number 2,

Serial No. 60, pp.37-42.

6. Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development.

Sage.

7. Lightfoot, C., Cole, M., & Cole, S. (2012). The development of children

(7thed.).NewYork: Worth Publishers.

8. Santrock, J. (2017). A topical approach to life span development (9th ed.). New NY.:

Mcgraw-Hill Higher Education.

9. Singh, A. (2015). Foundations of Human Development: A life span approach. ND:

Orient Black Swan.

10.Walsh, B.A., Deflorio, L., Burnham, M.M., & Weiser, D.A. (2017). Introduction to

Human Development and Family Studies. NY: Routledge

11.Baradha.G ‘Basics of Human Development’ Saradalaya Press, Sri Avinashilingam

Education Trust Institutions, Coimbatore 2008.

12.Hurlock.B.Elizabeth ‘Developmental Psychology – A Life Span Approach’ Tata

McGraw Hill Publications, New Delhi Latest Edition. 3.

13.Suriakanthi. A. (2015) ‘Child Development’ Kavitha Publications, Gandhigram, Tamil

Nadu.



Course Title: BSC HDBCW - PRENATAL AND INFANT CARE (DSC- 2)



Model Syllabus Authors: Dr. Indiramma B S Summative Assessment Marks: 70


1. The course is designed to provide students with a comprehensive understanding

the care during ante-natal and puerperium period.

2. This course provides the understanding of the essentials of care of the neonate

and infant.

3. It facilitates the understanding of the concept of welfare programmes for

Pregnant, Lactating women and Infants.



1 2 3 4 5 6 7 8 9 10 11 12

The course is designed to providestudents with a comprehensiveunderstanding the care duringante-natal and puerperium period .

X X X

This course provides theunderstanding of the essentials ofcare of the neonate and infant.

X X

It facilitates the understanding ofthe concept of welfareprogrammes for Pregnant,Lactating women and Infants.

X X X X X X


Title of the Course: Prenatal and Infant care


4 60

Content of Course 60 hrs

Unit – 1 Ante-natal Care and Care during puerperium period ( 0 to6 weeks after delivery)

20 Hrs

Chapter No 1.Overview of Prenatal development,

Chapter No 2,Ante-natal care- meaning, need and significance,

general health check-up during prenatal period

Chapter No 3.Physical, nutritional and psychological care, common

discomforts and solution s, do’s and don’ts, complications of

pregnancy. Preparation for labour- Physical and emotional.

Chapter No 4. Meaning, need and importance, health and hygiene,

diet and exercise, Complications during puerperium.

Unit -2 Care of the new-born and Care of infants Infancy(Birth- 2 years)

28 Hrs

Chapter No 5. Assessment, reflexes, capabilities, care, adjustment,immunization, breast feeding- exclusive breast feeding, advantages.

weaning, Complementary feeding/supplementary foods

Chapter No 6. Health care-immunization, clothing, sleeping, diapering

bathing.

Chapter No 7. Physical and psychological careChapter No 8. Common accidents-causes, Prevention-Providing safe

environments for young children - childproofing the home, school and

playground against common accidents.

Chapter No 9.Common illnesses- causes, prevention, Roles and

responsibilities parents

Chapter No 10.First aid – Definition, first aid for temperature/ fever, respiration,

asphyxia, cuts and bruises, insect bites, diarrhoea, falls and poisons.

Preparation of ORS

Unit 3-Welfare programmes 12 Hrs

Chapter No 11.Overview of welfare programmes for women and children

Chapter No 12.Need and importance of welfare programmes for-Pregnant women,

Lactating women and Infants



Test 1 10

Test 2 10




1. Collect information on ante natal care services and report the same.

2. Conduct an interview on a pregnant woman/lactating mother on care taken during

the period/ knowledge of services available and report the same.

3. Prepare an audio visual aid on common accidents/ illnesses of infancy period OR

Prepare a basic aid kit

4. Plan weaning/ supplementary food for infants.

5. Make a classroom presentation on-complications of pregnancy/welfare programmes

for women



Total 30

REFERENCES

1. Berk E. Laura,( 2005). “Child Development”, Pearson Prentice Hall, Indian

Branch, New Delhi.

2. Suriakanthi (2009) Child Development, Kavitha Publications, Gandhigram, Tamil

Nadu.

3. Jaya and Subhadra , Parenting children below two years, Abacus Foundation,Coimbatore

4. Santrock W John (2012), “A topical approach to life span development”, Tata

McGraw-Hill Company, Delhi.

5. ShrimaliShyam Sunder (2005), “Child Development”, Pearson Education

(Singapore) Pte. Ltd. Delhi.

6. Text book of Home Science for I PUC, Department of Pre University Education,

Govt of Karnataka. 2013

7. Yatish and RekhaAgarwal, All About Having a Baby, Vigyan Prasar, New Delhi,

ISBN 81-222-0430-9

8. NeelamKetrapaul, (2001), Health and Nutrition, Kalyani Publishers, New Delhi,

ISBN81-272-0232-0



Course Title: BSC HDBCW – Stimulation and Assessment (DSC-3)





1. To overview about prenatal development and its stages

2. Understand the significance of stimulation and assessment.

3. Gain an insight about the different types of gestational stimulation and Infant

stimulation.

4. Learn the role of expectant father.

5. Understand the need of assessment.

6. Study tools and methods to carryout assessment.



1 2 3 4 5 6 7 8 9 10 11 12

To overview about prenataldevelopment and its stages

X X X X

Understand the significance ofstimulation and assessment

X X X X

Gain an insight about the differenttypes of gestational stimulation andInfant stimulation.

X X X X

Learn the role of expectant father. X X X XUnderstand the need ofassessment.

X X X X

Study tools and methods tocarryout assessment

X X X X


Title of the Course: Stimulation and Assessment


3 45

CONTENT 45 Hrs

Unit – 1 Overview of prenatal development and its stages andGestational stimulation

15 Hrs

Chapter No1. Gestational stimulation Concept, definition,significanceChapter No 2. Prenatal developmental milestones, Role of centralnervous system, Stimulating Baby's SensesChapter No 3. Types of Gestational/prenatal stimulation : Touch, light,music, sound, read and sing during gestational period.Chapter No 4. Do’s and don’ts of expectant father.

Unit -2 Infant stimulation and Guide to early Intervention andstimulation

15 Hrs

Chapter No 5. Brain development,Chapter No 6. Meaning, Definition, Importance, need of Infantstimulation.Chapter No 7. Types of stimulation- Vestibular stimulation-Rhythmic,Natural (Kangaroo care) Rocking and Holding type of stimulation,Touch (Tactile) stimulation, massage therapy, Auditory stimulation-Music, Speech and other.Oral stimulation-talking, reading, narration and rhymesChapter No 8. The need and rationale for intervention for stimulationof infantsPlanning and implementation of stimulation activitiesTraditional methods, games, songs for infant stimulation

Unit 3- Assessment and Methods and tools used in assessmentof infants

15 Hours

Chapter No. 9. Meaning, Importance, need, reasons, ethical issuesinvolved in assessment.

Chapter No 10. Developmental milestones checklists, creatingawareness among parents of infants about assessments andintervention.

Chapter No 11. prenatal assessment: ultra sound, amniocentesis,

chronic villus sampling , embryoscopy

Chapter No 12.Infant Assessment: Bayley Scale of Infant Development, Assessingthe Impact of the Home Environment,Children requiring special attention:

Identifying children with physical and mental disabilities at anearly age, referral services, importance of early stimulation.



Test 1 10

Test 2 10



REFERENCES

1. Berk, L.E., (2007), Development through the Life Span, Pearson Education, New

Delhi.

2 Devadas, R.P; Jaya, N( 2002), A Textbook on Child Development, Macmillan India

Limited, Madras.

3. Digumarti Bhaskara Rao (1997), Care of the Child, vol and II, Discovery Publication

House, New Delhi.

4.JegannathMohanty and Bhagyadhar Mohanty (1994), Early Childhood Care and

Education (ECCE), Deep and Deep pub,New Delhi.

5. Hurlock, E.B., (2004), Child Growth and Development, Tata Mc.Graw Hill Company

6. Papalia, D.E., and Olds, S.W., (2005), Human Development, Tata Mc.Graw Hill

Company,New York.

7. Rice Philip. K (2001) Human development, Prentice Hall, New Jersy

8. Santrock, J.W., (2006), Child Development, Tata Mc.Graw Hill Publishing Company,

NewDelhi

9. Suriakanthi, A., (2005), Child Development, Kavitha Publications, Gandhigram, Tamil

Nadu

10 Khanna et.al (2009) DOABA Pre-Primary and Nursery Teachers’ Training/

Education Guide, Doaba house, New Delhi.



Course Title: CRÈCHE MANAGEMENT (OE-1)





1. Understand the concept of management of a creche

2. Gain an insight into the essentials of a crèche

3. Know the common safety measures to be followed in crèche

4. Create an awareness about the common records and registers maintained in a

creche



1 2 3 4 5 6 7 8 9 10 11 12

Understand the concept ofmanagement of a creche

x x x x x

Gain an insight into the essentialsof a crèche

x x x x x x

Know the common safetymeasures to be followed in crèche

x x x x x

Create an awareness about thecommon records and registersmaintained in a creche

x x x X


Title of the Course: Creche Management (OE-1)


3 45

CONTENT 45 Hrs

Unit – 1 Creche Management and Essentials of Crèche 15 Hrs

Chapter No 1 Meaning, need and importance, changing concept of

child care and role of crèche, Factories act of 1948,

Chapter-2 Physical set up- building, site plan-rooms, walls floors,windows, doors, sanitary facilities, play area

Curriculum-goals, factors to be considered in planning

Programme- principles, types

Equipment selection, types-outdoor and indoor activities for

infants, toddlers

Unit- 2 Needs of Children and Health and Safety Measures 15 Hrs

Chapter No -3 Importance, Physical,social,emotional

Maslow’s hierarchy of needs

Understanding child behavour and fostering good behavior in

children.

Chapter No- 4 Habit and Habit formationChapter No- 5 Health and Safety Measures:

Normal growth chart, Common accidents and ailments-prevention

and management

Importance of immunization, immunization schedule.

First aid, Role of caregivers, parent-care giver relationship

Unit-3 Records and registers 15 Hrs

Chapter No- 6 Meaning, need, types:Chapter No- 7 Administration-Recruitment registers, Accounts

ledger, Stock registers, Parent teacher meeting records, visitors

book, suggestion book

Chapter No- 8 Personnel- Personal files, Attendance registers,

Salary register Children- Admission registers, Health register,

daily log book, activity files, developmental domain observation

forms


Test 1 10

Test 2 10



REFERENCES

1. Agarwal, J C, (1997), Methods and Materials of Nursery Education, DOABA

HOUSE, New Delhi

2. AparajithaChowdhary and Rita Choudhary,( 2002) PRE –School Children

Development, Care and Education, New Age Publications, New Delhi.

3. Berk E. Laura, Child Development, Person Prentice Hall, Indian Branch, New

Delhi. (2005).

4. Blackwell Handbook of Early Childhood Development, Edited by: Kathleen

McCartney and Deborah Phillips (2005), e ISBN: 9781405120739.

5. Diane E. Papalia and Sally Wendkos Olds, “Human Development”, McGraw

Publications Latest Edition.

6. Hurlock B. Elizabeth, Development Psychology – “A life Span Approach”, Tata

McGraw HILL Publications Latest Edition.

7. Jaya and SubhadraNarasimhan( 2006) Parenting children below two years.

Abacus Founation. Coimattore, Tamil Nadu.

8. MujibulHasanSiddiqui (2008)Early Childhood Education, APH Publishing

corporation, New Delhi

9. Santrock W John (2007), “A Topical approach to life span development”, Tata

McGraw-Hill Company, Delhi

10.Suriakanthi (2009) Child Development, Kavitha Publications, Gandhigram, Tamil

Nadu.



Course Title: EARLY CHILDHOOD YEARS (DSC- 4)





1. Understand the significance of development during earlychildhood years.

2. Understand the need and importance of development during early years.

3. To understand the role of nutrition, health, immunisation and importance of play

during early years.



1 2 3 4 5 6 7 8 9 10 11 12

Understand the significance of developmentduring early childhood years.

x x x x

Understand the need and importance ofdevelopment during early years.

x x x x X

To understand the role of nutrition, health,immunisation and importance of play duringearly years

x x x x x x x


Title of the Course: Early childhood years (DSC-4)


4 60

CONTENT 60 hrs

Unit – 1 Child Development – meaning and definition of childdevelopment,

20 Hrs

Chapter No-1 Growth and development of young children. Nature

and Scope of child development. Milestones during early childhood

years.

Chapter No-2 Maturation and learning, health and nutrition.Chapter No-3 Factors determining development. Developmental

areas and developmental tasks.

Importance of studying children in the contemporary context

Unit-2 Physical growth and development, motor development andSocio- development

20 Hrs

Chapter No-4 A brief overview of the physical and physiological

changes, important milestones.

Chapter No-5 Normal course of development, growth chartChapter No-6 Milestones in motor development : Gross and finer

muscle skills, Factors influencing growth and development.

Chapter No-6 Socio- development- Important milestones

Components and stages of social and emotional development

Socialization and agents of socialization, Parents and other

caregivers, Disciplinary techniques.

Unit-3 Emotional development and Cognitive and LanguageDevelopment

20 Hrs

Chapter No-7 Important milestonesComponents and stages of social and emotional development

Socialization and agents of socialization, Parents and other

caregivers, Disciplinary techniques.

Chapter No-8Nature and types of children's emotions.

Factors affecting emotional development, Positive emotions and

negative emotions. Temperaments of children, common behavioural

problems and management.

Chapter No-9 Development of resilience and emotional competence

in children

Chapter No-10 Importance of play during early childhood years, Role

of family and school in facilitating socio emotional development.

Chapter No-11 Cognitive Development:Meaning and definition of

cognition, Stages of cognitive growth in childhood, Concept

development in young children. Creativity in relation to cognitive

development. Role of family and school in facilitating cognitive

development.

Chapter No-12 Language Development: Meaning and defining

language development. Sequence of language development including

its social andcultural aspects. Role of family and school in facilitating

language development.



Test 1 10

Test 2 10



Practical: 2 Credit 60 Hrs

1. Conduct an anthropometrics of preschool children and compare with standard

measurement..

2. Survey available app to conduct cognitive development during early childhood years.

3. Prepare a Language Kit (anyone) - Colours and Shapes/

Vegetables/Fruits/Flowers/Visual discrimination booklets.4. Conduct a nutritional awareness programme for parents.

5. Observe the social /emotional behavior of children and report the same.



Total 30

REFERENCES:

1. Berk E. Laura, Child Development, Person Prentice Hall, Indian Branch, New

Delhi. (2005).

2. Blackwell Handbook of Early Childhood Development, Edited by: Kathleen

McCartney and Deborah Phillips (2005), eISBN: 9781405120739.


Publications Latest Edition.

4. Hurlock B. Elizabeth, Development Psychology – “A life Span Approach”, Tata

McGraw HILL Publications Latest Edition.

5. Jeffrey Trawick-Smith (2013)Early Childhood Development: A Multicultural

Perspective, (6th Edition) Paperback, ISBN-13: 978-0132868594.

6. Shonkoff, J.P., Phillips D.A., (2000) (eds). The Science of Early Childhood

Development National Research, Committee on Integrating the Science of Early

Childhood Development, Council, Institute of Medicine. National Academy Press.

Washington, D.C.

7. SiddiquiNasim; Bhatia Suman; BiswasSuptika, “Early Childhood Care and

Education”, Doaba House, Book sellers and publishers, Delhi (2005).


Publications Latest Editio



Course Title: EARLY CHILDHOOD CARE AND WELFARE (DSC-5)





1. Know the importance of child care and understand the need and importance of

child welfare.

2. To gain insight in to child welfare in five year plans.

3. To understand the role of National and International Organization working

towards the welfare of child care and welfare.

4. Develop insight into the historical developments – global and Indian including

the currentprograms and policies in ECCE.

5. Develop awareness of ECCE programs in different contexts in India.

6. Familiarize with indigenous models of Early Childhood Education and

explore the current early childhood research, theoretical trends, issues and

legislative measures.



1 2 3 4 5 7 8 9 10 11 12

Know the importance ofchild care and Understandthe need and importanceof child welfare.

x x x x X

To gain insight in to child welfare infive year plans.

x x x x x x x

To understand the role of Nationaland International Organizationworking towards the welfare ofchild care and welfare.

x x X x x x x x

Develop insight into the historicaldevelopments – global and Indianincluding the currentprograms andpolicies in ECCE.

x x x x

Develop awareness of ECCEprograms in different contexts inIndia.

x x x x x

Familiarize with indigenous modelsof Early Childhood Education andexplore the current early childhoodresearch, theoretical trends, issuesand legislative measures.

x x x x x x


Title of the Course: Early Childhood care and welfare (DSC- 5)


4 60

CONTENT 60 Hrs

Unit – 1 Child development programmes and Historicaldevelopment of five year plans

20 Hrs

Chapter No-1 Meaning of child care, importance of childcare. Child

profile with reference to Indian context – role of nutrition and

immunization, malnutrition, infant mortality, need for family and

community education.

Chapter No-2 - Child welfare- Meaning, definitions, Child Welfare in

five year plans of India

Unit-2 Organization and programmes for child welfare in India 20 Hrs

Chapter No-3 International organization programme-WHO, UNESCO,

CASA.

Chapter No-4 National organization program – NCERT, NIPCCD,

ICCW, ICDS, and BetiBachao and BetiPadhau

Chapter No-5 State welfare programs - Midday meal programme,

Child line services, Day-Cares,Bhagyalakshmi scheme and

Ksheerabhagya scheme.

Chapter No-6 NGO’S - CRY, Red Cross, SOS, Akshara foundation,

BOSCO MANE( for the street children), ASHA for children with

disabilities and Shristi special academy for children with special needs.

Unit-3 Legislature measures for children and Communication andchild welfare programmes

20 Hrs

Chapter No-7 Advocacy for children's rights, selected policies and

legislations of children.

Chapter No-8 UN convention on the rights of the child, National policy

for children, Child Marriage Restraint Act

Chapter No-9 Prevention of Immoral Traffic Act, The Child Labour

(Prohibition and Regulation) Act, Child Adoption act.

Chapter No-10 Importance of communication, audio visual aids, Role

of communication in empowering family and community about child

welfare programmes



Test 1 10

Test 2 10




1. Organise a special talk on child welfare programme

2. Visit a National/ State/ NGO welfare centre and report the same.

3. Interview a beneficiary of a selected welfare scheme. Report the same.

4. Organize an educational programme on care during early childhood years.

5. Collect information on any two National/ State/ NGO welfare programmes and report

the same.



Total 30

REFERENCES1. Country Report (2009), Department of women and child development,

Government of India; New Delhi.

2. Govinda, R and RahsmiDiwan (2003) Community participation and empowermentin primary education; Sage publications, India Pvt. Ltd, Noida India.

3. ICDS – An Evaluation, NIPCCD, New Delhi.

4. Sachadeva D.R (2003) Social Welfare Administration in India, 4th EditionKitabMahal, Allahabad.

5. World Bank Reports



Course Title: BASICS OF FOOD AND NUTRITION (DSC-6)





1. Learn the concept of health, nutrition, macro and micro nutrients and their

functions.

2. Obtain the knowledge of different nutrients, food groups, balanced diet and food

pyramid.

3. Understand the method of conservation of nutrients

4. Develop the knowledge and skills of cooking methods and meal planning



1 2 3 4 5 6 7 8 9 10 11 12

Learn the concept of health,nutrition, macro and micro nutrientsand their functions.

x x x x x x

Obtain the knowledge of differentnutrients, food groups, balanceddiet and food pyramid.

x x x x x x x

Understand the method ofconservation of nutrients

x x x x x x x

Develop the knowledge and skillsof cooking methods and mealplanning

x x x x x x X x


Title of the Course: Basics of Food and Nutrition (DSC-6)


4 60

CONTENT 60 hrs

Unit – 1 Introduction to Food and Nutrition 20 Hrs

Chapter No-1 Food – Definition and functions, classification of foodsChapter No-2 Nutrition – Definition, Nutritional Status, Malnutrition – over

nutrition and under nutrition.

Unit-2 Macro and Micro nutrients 20 Hrs

Chapter No-3 MacronutrientsClassification, Functions, Sources, Requirements, Deficiencies-symptoms and management

Carbohydrates,

Proteins,

Fats,

Chapter No-4 Micronutrients and Protective NutrientsClassification, Functions, Sources, Deficiencies- symptoms andmanagement

Minerals- Calcium, Iron, Iodine,

Vitamins - A,D,E ,and K, B (Thiamine, Riboflavin, Niacin) and

Vitamin C.

Water- Functions, Sources and Water Balance.

Fiber – Functions and Sources

Unit-3 Balanced Diet and Nutrition Education 20 Hrs

Chapter No-5 Balanced Diet

Concept of Balanced Diet, Daily Food Guide, Basic Five Food

groups, Food Pyramid.

Concept of RDA and BMI

Chapter No-6 Nutrition Education

Conservation of Nutrients,

Methods of cooking -advantages and disadvantages

Basics of meal planning



Test 1 10

Test 2 10



ReferencesDietary Guidelines for Indians. ICMR (2011) Published by National Institute of

Nutrition,Hyderabad.

Chadha R and Mathur P (eds)(2015). Nutrition: A Lifecycle Approach. Orient

Blackswan,Hyderabad, Chapter

Rekhi T and Yadav H (2014). Fundamentals of Food and Nutrition. Elite Publishing

House Pvt Ltd., Delhi

Srilakshmi, B. (2013), Dietetics, New Age International (P) Ltd., New Delhi.



Course Title: BSC HDBCW – TEACHING LEARNING MATERIALS (OE-2)





1. Learns professional way of preparing the teaching learning materials for children.2. Promotes a holistic approach in designing and developing various activities for

the children.

3. Become aware about the developmentally and culturally appropriate practices forworking with children.

4. Understand the importance of stimulating environment using effective teaching

learning materials for young children.

5. Learns to use the locally available indigenous material/ resources.6. Develop sensitivity to the socio-cultural contexts, including gender, while working

with children and learn effective ways to communicate and guide children.



1 2 3 4 5 6 7 8 9 10 11 12

Learns professional way ofpreparing the teaching learningmaterials for children.

X x x x X

Promotes a holistic approach indesigning and developing variousactivities for the children

x X x x x x X x

Become aware about thedevelopmentally and culturallyappropriate practices for workingwith children.

x x x X x X

Understand the importance ofstimulating environment usingeffective teaching learningmaterials for young children

X x x x x X x

Learns to use the locally availableindigenous material/ resources.

x x x X x X

Develop sensitivity to the socio-cultural contexts, including gender,while working with children andlearn effective ways tocommunicate and guide children.

x x x x x x


Title of the Course: Teaching Learning Materials


3 45

CONTENT 45 Hrs

Unit – 1 Introduction to TLMs 15 Hrs

Chapter No-1Definition, concept, need and importance of TLMs in early childhood

education.

Chapter No -2Identification, selection and evaluation of TLMs.

Teaching – Audio, visual aids and audio visual aids –Importance in

early childhood education.

Unit-2 Types of TLMs 15 Hrs

Chapter-3 Meaning, concept, advantages and disadvantages.Printed: Story books, charts, flash cards, picture cards, illustrations,activity books and maze.

Games: Puzzles, board games and traditional games.

Creative Expressions: Puppets, music and movement,demonstrations, drama and artistic experiences.

Audio Aids: Radio, tape-recorder and CDs.Audio-visual aids: Videos and films.Digital Media - Movies/TV Clips/ videos, slideshows,

YouTube’s, podcasts, screencasts and virtual Classrooms

Unit-3 Learning and TLMs 15 Hrs

Chapter No-4 Learning

Activity based learning, individual, group learning, observational

and incidental learning.

Learning materials- Worksheets and supplementary materials,

games, classroom display and reference materials.

Role of parents’ and teachers’.

Chapter No-5 TLMs

Features of TLMs

Advantages and Disadvantages of TLMs

Preparation of low cost teaching learning materials from

available local resources



Test 1 10

Test 2 10



References

Bruke, E (1990): Literature for the young child, Needham Heights: Allyn and Bacon.

Catron Carol E. , Jan Allen (1998), Early Childhood Curriculum: A Creative Play,

Publisher: Pearson,

Devries, R. Kohlberg, L. (1987): Programs of early education, New York: Longman.

Gelman, R. Gallistel, C.R. (1986): The Child’s understanding of numbers,

Cambridge: Harvard University press.

Krishna Kumar (1986): The child’s language and the teacher, New Delhi: UNICEF.

Lays, Pamela (1985): Teaching through environment, London: Allyn and Bacon.

Liebeck, Panmala. How children learn mathematics, London: Penguin.

Maxim, G. (1985): Exploring Teaching, London: Allyn and Bacon.

Swaminathan, M. (1984): Play activities for young children, New Delhi: UNICEF.

1. Tyle Ralph (2013): Basic Principles of Curriculum and Instruction, US, University ofChicago Press.


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