SEMESTER- V I Scheme of Examination and Courses of Reading for B.A. (Programme) Syllabus Applicable for the students seeking admission to B.A.(Programme) Course from 20 19 -2 0 onwards SCHOOL OF OPEN LEARNING University of Delhi B. A . ( PROG RAMME ) SEMESTER- V I DISCIPLINE SPECIFIC ELECTIVE (DSE) 1. Economics - Economic Development and Policy in India-I I 2. Education - Education in India : Policy and Practice 3. English - World Literatures 4. Hindi- Vishesh Adhyayan : Ek Pramukh Sahityakar-Kabir 5. History - Issues in Twentieth Century World History I I 6. Mathematics (Any One) - Numerical Methods OR Differential Equations 7. NHE - Entrepreneurship for Small Catering Units 8. Political Science - Understanding Globalization 9. Sanskrit - Mathematical Tradition in Sanskrit SKILL ENHANCEMENT COURSE (SEC) (Any One) 1. Economics - Basic Computational Techniques for Data Analysis 2. Education - Media in Education 3. History - Radio and Cinema in India : A Social History 4. Political Science - Conflict and Peace Building 5. Sanskrit - Basic Elements of Jyotisha GENERIC ELECTIVE (GE) (Any One) 1. Economics - Principles of M a croeconomics 2. English - Media and Communication Skills 3. Hindi - Hindi Cinema aur Uska Adhyayan 4. History - Delhi Through the Ages 5. Political Science - Human Rights, Gender and Environment 6. Sanskrit - Political Thought in Sanskrit 7. Commerce - Business Management Economics : Economic Development and Policy in India II (PDE62) Course Objective The course seeks to equip students with sector-specific knowledge and skills to analyse key economic issues and policy documents. It will also enable them to relate theoretical frameworks of macroeconomics and microeconomics to the Indian context. Course Learning Outcomes Students will have capability to understand government policies and will enable informed participation in economic decision making, thus improving their employment prospects and career advancement. Unit 1 Macroeconomic policies and their impact: fiscal policy; financial and monetary policies. Unit 2 Agriculture: policies and performance; production and productivity; credit; labour markets and pricing; land reforms; regional variations. Unit 3 Industry: policies and performance; production trends; small scale industries; public sector; foreign investment, labour regulation Unit 4 Services and trade: t rends and performance, trade and investment policy References Given the nature of the course, readings will be updated every year. 1. Anant, T. (2006). Institutional reforms for agriculture growth. In N. Majumdar, U. Kapila (eds.): Indian agriculture in the new millennium: Changing perceptions Changi evelopment policy, Vol. 2. Academic Foundation. 2. Balakrishnan, P. (2014). The great reversal: A macro story. Economic and Political Weekly, 49 (21) , 29-34. 3. Bhaduri, A. (2012). Productivity and production relations: The case of Indian agriculture. In A. Bhaduri (ed.): Employment and development Oxford University Press. 4. Bhagwati, J., Panagariya, A. (2012). A multitude of labor laws and their reforms. In India's tryst with destiny . Collins Business. 5. Chanda, R. (2012). Services led growth. In K. Basu, A. Maertens (eds.): New Oxford companion to economics in India. Oxford University Press. 6. De, S. (2012). Fiscal policy in India: Trends and trajectory. Ministry of Finance Working Paper. 7. Dev, M. (2012). Agricultural development. In K. Basu, A. Maertens (eds.): New Oxford companion to economics in India. Oxford Unversity Press. 8. Dev, S., Rao, N. (2010). Agricultural price policy, farm profitability and food security. Economic and Political Weekly, 45 (26-27) , 174-181. Credit : 6 Discipline Specific Course (DS C ) 1 9. Dhar, B. (2015). India's new foreign trade policy. Economic and Political Weekly, 50(16), 14-16. 10. Ghatak, M. (2012). Land reforms. In K. Basu, A. Maertens (eds.): New Oxford companion to economics in India. Oxford University Press. 11. Gulati, A., Saini, S. (2017) 25 years of policy tinkering in agriculture. In R. Mohan (ed.): India transformed: 25 years of economic reforms. Penguin. 12. Kanagasabapathy, K., Tilak, V., Krishnaswamy, R. (2013). A rethink on India’s foreign trade policy. Economic and Political Weekly, 48 (31),137-139. 13. Kumar, N. (2015). FDI and portfolio investment flows and development: A perspective on Indian experience. In U. Kapila (ed.): Indian economy since independence , 26th ed . Academic Foundation. 14. Ministry of Finance. Clothes and shoes: Can India reclaim small scale manufacturing? Economic Survey, 2016-17, 1 15. Nagaraj, R. (2017). Economic reforms and manufacturing sector growth . Economic and Political Weekly, 52(2), 61-68. 16. Nayak, P. (2012). Privatization. In K. Basu, A. Maertens (eds.): New Oxford companion to economics in India . Oxford University Press. 17. Panda, M. (2017). Macroeconomic scenario and policy options. In M. Dev (ed.): India development report 2017 . Oxford University Press. 18. Vaidyanathan, A. (2012). Irrigation. In K. Basu, A. Maertens (eds): New Oxford companion to economics in India . Oxford University Press. Keywords Indian economic development, government policy 2 Discipline Specific Elective Education - Education In India: Policy And Practice Credits: 6 COURSE OBJECTIVES This course provides an overview of educational policy and practices that have influenced development of school and higher education in India. It introduces learners to significant perspectives and processes of educational policy making and planning in the country. Learners are introduced to institutions of school education and higher education in India and also to the programmes and schemes that have influenced educational access and opportunities. LEARNING OUTCOMES On completion of this course, learners are expected to: Build a critical understanding about major policies of education in India. Develop familiarity with indicators of educational development. Describe different educational systems at the school and higher education level. Identify problems, challenges and issues at different levels of education. Understand the role of regulatory bodies at different levels of education. Understand global changes that impact education. UNIT I: UNDERSTANDING EDUCATIONAL POLICY IN INDIA Policy and its influence on the educational system Overview of policies in India; National Policy of Education 1968, National Policy of Education 1986, Programme of Action 1992 International goals and Policy formulation in India: Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs) Educational planning in India and Financing: Indicators of education - GER, NER, pupil- teacher ratio UNIT II: SCHOOL EDUCATION IN INDIA Common School System: Kothari Commission Report and vision of Common Schooling Systems of Schools: types and affiliation, public, private, central, state government, aided and schools run by autonomous bodies The role of various national, state and local level bodies in school education in the area of curriculum and assessment , suc h a s National Council for Educational Research and Training (NCERT), State Council of Educational Research and Training (SCERT), District Institute for Education and Training (DIETs), National Institute of Open Schooling (NIOS); Boards of Education: National, International and State Boards 3 Important government initiatives: Sarva Shiksha Abhiyan (SSA), Rashatriya Madhyamik Shiksha Abhiyan (RMSA), Samagra Shiksha, Mid-day Meal Program UNIT III: HIGHER EDUCATION IN INDIA Issues in higher education: access, equity, relevance, quality, Rashtriya Uchchatar Shiksha Abhiyan (RUSA) Challenges of quality and regulations in higher education Role of University Grants Commission (UGC) and National Assessment and Accreditation Council (NAAC) Types of universities: central, state, private, open and deemed Contemporary issues: r o l e of the global market; GATS in education SUGGESTED PROJECTS / ASSIGNMENTS Learners are expected to engage with any two of the following or such similar activities: Build a perspective from data on education of specific social groups (girls, Dalits, tribals, disabled) from Census, DISE, Select Education Statistics, and All India Education Survey Report (NCERT) regarding access to education, enrolment - retention at various levels of education and achievement of students. Detailed Study of midday meal scheme (www.righttofoodindia.org) or any other school linked schemes of the Central Government. Examine any course offered to students through franchising or joint ventures of transnational institutions. Prepare a report on schemes that are currently operational in government schools introduced for welfare of children in last five years. READINGS ESSENTIAL READINGS Juneja, Nalini, 2003, Constitutional Amendment to Make Education a Fundamental Right, Occasional Paper, New Delhi: NUEPA pp6-13 http://www.nuepa.org/ Download/ Publications/Occasional%20Paper-33njuneja.pdf Apple, M. W. (2008). Can schooling contribute to a more just society? Education, Citizenship and Social Justice , 3(3), 239 – 261. GOI. (1966). Report of the Education Commission: Education and National Development, New Delhi: Ministry of Education. Sinha, Shanta and Reddy, A. (2011), School Drop Outs or Push outs, in R. Govinda (ed.) Who goes to school? Exploring Exclusion in Indian Education. Oxford University Press. India. (Chapter 4) Public Report on Basic Education (1999) New Delhi: Oxford University Press (also in Hindi) Sadgopal, Anil. (2008). Samaan School Pranaliyon ki Zarurat. Aaj ka Savaal. In Shiksha Aur Bhoomandalikaran. India: Shabd Sansadhan Prakashan. 4 Saxena, S. (2012, Dec. 8). Is equality an outdated concern in education? Political and Economic Weekly 47(49), 61-68. Tilak J.B.G. (2004) Higher Education between State and the Market presented in UNESCO Forum on Higher Education available at portal.unesco.org/ education/tilak/colloquium. Bhushan, Sudhanshu, 2009, Foreign Universities in India (Chapter 5), in Restructuring higher Education in India, Rawat Publication: Jaipur Gupta, A. (2011). Kya Nijikaran Sahayak ho Sakta Hai in Ucchtar Shiksha ke Badalte Ayaam. Hindi Karyanvya Nideshalaya. Delhi University. (Ch. 5 p. 196- 2 INTERNET RESOURCE National Council for Educational Research and Training (NCERT- www.ncert.nic.in), State Council of Educational Research and Training (SCERT), DIETs, Block Resource Centres (BRC) etc delhi.gov.in/wps/wpm/connect/ doit/scert/Scert+Delhi/home/ Samagra Shiksha from samagra.mhrd.gov.in SSA from https://mhrd.gov.in>ssa-o RMSA from rmsaindia.gov.in RUSA from http://mhrd.gov.in>rusa Mid day meal http://mhrd.gov.in>mid-day-meal Millennium Development Goals (MDGs) www.who.int./topics/millennium-development- goals/about/about/en/ Sustainable Development Goal 4: Quality Education in.one.un.org/page/sustainable- development-goals/sdg-4 Education for Sustainable Development https;//en.unesco.orh/themes/education- sustainable-development Quality Education: Why It Matters www.un.org/sustainable-development/wp- content/uploads/2018/09/goal-4.pdf Deaton, Angus and Jean Dreze, 2009, Food and Nutrition in India: Facts and Interpretations, Economic and Political Weekly, Vol 44, Issue No. 07 https://www.eklavya.in/magazine-activity/sandarbh-magazines/200-sandarbh-from- issue-81-to-90/sandarbh-issue-85/584-multilingualism-a-classroom-resource-by- rama-kant-agnihotri ADDITIONAL READINGS Naik, J.P., 1979, Equality, Quality and Quantity: The Elusive Triangle in Indian Education , International Review of Education , Vol. 25, No. 2/3, Jubilee Number (1979), pp. 167-1 Subimal Sen Democracy, Decentralized Planning and Devolution of Power in Education in K N Panikkar and M Bhaskaran Nair (eds.) Emerging Trends in Higher Education in India: Concepts and Practices (New Delhi: Pearson Education India, 2011). Naik, JP, The Role of Government of India In Education, Ministry of Education, Government of India Powar, K. B. (2011). Indian Higher Education Revisited. Continuing Concerns and Emerging Issues. Vikas Publishing House, Delhi. [Ch. 3 (pp. 62- 79) KEY WORDS Education, India, Policy 5 English : World Literatures a. Valmiki: Joothan b. Chinua Achebe: Things Fall Apart Stories from Living Literatures c. Marquez, ‘Balthasar’s Marvellous Afternoon’ Paz, ‘The Blue Bouquet’ d. Essay from Living Literatures Ngugi waThiongo, From ‘Decolonising the Mind’ e. Poetry: Neruda: Fable of the Mermaid and the Drunks Walcott: Names Keywords: Nation, Colony and Empire, History and Memory, Gender and Representation, Race and Class Essential Readings Note: This is a literature-based programme, and students will be examined on all the prescribed readings in various sections of the syllabus. Therefore, all those texts are to be considered essential reading. Suggested Readings These prescribed texts are meant to be read in the context of their particular times of composition. The key words at the end of each paper indicate the issues and motifs that may interest the student to read about a particular writer or her time. Therefore no suggested readings have been offered, so that these papers do not become burdensome for students opting for English under the BA Programme. Discipline Specific Elective (DSE) 6 Course Objective(2-3) ह द सा ह य क े भ काल , िनगु ण का यधारा , संत का य - धारा से अवगत करवाना कबीर - का य क कृित और संरचना क समझ वकिसत करना पा य म म िनधा रत दोह और पद क े मा यम से जीवन और समाज क े विभ न मु क समझ और सुिचंितत दशा खोजने का यास करना Course Learning Outcomes इस पा य म क े अ ययन से व याथ - भ काल क राजनीितक - सामा जक - सां कृितक - धािम क थितय को समझ पाय गे कबीर - का य क सामा जक चेतना क े मा यम से व ाथ म सामा जक समरसता का वकास होगा मानवीय और नैितक मू य का वकास होगा Unit 1 कबीर का सा ह यक प रचय संतका य क वशेषताएँ Unit 2 कबीर क सा खयाँ ( क ु ल 12) गु देव कौ अंग - 3,7,11 सुिमरण कौ अंग – 4,9,32 वरह कौ अंग – 18,22 चेतावणी कौ अंग – 13,14 साध साषीभूत कौ अंग – 2 उपदेस कौ अंग – 9 Discipline Specific Elective (DSE) �हंद�- वशेष अ ययन : एक मुख सा ह यकार - कबीर (BAPHDSE06) Credit:6 7 ( कबीर – यामसुंदर दास ) Unit 3 कबीर क े पद ( क ु ल 6) राग गौड़ ( पद सं . 3,6,89,111,114,117) ( कबीर - यामसुंदर दास ) Unit 4 कबीर क सामा जक चेतना कबीर क भ भावना कबीर का रह यवाद कबीर क भाषा कबीर क दाश िनक चेतना References कबीर - यामसुंदर दास कबीर - हजार साद वेद िनगु ण का य म नार - अिनल राय Additional Resources: भ आ दोलन क े सामा जक आधार - गोपे र िसंह कबीर - वजये नातक भ का स दभ - देवीशंकर अव थी कबीर क िचंता - बलदेव वंशी भ का य का समाज दश न - ेमशंकर Keywords तीक उलटबासी रह यवाद माया राम क ं ु डिलनी इंगला - पंगला - सु मुना िस - नाथ भ परमा मा - जीवा मा 8 D iscipline S pecific E lective History - Issues in Twentieth Century Century World History-II Course Objectives: This course aims to provide an understanding of 20th century world history not as history of parts, individual nations but as interconnected world history. Through events focus is on how the world evolved from the Wars of Nations to new radical and social movements. World ridden with conflict and violence also witness growing desires for Peace by forming United Nations. The emphasis is on taking up case studies to illustrate the processes and trends in society and culture. Learning Outcomes: Define world history. • Discuss and explain the evolving polities, economies and cultures of the twentieth century world. • Analyze the interconnectedness in world history. • Demonstrate critical skills to discuss diverse social movements and cultural trends. Course Content: Unit I: The World Divided: The Cold War-case studies, Korea/Vietnam Unit II: Decolonization and the long shadow of colonial exploitation: Ghana/Algeria Unit III: Popular Movements: 1. Environmental Struggles: Chipko Movement; Struggles for the Amazon; Bhopal 2. Student Movements: Paris 1968 9 3. Anti-apartheid movements in S. Africa and Civil Rights Movement USA 4. Women's Movements: Issues and Debates/Women and Work Place- Vishakha Guidelines Unit IV: Leisure and Entertainment 1. Spectator Sports (football/O !ympics) 2. Cinema (James Bond films in the context of the Cold War, Satyajit Ray's films and Bicycle Thief 111 the context of the Depression) ESSENTIAL READINGS AND UNIT-WISE TEACHING OUTCOMES: Unit I: This Unit shall discuss the global impact of the Cold War though specified case studies. (Teaching Time: 3 weeks approx.) • Dickinson, Edward Ross. (2018). The World in the Long Twentieth-Century, An Interpretive History. USA: University of California Press. • Lightbody, Bradley. (1999). The Cold War. New York and London: Routledge. • McMahon, Robert. (2003). Cold War-A very Short Introduction. USA: Oxford University Press. • Lee, Stephen J. (1982). Aspects of European History 1789-1980. London, New York: Routledge (Ch.31). • Anderson, David L. (2005). The Vietnam War. New York: Palgrave Macmillan. • Stueck, W. (2010). "The Korean War." in M.P. Leffler and O.A. Westad, (Eds.). The Cambridge History of the Cold War. Volume 1. Cambridge: Cambridge University Press. Unit II: This Unit shall familiarize the students with the decolonization process and with the politics of persisting colonial interests through a prescribed case study from the Af r ican/South American region. (Teaching Time: 3 weeks approx.) 10 • Lee, Stephen J. ( 1982). Aspects of European History 1789-1980. London, New York: Routledge (Ch.36). • Whitfield, Lindsay. (2018). Economics after Colonialism: Ghana and the Struggle for Power. Cambridge: Cambridge University Press, pp. I 33-177. • Choi, Sung-Eun. (2016). Decolonization and the French of Algeria: Bringing the Settler Colony Home. New York: Springer (Introduction). • Findley, Carter V. and John Rothey. (2011). Twentieth-Century World. USA: Wadsworth Publishing. Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth Cengage Learning. • Roberts, J.M. (1999). Twentieth-Century, the History of the World, 1901-2000. New York: Viking. • l-l'Ql'11'1, �- (�o��). &cfi!?ldl�<lcfilfcl"d�fcl'Qlfl: Q_cfi\n�cfi (m<r--=O. � : ��47 5Ff'i I !?frf. Unit III: This Unit shall provide an outline of important case studies of popular movements that emerged in the latter half of the twentieth century. (Teaching Time: 6 weeks approx.) Findley, Carter V. and John Rothey. (2011). Twentieth-Century World . USA: Wadsworth Publishing. • Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth Cengage Learning. Burkett, Elinor. (YEAR). "Women's Rights Movement - Political and Social Movement." Encyclopaedia Britannica (https://www.britannica.com/topic/womens-movement). Flavia Agnes. (2001). Law and Gender Equality: The Politics of Women's Rights in lndia. Delhi: Oxford University Press (relevant sections in Part-II). 11 • Joan Martine:;.-Alicr. (201'.?.). "The Gnvironrncntalism oi' the Poor: Its Origins and Spread" in;\ Companion to Global Environmental History, Eds. J. R. McNeill and Erin Stewart Mauldin, West Sussex: Wiley-Blackwell. pp. 455-73. • Nagraj. Yijay K. & Nithya V Raman (2006). ''Arc we Prepared for Another Bhopal." in Environmental Issues in India, ed. Mahesh Rangarajan, Delhi: Pearson. (Available in Tlindi also) • McNciJI, J. R. ('.?.001). Something New Under the Sun: i\n Environmental History of Twentieth-Century World. New York & London: W.W. Norton & Company. (Especially Introduction) • Mitchell. Timothy. (2013 ). Carbon Democracy: Political Power in the age of Oil. London & New York: Verso (Introduction). • Skinner. R. (2017). Modern South Africa 111 World History: Beyond Imperialism. • London: Bloomsbury (Ch.6 and Ch.7) . Unit IV: This Unit shall discuss important trends in the realm of spectator sports and in cinema. The focus shall be on specified case studies. (Teaching Time: 4 weeks approx.) • Findley, Carter V. and John Rothey. (2011). Twentieth-Century World. USA: Wadsworth Publishing. Hobsbawm, E.J. (1996). The Age of Extremes. 1914-1991. New York: Vintage. Hobsbawm, E.J. (2009). The Age Of Extremes, translated into Hindi : 6lf"a"lctili:fil�◄I 4h1,ff�Fflcf>1�fa�Wl: 1914-1991; 31-j,cll�cfi, 'SfcFT��; �: ficll�Sli:fil�R • Duikar, William J. (2005) Twentieth-Century World History. USA: Wadsworth Cengage Learning. 12 Leab, D.L. (1998). "Introduction: The Cold War and the Movies." Film History vol. I 0 no.3, pp. 251-53. • l-tQ_IJlrl, �-(�oz�)- ��1a1�iftcti1Fclya�faQ1fl: (Zcfi$i�cfi ('+TT<T-�)- R�<:-A��41Slcfili?R. • ���, �- (�o Z't). fcl-"d�faQlfl4iSllj,€PJ,�.st��a�. �: R�<:-AFclYdFcliiiI�llSIcpI �R Suggested Readings: • Chapman, James. (2005). Cinemas of the World--Film and Society from 1895 to the Present. London: Reation Books. • Cumings, Bruce. (2010). The Korean War: A History. New York: Modern Library. • Faiola, Toyin and Achberger, Jessica. (Eds). (2012). The Political Economy of Development and Underdevelopment in Africa. New York and London: Routledge. • Forbes, Geraldine. (I999). Women in Modern India. The New Cambridge History of India- Volume 4. Cambridge: Cambridge University Press (Chs.7-8). • Grosfoguel, Ramonand Cervantes-Rodriguez, Ana Magarita (Eds.). (2002). The Modern/Colonial/Capitalist World-System in the Twentieth Century: Global Processes, Antisystemic Movements, and the Geopolitics of Knowledge. USA: Greenwood Press. • Guelke, Adrian. (2005). Rethinking the Rise and fall of Apartheid-South Africa and World Politics. New York: Palgrave Macmillan. • Guttmann, A. (1986). Sports Spectators. New York: Columbia University Press (Chs.4- 6). • John, M. (2014). "Fears and Furies of Sexual Harassment." The Economic and Political Weekly vol. 49 no.IS, 29-32. 13 • Klimke, M. and J. Scharloth. (Eds.). (2008). 1968 in Europe: A History of Protest and Activism 1956-1977. Basingstoke: Palgrave Macmillan. • Kumar, Radha. (1993). The History of Doing. Delhi: Zubaan (Chs.6-12). • McNeil!. J. R. and Erin Stewart Mauldin (Eds.). (2012). A Companion to Global Environmental History. West Sussex: Wiley-Blackwell. • Moore, Jason W. (2015). Capitalism in the Web or Life: Ecology and the Accumulation or Capital. London & New York: V crso. • Rajadhyaksha, Ashish. (2016). Indian Cinema: A Very Short Introduction. Delhi: Oxford University Press. • Rathbone, Richard. (2000). Nkrumah and the Chiefs: The politics of Chieftaincy in Ghana 1951-60. Athens: Ohio University Press, pp 1-28, 89-150. • Schofield, John, Johnson, William Gray and Beek, Colleen M. (Eds.). (2002). Material Culture-the Archaeology of Twentieth Century Conflict. New York and London: Routledge. • Sen, Samita. (2000). "Toward a Feminist Politics? The Indian Women's Movement in Historical Perspective." Policy Research Report on Gender and Development Working Paper Series No. 9. (World Bank), pp. 20-46. • Sorlin, Pierre. (1998). "The Cinema: The American Weapon for the Cold War." Film History vol. no.3, pp. 375-381. Keywords: Cold war, Decolonisation, Vietnam War, Anti-apartheid movement, students' movement: Paris 1968, Chipko Movement, Bhopal gas tragedy, Vishakha Guidelines, sports, cinema 14 Discipline Specific Elective (DSE) Mathematics DSE-2 (i) : Numerical Methods Credits: 6 (5+1) Course Objectives: The goal of this paper is to acquaint students for the study of certain algorithms that uses numerical approximation for the problems of solving polynomial equations, transcendental equations, linear system of equations, interpolation, and problems of ordinary differential equations. Course Learning Outcomes: After completion of this course, students will be able to: i) Find the consequences of finite precision and the inherent limits of numerical methods. ii) Appropriate numerical methods to solve algebraic and transcendental equations. iii) Solve first order initial value problems of ordinary differential equations numerically using Euler methods. Unit 1: Errors and Roots of Transcendental and Polynomial Equations Floating point representation and computer arithmetic, Significant digits; Errors : Roundoff error, Local truncation error, Global truncation error, Order of a method, Convergence and terminal conditions; Bisection method, Secant method, Regula − Falsi method, Newton − Raphson method. Unit 2: Algebraic Linear Systems and Interpolation Gaussian elimination method (with row pivoting), Gauss − Jordan method; Iterative methods : Jacobi method, Gauss − Seidel method; Interpolation : Lagrange form, Newton form, Finite difference operators, Gregory − Newton forward and backward difference interpolations, Piecewise polynomial interpolation (Linear and quadratic). Unit 3: umerical Differentiation, Integration and ODE Numerical differentiation : First and second order derivatives, Richardson extrapolation method; numerical integration : Trapezoidal rule, Simpson’s rule; Ordinary differential equation : Euler’s method, Modified Euler’s methods ( Heun’s and midpoint). References: 1. Chapra, Steven C. (2018). Applied !umerical Methods with MATLAB for Engineers and Scientists (4th ed.). McGraw-Hill Education. 2. Fausett, Laurene V. (2009). Applied !umerical Analysis Using MATLAB. Pearson. India. 3. Jain, M. K., Iyengar, S. R. K., & Jain R. K. (2012). !umerical Methods for Scientific and Engineering Computation (6th ed.). New Age International Publishers. Delhi. Additional Reading: i. Bradie, Brian (2006). A Friendly Introduction to !umerical Analysis . Pearson Education India. Dorling Kindersley (India) Pvt. Ltd. Third Impression, 2011. 15 Facilitating the Achievement of Course Learning Outcomes Unit o. Course Learning Outcomes Teaching and Learning Activity Assessment Tasks 1. Find the consequences of finite precision and the inherent limits of numerical methods. ( i) Each topic to be explained with examples. (ii) Students to be involved in discussions and encouraged to ask questions. (iii) Students to be given homework/assignments. (iv) Students to be encouraged to give short presentations • Presentations and participation in discussions. • Assignments and class tests. • Mid-term examinations. • End-term examinations 2. Appropriate numerical methods to solve algebraic and transcendental equations. 3. Solve first order initial value problems of ordinary differential equations numerically using Euler methods. Keywords: Bisection method, Euler’s method, Gauss − Jordan method, Gauss − Seidel method, Jacobi method, Newton − Raphson method, Regula − Falsi method, Richardson extrapolation method, Secant method and Simpson’s rule. 16 DSE-2 (ii) : Differential Equations Credits: 6 (5+1) Course objectives: The course aims at introducing ordinary and partial differential equations to the students and finding their solutions using various techniques with the tools needed to model complex real-world situations. Course learning outcomes: The course will enable the students to: i) Solve ODE’s and know about Wronskian and its properties. ii) Method of variation of parameters and total differential equations. iii) Solve linear PDE’s of first order. iv) Understand Lagrange’s and Charpit’s methods for solving nonlinear PDE’s of first order. Unit1: Ordinary Differential Equations First order exact differential equations including rules for finding integrating factors, First order higher degree equations solvable for x , y , p and Clairut’s equations; Wronskian and its properties, Linear homogeneous equations with constant coefficients; The method of variation of parameters; Euler’s equations ; Simultaneous differential equations; Total differential equations. Unit 2: Linear Partial Differential Equations Order and degree of partial differential equations, Concept of linear partial differential equations, Formation of first order partial differential equations, Linear partial differential equations of first order and their solutions. Unit 3: on-linear Partial Differential Equations Concept of non-linear partial differential equations, Lagrange’s method, Charpit’s method, classification of second order partial differential equations into elliptic, parabolic and hyperbolic through illustrations only. References: 1. Ross, Shepley L. (1984). Differential Equations (3rd ed.). John Wiley & Sons, Inc. 2. Sneddon, I. N. (2006). Elements of Partial Differential Equations , Dover Publications. Indian Reprint. Additional Readings: i. Anton, Howard, Bivens, Irl, & Davis, Stephen (2013). Calculus (10th ed.). John Wiley & Sons Singapore Pvt. Ltd. Reprint (2016) by Wiley India Pvt. Ltd. Delhi. ii. Brannan, James R., Boyce, William E., & McKibben, Mark A. (2015). Differential Equations : An Introduction to Modern Methods and Applications (3rd ed.). John Wiley & Sons, Inc. Discipline Specific Elective (DSE) 17