Physics

Expert Committee Report

on
Multi-Disciplinary Programme as per NEP-2020

Members of the Committee:

Prof. S.M. Shivaprasad, Chairperson

Director,Karnataka State Higher Education Academy,
Dharwad
Dr. M. A. Sridhar University of Mysore, Mysuru
Dr. S. R. Inamdar , Karnatak University, Dharwad.
Dr. Ramakrishna Damle Bangalore University, Bengaluru.
Dr. Dharmaprakash S.M. Mangalore University, Konaje
Dr. T. Sankarappa Gulbarga University, Kalaburgi
Dr. Jayanna H.S Kuvempu University, Shivamogga
Dr. Nagabhushana H. Tumkur University, Tumakuru.
Dr. Thipperudrappa J. VSK University, Ballari
Dr. B. G. Hegde, Rani Channamma University, Belagavi.
Dr. Sreepad H.R. Mandya University, Mandya
Shri Rohini Kumar Hilli, MSI Degree College, Kalaburgi
Dr. M. Narayana Bhat, St. Aloysius College, Mangalore.
Shri L. S. Ramesh, Karnataka State Higher Education Council

BOS Members as invitees

Dr. M.N. Kalasad, Davangere University. Davangere

Prof. Narayan, Mangalore University, Mangalore
Dr. L.R. Naik, Karnatak University, Dharwad.
 Contents

Sl.No. Content Page No

1. Introduction 1
2. Options for Study 2
3. Certification 2
4. Aims of UG Program in Physics 3
5. Proposed Curriculum Framework 4
6. Model Program Structure 5
7. Curriculum Structure Physics 6
8. Open Elective 7
9. Discipline Specific Elective 7
10. Details Syllabus for Semester – I 8
11. Details Syllabus for Semester – II 15
12. Some Examples of Activity Based Pedagogy 22
13. Recommendations 24
Introduction:

The NEP-2020 offers an opportunity to effect a paradigm shift from a teacher-centric

to a student-centric higher education system in India. It is based on Outcome Based Education,
where the Graduate Attributes are first kept in mind to reverse-design the Programs, Courses
and Supplementary activities to attain the attributes and learning outcomes. The learning
outcomes-based curriculum framework for a degree in B.Sc. (Honours) Physics is intended to
provide a comprehensive foundation to the subject, and to help students develop the ability to
successfully continue with further studies and research in the subject. The framework is
designed to equip students with valuable cognitive abilities and skills so that they are successful
in meeting diverse needs of professional careers in a developing and knowledge-based society.
The curriculum framework takes into account the need to maintain globally competitive
standards of achievement in terms of the knowledge and skills in Physics, as well develop
scientific orientation, enquiring spirit, problem solving skills and values which foster rational
and critical thinking.

Graduate attributes in Physics: Some of the characteristic attributes a graduate in Physics

should possess are:

• Disciplinary knowledge and skills:

• Skilled communicator:
• Critical thinker and problem solver:
• Sense of inquiry:
• Team player/worker:
• Skilled project manager:
• Digitally Efficient:
• Ethical awareness / reasoning:
• National and international perspective:
• Lifelong learners

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Options for Study

• The programmes are flexible enough to allow liberty to students in designing them
according to their requirements. Students may choose a single Major, one Major with a
Minor, and one Major with two Minors. Teacher Education or Vocational courses may
be included in place of Minor/s. Below listed are the various options students may
choose from.
• One Major subject/discipline along with Languages, Generic Electives, Ability
Enhancement, Skill Development and Vocational courses including Extracurricular
Activities.
• One Major and one Minor subject/discipline along with Languages, Generic Electives,
Ability Enhancement, Skill Development and Vocational courses including
Extracurricular Activities
• Two Major subject/disciplines along with Languages, Generic Electives, Ability
Enhancement, Skill Development and Vocational courses, including Extracurricular
Activities (subject to fulfilling the requirements as stated in 3.i and 3.ii)
• One Major subject/discipline and one Vocational course along with Languages,
Generic Electives, Ability Enhancement and Skill Development and courses including
Extracurricular Activities.
• One Major Discipline and One Education Discipline along with Languages, Generic
Electives, Ability Enhancement and Skill Development Courses including
Extracurricular Activities.

Progressive Certificate, Diploma, Bachelor Degree or Bachelor Degree with

Honours Provided at the End of Each Year of Exit of the Four-year
Undergraduate Programme/Five-year Integrated Master’s Degree Programme
Exit with: Credits
Required
Certificate at the Successful Completion of the First Year (Two Semesters) of the 44 - 48
multidisciplinary Four-year Undergraduate Programme/Five-year Integrated
Master’s Degree Programme

A Diploma at the Successful Completion of the Second Year (Four Semesters) of 88 - 96

the multidisciplinary Four-year Undergraduate Programme/Five-year Integrated
Master’s Degree Programme

Basic Bachelor Degree at the Successful Completion of the Third Year (Six 132 - 144
Semesters) of the multidisciplinary Four- year Undergraduate Programme/Five-
year Integrated Master’s Degree Programme

Bachelor Degree with Honours in a Discipline at the Successful Completion of 176 - 192
the Fourth Years (Eight Semesters) of the multidisciplinary Four-year
Undergraduate Programme/Five-year Integrated Master’s Degree Programme

Master’s Degree in a Discipline at the Successful Completion of the Fifth Years 224- 240
(Ten Semesters) of the Five- year Integrated Master’s Degree Programme

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Aims of UG program in Physics.

The aims and objectives of our UG educational programs in sciences in general and Physics in
particular should be structured to

 create the facilities and environment in all the educational institutions to consolidate
the knowledge acquired at +2 level and to motivate and inspire the students to create
deep interest in Physics, to develop broad and balanced knowledge and
understanding of physical concepts, principles and theories of Physics.

 learn, design and perform experiments in the labs to demonstrate the concepts,
principles and theories learned in the classrooms.

 develop the ability to apply the knowledge acquired in the classroom and
laboratories to specific problems in theoretical and experimental Physics.

 expose the student to the vast scope of Physics as a theoretical and experimental
science with applications in solving most of the problems in nature spanning from
10-15 m to 1026m in space and 10-10 eV to 1025eV in energy dimensions.

 emphasize the discipline of Physics to be the most important branch of science for
pursuing the interdisciplinary and multidisciplinary higher education and/or
research in interdisciplinary and multidisciplinary areas.

 to emphasize the importance of Physics as the most important discipline for

sustaining the existing industries and establishing new ones to create job
opportunities at all levels of employment.

In view of opening the new windows in higher education and research and opening
job opportunities at all levels from technicians to innovator scientists and engineers, two
undergraduate programs are offered in our universities and other higher education
institutions (HEI) at the entry level of our higher education system.
The progressive curriculum proposed shall position knowledge and skills required on the
continuum of novice problem solvers (at entry level of the program) to expert problem solvers
(by the time of graduation):

 At the end of first year – Ability to solve well defined problems

 At the end of second year – Ability to solve broadly defined problems
 At the end of third year – Ability to solve complex problems that are ill-
structured requiring multi-disciplinary skills to solve them
 During fourth year – Experience of workplace problem solving in the form of
internship or Research Experience preparing for higher education or
Entrepreneurship Experience
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 Proposed Curriculum Framework for Multidisciplinary Four- year
Undergraduate Programme/ Five-year Integrated Master’s Degree
Programme

Nature of Courses Outcome No. of

Year Objective
courses
1. Major Core Courses Understanding of Disciplines 1+1
2. Minor/Related Discipline Language Competency 1+1
1st year – Understandin 3. Languages, Gaining perspective of 2+2
st nd
1 &2 g and 4. Ability Enhancement context/Generic skills 1+1
Semesters Exploration Compulsory Courses Basic skills sets to pursue any
5. Skill Enhancement/ vocation 1+1
Development Courses
Exit option with Certification
1. Major Core Courses Understanding of disciplines 2+2
nd
2 Year - 2. Minor/ Related Discipline Gaining perspective of context 1+1
rd th Focus and 3. Ability Enhancement Skill sets to pursue vocation 1+1
3 &4 Immersion 4. Skill based Vocational Development of various 1+1
Semesters
5. Extra Curricular Activities domains of mind &personality 1+1
Exit Option with Diploma
1. Major Discipline Core In depth learning of 2+2
rd and Elective Courses major and minor disciplines,
3 Year -
th th Real time 2. Minor Discipline/ Skill sets for employability. 1+1
5 &6 Learning Generic or Vocational Exposure to discipline beyond 1+1
Semesters Electives /Field based the chosen Subject
Learning/ Res. Project Experiential learning/ Res.
Exit option with Bachelor Degree
Major Discipline Core and Deeper and Advanced Learning 4+4
th
4 Year - Deeper Elective courses of Major Discipline Foundation
th th Concentratio Research/Project Work with to pursue Doctoral Studies &
7 &8
Semesters n Dissertation Developing Research
competencies
Bachelor Degree with Honours
Major Discipline Core and Deeper and 4+4/6+6
Elective Advanced Learning
5th Year -
Master of the courses/Research/Project of the Major
9th & 10th
subject Work with Dissertation Discipline towards
Semesters
gaining proficiency
over the subject
Master’s Degree

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 MODEL FOUND APPROPRIATE AND ADOPTED
IIA. Model Program Structures for the Under-Graduate Programs in Universities and Colleges in Karnataka
Bachelor of Arts (Basic/ Discipline Core (DSC) Discipline Elective(DSE) / Ability Enhancement Skill Enhancement Courses (SEC) Total
Hons.)/ Bachelor of Science (Credits) (L+T+P) Open Elective (OE) (Credits) Compulsory Courses (AECC), Credits
(Basic/ Hons.) in subjects (L+T+P) Languages (Credits) (L+T+P)
with practical, with one
major and one minor Sem.
Skill based (Credits) (L+T+P) Value based (Credits) (L+T+P)
I Discipline A1(4+2) OE-1 (3) L1-1(3), L2-1(3) SEC-1: Digital Fluency (2) Physical Health & Wellness (1) 25
Discipline B1(4+2) (4 hrs each) (1+0+2) Education for (0+0+2)
fitness(1)(0+0+2)
II Discipline A2(4+2) OE-2 (3) L1-2(3), L2-2(3) Environmental Physical NCC/NSS/R&R(S&G)/ 25
Discipline B2(4+2) (4 hrs each) Studies (2) Education - Cultural (1) (0+0+2)
Yoga(1) (0+0+2)
Exit option with Certificate (50 credits)
III Discipline A3(4+2) OE-3 (3) L1-3(3), L2-3(3) (4 hrs each) SEC-2: Artificial Inte-lligence Physical NCC/NSS/R&R(S&G)/Cult 25
Discipline B3(4+2) (2)(1+0+2) Education- Sports ural (1) (0+0+2)
skills(1)(0+0+2)
IV Discipline A4(4+2) OE-4 (3) L1-4(3), L2-4(3) (4 hrs each) Constitution of India (2) Physical NCC/NSS/R&R(S&G)/Cult 25
Discipline B4(4+2) Education -Games ural (1) (0+0+2)
(1) (0+0+2)
Exit option with Diploma (100 credits) OR Choose any one of the core subjects as Major and the other as Minor
V Discipline A5(3+2) Vocational-1 (3) SEC-3: SEC such as 20
Discipline A6(3+2) Cyber Security (2)
Discipline B5(3+2) (1+0+2)
VI Discipline A7(3+2) Discipline A8(3+2) Discipline Vocational-2 (3) SEC-4: Professional 22
B6(3+2) Internship (2) Communication (2)
Exit option with Bachelor of Arts, B.A./ Bachelor of Science, B.Sc. Basic Degree (142 credits) or continue studies with the Major
VII Discipline A9(3+2) Discipline A, E-1 (3) 22
Discipline A10(3+2) Discipline A, E-2 (3)
Discipline A11(3) Res.Methodology (3)
VIII Discipline A12(3+2) Discipline A, E-3(3) 20
Discipline A13(3) Research Project (6)*
Discipline A14(3)
Award of Bachelor of Arts Honours, B.A. (Hons.)/ Bachelor of Science Honours, B.Sc. (Hons) degree in a discipline (184 credits)

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 Curriculum Structure Major Discipline Core Physics
Semester- I to Semester - 10
SEM DSC Core Papers
Sem-1 : A1 Mechanics & Properties of Matter (Select one Open Elective from the Pool)
Sem -2 : A2 Electricity and Magnetism (Select one Open Elective from the Pool)
Sem-3 : A3 Wave motion and optics (Select one Open Elective from the Pool)
Sem-4: A4 Thermal Physics & Electronics (Select one Open Elective from the Pool)
Sem-5 : A5 1. Classical Mechanics and Quantum Mechanics- I
A6 2. Elements of Atomic, Molecular Physics
Sem -6 : A7 1. Elements of Nuclear Physics and Nuclear Instruments
A8 2. Element of Condensed Matter Physics & Devices
Sem-7 A9 1. Mathematical Methods of Physics – I
A10 2. Classical Electrodynamics.
A11 3. Experimental methods of Physics
4. Research Methodology
(Select Two DSE subjects from the pool I shown below)
Sem-8 A12 1. Classical Mechanics and Quantum Mechanics-II
A13 2. Statistical Mechanics
A14 3. Astrophysics & Astronomy
4. Research Project*
(Select Two DSE subjects from the pool II shown below)
*In lieu of the research Project, two additional elective papers/ Internship may
be offered.
Sem-9 A15 1. Mathematical Methods of Physics – II
(Select One DSE subjects from the pool III shown below)
2. Research Project
Sem-10 A17 1. Quantum Mechanics – III
(Select One DSE subjects from the pool IV shown below)
2. Research Project
* The Topics of 5th Sem and above need to be revisited

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 Open Electives
Sl.No. 1 to 4 Semester
Pool 1
1. Energy Sources
2. Climate Science
3. Astronomy
4. Medical Physics
5. Optical Instruments
6. Sports Science
7. Nanotechnology
8. Electrical Instruments
9. Electronic Instruments
10. History of Physics
11. Physics in daily life
12. Space Missions
Discipline Specific Electives for 7 to 10 Semesters

7th Sem Electives 8th Sem Electives

Pool I (Select any two) Pool II (Select any two)
A. Condensed Matter Physics-1 A. Atomic & Molecular Physics-1

B. Nuclear and Particle Physics B. Materials Physics & Nano materials

C. Theoretical and Computational Physics- C. Lasers and non-linear optics

I
D. Biophysics D. Plasma Physics

E. Astronomy and Astrophysics E. Physics of Semiconductor devices

9th Sem Electives 10th Sem Electives

(Specialization papers) (Specialization papers)
Pool III Pool IV
A. Condensed Matter Physics-2 A. Condensed Matter Physics-3
B. Nuclear and Particle Physics-2 B. Nuclear and Particle Physics-3
C. Atomic & Molecular spectroscopy-1 C. Atomic & Molecular spectroscopy-2

D. Materials Physics & Nanophysics –1 D. Materials Physics & Nanophysics -2

E. Theoretical and Computational Physics-I E. Theoretical and Computational Physics-2

F. Astronomy and Astrophysics-1 F. Astronomy and Astrophysics-2

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 Detailed Syllabus for Semester I & II
Course Content Semester – I
Course Title: Mechanics and Properties of Matter Course Credits:4
Total Contact Hours: 52 Duration of ESA: 3 hours
Formative Assessment Marks: Summative Assessment Marks:
Model Syllabus Authors:
Course Outcomes (COs):
At the end of the course, the student should be able to:
(Write 3-7 course outcomes. Course outcomes are statements of observable student actions
that serve as evidence of knowledge, skills and values acquired in this course)
1. will learn fixing units, tabulation of observations, analysis of data (graphical/analytical)
2. will learn about accuracy of measurement and sources of errors, importance of
significant figures.
3. will know how g can be determined experimentally and derive satisfaction.
4. will see the difference between simple and torsional pendulum and their use in the
determination of various physical parameters.
5. will come to know how various elastic moduli can be determined.
6. will measure surface tension and viscosity and appreciate the methods adopted.
7. will get hands on experience of different equipment.

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

Outcomes (POs)
Course Outcomes (COs) / Program Outcomes 1 2 3 4 5 6
(POs)
1. will
learn fixing units, tabulation of observations, x x
analysis of data (graphical/analytical)
2. will
learn about accuracy of measurement and x x
sources of errors, importance of significant figures.
3. will
know how g can be determined experimentally x
and derive satisfaction.
4. will see the difference between simple and
torsional pendulum and their use in the x
determination of various physical parameters.
5. will come to know how various elastic moduli can x
be determined.
6. will
measure surface tension and viscosity and x
appreciate the methods adopted.
7. will get hands on experience of different equipment. x

Course Articulation Matrix relates course outcomes of course with the corresponding
program outcomes whose attainment is attempted in this course. Mark ‘X’ in the intersection
cell if a course outcome addresses a particular program outcome.

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 I

Content Hrs
Unit - 1
Chapter No. 1 Topics to be covered/taught/learnt:
Units and measurements: System of units (CGS and SI),
measurement of length, mass and time, dimensions of physical
quantities, dimensional formulae. Minimum deviation, errors.
Text Book : Units/sections to be Referred:
Chapter No. 2 Topics to be Covered
Momentum and Energy: Work and energy, Conservation of
momentum (linear). Conservation of energy with examples.
Motion of rockets.
Text Book : Units/sections to be Referred:
Chapter No. 3 Topics to be Covered
Special Theory of Relativity: Constancy of speed of light.
Postulates of Special Theory of Relativity. Length contraction.
Time dilation. Relativistic addition of velocities.
Text Book : Units/sections to be Referred:
Topics for self
study( If any)
Suggested Activities
Activity No. 1 1. Activity: i). Students can measure diameters of small balls of
different size and estimate their volumes. ii). Students can
measure lengths of nails of different size.
iii). Students can measure volume of a liquid
iv). Students can measure distances and put the result both in
CGS and SI units in 2, 3 and 4 significant figures. Ask
them to mention the precession of the measurement.
v). students can estimate standard deviations wherever possible.
Reference : Weblink/Youtube/Book
Activity No. 2 Activity: Students can try and understand conservation of energy
in every day examples. For example:
i) What happens in solar conservation panels
ii) Pushing an object on the table it moves
iii) Moving car hits a parked car causes parked car to move.
In these cases, energy is conserved. How? Understand and verify
if possible.
Reference : Weblink/Youtube/Book

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 Unit - 2
Chapter No. 4. Laws of Motion: Newton’s Laws of motion. Dynamics of single
and a system of particles. Centre of mass.
Text Book : Units/sections to be Referred:
Chapter No. 5. Topics to be covered
Topics to be covered
Dynamics of Rigid bodies: Rotational motion about an axis,
Relation between torque and angular momentum, Rotational
energy. moment of inertia: M I of a rectangular Lamina and solid
cylinders. Flywheel,
Theory of compound pendulum and determination of g.
Text Book : Units/sections to be Referred:
Chapter No. 6. Topics to be covered
Gravitation: Law of Gravitation. Motion of a particle in a central
force field (motion is in a plane, angular momentum is conserved,
areal velocity is constant). Kepler’s laws (statements). Satellite in
a circular orbit.
Text Book : Units/sections to be Referred:
Topics for self Chapter 7: Geosynchronous orbits. Basic idea of global
study( If any) positioning system (GPS).

Suggested Activities
Activity No. 3 Activity:
Moment of inertia is an abstract concept. It simply gives a
measure of rotational inertia of a rigid body and it is proportional
to the product of the square of radius, r of the body and its mass,
m. Students by referring to websites, can construct and perform
simple experiments to verify that MI α mr2.
Reference : www.khanacademy.org, www.pinterest.com,
www.serc.cerleton.edn
Activity No. 4 Activity:
Prepare suitable charts and give seminar talks in the class.
Reference : Weblink/Youtube/Book

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 Unit - 3
Chapter No. 8 Topics to be covered
Elasticity: Hooke’s law - Stress-strain diagram, elastic moduli-
relation between elastic constants, Poisson’s Ratio-expression for
Poisson’s ratio in terms of elastic constants.
Work done in stretching and work done in twisting a wire-Twisting
couple on a cylinder.
Torsional pendulum-Determination of rigidity modulus and
moment of inertia - q, η and σ by Searle’s method
Text Book : Units/sections to be Referred:
Topics for self
study( If any)
Suggested Activities
Activity No. 5 Activity:
Arrange a steel spring with its top fixed with a rigid support on a
wall and a meter scale along side. Add 100 g load at a time on the
bottom of the hanger in steps. This means that while putting each
100g load, we are increasing the stretching force by 1N. Measure
the extension for loads up to 500g. Plot a graph of extension versus
load. Shape of the graph should be a straight line indicating that the
ratio of load to extension is constant. Go for higher loads and find
out elastic limit of the material.
Reference : Weblink/Youtube/Book
Activity No.6 Activity:
Repeat the above experiment with rubber and other materials and
find out what happens after exceeding elastic limit. Plot and
interpret.
Reference : Weblink/Youtube/Book

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 Unit - 4
Chapter No. 9 Topics to be covered
Surface tension: Definition of surface tension. Surface energy,
relation between surface tension and surface energy, pressure
difference across curved surface example, excess pressure inside
spherical liquid drop, angle of contact.
Text Book : Units/sections to be Referred:
Chapter No. Topics to be covered:
11 Viscosity: Streamline flow, turbulent flow, equation of continuity,
determination of coefficient of viscosity by Poisulle’s method,
Stoke’s method. Problems
Text Book : Units/sections to be Referred:
Topics for self Capillarity determination of surface tension by drop weight
study( If any) method.

Suggested Activities
Activity No.7 Activity:
1. Measure surface tension of water and other common liquids and
compare and learn
i) Why water has high ST? think of reasons.
ii) Check whether ST is a function of temperature?
You can do it by heating the water to different
temperatures and measure ST.
iii) Plot ST versus T and learn how it behaves.
Mix some quantity of kerosene or any oil to water and measure ST.
Check whether ST for the mixture is more or less than pure water.
Think of reasons.
Reference : Weblink/Youtube/Book

Activity No. 8 Activity:

2. Collect a set of different liquids and measure their viscosity.
i) Find out whether sticky or non sticky liquids are most
viscous. Think of reasons.
ii) Mix non sticky liquid to the sticky liquid in
defined quantities and measure viscosity. Find
out viscosity is increasing or decreasing with
increase of non-sticky liquid concentration.
iii) Do the above experiment by mixing sticky liquid to the
non sticky liquid. Find out change in viscosity with
increase of concentration of sticky liquid.
Think why anyone should know viscosity of the liquid.
Reference : Weblink/Youtube/Book

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Text Books
Sl No Title of the Book Authors Name Publisher Year of
Publication
1 Mechanics by, New D. S. Mathur S.Chand & Co. 2000
Eition

2 Mechancis and Relativity Vidwan Singh PHI Learning

by 3rd Edition, Soni, Pvt. Ltd.

3 Mechanics Berkeley Charles Kittel, Tata McGraw- 2007

Physics Course, Vol.1: et.al. Hill

4 Properties of Matter Brijlal &

Subramanyam.

References Books
Sl No Title of the Book Authors Name Publisher Year of
Publication
1 Physics. 9th Edn, Resnick, Wiley 2010
Halliday &
Walter,
2 Physics Halliday and
Resnick,

List of Experiments to be performed in the Laboratory

1. Determination of g using bar pendulum (L versus T and L versus LT2

graphs)
2. Determination of moment of inertia of a Fly Wheel.
3. Determination of rigidity modulus using torsional pendulum
4. Verification of parallel and perpendicular axis theorems.
5. Determine the Young's Modulus of a wire by bar bending method
6. Determination of elastic constants of a wire by Searle’s method
7. Young’s modulus by Koenig’s method
8. Modulus of rigidity (twisting)
9. Viscosity by Stake’s method
10. Radius of capillary tube by mercury pellet method
11. Hook’s law verification
12. Surface tension by drop weight method
13. Critical pressure for stream line flow

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Reference Book for Laboratory Experiments
Sl No Title of the Book Authors Name Publisher Year of
Publication
1 Physics through B.Saraf Vikas Publications 2013
experiments
2 A lab manual of Physics Vikas Publications.
for undergraduate
classes, 1st Edition,
3 BSc Practical Physics CL Arora S.Chand & Co. 2007
Revised Edition

4 An advanced course in D. Chatopadhyay, New Central Book 2002

practical physics. PC Rakshit, Agency Pvt Ltd.
B.Saha

Formative Assessment
Assessment Occasion Marks
End of Unit-1 (Activity) 10
End of Unit-2 (Test) 10
End of Unit-3 (Activity) 10
Total 30

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 Course Content
Semester – II

Course Title: Electricity and Magnetism Course Credits: 4

Total Contact Hours: 53 Duration of ESA: 3 hours
Formative Assessment Marks: Summative Assessment Marks:
Model Syllabus Authors:

Course Outcomes (COs):

At the end of the course the student should be able to:
(Write 3-7 course outcomes. Course outcomes are statements of observable student actions that
serve as evidence of knowledge, skills and values acquired in this course)
1. Demonstrate Gauss law, Coulomb’s law for the electric field, and apply it to systems
of point charges as well as line, surface, and volume distributions of charges.
2. Explain and differentiate the vector (electric fields, Coulomb’s law) and scalar (electric
potential, electric potential energy) formalisms of electrostatics.
3. Apply Gauss’s law of electrostatics to solve a variety of problems.
4. Describe the magnetic field produced by magnetic dipoles and electric currents.
5. Explain Faraday-Lenz and Maxwell laws to articulate the relationship between electric
and magnetic fields.
6. Describe how magnetism is produced and list examples where its effects are observed.
7. Apply Kirchhoff’s rules to analyze AC circuits consisting of parallel and/or series
combinations of voltage sources and resistors and to describe the graphical relationship
of resistance, capacitor and inductor.
8. Apply various network theorems such as Superposition, Thevenin, Norton,
Reciprocity, Maximum Power Transfer, etc. and their applications in electronics,
electrical circuit analysis, and electrical machines.

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

Outcomes (POs)
Course Outcomes (COs) / Program Outcomes (POs) 1 2 3 4 5 6
i. Demonstrate Gauss law, Coulomb’s law for the
electric field, and apply it to systems of point charges x x
as well as line, surface, and volume distributions of
charges.
ii. Explain and differentiate the vector (electric fields,
Coulomb’s law) and scalar (electric potential, electric x
potential energy) formalisms of electrostatics.
iii. Apply Gauss’s law of electrostatics to solve a variety x x x
of problems.

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 iv. Describe the magnetic field produced by magnetic x
dipoles and electric currents.
v. Explain Faraday-Lenz and Maxwell laws to articulate x
the relationship between electric and magnetic fields.
vi. Describe how magnetism is produced and list x x x
examples where its effects are observed.
vii. Apply Kirchhoff’s rules to analyze AC circuits
consisting of parallel and/or series combinations of
voltage sources and resistors and to describe the x x x x
graphical relationship of resistance, capacitor and
inductor.
viii. Apply various network theorems such as
Superposition, Thevenin, Norton, Reciprocity,
Maximum Power Transfer, etc. and their applications x x x x
in electronics, electrical circuit analysis, and
electrical machines.

Course Articulation Matrix relates course outcomes of course with the corresponding program
outcomes whose attainment is attempted in this course. Mark ‘X’ in the intersection cell if a
course outcome addresses a particular program outcome.

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 Content Hrs
Unit - 1
Chapter No. 1 Topicsto be covered/taught/learnt: 3
Electric charge and field
Coulomb’s law, electric field strength, electric field lines, point
charge in an electric field and electric dipole, work done by a
charge (derivation of the expression for potential energy)

Text Book : Units/sections to be Referred:

Chapter No. 2 Topics to be Covered 3
Gauss’s law and its applications (electric fields of a (i)
spherical charge distribution, (ii) line charge and (iii)an
infinite flat sheet of charge).

Text Book : Units/sections to be Referred:

Chapter No. 3 Topics to be Covered 7
Electric potential, line integral, gradient of a scalar function,
relation between field and potential. Potential due to point
charge and distribution of charges (Examples: potential
associated with a spherical charge distribution, infinite line
charge distribution, infinite plane sheet of charges). Constant
potential surfaces, Potential due to a dipole and electric
quadrupole.
Text Book : Units/sections to be Referred:
Topics for self
study( If any)
Suggested Activities
Activity No. 1 Activity:
1. Learn the difference between and DC and AC
electricity and their characteristics.
Voltage and line frequency standards in different
countries.
2. A small project report on production of electricity as a
source of energy: Different methods

Reference : Weblink/Youtube/Book
Activity No. 2 Activity:
1. Learn to use a multimeter (analog and digital) to
measure voltage, current and resistance. Continuity
testing of a wire.

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 2. Learn about household electrical connection terminals:
Live, neutral and ground and voltage between the
terminals. Role of earthing and safety measures

Reference : Weblink/Youtube/Book
Unit - 2
Chapter No. 4. Topics to be covered 6
Conductors in electrostatic field
Conductors and insulators, conductors in electric field.
Capacitance and capacitors, calculating capacitance in a
parallel plate capacitor, parallel plate capacitor with dielectric,
dielectrics: an atomic view. Energy stored in a capacitor,
Dielectric and Guass’s law.
Text Book : Units/sections to be Referred:
Chapter No. 5. Topics to be covered 7
Electric currents and current density. Electrical conductivity
and Ohm’s law. Physics of electrical conduction, conduction
in metals and semiconductors, circuits and circuit elements:
Variable currents in capacitor circuits, Resistor, inductor and
capacitor and their combination. force on a moving charge.
Text Book : Units/sections to be Referred:
Topics for self Currents and voltage in combination of R, L and C circuits
study( If any)
Suggested Activities
Activity No. 3 Activity:
1. Learn about electrical appliances which work with AC
and DC electricity
2. Learn about types of resistors and their colour codes
and types of capacitors(electrolytic and non-
electrolytic)

Reference : Weblink/Youtube/Book
Activity No. 4 Activity:
1. Learn about power transmission: 3-phase electricity,
voltage and phase
2. Visit a nearby electrical power station. Interact with
line men, Electrical engineers and managers. Discuss
about power loss in transmission. How to reduce it?
3. Prepare a small project report on street lighting and
types of electrical bulbs.

Reference : Weblink/Youtube/Book
Unit - 3

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 Chapter No.6 Topics to be covered 7
Magnetism
Definition of magnetic field, Ampere’s law and Biot-Savart
law (magnetic force and magnetic flux), Magnetic force on a
current carrying conductor, Hall effect.
Electromagnetic induction, conducting rod moving in a
magnetic field, law of induction and mutual inductance, self
inductance and energy stored in a magnetic field.
Text Book : Units/sections to be Referred:
Chapter No. 7 Topics to be covered 6
Alternating current circuits: Resonant circuit, alternating
current, quality factor, RL, RC, LC, LCR circuits, admittance
and impedance, power and energy in AC circuits.
Text Book : Units/sections to be Referred:
Topics for self Hall Effect
study( If any)
Suggested Activities
Activity No. 5 Activity:
1. Prepare a small project report on street lighting and
types of electrical bulbs.
2. Learn the measurement of electric current using
tangent galvanometer.

Reference : Weblink/Youtube/Book
Activity No.6 Activity: Build a small coil with insulated copper wire.
Connect an ammeter micro/milli ammeter. Verify magnetic
induction using a powerful bar magnet.
Reference : Weblink/Youtube/Book
Unit - 4
Chapter No. 8 Topics to be covered 8
Electromagnetic waves
Equation of continuity, Maxwell’s equations, displacement
current, electromagnetic wave, energy transported by
electromagnetic waves. Electromagnetic waves in different
frames of reference, Field of a current loop, magnetic moment,
Electric current in atoms, electron spin and magnetic moment,
magnetization and magnetic susceptibility.
Text Book : Units/sections to be Referred:
Chapter No. 9 Topics to be covered: 5
Types of magnetic materials: diamagnetic, paramagnetic and
ferromagnetic materials. B-H hysteresis curves.

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 Text Book : Units/sections to be Referred:
Chapter No. 12 Topics to be covered:
Text Book : Units/sections to be Referred:
Topics for self B-H curves and its characteristics
study( If any) Ferrites

Suggested Activities
Activity No.7 Activity:
1. Prepare a small project report on production of
magnetic field: Permanent magnets, electromagnets
and superconducting magnets.
2. Learn the principle of working of a Gauss meter to
measure magnetic field

Reference : Weblink/Youtube/Book

Activity No. 8 Activity:

1. Model the earth’s magnetic field with a diagram.
Explain the effect of tilt of the earth’s axis and reasons
for the change in the tilt of the earth’s axis over
thousands of years.

Reference : Weblink/Youtube/Book

References Books
Sl No Title of the Book Authors Name Publisher Year of
Publication
1 Physics-Part-II, David Halliday Wiley Eastern 2001
and Robert Limited
Resnick

2 Berkeley Physics Edward M Tata Mc Graw- 2008

Course, Vol-2, Purcell Hill Publishing
Electricity and Company Ltd,
Magnetism, Special New Delhi
Edition

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List of Experiments to be performed in the Laboratory
1. Experiments on tracing of electric and magnetic flux lines for standard
configuration
2. Variation of electrical conductivity with temperature in
(i) Metals
(ii) Semiconductors
3. Experiments using Ballistic galvanometer –
(i) Determination of components of earth’s magnetic field
(ii) Determination of capacitance of a condenser
(iii) Determination of high resistance by leakage
4. Experiments on AC circuits
(i) Charging and discharging of a capacitor(energy dissipated during
charging and time constant measurements
(ii) Series and parallel resonance circuits (LCR circuits)
(iii) Impedance of series RC circuits- determination of frequency of AC
(iv) Determination of self inductance of a coil

Formative Assessment
Assessment Occasion Marks
End of Unit-1 (Activity) 10
End of Unit-2 (Test) 10
End of Unit-3 (Activity) 10
Total 30

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Some Examples of Activity Based Pedagogy:

Conducting activity based teaching-leaning experience for students empower students with
several graduate attributes by addressing several Outcomes at different levels of the Cognitive
Blooms Taxanomy of Learning: like Clarity of Concept, ability to apply knowledge, evaluate
and analyse the results, while they are also learn through the Affective and Psycho-motor
domains of Learning through self-learning, group dynamics and team work, communication
and presentation skills, ethics, life-long learning, etc. These experiments must be ones that do
not involve sophisticated instrumentation and should be able to be performed outside
laboratories.

Example 1: Elastic Properties of Solids:

The most important concept of studying elastic properties of solids is the Hooke’s Law, which
defines the stress-strain relationship.

Class 1: Defining problems, forming groups and giving instructions:

 The students should be made into forced groups of 6 to 8 members, depending on the
class strength, consisting of diverse kinds of students in cognition, cultural, sex,
behaviour, etc.

 Different materials of varying elastic properties should be given to each group, and
should be asked to plot a graph of stress-strain of these materials in 8-10 days.

 Give clear instructions and clarify doubts, but not giving the procedure for the
experiments. Students should discuss among themselves and consult books and internet
to identify the procedure to obtain the Stress-strain graph. They should use only house-
hold items or other commonly available tools to perform all the experiments.
Class 2: Presentation and discussion by students (max 8-10 mins each)

 Each group will be asked to make a presentation of 2 power point slides, where the first
one explains the process they went through to arrive at the results and the second one
shows their measured graph and an ideal text book plots. This slide should also contain
two or three explanations of why both the plots differ.
 The student who will make the presentation on behalf of the group will be randomly
selected just before the presentations. This will ensure that all group members will be
mutually train each other for the presentation.
 The teacher should give equal marks to each member of a group depending on the
methods adopted and clarity of concepts and results obtained and ability to analyse.
The following Program Outcomes will be attained by the students in such an activity based
learning:
P.O. 1 : Discipline Knowledge: Knowledge of science and ability to apply to relevant
areas.
P.O. 3 : Modern tool usage: Use a modern scientific, engineering and IT tool or
technique for solving problems in the areas of their discipline.

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 P.O. 5 : Individual and teamwork: Work effectively as an individual as a team member
in a multidisciplinary team.
P.O. 6 : Communication: Communicate effectively with the stake holders, and give and
receive clear instructions.

Example 2: Periodic and Non-Periodic Motions

Most important aspect of understanding this topic is to distinguish them with the amplitude
versus distance and amplitude versus time plots.

Class 1: Defining problems and giving instructions

 Each student will be asked to list as many observations as possible, under the two types
of motion as they observe in the external world (home, market, college, etc) in 8-10
days.

 The student will be asked to identify any one motion in each of the lists and plot graphs
of amplitude versus distance and amplitude versus time for each of them in the 8-10
days.
Class 2: Peer evaluation by students and defending self

 Each student is asked to submit the lists of periodic and non-periodic motions observed
in everyday life.

 Each student is also asked to submit the amplitude versus distance and amplitude versus
time of one periodic motion and one non-periodic motion of his/her choice among
his/her list.

 The submissions are randomly distributed among other students. Teacher now
discusses the two types of motions in the lists of students and shows how the graphs
will ideally look like.
 Now students are asked to evaluate and mark the submissions of other students they
have with them and then the marked papers are returned to the respective students.
 Each student should be given an opportunity to question the marks he has got and each
student who has given the marks should be able to defend his choice or marks.

 While observing the lists, marks obtained and the plots made, the teacher can assign
marks to each student.

The following Program Outcomes will be attained by the students in such an activity based
learning:
P.O. 1. Discipline Knowledge: Knowledge of science and ability to apply to relevant
areas.
P.O. 4. Ethics: Apply the professional ethics and norms in respective discipline.
P.O. 6. Communication: Communicate effectively with the stake holders, and give and
receive clear instructions.

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Recommendations:
 Since studying Physics (choosing Physics as Discipline A) well inevitably involves
having sufficient knowledge of Mathematics and Chemistry, the student should be able
to choose these subjects either as Discipline B or as an Open Elective.

 Since the list of Open Electives that will be offered by the Physics departments being
applied in nature and will be useful for Physics graduates, they should also be accessible
for the students to choose (if their content is not covered in the syllabus of Physics as
Discipline A).

 Some Open Electives should be multi-disciplinary and should be designed by 2 to 3

separate faculty (eg. Nanoscience and Nanotechnology)

 The SECs should be treated as ‘Non-credit compulsory Courses’, due the nature of the
courses and to reduce the Credit load on students.

 Research should start in the VII semester itself, since it is difficult to do a meaningful
project in only the 8th semester. This is especially important since NEP provides an
opportunity for students to directly go for a Ph D program after the 4 year Honours
program.

 Since the NEP suggests 70:30 ratio for summative and formative assessments, the
syllabus for the core discipline must be proportionately reduced and the 30% internal
assessment can be made for the following:
 One 10% mid-semester test
 Two 10% each Activity based tasks

 The Question Paper patterns should be left to the prerogative of the respective
University to design as per their convenience.

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