(Semester-I)

Course Title: Functional English

Course Code: ENGL1114
Credit Hours: 3(3+0)

Specific Objectives of the Course: To enhance language skills and develop critical thinking, To
enable students to use English language for various functions

Course Outline: Identifying main idea from long extracts / speeches, Making requests and
asking questions to receive specific information in different contexts, Understanding
organizational clues in shorter texts, Use basic punctuation in appropriate way, Compare and
contrast shorter texts, Identifying inferred and implicit meaning in a text, Use of phrasal verbs
and idioms, Using correct grammar (e.g. subject-verb agreement, coherence and cohesion),
Writing applications for leave, job etc. Writing official letters, letters to newspapers, Writing
reports, emails, Reading and writing book reviews, resume writing

Recommended Readings:

 Ellen, K (2002).Maximize Your Presentation Skills: How to Speak, Look and Act on Your
Way to the Top (Latest Edition).
 Fisher, A (2001).Critical Thinking. CUP. (Latest Edition).
 Mandel, S (2000). Effective Presentation Skills: A Practical Guide Better Speaking
Communication for Business Success (Canadian Edition v.1.0)
 Wren, P.C., Martin, H., & Rao, N.P (2000) High School English Grammar and
Composition, S Chand& Company. (Latest Edition).

12
‫‪Course Code:‬‬ ‫‪ISLA1111‬‬ ‫اصنب‪:‬وکڈ ‪:‬اِالس‪:‬ایمت‪1111:‬‬
‫‪Course Title:‬‬ ‫‪Islamic Studies‬‬ ‫ونعام‪:‬اصنب‪::‬اِالسایمت‬
‫‪Credit Hours:‬‬ ‫)‪2 (2+0‬‬ ‫رکڈیٹ‪ٓ:‬اهرز‪2)2+0(:‬‬
‫‪Pre-Requisite:‬‬ ‫‪Nil‬‬ ‫رشاطئ‪::‬وکیئ‪:‬ںیہن‬
‫اصنب‪:‬ےک‪:‬وصخمص‪::‬اقمدص‪:‬‬
‫ِ ب‬
‫اطل‪:‬ملع‪:‬وک‪:‬االسل‪:‬یک‪:‬اینبدی‪:‬امیلعتت‪:‬ےس‪:‬رهانشس‪:‬رکهاان‪،‬اِالسیم‪:‬امیلعتت‪:‬اهراِالسیم‪:‬ذہتبی‪:‬ےس‪:‬قلعتم‪:‬ام‪:‬یک‪:‬میہفت‪:‬وک‪:‬ڑباھان‪،‬ابعدات‪:‬اهر‪::‬رهزرمہ‪:‬‬
‫زدنیگ‪:‬ےک‪:‬اعمالمت‪:‬یک‪:‬اِالصح‪،‬اینبدی‪:‬اقعدئوک‪:‬ےنھجمس‪:‬اهر‪:‬اینپ‪:‬زدنیگ‪:‬االسیم‪:‬دقرهں‪:‬ےک‪:‬اطمقب‪:‬زگارےن‪:‬ےک‪:‬وحاہل‪:‬ےس‪:‬اطبلِ‪:‬ملع‪:‬یک‪:‬الصوتیحں‪:‬وک‪:‬ڑباھان۔‬
‫اصنب‪:‬ےک‪:‬دنمراجت‬
‫رقٓااینت‪:‬‬
‫رقٓام‪:‬امتل‪:‬ینب‪:‬ونع‪:‬اِاسنم‪:‬ےک‪:‬ےئل‪:‬اعریگمل‪:‬دوتسر‪:‬ےہ۔افِحتظِ‪:‬رقٓام‪،‬عمج‪:‬ه‪:‬دتهنیِ‪:‬رقٓام‪ٓ،‬اایت‪:‬وسرہ‪:‬رقبہ(‪286‬۔‪ :،)284‬ا‬
‫‪ٓ:‬ايت‪:‬وسرن‪:‬‬
‫رجحات(‪18‬۔‪ٓ:،)1‬اایت‪:‬وسرن‪:‬رفاقم(‪77‬۔‪)63‬‬
‫اطمہعل‪:‬دحثی‪:‬‬
‫رقٓام‪:‬یک‪:‬میہفت‪:‬ںیم‪:‬دحثی‪:‬یک‪:‬اتیمہ‪،‬دتهنیِ‪:‬دحثی‪،‬افحتظِ‪:‬دحثی‪:،‬دحثی‪:‬یک‪:‬ااسقل‪:،‬ارنیعب‪:‬ونهی‪(:‬دحثی‪20‬۔‪)1‬‬
‫اِامیاینت‪:‬اهر‪:‬اقعدئ‪:‬‬
‫اقعدئِاِالسل‪:،‬اراکِم‪:‬اِالسل‪:‬اهر‪:‬ام‪:‬اک‪:‬ہفسلف‬
‫اِالسل‪:‬اک‪:‬اعمیش‪:‬اظنل‪:‬‬
‫اِالسل‪:‬ںیم‪:‬زٰوکۃ‪:‬یک‪:‬اتیمہ‪:،‬دصہق‪:‬ه‪:‬ریخات‪:‬یک‪:‬رعتفی‪:،‬اِالسل‪:‬ںیم‪:‬بسکِ‪:‬الحك‪:‬یک‪:‬اتیمہ‪:‬وسرہ‪:‬رقبہ‪:‬یک‪ٓ:‬اایت(‪)188،168‬اهر‪:‬‬
‫ارنیعب‪:‬ونهی‪(:‬دحثی‪:)10،6::‬یک‪:‬رهینش‪:‬ںیم‪،‬اِالسل‪:‬ںیم‪:‬وسدرحال‪:‬اهر‪:‬ریغ‪:‬اقونین‪:‬ےہ۔‪:‬اِالسیم‪:‬اعمرشہ‪:‬ںیم‪:‬وسد‪:‬یک‪:‬رهک‪:‬اھتل‪:‬اهر‪:‬ادسناد‪:‬یک‪:‬رضهرت۔‬
‫اِالسیم‪:‬رطزِ‪:‬زدنیگ‪:‬‬
‫ت‬ ‫ت‬
‫اسدیگ‪:،‬تعیشاات‪:‬ےس‪:‬ارتحاز‪،‬امسجین‪:‬ه‪:‬رهاحین‪:‬اپزیکیگ‪،‬لمحت‪:‬ه‪:‬ربداتش‪:،‬املسمونں‪:‬اهر‪:‬ریغوملسمں‪:‬ںیم‪:‬وفع‪:‬ه‪:‬درزگر‪:‬اهر‪:‬ربص‪(:‬وسرہ‪:‬ارعاف‪ٓ:‬اي‪:،19:‬وسرن‪:‬‬
‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬
‫اوبكنعلت‪ٓ:‬اي‪،46‬وسرن‪:‬ازمللم‪ٓ:‬اي‪،10‬االاعنل‪ٓ:‬اي‪،108‬وسرن‪ٓ:‬اك‪:‬رمعٓام‪67:‬۔‪:،64‬وسرن‪:‬ااملدئن‪ٓ:‬اي‪:8‬اهر‪:‬وسرن‪:‬ااكلرفهم۔‬
‫ااسنین‪:‬وقحق‪:‬‬
‫ت‬
‫ن‬
‫‪:‬دیمام‪:‬گنج‪:‬‬
‫ِ‬ ‫یبن‪:‬ارکلﷺاک‪ٓ:‬ارخی‪:‬ہبطخ(ۃجح‪:‬اولداع)‪،‬املسمم‪:‬یک‪:‬زدنیگ‪:‬یک‪:‬رحتم‪،‬اوتیلقں‪:‬ےک‪:‬وقحق‪:‬یک‪:‬امضتن‪(،‬وسرہ‪:‬ارسا‪،70:‬وسرن‪:‬ال‪،)4:‬‬
‫‪:‬وتقمنیل‪،‬زویمخں‪،‬اهردیمام‪:‬گنج‪:‬ےک‪:‬االخایقت‪:‬ےس‪:‬قلعتم‪:‬یبن‪:‬ارکلﷺاهر‪:‬ےلہپ‪:‬ہفیلخ‪:‬رضحت‪:‬اوب‪:‬رکب‪:‬ریض‪:‬اہلل‪:‬ہنع‪:‬یک‪::‬وقیل‪:‬ه‪:‬یلمع‪:‬دہاایت‪،‬الحك‪:‬‬
‫ِ‬ ‫ےک‬
‫اجونرهں‪:‬ےک‪:‬ذحب‪:‬یک‪:‬اایتحیط‪:‬دتاریبارنیعب‪:‬ونهی‪:‬دحثی‪:،17:‬اجونرهں‪:‬ےک‪:‬اسھت‪:‬اظاملہن‪:‬ولسک‪:‬یک‪:‬اممتعن‪:،‬اِالسل‪:‬ام‪:‬ےک‪:‬وقحق‪:‬اک‪:‬احمظف‪:‬‬
‫ےہ‪،‬االسل۔۔۔‪:‬انم‪:‬ه‪ٓ:‬ایتش‪:‬اک‪:‬ذمبہ۔‬
‫ربِریغص‪:‬ںیم‪:‬وصایفےئ‪:‬اِالسل‪:‬‬
‫‪13‬‬
 ‫معل ن‬
‫رضحت‪:‬یلع‪:‬وجہرییؒ ‪،‬رضحت‪:‬نیعم‪:‬ادلنی‪:‬یتشچؒ‪،‬رضحت‪:‬رفدی‪:‬ادلنی‪:‬وعسم ؒد‪،‬رضحت‪:‬دجمد‪:‬افل‪:‬اثینؒ‪،‬وصایفء‪:‬وطبر‪:‬یلمع‪:‬املسمم‪:،‬وصایفء‪:‬وطبر‪ :‬مین‪:‬ه‪:‬‬
‫نیغلبمِ‪:‬اِالسل‪،‬اِالسل‪:‬ےک‪:‬امندنئاگم‪:‬ےک‪:‬وطر‪:‬رپ‪:‬وصایفء‪:‬اک‪:‬رکدار۔‬
‫وجمزہ‪:‬بتک‪:‬‬
‫‪1‬۔دیمح‪:‬اہلل‪،‬دمحم‪:،‬اِالسل‪:‬اک‪:‬ولطع‪(،‬ارمیسنج‪ٓ:‬اف‪:‬اِالسل)‪ٓ:،‬ایئ‪ٓ:‬ار‪ٓ:‬ایئ‪:،‬اِالسل‪ٓ:‬اابد۔‬
‫‪2‬۔دیمح‪:‬اہلل‪،‬دمحم‪:،‬اِالسل‪:‬کا‪:‬ےه؟‪(،‬ارٹنهڈنشک‪:‬وٹاِالسل)۔‬
‫‪3‬۔‪:‬ومدهدی‪:،‬اوب‪:‬االیلع‪،‬دیس‪،‬امیہفتت‪،‬ادارہ‪:‬ریمعتِ‪:‬اِاسنتین‪،‬اردهابزار‪:‬الوہر‪:‬‬
‫‪4‬۔‪:‬اِالصیح‪:‬انیم‪:‬انسح‪:،‬زتہیک‪:‬سفن‪،‬ادارہ‪:‬ریمعتِ‪:‬اِاسنتین‪،‬اردهابزار‪:‬الوہر‬
‫‪5‬۔‪:‬ہفیلخ‪:‬دبع‪:‬امیکحل‪:،‬االسیم‪:‬رظنہی‪:‬ایحت‪(:،‬اِالسیم‪ٓ:‬اڈیئایولیج)‪،‬ادارہ‪:‬اقثتفِ‪:‬اِالسہیم‪،‬الوہر‬
‫م گپ ل‪:‬ل‪،‬زنشیکیل‪،‬الوہر‬
‫‪6‬۔‪::‬اینزی‪:،‬ایلع تق‪:‬یلع‪،:‬نم‪،‬االسیم‪:‬رظنہی‪:‬ایحت‪: ،‬‬
‫‪7‬۔دمحم‪:‬ایضء‪:‬اقحل‪:،‬ارٹنهڈنشک‪:‬وٹ‪:‬ارشلہعی‪:‬االالسہیم‪،‬العہم‪:‬اابقك‪:‬اهنپ‪:‬ویوینریٹس‪:،‬اِالسل‪ٓ:‬اابد‬
‫‪8‬۔‪:‬یلبش‪:‬امعنین‪:،‬ریسۃ‪:‬ایبنلﷺ‬
‫‪9‬۔‪:‬یفص‪:‬احر نٰم‪:‬رابرروپری‪،‬احر قی‪:‬اموتخمل‪،‬ادارہ‪:‬دارامالسل‪:،‬الوہر‬
‫‪10‬۔‪:‬ومدهدی‪:،‬اوب‪:‬االیلع‪،‬دیس‪،‬وسد‪،‬ادارہ‪:‬اِالسپ ‪:‬ل‪،‬زنشیکیل‪:،‬الوہر‬
‫‪11‬۔‪:‬دیعسی‪:،‬الغل‪:‬روسك‪:،‬ایبتم‪:‬ارقلٓام‪،‬ایضء‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪:‬وخم‪:‬ملسم‪:‬یک‪:‬رحتم‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪12‬۔اطرہ‪:‬ااقلدری‪ِ ،‬‬
‫‪:‬اثیمق‪:‬دمہنی‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪13‬۔‪:‬اطرہ‪:‬ااقلدری‪ِ ،‬‬
‫‪14‬۔اطرہ‪:‬ااقلدری‪:،‬ملسم‪:‬رایتس‪:‬ںیم‪:‬ریغوملسمں‪:‬یک‪:‬افحتظ‪،‬اہنمج‪:‬ارقلٓام‪:‬رشلبپ‪:،‬الوہر‬
‫‪15‬۔‪:‬ومحمد‪:‬ااحطلم‪:،‬االطصاحت‪:‬ادحلثی‪،‬ادارہ‪:‬اِالسپ ‪:‬ل‪،‬زنشیکیل‪:،‬الوہر‬
‫‪16‬۔الغل‪:‬روسك‪:‬دیعسی‪:،‬ذترکۃ‪:‬ادحملنیث‪،‬ہبتکم‪:‬رفدی‪:‬کب‪:‬اٹسك‪:،‬الوہر‬
‫‪17‬۔‪:‬دبع‪:‬ادمصل‪:‬ااصلرل‪:،‬االزرہی‪،‬اترخی‪:‬افحتظِ‪:‬دحثی‪،‬ہبتکم‪:‬نیعم‪:‬االدب‪،‬الوہر‬
‫‪18‬۔‪:‬الیگین‪،:‬ادعس‪:‬یلع‪:،‬اِاقنبلِ‪:‬وبنیﷺ یک‪:‬تمکح‪:‬ه‪:‬دخه‪،‬نك‪،‬ادارہ‪:‬اِالسپ ‪:‬ل‪،‬زنشیکیل‪:،‬الوہر‬
‫لم‬
‫‪19‬۔یلع‪:‬وجہریی‪:،‬فشک‪:‬ا حجبوب‬
‫‪:‬اعمرف‪:‬اِالسہیم‪:،‬اجیپب‪:‬ویوینریٹس‪:،‬الوہر‬
‫ِ‬ ‫‪20‬۔‪:‬وصایفء‪:‬ےک‪:‬احالت‪:،‬اِاسنولکیئڈیپای‪:‬ارده‪:‬دارئہ‬

‫‪14‬‬
 Course Title: Ethics
Course Code: HUMN1111
Credit Hours: 2(2+0)

Course Objectives:
 This course will serve as an introduction to religious ethics in general and to personal
ethics in particular.
 You will consider the positions of historical thinkers as well as contemporary
philosophers.
 You will gain understanding of specific topics in character building.
Topics
1. What is Ethics?
2. Religious Ethics: A Comparative Study
3. Ethical Values
i. Hinduism
ii. Budhism
iii. Zoroasterianism
iv. Judaism
v. Christianity and Islam
4. Ethics: Philosophical Perspective
i. Ram Chander Ji
ii. Mahatma Gandhi
iii. Siddharta
iv. Amanual Kant
v. Saint Paul
vi. Flourence Nightingale
vii. Aurbindu Ghoos
viii. Imam Ghazali
5. Mannerism
i. Good Manners
ii. Bad Manners
6. Ethics: Social Perspective
i. Role of Family
ii. Role of Community
iii. Role of Educational Institutions

15
7. Defence Mechanism
i. Conscience
a. Sin
b. Self Ego
ii. Law
a. Crime
iii. Character Building
8. Prejudice
9. Regionalism
10. Provincialism

Suggested Books
 Ethical Theory: An Anthology 5 th ed. Russ Shafer -Landau. Wiley-Blackwell. 2013
 The Fundamentals of Ethics 2nd ed. Russ Shafer-Landau. Oxford University Press.
2011.

Note: In addition to the above, any other text or book referred by Instructor can also be included.

16
Course Title: Foundations of Education
Course Code: EDUC3111
Credit Hours: 3(3+0)

 Course Description
 This course enables the students to describe the elements and process of education. The
students will be able to comprehend education in philosophical, psychological,
sociological, and economic perspectives. The course will also enable them to discuss the
views of educational thinkers. It will help students to discuss the educational initiatives
from 2002 to date.
 Course objectives
 After completion of this course, the students will be able to:
 • understand and analyze the elements and the process of education
 • comprehend the process of education in philosophical, psychological,
sociological, and economical perspectives
 • discuss the philosophical thoughts of educational thinkers
 • discuss the significant educational initiatives from 2002 to date
 Course Contents
 1 Concept, Types and Process of Education
 1.1 Concept of Education – Meaning, Scope and Importance
 1.2 Modes of Education – Informal, Formal and Non-formal
 1.3 Elements of the Process of Education
 1.3.1 Aims and objectives
 1.3.2 Curriculum
 1.3.3 Pedagogy
 1.3.4 Evaluation
 2 Philosophical Perspective of Education
 2.1 What is philosophy? Explaining Educational Philosophy
 2.2 Branches of Philosophy
 2.2.1 Ontology
 2.2.2 Epistemology
 2.3.1 Axiology
17
 2.3. Styles of Philosophy
 3 Educational Philosophies (Assumptions, curriculum, role of teacher and student,
classroom management, and evaluation)
 3.1 Perennialism
 3.2 Progressivism
 3.3 Essentialism
 3.4 Social Reconstructionism
 4 Psychological Perspective
 4.1 Educational Psychology: Concept and meaning
 4.2 Role of Psychology in Learning
 4.3 Role of Psychology in Teaching
 5 Socio-economic Perspective
 5.1 Educational Sociology: Concept and meaning
 5.2 Sociological Roles in Education (conservative, critical and creative)
 5.3 Social functions of Education
 5.4 Education as investment
 5.5 Education and economic development
 6. Historical Perspective
 6.1 Education in Primitive Societies
 6.2 Pioneers in Education
 6.3 Historical of Muslim Education
 6.4 Development of Education in British Period
 6.5 Educational movements in history
 7. Significant Educational Policies and Initiatives
 7.1 National Educational Policies
 7.2 Education Sector Reform
 7.3 Current education status
 7.4 Vision 2025
 Teaching and Learning Strategies
 In general, collaborative, and interactive approaches. Discussion/assignments/

18
 presentations, projects using “learner-centered” methods.
 “Reflective Journals” on each session
 Maintaining course portfolios.
 Suggested Readings
 Ahmed, K. (1972). Principles of Islamic Education. Lahore: Islamic Publications Ltd.
Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.
 Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York: Sage
Publications. Gutek, G. L. (2004). Philosophical and Ideological Voices in Education.
Boston: Pearson.
 Government of Pakistan, Ministry of Education (2002). Education Sector Reforms Action
Plan. Islamabad
 Government of Pakistan. (2009). National education policy 2009. Islamabad. Mangal,
 S.K. (2012). Advanced Educational Psychology. PHI learning: New Delhi
 Ornstein, A.C and Levine, D.U (1995). An Introduction to the Foundations of Education.
Boston:
 Houghton Mifflin Company.
 Semel, S. F. (2010). Foundations of education: The essential texts. USA: Routledge

19
Course Title: Introduction to Information Technology
Course Code: COMP1111
Credit Hours: 3(3+0)
Credit Hours: 3
Specific objectives of course:
The main objectives of this course are to:

 Understand the fundamentals of Information Technology

 Learn about upcoming technologies in different disciplines
 Understand word processing, spreadsheet, databases and presentation softwares.
 Get the knowledge about networking and internet.
 Get the knowledge about computer risks and safety, system failure and backup.
Course Outline:
Computers and Networks: Introduction to Computers, History of Computers, Classification of
Computers, Advantages and Disadvantages of using Computers, Network types, LAN, MAN and WAN,
Internet, email, World-Wide Web, E-Commerce, Video Conferencing, Computer-based Training,
Distance learning
Computer Hardware: System unit, Central Processing Unit (CPU), Memory, Storage, Input Devices,
Output Devices and Communication Devices.
Computer Software: System Software, Application Software which includes Microsoft Word, Excel,
Access, PowerPoint, Outlook.
Number System: Binary, Decimal, Octal, hexadecimal, Conversion
Computer Security, Safety, Ethics and Privacy: Computer Security Risks, Cyber Crimes, Ethics and
Society
Discipline related Software: Discipline related software of each department for instance (InPage,
CorelDRAW, WinText etc.)
Recommended Books:
 Intro to Computers, Peter Norton, latest edition.
 Discovering Computers Complete, latest edition. Shelly Cashman series.
 Exploring Computers Complete latest edition by Floyd Fuller, Brian Larson.
 Steve Lambert and M Dow Lambert, Microsoft® Office Access(TM) Step by Step
(Step By Step (Microsoft)), 2007.

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  Computer Fundamentals by P.K. Sinha 6th Edition
 Computer Science: An Overview (11th Edition) By J. Glenn Brookshear
 Microsoft Office 2010: Ultimate Tips and Tricks by Matt Smith.
Note: in addition to the above, any other text or book referred by Instructor may also be
included.
*********

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 Course Title: Mechanics-I
Course Code: PHYS1111
Credit Hours: 4 (3+1)

Objectives:
The main objectives of this course are;

 To understand the different motions of objects on a macroscopic scale

 To develop simple mathematical formalisms to analyze such motions.

Course Outline:
Vectors: Vectors and scalars, components of vectors, addition of vectors, vector multiplication.
Particle dynamics: Effect of frictional and drag forces on motion, Frame of Reference (inertial and non-
inertial), non-inertial frames and pseudo forces.
Kinetic Energy and Work: Work-energy theorem, conservative and non-conservative forces.
Center of Mass and Linear Momentum: center of mass, Newton’s second law for a system of particles,
linear momentum, two particle and many-particle systems, center of mass of solid objects, momentum
changes in a system of variable mass. Collisions in the center-of-mass reference frame.
Gravitation: Newton’s law of gravitation, gravitational effect of a spherical mass distribution, Kepler’s
laws of planetary motion.

List of Experiments:

 The Harmonic Oscillation of Helical springs-parallel and series connection of spring

 Measuring moments of inertia of different bodies; disc, hollow and solid cylinders.

 Radius of gyration.

 Value of g using compound pendulum

 Determine the Surface tension of water by capillary rise method.

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Recommended Books:
 M. W. Zemansky, Richard H. Dittman, (2011), Heat and Thermodynamics, 8th Edition,
McGrawHill
 Resinck, Halliday & Walker (2008), Fundamental of Physics, 8th Edition New York: John Wiley and
Sons.
 Resinck, Halliday & Krane (2002). Physics Vol. I & II, 5th Edition. New York: John Wiley and Sons.
 Hallidey, Resinck & Krane (2010). Fundamental of Physics, 9th Edition. New York: John Wiley and
Sons.

 Sears, Zemansky & Young (2000), University Physics, 8th Edition. USA: Addison-Wesley, Reading
(MA).

 Alonso & Finn. (1999) Physics. USA: Addison-Wesley, Reading (MA).

 Raymond A. Serway, John W. Jewett Physics for Scientists and Engineers, 9th Edition.

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Course Title: Calculus-I
Course Code: MATH1111
Credit Hours: 3(3+0)

Objectives:
The main objectives of this course are to:
 Introduce and apply the ( )-definition of limit for single variable functions.
 Derive basic rules for evaluating limits.
 Use the definition and rules for evaluating limits to discuss the continuity, characteristics,
and differentiation of single variable functions.
 Discuss differentiation rules, important theorems in differential calculus, and extreme
value problems of single variable functions.
 Use derivatives to analyze and graph algebraic and transcendental functions.

Course Outlines:

Preliminaries: Intervals, Inequalities, Functions, Graphs of Functions, Lines, Circles,

Parabolas, Shifting and Scaling of Graphs.
Limits and Continuity: The ( )-definition with examples, Derivation of basic limit rules,
Evaluation of limits using the limit laws, One-Sided limits, Limits at infinity, infinite Limits and
vertical Asymptotes, Continuity, Types of discontinuities, Continuous functions.
Differentiation: Secant and Tangent Lines, Rates of Change, Derivatives, Physical and
Geometric Interpretation of Derivatives, Differentiable Functions, Techniques of Differentiation,
Chain Rule, Implicit Differentiation, Linearization, Differentials
Applications of Derivatives: Extreme Values of Functions, Monotonic Functions and the First
Derivative Test, Concavity, Rolle’s Theorem, The Mean-Value Theorem, Curve Sketching:
Graphs of Polynomials and Rational Functions, Applied Optimization Problems, Indeterminate
Forms and l’Hôspital’s Rule
Derivatives of Transcendental Functions: Logarithmic and Exponential Functions,
Derivatives of Logarithmic and Exponential Functions, Graphs Involving Logarithmic and
Exponential Functions, Inverse Functions, Derivatives of Hyperbolic and Inverse Hyperbolic
Functions, Derivatives of Inverse Trigonometric Functions.

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Recommended Books:
 Anton, H. (2012). Calculus. John Wiley and Sons.
 Stewart, J. (2002). Calculus, fifth edition, published by Brooks/Cole
 Thomas, G.B. and Finney, R.L. (1996) Calculus and Analytic Geometry
 Swokowski, E. W. (1979) Calculus with Analytic Geometry

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