TLM Preparation Guide

Teaching-Learning Materials · Topic 1 · AyUG-RB · II BAMS (NCISM)

Note: The topic, learning objectives, and T-L method codes below (L&GD, L_VC, L&PPT, SDL, etc.) are taken directly from your syllabus (Tables 2 & 3). The specific TLM suggestions and "how to run it" steps under each objective are practical recommendations built to match the curriculum's assigned method and content; they aren't literal text from the PDF. Where your document itself describes a ready-made activity (its "Activity" section, pages 68–73), it's marked separately as an Official activity from your curriculum.
🔤 What do EDU, SDL, GBL, REC (and other method codes) mean? — click to expand full glossary
LLecture
Straightforward verbal teaching — you explain the concept to the whole class.
How to run it: Structure it in 3 parts — a 2-minute hook/question, the main explanation with board work or diagrams, and a 5-minute recap where students repeat key points back to you.
L&GDLecture & Group Discussion
A short lecture followed by small-group discussion on a guiding question.
How to run it: Lecture for 15–20 min, then split the class into groups of 4–5, give each group one specific question tied to what you just taught, give them 8–10 min to discuss, then have one student per group report back.
L&PPTLecture with PowerPoint
Lecture supported by slides — mainly diagrams, charts, and images rather than text-heavy slides.
How to run it: Keep each slide to one idea; use images/flow-diagrams over bullet text; build up multi-step processes slide-by-slide so students see the sequence unfold.
L_VCLecture with Video Clips
A short video or animation is played mid-lecture to show something hard to describe in words (a process, a historical figure, a technique).
How to run it: Keep clips to 3–8 minutes; pause right after to ask "what did you notice?"; follow with a 2–3 minute discussion connecting the clip back to the concept.
PBLProblem-Based Learning
Students are given a real/realistic problem first, and learn the underlying content by working through how to solve it — different from Project-Based Learning (PrBL), which centers on a deliverable rather than a problem to solve.
How to run it: Present a clinical or practical scenario ("a patient presents with X — which formulation would you choose and why?") before teaching the content, and let students work backward to the knowledge they need.
CBLCase-Based Learning
Similar to PBL but anchored specifically in a patient case, used to apply already-taught concepts to a realistic clinical situation.
How to run it: Present a short case history and ask students to apply what they've learned to reach a conclusion (diagnosis, drug choice, dose), then discuss as a class.
EDUEdutainment
Learning wrapped in an entertaining/competitive format — games, songs, mnemonics — to make memorization enjoyable.
How to run it: Turn a list students need to memorize into a race, a rhyme, or a point-scoring team challenge instead of rote reading.
SDLSelf-Directed Learning
Students study a given topic independently using resources you provide, rather than being lectured to directly.
How to run it: Give a clear reading list/reference sheet and a specific task or question to answer by a deadline; hold a short follow-up session to clear doubts and check understanding.
GBLGame-Based Learning
The lesson is structured as an actual game with rules, a timer, and scoring.
How to run it: Define clear rules and a time limit up front, keep teams small (4–5), and award points/small prizes — the competitive element is what drives engagement.
RECRecitation
Students memorize and recite classical shlokas/verses aloud, individually or as a group.
How to run it: Distribute the shloka with transliteration in advance; do a group choral recitation first to build confidence, then call on individuals; correct pronunciation gently in the moment.
PT / PRAPractical
A hands-on session in the lab/pharmacy where students perform the actual procedure themselves.
How to run it: Demonstrate the full procedure once yourself, then have students repeat it in small groups under supervision, with a checklist/worksheet to record what they observe.
LSLibrary Session
A structured visit to the library where students look up specific classical references.
How to run it: Give a precise reference list (book + chapter/page) rather than a vague topic, and require students to note down and submit what they found.
SYSymposium
A small group of speakers/experts each present a different angle on a shared theme, followed by combined audience discussion.
How to run it: Assign a few students or invite a couple of resource persons to each speak briefly on a related sub-topic, then open the floor for the class to ask questions across all the presentations.
PLPeer Learning
Students teach or explain concepts to each other rather than always learning from the instructor.
How to run it: Pair or group students so a student who has grasped a concept explains it to peers who haven't yet — works well right after a self-directed reading assignment.
DISDiscussion
Open class discussion guided by your questions, where students share and challenge each other's views.
How to run it: Open with a provocative question, not a statement; deliberately call on quieter students; summarize the key points on the board as they emerge.
PrBLProject-Based Learning
A multi-day assignment with a defined deliverable (report, chart, poster) that students work on semi-independently.
How to run it: Give a written brief with a clear deliverable and deadline; set one mid-point check-in so groups don't leave everything to the last day.
IBLInquiry-Based Learning
You pose a question or problem first — students investigate and arrive at the answer themselves rather than being told directly.
How to run it: Start the session with a puzzle/question instead of an explanation ("why do you think this test is used?"), let students hypothesize, then reveal/confirm the answer through demonstration or discussion.
DADrug Analysis
Hands-on laboratory analysis of an actual drug/formulation sample.
How to run it: Prepare the sample and required apparatus in advance; walk through the analytical test step by step with students recording readings themselves.
D / D_LDemonstration / Demonstration in Lab
You perform the procedure live in front of students while narrating each step.
How to run it: Position students so everyone can actually see; narrate what you're doing and why at each step; pause for questions before moving to the next step.
PSMProblem Solving Method
Students work through practical problems (e.g. unit conversions, calculations) step by step.
How to run it: Solve one example fully on the board, then give 2–3 similar problems for students to solve individually or in pairs, circulating to help.
BSBrainstorming
Open floor for students to freely generate ideas on a question, with no idea dismissed initially.
How to run it: Write the question on the board, accept every answer without judgment first, then as a class group/refine the ideas into a final structured list.
BLBlended Learning
A mix of in-person teaching and online/self-paced components (readings, videos, e-resources) for the same topic.
How to run it: Teach the core concept in class, then assign a specific online component (a video, an e-resource article, a short quiz) to reinforce or extend it before the next session.
TUTTutorial
A smaller, more personal follow-up session (compared to a lecture) where students work through problems or doubts with closer guidance.
How to run it: Keep group size small; use it to revisit points students struggled with in the main lecture, working through examples together rather than presenting new content.
TPWTeam Project Work
Like project-based learning but explicitly team-structured, often with defined roles per member.
How to run it: Assign roles within each team (e.g. researcher, writer, presenter) so responsibility is distributed and accountability is clear.
MLMobile Learning
Using phones/apps for learning — e.g. reference apps, WhatsApp groups for sharing material, quick lookup tools.
How to run it: Share a curated reference link or app (or a class WhatsApp/Telegram group) where students can look things up on their own devices between/during sessions.
FVField Visit
Taking students out of the classroom to see something in its real setting — a pharmacy, a manufacturing unit, a garden.
How to run it: Give an observation sheet with specific things to look for before the visit; debrief in class afterward so the visit connects back to the syllabus point.
D-MDemonstration on Model
Like a live demonstration, but using a model/replica instead of the real equipment — useful when the real apparatus is large, expensive, or unavailable.
How to run it: Use a labelled model or diagram-based mock-up; walk through the same step-by-step narration you'd use for a live demo.
RLEReal Life Experience
Connecting the concept to a real-world case, anecdote, or practitioner's experience.
How to run it: Share (or invite a senior practitioner to share) a genuine case/story that illustrates the concept, then discuss what it teaches.
Topic 1 — Chronological development of Ayurvediya Aushadhi Nirmana 7 objectives

Topic 1 — Chronological development of Ayurvediya Aushadhi Nirmana

Term I 5 Marks Lecture: 2h Non-lecture: 1h
Course content (Table 2)

Definition, chronological development, significance and scope of Rasashastra and Bhaishajya Kalpana. Concept of Rasashala, Rasa-mandapa and Bheshajagara. Concept of Rasa-Rasayana. Briefing on Indians being first to prepare metal-based medicines, and recent developments in Ayurvedic Pharmaceuticals.

Learning objective-wise TLM checklist

1Explain historical evolution of Ayurvediya aushadhi nirman and Rasashastra.

Method: L&GD — Lecture & Group Discussion Assessed via: TT-Theory
Suggested TLM to prepare
  • A timeline chart/PPT slide tracing the evolution — Vedic period → Samhita period → Rasashastra period → modern era.
  • 3–4 open-ended discussion questions handout (e.g. "Why did metal-based medicine emerge as a distinct branch?").
  • A one-page summary note for students to refer back to after the discussion.
How to run this in class
  1. Open with the timeline chart (5 min) so students have the full arc before you go into detail.
  2. Lecture through each period, pausing at "Indians were first to introduce metal-based medicines" — this is a natural discussion trigger.
  3. Break into groups of 4–5 for 8–10 min to discuss your prepared questions, then take 1 answer per group.
📖 Official activity from your curriculum (p.68–69) Objective: to orient students on the chronological development of Rasashastra & Bhaishajya Kalpana.
  1. Assign all students to collect and compile information on the chronological development of Rasashastra & Bhaishajya Kalpana from different books — including the fact that Indians were the first to introduce metal-based medicines.
  2. Ask students to submit the compiled assignment for your signature/verification.

2Describe about contribution of Nagarjuna Acharya to Rasashastra.

Method: L_VC — Lecture with Video Clips Assessed via: TT-Theory
Suggested TLM to prepare
  • A short (5–10 min) video/documentary clip or narrated slideshow on Acharya Nagarjuna's life and contributions.
  • A portrait/illustration chart with his key works listed (e.g. Rasaratnakara).
  • Pause points in the video with 2–3 quick oral questions to keep students engaged.

3Enlist important classical texts of Rasashastra and describe their unique features in short.

Method: L&PPT — Lecture with PPT Assessed via: TT-Theory
Suggested TLM to prepare
  • A PPT slide/table listing classical texts (Rasaratna Samuccaya, Rasarnava, Rasahridaya Tantra, Rasendra Chudamani, etc.) with author, approx. period, and one distinguishing feature each.
  • A printed handout version of the same table for quick revision.
How to run this in class
  1. Show the table slide-by-slide, one text at a time, rather than all at once — it's easier to retain.
  2. Ask students to note the single most distinguishing feature of each text as you go (this becomes their own quick-revision card).
  3. End with a 2-minute rapid recall: cover the slide and ask students to name texts from memory.

4Describe structure of Pharmacy and enlist formulations prepared in pharmacy, after visiting the unit of teaching pharmacy of own campus.

Method: L&GD — Lecture & Group Discussion Assessed via: CL-PR (Class Presentation), Formative only
Suggested TLM to prepare
  • A structured observation sheet for students to fill out during the pharmacy visit (sections, equipment seen, formulations in progress).
  • Photographs of the pharmacy layout to review in class before/after the visit.
  • A short rubric for the class presentation students will give afterward.

5Describe Recent development in Ayurvedic Pharmaceuticals viz. new dosage forms, pharmaceutical modification techniques.

Method: L&PPT — Lecture with PPT Assessed via: TT-Theory
Suggested TLM to prepare
  • A PPT with images/photos comparing traditional dosage forms (Churna, Vati) against modern adaptations (tablets, nanoparticles, phytosomes).
  • A brief comparison chart: traditional form → modern equivalent → advantage.
How to run this in class
  1. Show a traditional form image first, ask "what problems does this have?" (shelf life, taste, dosing precision).
  2. Reveal the modern adaptation and its advantage — this problem-first framing makes the "why" stick better than just listing facts.

6Define Rasa and Rasayana and describe difference between Rasa and Rasayana.

Method: L&PPT — Lecture with PPT Assessed via: T-MEQs (Modified Essay Questions), Formative
Suggested TLM to prepare
  • A two-column comparison chart/slide: Rasa vs. Rasayana, with definitions side by side.
  • A couple of sample Modified Essay Questions to practice in class, since that's the assessment format.
How to run this in class
  1. Present both definitions side by side on one slide so the contrast is immediate.
  2. Walk through one sample MEQ together on the board so students see the expected answer structure before attempting one themselves.

7Justify design of ancient Rasashala.

Method: SDL — Self-Directed Learning Assessed via: PRN (Presentation), Formative
Suggested TLM to prepare
  • A reading list/reference sheet (classical text excerpts describing Rasashala architecture) for students to self-study.
  • A labelled diagram or model of an ancient Rasashala layout as a reference image.
  • A short presentation template/rubric so students know what to cover in their own presentation.
How to run this in class
  1. Hand out the reading list and diagram at least 3–4 days before the presentation date — this is self-directed, so give real independent-study time.
  2. Give the rubric upfront (e.g. must justify at least 3 design choices) so students know what "justify" means for this objective.
  3. Hold brief 5-minute presentations per student/group with 1 follow-up question each.

📋 Printable prep checklist for Topic 1

Topic 2 — Paribhasha (Terminology) 19 objectives

Topic 2 — Paribhasha (Terminology)

Term I 10 Marks Lecture: 8h Non-lecture: 4h
Course content (Table 2)

Definition and importance of Paribhasha; word derivations (Aushadha, Bheshaja, Kalpana, Kashaya, Pancha Kashaya Yoni, Samskara); Dravya/Varga Paribhasha (classical & English names, chemical composition — Rasa, Maharasa, Uparasa, and controversial/artificial/substitute drug categories); Prakriya Paribhasha (Shodhana, Marana, Amrutikarana, Druti, Parada Samskara); Pramanikarana Paribhasha / standardization terms (Bhasma Pariksha); Puraka Paribhasha; and Mana-Paribhasha (classical & modern units of measurement).

Learning objective-wise TLM checklist

1Explain the term Paribhasha and its importance in Ayurvediya Aushadhi Nirmana.

Method: L — Lecture Assessed via: T-CRQs, Formative
Suggested TLM to prepare
  • A one-slide/board definition chart of Paribhasha with 2–3 bullet points on why standardized terminology matters in pharmaceutics.
  • Sample case-based/constructed-response question to preview the assessment style.
How to run this in class
  1. Start with a quick example of ambiguity without standardized terms (e.g. two teachers using "Shodhana" loosely) to motivate why Paribhasha matters.
  2. Give the formal definition, then walk through the sample CRQ so students see the expected answer depth.

2Describe the terms Aushadha, Bheshaja, Kalpana, Kashaya, Kashaya Yoni, Samskara — based on their word derivations.

Method: L — Lecture Assessed via: T-EW (Essay Writing), Formative & Summative
Suggested TLM to prepare
  • An etymology chart: each term's Sanskrit root, literal meaning, and pharmaceutical meaning, side by side.
  • A short essay-writing practice prompt using 2 of the terms together.
How to run this in class
  1. Build each term on the board live — root word first, then literal meaning, then pharmaceutical meaning — rather than showing the finished chart immediately; it helps retention.
  2. Close with the essay prompt as a 5-minute in-class writing exercise, collected for quick feedback.

3Enlist sequentially names of all drugs classified in the varga (group). Recite shlokas of Maharasa, Uprasa, Sadharana Rasa Varga from Rasaratnasamuchchaya.

Method: EDU, SDL, GBL, REC — Edutainment, Self-Directed, Game-Based, Recitation Assessed via: P-REC, P-ID, PUZ, O-QZ
Suggested TLM to prepare
  • A printed shloka sheet (Maharasa/Uprasa/Sadharana Rasa Varga) with transliteration for group recitation practice.
  • A matching/sorting card game — drug name → varga — for self-paced play.
  • A short online quiz or crossword puzzle covering the varga names.
How to run this in class
  1. Do the shloka recitation first as a whole-class choral warm-up, then move into the game — reciting primes recall before the game tests it.
  2. Keep the sorting game timed and scored so it stays competitive rather than becoming a slow browsing exercise.
📖 Official activity from your curriculum (p.69) — Rasadravya Objective: to help students remember rasadravyas and their classification through games.
  • Group 1 — Heap sorting race: Keep all Rasa-dravyas together in one large tray. Start a timer. Each student must collect the drugs belonging to their allotted class (rasadravya varga) and arrange them into a heap, in order, within the time limit. Can be run as a group activity.
  • Group 2 — Word puzzle: Create word puzzles that help students recall rasadravya names along with their class/varga.

4Enlist and discuss Sandigdha, Krutrima, Pratinidhi and Anupalabdha dravya.

Method: L&PPT, SDL, GBL Assessed via: P-ID, CL-PR
Suggested TLM to prepare
  • A 4-column PPT/chart: Sandigdha (controversial) / Krutrima (artificial) / Pratinidhi (substitute) / Anupalabdha (unavailable), each with example dravyas.
  • A card-matching game pairing each dravya to its category.
How to run this in class
  1. Introduce all 4 categories together on one chart before drilling into examples, so students see the full classification landscape first.
  2. Run the matching game in pairs (2 students) rather than individually — it naturally sparks the "discuss" part of this objective.

5Describe the definition of the term Shodhana. Explain with examples different techniques used for the procedures of Shodhana.

Method: L&GD, L_VC, PT — Lecture+Discussion, Video Clips, Practical Assessed via: T-MEQs, P-EXAM, O-QZ, O-GAME
Suggested TLM to prepare
  • PPT + short video clips demonstrating Shodhana techniques: Swedana, Mardana, Dhalana, Nirvapa, Nirjaleekarana, Nimajjana, Bhavana, Bharjana.
  • A practical-session checklist/worksheet for the hands-on Shodhana demonstration.
  • A quick online quiz or game matching technique name → procedure.
How to run this in class
  1. Lecture + video clips first to build the conceptual base, then move to the hands-on practical, then close with the rapid-fire quiz below to consolidate.
  2. During the practical, rotate between groups so every student gets to perform at least one Shodhana step themselves, not just observe.
📖 Official activity from your curriculum (p.71–72) — Shodhana rapid-fire quiz Objective: to enhance students' recall of rasadravyas and their shodhana procedures. Run an online rapid-fire round with questions framed around the Yantra, Dravya, and Method used for that drug. Example questions given in the document:
  1. "Vanga Shodhana is done by which method?"
  2. "Which yantra is used for Shankha Shodhana?"
  3. "Lashuna Svarasa Bhavana is used for shodhana of which drug?"
By the end, students should be able to recall shodhana methods and yantras, understand the procedures used, and explain the steps and benefits of shodhana.

6Explain the term Marana and describe its types with examples.

Method: L&PPT, LS — Lecture+PPT, Library Session Assessed via: T-OBT (Open Book Test), Formative & Summative
Suggested TLM to prepare
  • A PPT/flow-diagram of Marana types: Agnipaka, Putapaka, Kupipakwa, Bhanupaka, Swanga Sheeta methods.
  • A curated library reading list (classical text page references) for the library session.
  • Reference material students can bring/use for the open-book test.
How to run this in class
  1. Teach the flow-diagram in class first, then send students to the library session with the reference list to find supporting classical citations for each type.
  2. Since assessment is open-book, spend class time on understanding rather than memorization — the test rewards knowing where to look, not rote recall.

7Enlist all relevant prakriya paribhasha of Amrutikarana, Lohitikarana, Sattvapatana, Druti and discuss with examples.

Method: DIS, LS — Discussion, Library Session Assessed via: PRN (Presentation), Formative
Suggested TLM to prepare
  • A discussion prompt sheet with one guiding question per term (Amrutikarana, Lohitikarana, Sattvapatana, Druti).
  • A short reference list for the library session, plus a presentation template for students to summarize their findings.
How to run this in class
  1. Send students to the library first with the reference list, then hold the discussion so it's grounded in what they actually found rather than guesswork.
  2. Have each student/group present their one term using the template, then open the floor for cross-questions.

8Recite sequentially names of Parada Ashta Samskara. Explain the terms Jarana, Murchchhana and cite types with examples. Compare Jarana and Murchchhana.

Method: L_VC, PrBL — Video Clips, Project-Based Learning Assessed via: T-EMI, T-MEQs, PRN, M-CHT (Making of Charts)
Suggested TLM to prepare
  • A video/animated clip walking through the 8 Ashtasamskara steps of Parada.
  • A mini-project brief: students prepare a comparison chart of Jarana vs. Murchchhana (which doubles as their M-CHT assessment deliverable).
How to run this in class
  1. Show the video clip once fully, then again pausing at each of the 8 steps to name them together as a class recitation.
  2. Assign the Jarana vs. Murchchhana chart as a take-home project with a short deadline (2–3 days) so it stays fresh from the video.

9Identify names of Parada Bandhas.

Method: LS — Library Session Assessed via: T-OBT, Formative
Suggested TLM to prepare
  • A reference sheet listing all classical Parada Bandha names, with source text citations for the library session.
How to run this in class
  1. Keep this a short, focused library task — one reference sheet, one clear ask: locate and list the Parada Bandha names with their source citation.

10Describe Grahyagrahya parameters used for selection of Rasadravyas.

Method: L&PPT, PrBL Assessed via: T-EW, Formative & Summative
Suggested TLM to prepare
  • A PPT/checklist of Grahya (acceptable) vs. Agrahya (unacceptable) parameters.
  • A short project task: students apply the checklist to assess a given sample dravya and write it up.
How to run this in class
  1. Teach the checklist first with a worked example (assess one sample together as a class).
  2. Then hand students a different sample each to apply the same checklist independently for their write-up.

11Illustrate all Bhasma pariksha as per classical description.

Method: L_VC, IBL, DA, D — Video Clips, Inquiry-Based, Drug Analysis, Demonstration Assessed via: T-MEQs, P-EXAM, CHK — Summative, Term III
Suggested TLM to prepare
  • Video clips or a live demonstration of each classical Bhasma pariksha test — Varitara, Rekhapurnata, Unama, Nischandrattva, Niramlattva, etc.
  • An actual Bhasma sample (if available) for the demonstration/drug-analysis session.
  • A checklist (CHK) students fill in while observing each test — this becomes their assessment record too.
How to run this in class
  1. Demonstrate each test live with the actual sample where possible — Bhasma pariksha tests are visual/tactile and land far better shown than described.
  2. Have students fill the checklist in real time as you demonstrate, not afterward from memory.

12Define the word Siddhilakshani. Recite examples of classical siddhilakshani. Interpret its rationality.

Method: L&PPT, SDL, REC, D_L — Demonstration Lab Assessed via: T-MEQs, P-EXAM
Suggested TLM to prepare
  • A PPT with the definition and classical examples of Siddhilakshana, plus a self-study handout.
  • A lab demonstration set-up so students can see the "rationality" (why each sign indicates completion) firsthand.
How to run this in class
  1. Define the term and give 2–3 classical examples via PPT first, then move to the lab so students connect the sign with what they actually see happening.

13Recognise and discuss Dhanvantari Bhaga and Rudra Bhaga.

Method: RLE — Real Life Experience Assessed via: C-INT (Conducting Interview), Formative
Suggested TLM to prepare
  • A short real-life case/anecdote sheet (or a senior practitioner's account) illustrating both concepts in practice.
  • A brief interview question guide, since assessment is via conducting an interview.
How to run this in class
  1. If possible, arrange for a senior practitioner/pharmacist to share a real anecdote in person or via recorded audio/video.
  2. Have students conduct a short structured interview (using your question guide) with the practitioner or with each other role-playing the scenario.

14Explain importance of Mana-paribhasha and classical types of Mana. Recall charts of Mana.

Method: L&PPT, PSM — Problem Solving Method Assessed via: T-CRQs, P-SUR (Survey)
Suggested TLM to prepare
  • A conversion chart: classical Mana units → AFI/modern metric equivalents.
  • 2–3 practice conversion problems (problem-solving method) for students to work through in class.
How to run this in class
  1. Teach the conversion chart first with the units clearly tabulated, then move straight into the weighing activity below so the numbers become tangible, not just theoretical.
  2. Have students record their own readings during the activity rather than reading results off a shared sheet — this is what makes the problem-solving method effective here.
📖 Official activity from your curriculum (p.69–70) — Mana Paribhasha Objective: after this activity, students should be able to weigh dry & wet drugs, understand the % weight loss after drying different wet drugs, and enjoy learning about rasadravyas and their classification through a game-based approach.

Methodology: Divide the batch into groups of 4–5 students. Each group picks a task written on a paper slip and completes it:

  1. Collect the seeds mentioned in classical Mana Paribhasha and prepare a chart describing the details of Mana.
  2. Measure by weight the given drugs (Guduchi Bharad, Amalaki Bharad, Haritaki Churna, Nimbapatra Churna, whole Maricha — all kept at the same starting weight) and observe how much volume each occupies.
  3. Collect 500 g of fresh Guduchi (or another fresh drug's leaf/bark/flower). Observe and record the reduction in weight daily until it dries completely; discuss the observations as a class. Repeat the same process for Vasa, Shatavari, and Amalaki, then compare and assess results across drugs. (Note: fresh drug samples should be changed every year.)

15Categorize parameters of Drug Standardization and develop a checklist for assessment of quality of rasadravyas.

Method: BS, IBL, TPW, SDL — Brainstorming, Inquiry-Based, Team Project Work Assessed via: CL-PR, WP (Word Puzzle), CHK
Suggested TLM to prepare
  • A brainstorming worksheet to seed team discussion on standardization parameters.
  • A team project brief: each group builds a draft QC checklist for rasadravyas (their CHK assessment deliverable).
  • A word-puzzle activity reinforcing standardization terminology.
How to run this in class
  1. Open with the brainstorming round (5–8 min, no idea rejected) to surface what students already think matters for standardization.
  2. Refine those raw ideas as a class into categories, then assign teams to build the formal checklist as their project deliverable.

16Explain value of selection of genuine raw material.

Method: DIS — Discussion Assessed via: DEB (Debate), Term II, Formative
Suggested TLM to prepare
  • A short case study on adulteration/substitution of raw drugs to anchor the discussion.
  • Debate prompt cards ("for" vs "against" positions on a sourcing dilemma) since assessment is a debate.
How to run this in class
  1. Present the case study first without stating a "correct" answer, then split the class into two sides for the debate.
  2. Give each side 2–3 minutes to prepare arguments before the debate starts.

17Explain importance of ethical practices for drug processing (Shodhana, Marana).

Method: PrBL — Project-Based Learning Assessed via: P-POS (Poster), Term II, Formative
Suggested TLM to prepare
  • A mini-project brief centered on an ethical dilemma in drug processing (e.g. skipping a Shodhana step to save time).
  • A poster-assignment guideline sheet, since the assessment output is a poster.
How to run this in class
  1. Present the ethical dilemma as a short scenario, not an abstract topic, so students have something concrete to build a poster around.
  2. Give the poster guideline sheet upfront (must state the dilemma, the risk, and the ethical resolution) so posters stay focused.

18Discuss and justify importance of Bhasma Pariksha.

Method: BS — Brainstorming Assessed via: T-EW, Term III, Formative & Summative
Suggested TLM to prepare
  • A brainstorming worksheet: "why does each Bhasma pariksha test matter?" — one row per test.
  • A sample essay-writing prompt to preview the assessment format.
How to run this in class
  1. Since this follows the earlier Bhasma Pariksha demonstration (objective 11), refer back to it here rather than re-teaching — brainstorming works best when it's building on something students already saw.
  2. Turn the strongest brainstormed points into an outline for the essay-writing practice.

19Explain value of keen and accurate application of weights and measures in Ayurvediya Aushadhi Nirmana.

Method: L&GD — Lecture & Group Discussion Assessed via: PRN (Presentation), Term II, Formative
Suggested TLM to prepare
  • A weights-and-measures reference chart (classical to modern) as a discussion anchor.
  • A short real-world example of a dosing error caused by measurement imprecision, to spark discussion.
How to run this in class
  1. Open with the real-world dosing-error example — starting with consequence rather than theory makes the "value of accuracy" argument land immediately.
  2. Follow with a short lecture and group discussion connecting the example back to the reference chart.

📋 Printable prep checklist for Topic 2

Topic 3 — Adharbhuta Siddhanta (Application of Fundamental Principles) 10 objectives

Topic 3 — Adharbhuta Siddhanta (Application of Fundamental Principles)

Term I 5 Marks Lecture: 4h Non-lecture: 2h
Course content (Table 2)

Dravya Sangraha and Samrakshana — time of drug collection, general rules, specific timing for specific plant parts, time of day, collection of Pranija Dravya, place of collection (Bhumi Mahabhuta predominance), places to avoid, stage of collection, Dwiguna Mana Ganana (rule of duplication), Ardra & Shushka Dravya Mana, collection method & preservation. Rasa, Guna, Virya, Vipaka, Prabhava; Anukta-Visheshokta grahana; Aushadha Namakarana (naming); Sevana Kala (time of administration); Saveeryata Avadhi (shelf life); Aushadha Matra (dosage/posology); Anupana & Sahapana; Yogika Dravya Siddhanta (drug combination).

📖 Official activities from your curriculum (p.72–73) — apply to this whole topic
Activity — Interpreting classical shlokas via Panchavayavavakya
Objective: to understand fundamental principles with the help of classical shlokas, and to develop the skill of interpreting them.
  1. Divide students into 5 groups; give each group 1–2 shlokas from a classical text related to application of fundamental principles.
  2. Each group interprets its shloka(s) by applying Panchavayava Vakya — the 5-part Nyaya syllogism: Pratignya (proposition), Hetu (reason), Udaharana (example), Upanaya (application), and Nigamana (conclusion).
  3. Hold a discussion after the task: the teacher-in-charge concludes on the application of fundamental principles and understanding the shloka through this method.
  4. Use a different set of shlokas every year — repetition is not acceptable.
Optional Activity 1 — Search references from classical texts
Divide students into 10 groups. Give each group one reference text (Chakradatta, Yogaratnakara, Bhavaprakasha, or Sharangadhara) and one specific sub-topic to research and present:
  • Group 1 — Dravya Samgraha method
  • Group 2 — Collection Time
  • Group 3 — Collection Part
  • Group 4 — Examples of Samskara
  • Group 5 — Collection Nakshatra
  • Group 6 — Pranija Dravya part collection
  • Group 7 — Duplication Yoga (Dwiguna Mana)
  • Group 8 — Namakarana based on Mana/Number of Dravya
  • Group 9 — Saveeryata Avadhi
  • Group 10 — Anupana in classical Yoga
The objective-wise cards below tell you exactly which group's output feeds into which objective.

Learning objective-wise TLM checklist

1Elaborate fundamental principles of Ayurvediya Aushadhi Nirmana along with their classical references and discuss their application with classical examples of various kalpas.

Method: L&PPT, BS — Lecture+PPT, Brainstorming Assessed via: T-EW, M-POS (Making of Poster), Formative & Summative
Suggested TLM to prepare
  • A PPT listing all fundamental principles covered in this topic, each with one classical example of a kalpa where it's applied.
  • A poster-assignment brief, since M-POS is the assessment format — students pick one principle and posterize it with a worked example.
How to run this in class
  1. Lecture through the principles first with the PPT, then run a brainstorm: "which formulations you already know follow this principle?"
  2. Assign the poster task using the ideas surfaced during brainstorming, so students build on their own reasoning.
🔗 Best paired with the "Interpreting classical shlokas" activity above — it's the most direct way to make "discuss application with classical examples" concrete.

2Explain Dravya Samgraha Vidhi. Explain types of Bhumi Desha and types of drugs to be collected from a particular place & places from where Dravya should not be collected.

Method: L&PPT, DIS, BS Assessed via: T-EW · Integration: H-DG (Dravyaguna)
Suggested TLM to prepare
  • A PPT/chart of Bhumi Mahabhuta predominance types and which drugs are collected from each.
  • A list/chart of places from which drugs should NOT be collected (e.g. near cremation grounds, anthills, unclean areas), with the classical rationale.
How to run this in class
  1. Lecture the Bhumi Desha types first, then open a discussion: "why would collection site actually affect drug quality?" — this connects classical reasoning to something students can reason about themselves.
🔗 Group 1 of the reference-search activity ("Dravya Samgraha method") directly covers this — use their findings as the discussion material.

3Describe time of Dravya collection and explain rationality behind it.

Method: L&PPT, BS Assessed via: T-EW · Integration: H-DG (Dravyaguna)
Suggested TLM to prepare
  • A seasonal/time-of-day collection chart (which Ritu, which time of day, for which plant part) with the classical rationale (active-principle concentration) alongside each.
How to run this in class
  1. Present the chart, then brainstorm modern-day parallels (e.g. essential oil yield varying by harvest time) to anchor the "rationality" part of this objective.
🔗 Group 2 of the reference-search activity ("Collection Time") directly covers this objective.

4Enlist parts of Sthavara & Jangama Dravyas used for Ayurvediya Aushadhi Nirmana.

Method: L&GD, BS — Lecture+Group Discussion, Brainstorming Assessed via: T-EW · Integration: H-DG (Dravyaguna)
Suggested TLM to prepare
  • A chart of Sthavara Dravya parts (Mula, Twak, Patra, Pushpa, Phala, Beeja) and Jangama Dravya-derived parts, each with 1–2 examples.
  • Actual specimens (dried root/bark/leaf samples) if available, for a tactile group discussion.
How to run this in class
  1. Lecture the classification, then break into groups for a quick brainstorm: "name 3 drugs where the part used is unusual (e.g. root instead of leaf)."
🔗 Group 3 of the reference-search activity ("Collection Part") directly covers this objective.

5Define Samskara. Discuss role of Samskara in Ayurvediya Aushadhi Nirmana along with various examples.

Method: L&PPT, BS Assessed via: T-EW · Integration: H-Samhita
Suggested TLM to prepare
  • A definition slide plus an examples chart showing how Samskara transforms a dravya across different dosage forms.
How to run this in class
  1. Define the term, then brainstorm as a class: "what changes about a drug after Samskara — physically, therapeutically?" before revealing the classical examples.
🔗 Group 4 of the reference-search activity ("Examples of Samskara") directly covers this objective. This is also horizontally integrated with Samhita — consider a joint session if timetabling allows.

6Describe Ardra – Shushka Dravya & Anukta – Visheshokta Dravya collection principles.

Method: L&PPT, DIS Assessed via: T-EW · Integration: H-DG (Dravyaguna)
Suggested TLM to prepare
  • A comparison chart: Ardra (fresh/wet) vs. Shushka (dried) dravya handling rules.
  • A second chart: Anukta (unspecified in classics) vs. Visheshokta (specifically mentioned) dravya — how substitution/selection is decided in each case.
How to run this in class
  1. Present both comparison charts, then open discussion on a practical case: "you don't have the Visheshokta dravya in stock — what do the classics say to do?"

7Describe importance of Kalpa Sevan Matra. Explain factors considered for deciding dosage of any drug (Ayurvedic as well as modern medicine principles). Describe Posology.

Method: L&PPT, BS Assessed via: T-EW
Suggested TLM to prepare
  • A dual-column chart: Ayurvedic dosage-determining factors (Agni, Prakriti, Dosha, Vaya, Ritu) alongside modern posology factors (body weight, age, renal/hepatic function).
How to run this in class
  1. Lecture the Ayurvedic factors first, then brainstorm as a class where they overlap with modern posology principles students may already know from Pharmacology.

8Explain Saveeryata Avadhi (Shelf life) of Ayurvedic dosage forms.

Method: L&PPT, DIS Assessed via: T-MEQs, P-VIVA
Suggested TLM to prepare
  • A shelf-life reference chart by dosage-form category (Churna, Ghrita, Taila, Asava-Arishta, Vati, etc.) with typical validity periods.
  • A few viva-practice questions, since P-VIVA is part of the assessment.
How to run this in class
  1. Teach the chart, then run a quick viva-style round-robin in class (one shelf-life question per student) to build confidence before the actual assessment.
🔗 Group 9 of the reference-search activity ("Saveeryata Avadhi") directly covers this objective.

9Discuss Yogika Dravya Siddhanta (Drug combination).

Method: L&PPT, BS Assessed via: T-EW
Suggested TLM to prepare
  • 2–3 classical drug-combination (Yoga) examples with the rationale for why those specific dravyas are combined.
How to run this in class
  1. Lecture one worked Yoga example fully (ingredients + rationale), then brainstorm as a class why swapping one ingredient might change the formulation's effect.
🔗 Loosely related to Group 10 ("Anupana in classical Yoga") — Anupana selection is often part of how a Yoga is structured, so their findings can supplement this discussion.

10Justify Aushadhi Kalpa Namakarana Siddhanta (naming principle) with examples.

Method: IBL — Inquiry-Based Learning Assessed via: CL-PR (Class Presentation), Formative
Suggested TLM to prepare
  • An inquiry worksheet listing 4–5 formulation names (e.g. Triphala Churna, Dashamoola Kwatha) with the question "why is it named this way?" left blank for students to reason out before you confirm the classical rule.
How to run this in class
  1. Give the worksheet without teaching the naming rule first — let students hypothesize from the examples.
  2. After they present their reasoning (CL-PR), reveal/confirm the actual classical Namakarana principle and reconcile it with their guesses.
🔗 Group 8 of the reference-search activity ("Namakarana on Mana/Number of Dravya") directly covers this objective — their findings are ideal raw material for the inquiry worksheet.

📋 Printable prep checklist for Topic 3

Topic 4 — Yantropakaranani-I (Equipments and Machineries) 5 objectives

Topic 4 — Yantropakaranani-I (Equipments and Machineries)

Term I 5 Marks Lecture: 6h Non-lecture: 4h
Course content (Table 2)

Principles involved, currently used Yantras, their correlation and utility, and instruments used in large-scale production — Dola, Valuka, Puta, Khalwa, Patana, Darvika, Ulukhala, Patala, Kupi, Arkapatana, Pithara, Sharava, Palika, Sthali, Swedana, and Vidyadhara Yantra. Modern machinery — Grinder, Disintegrator, Pulverizer, Powder Mixer, Mechanical Sifter, Ball Mill, Granulator, Dryer, Tablet Compressing Machine, Pills Making Machine, Coating Pan, Polishing Pan, End Runner, Edge Runner, Capsule Filling Machine, Ointment Mixer, Tube Filling Machine, Sieves & Meshes, Liquid Filling Machine, Distillation Plant, Strip Packing Machine, Pouch Filling Machine, and Pyrometer.

📖 Official activity from your curriculum (p.74) — Yantra reference research Objective: after this activity, students should be able to identify the different yantras used in the preparation of Ayurvedic formulations, interpret the procedures that use them, collect information from classical texts, and present their findings clearly.
  1. Divide students into 4 groups (15–25 students each).
  2. Give each group one reference book — e.g. Ananda Kanda, Rasa Tarangini, Rasa Ratna Samuchyaya, Rasendra Sara Sangraha, or Parada Samhita. Use a different set of books each year.
  3. Each group collects information on the different yantras explained/used for various drug-preparation procedures from their assigned book.
  4. Each group presents/submits an assignment covering the total number of yantras mentioned, their different uses, and structure/picture.
  5. Discussion: the teacher-in-charge comments on each group's performance and the study material collected.

Learning objective-wise TLM checklist

1Choose and record contemporary machines used in Ayurvedic drug preparation.

Method: L&PPT, DIS — Lecture+PPT, Discussion Assessed via: T-EW, Formative & Summative
Suggested TLM to prepare
  • A PPT with photos of modern machines (Grinder, Disintegrator, Pulverizer, Powder Mixer, Mechanical Sifter, Ball Mill, Granulator, Dryer, etc.), grouped by which stage of production they belong to.
  • A blank "machine record" worksheet for students to fill in name, use, and dosage-form relevance as you go through the PPT.
How to run this in class
  1. Go machine-by-machine with photos rather than a text list — recognition matters as much as the name here.
  2. Close with a discussion: "which of these have you already seen in a pharmacy/lab visit?" to anchor the list in real exposure.

2Discuss the pharmaceutical use of Distillation apparatus, Ball Mill, Pulveriser, End Runner, Edge Runner, Tablet compression machine, Capsule filling machine, Pouch filling machine, and Liquid filling machine in Ayurvediya Aushadhi Nirmana.

Method: L&PPT, DIS Assessed via: T-EW, Formative only
Suggested TLM to prepare
  • A PPT with one slide per machine: image, what it does, and which specific Ayurvedic dosage form it's used for (e.g. End/Edge Runner → Bhasma trituration, Tablet compression → Vati/Gutika).
  • A short "match the machine to the dosage form" discussion prompt.
How to run this in class
  1. Rather than listing all 9 machines in one go, group them by process stage (size reduction → mixing → shaping → filling/packing) so the discussion has a logical flow.

3Describe the principles behind construction and working of the classical Yantras used for Ayurvediya Aushadhi Nirmana.

Method: L&PPT, DIS Assessed via: T-MEQs, P-VIVA, Formative & Summative
Suggested TLM to prepare
  • Diagrams/PPT of each classical Yantra's construction (Dola, Valuka, Puta, Khalwa, Patana, Darvika, Ulukhala, Kupi, etc.) with the working principle labelled.
  • Viva-practice questions since P-VIVA is part of the assessment.
How to run this in class
  1. Teach construction and working principle together for each Yantra (not as two separate passes) — students retain the "why it's built this way" better when linked directly to "how it works."
  2. Run a quick viva round-robin using your prepared questions before the actual assessment.
🔗 Feed directly from the Yantra reference-research activity above — each group's findings become your teaching material for this objective.

4Enlist categorical information about the following Yantras in charts — Ulukhal Yantra, Patan Yantra, Jarana Yantra, Patala Yantra, and Swedana Yantra.

Method: L&PPT, DIS Assessed via: T-EW, Formative only
Suggested TLM to prepare
  • A blank chart template (columns: Name / Structure / Material / Use / Procedure it's used in) for these 5 specific yantras, to be filled in during the lecture.
How to run this in class
  1. Fill the chart live with students rather than handing out a completed one — the act of categorizing is the learning objective itself ("enlist categorical information").
🔗 The reference-research activity above may surface additional detail on these specific yantras depending on which books were assigned that year.

5Enlist Ayurvediya Aushadhi Kalpana and equipments/yantras/machines used for preparation of each kalpana.

Method: L&PPT — Lecture with PPT Assessed via: T-EW, Formative only
Suggested TLM to prepare
  • A master reference table: Kalpana (dosage form, e.g. Churna, Vati, Ghrita, Asava-Arishta) → Yantra/machine used for its preparation, both classical and modern equivalents side by side.
How to run this in class
  1. Build this as the topic's closing summary slide — since it ties together everything taught in objectives 1–4, present it last so it functions as a consolidation exercise.
🔗 Best synthesized after the reference-research activity is complete, using all 4 groups' combined findings as source material for this master table.

📋 Printable prep checklist for Topic 4

Topic 5 — Yantropakaranani-II (Equipments, Fuel and Heating Devices) 20 objectives

Topic 5 — Yantropakaranani-II (Equipments, Fuel and Heating Devices)

Term I 5 Marks Lecture: 5h Non-lecture: 4h
Course content (Table 2)

Principle involved, importance of temperature, currently used heating devices, quantum of heat, and instruments used in large-scale production. Types of Puta — Chandra, Surya, Maha, Gaja, Varaha, Kukkuta, Kapota, Lavaka, Budhar, Gorvara, Valuka, Kumbha/Bhanda Puta. Musha (Samanya Musha, Crucibles — Silica), Mudra, Sandhi Bandhan material. Koshthi (Chullika, Angar Koshthi, Satwapatan, Bhrashtri), Gas Stove, Hot Plate, Heating Mantle, Induction Stove, Hot Air Oven, Muffle Furnace (horizontal & vertical). Heating material — solid (Kashtha, coal, Kshara, Lavana, Valuka, Shakrit, Dhanya) and Drava (Jala/steam, Taila); indirect heating (Dhanya Rashi, Bhugarbha Sthapana).

📖 Official activity from your curriculum (p.75–76) — Musha, Koshthi & Puta group project Objective: after this activity, students should be able to prepare a video/PPT demonstration on Musha, Koshthi and Puta; model their preparation; collect classical literature on them as per different authors; and identify modern equivalents based on the classical concept.
  1. Divide students into 4 groups.
  2. Group I — prepares a video/PPT demonstration on Musha, Koshthi and Puta.
  3. Group II — models the actual preparation of Musha, Koshthi and Puta.
  4. Group III — collects literature on Musha, Koshthi and Puta from classical texts as per different authors.
  5. Group IV — identifies modern/presently available yantras based on the classical concept of Musha, Koshthi and Puta.
  6. Note: assign a different set of yantras/instruments every year.
  7. Discussion & Conclusion: each group presents their activity, followed by the teacher's remarks.

Learning objective-wise TLM checklist

1Describe the term Yantra and enlist yantras described in classics useful for aushadhi nirmana.

Method: L&PPT Assessed via: TT-Theory, Formative only
Suggested TLM to prepare
  • A definition slide plus a master list/chart of all classical Yantras grouped by function (grinding, heating, distillation, etc.).
How to run this in class
  1. Use this as the topic's opening orientation lecture — a master list students can refer back to as later objectives dive into specific Yantras/Putas.

2Define the term Puta and recite its classical explanation.

Method: L_VC, RLE — Video Clips, Real Life Experience Assessed via: T-EW, M-POS, Formative & Summative
Suggested TLM to prepare
  • A short video clip of an actual Puta setup/procedure being prepared.
  • The classical shloka defining Puta, with transliteration, for recitation.
How to run this in class
  1. Show the video first so students see what a Puta physically is, then teach the classical definition/shloka — concrete-to-abstract works better here than the reverse.

3Produce categorical information (size of pit, number of cowdung cakes, use, etc.) about the following Putas: Mahaputa, Gajaputa, Varahputa, Kukkutaputa, Kapotputa, Lavakputa, Kumbhaputa, Bhandaputa, Valukaputa and Bhudharputa.

Method: L&PPT, DIS, TPW — Team Project Work Assessed via: T-EW, M-POS, COM (Compilation), Formative & Summative
Suggested TLM to prepare
  • A blank comparison chart template (columns: Puta name / pit size / no. of cowdung cakes / specific use) for all 10 Putas.
  • A team-project brief: each team researches and compiles 2–3 Putas into the shared chart (their COM deliverable).
How to run this in class
  1. Split the 10 Putas across teams (e.g. 5 teams × 2 Putas each) so no one team is overloaded, then combine everyone's findings into one master class chart.

4Recognise the principles behind construction and working of the classical Putas.

Method: L&PPT, DIS, IBL — Inquiry-Based Learning Assessed via: T-EW, M-POS, Formative & Summative
Suggested TLM to prepare
  • Construction diagrams for 2–3 representative Putas (e.g. Mahaputa, Gajaputa) showing pit depth, fuel layering, and airflow.
How to run this in class
  1. Pose the inquiry question first: "why does a bigger Puta need a deeper pit and more cowdung cakes?" and let students reason it out before you confirm with the diagram.
🔗 Builds directly on the Puta group-project activity above.

5Review the temperature pattern of various Putas by referring research articles.

Method: TPW, SDL — Team Project Work, Self-Directed Learning Assessed via: QZ, M-POS, Formative & Summative
Suggested TLM to prepare
  • A short list of 3–4 accessible research articles/papers on Puta temperature profiling for students to review in teams.
How to run this in class
  1. Assign one article per team to review independently, then run a quick quiz comparing temperature ranges across the different Putas they each found.

6Compile names and significance of temperature measuring devices with reference to Puta.

Method: DIS, ML — Discussion, Mobile Learning Assessed via: CL-PR, M-POS, Formative only
Suggested TLM to prepare
  • A short reference list/link (e.g. Pyrometer specs) shared via a class group for students to look up on their phones during the session.
How to run this in class
  1. Let students search device names/specs on their phones in class (mobile learning), then discuss as a group why temperature measurement matters for Puta-based processes.

7Enlist the specific Puta used for a particular Bhasma Nirmana.

Method: L&PPT Assessed via: CL-PR, M-POS, Formative only
Suggested TLM to prepare
  • A reference table: Bhasma (e.g. Loha, Tamra, Abhraka) → the specific Puta classically prescribed for its preparation.
How to run this in class
  1. Present this as a direct follow-on from objective 3's Puta comparison chart — now mapping each Puta to the Bhasma(s) it's actually used for.

8Enlist various devices used for heating during Ayurvediya Aushadhi Nirmana.

Method: L, DIS, RLE, FV — Lecture, Discussion, Real Life Experience, Field Visit Assessed via: T-EW, P-SUR (Survey), Formative & Summative
Suggested TLM to prepare
  • A checklist of heating devices (Gas Stove, Hot Plate, Heating Mantle, Induction Stove, Hot Air Oven, Muffle Furnace) for students to tick off during a pharmacy/lab field visit.
  • A short survey form (P-SUR) for students to record which devices they observed and their apparent use.
How to run this in class
  1. Lecture the device list first, then take the field visit so students can match theory to what they actually see in the lab/pharmacy.
  2. Debrief with a discussion afterward, comparing survey findings across student groups.

9Enlist constituents needed for Samanya Musha Nirmana.

Method: L&PPT, IBL Assessed via: T-MEQs, Formative & Summative
Suggested TLM to prepare
  • A PPT/checklist of the raw constituents used to prepare a Samanya Musha.
How to run this in class
  1. Ask students to guess what a Musha needs to withstand (extreme heat) before revealing the constituent list — this inquiry framing makes the "why these materials" clearer.
🔗 Group II of the Musha/Koshthi/Puta activity (model preparation) above directly supports this objective.

10Define the term Musha and describe uses of various types of Musha.

Method: L_VC, D-M — Video Clips, Demonstration on Model Assessed via: T-OBT (Open Book Test), Formative & Summative
Suggested TLM to prepare
  • A video clip and/or a physical/model Musha for a live demonstration of its different types and uses.
How to run this in class
  1. Use the model from the group activity's Group II (if available) for the demonstration — reusing student-made material reinforces earlier work.
🔗 Group I (video/PPT demo) and Group II (model) of the activity above are built exactly for this objective.

11Enlist and discuss the material used for Sandhi Bandhan (while using Sharava and Kachakupi).

Method: DIS, RLE Assessed via: T-OBT, Formative only
Suggested TLM to prepare
  • Sample images/actual samples of Sandhi Bandhan materials (Multani mitti, cloth strips, etc.) for a discussion anchor.
How to run this in class
  1. Bring in an actual sealed Sharava/Kachakupi setup if possible — seeing the physical seal makes the discussion far more concrete than description alone.

12Identify and record the types of Crucibles.

Method: L&PPT Assessed via: M-POS, Formative only
Suggested TLM to prepare
  • A PPT of crucible types (e.g. Silica) with images, plus a poster-assignment brief since M-POS is the deliverable.
How to run this in class
  1. Keep this short and visual — show images, have students record types in a simple table, then convert to their poster individually or in pairs.

13Interpret the effect of heat transformation in the material subjected to heating through Musha.

Method: L&PPT, DIS, D-M Assessed via: PRN, CL-PR, Formative only
Suggested TLM to prepare
  • A before/after image set (raw material vs. heated/transformed material) to anchor the demonstration-on-model and discussion.
How to run this in class
  1. Show before/after side by side, ask students to hypothesize what happened physically/chemically, then discuss and confirm.

14Recall Pakaj Utpatti Siddhant and interpret it for Agni Sannikarsha Sanskara.

Method: L&PPT, DIS Assessed via: T-EW, CR-RED (Critical Reading), Formative & Summative
Suggested TLM to prepare
  • A PPT explaining the Pakaj Utpatti Siddhanta concept with a worked example of Agni Sannikarsha Sanskara.
How to run this in class
  1. This is conceptually dense — teach the principle first with one clear example, then open discussion connecting it back to the Puta/Musha heating processes already covered.

15Explain the pharmaceutical use of the Hot plate, heating mantle, induction stove, hot air oven, muffle furnace (horizontal and vertical type).

Method: DIS, SDL Assessed via: P-SUR, M-POS, Formative only
Suggested TLM to prepare
  • A reading list/spec sheet for each modern heating device for self-study, plus the survey data already collected in objective 8.
How to run this in class
  1. Reuse the field-visit survey data from objective 8 as the discussion base rather than starting from scratch.

16Describe types of Koshthi and their uses.

Method: L — Lecture Assessed via: COM (Compilation), Formative only
Suggested TLM to prepare
  • A simple lecture chart of Koshthi types (Chullika, Angar Koshthi, Satwapatan, Bhrashtri) with their specific use.
How to run this in class
  1. Keep it a straightforward, focused lecture — have students compile their own notes into a simple table as you speak (their COM deliverable).
🔗 Group III (literature collection) and Group IV (modern equivalents) of the activity above feed directly into this objective.

17Describe the current trends in heat transfer devices — e.g. steam jacketed heating device, programmed muffle furnace, programmed furnace for Parpati/Pottali preparation.

Method: L&PPT, IBL, SDL Assessed via: M-POS, COM, Formative only
Suggested TLM to prepare
  • A PPT/short reading on modern automated heating devices, with images if available.
How to run this in class
  1. Ask students to first guess what problems automation solves (consistency, safety) before presenting the devices — this frames "current trends" as solving real limitations of the classical methods just taught.

18Assess and interpret the effect of fuel in quantum of heat given (time and temperature).

Method: DIS, PrBL — Discussion, Project-Based Learning Assessed via: M-POS, CR-RED, Formative only
Suggested TLM to prepare
  • A mini-project brief: compare 2 fuel types (e.g. wood vs. cowdung cake) and their effect on heat output over time.
How to run this in class
  1. Give the project brief with a clear comparison structure (fuel type → time to reach temperature → sustained duration) so the "assess and interpret" data has a consistent format.

19Enlist various fuels used for heating for estimation of their heat value.

Method: IBL, SDL Assessed via: M-POS, Formative only
Suggested TLM to prepare
  • A reference sheet listing fuels (Kashtha, coal, Kshara, Lavana, Valuka, Shakrit, Dhanya) for self-directed research into their heat value.
How to run this in class
  1. Pose it as an inquiry task — "which of these fuels would you expect to burn hottest/longest, and why?" — before students research the actual heat values.

20Analyse and appraise use of proper heating device and fuels used for Ayurvediya Aushadhi Nirmana.

Method: BS — Brainstorming Assessed via: DEB (Debate), Term II, Formative only
Suggested TLM to prepare
  • Debate prompt cards: "traditional Puta vs. modern muffle furnace — which is better for Bhasma preparation, and why?"
How to run this in class
  1. This is the topic's natural closing objective — brainstorm pros/cons of traditional vs. modern devices as a class, then split into two sides for the debate.

📋 Printable prep checklist for Topic 5

Topic 6 — Kalpana Nirmana I (Primary & Secondary Dosage Forms) 9 objectives

Topic 6 — Kalpana Nirmana I (Primary & Secondary Dosage Forms)

Term I 10 Marks Lecture: 6h Non-lecture: 4h
Course content (Table 2)

Definition, classification with suitable examples, reference ingredients, quantity, method of preparation, principle involved, instruments used in small & large scale production, Siddhi Lakshana, storage, shelf life, and modern aspects of the following Panchavidha Kashaya Kalpana (primary dosage forms): Swarasa, Kalka, Kwatha, Hima, Phanta. Upakalpana (secondary dosage forms) — Kalka: Churna Kalpana; Kwatha: Pramathya Kalpana, Paniya Kalpana, Ushnodaka, Ksheera Paka Kalpana, Laksha Rasa, Mamsa Rasa; Hima: Mantha Kalpana, Udaka Kalpana, Panaka Kalpana; Phanta: Arka.

📖 Official activity from your curriculum (p.76–77) — Home-preparation documentation & lab practice Objective: after this activity, students should be able to identify the different dosage forms commonly used in Ayurveda, appraise the methods used to prepare them, document related activities performed at home/in communities, and prepare two dosage forms in the lab from their own observations.
  1. Every student documents activities performed at home and in communities/societies related to the preparation of dosage forms under Panchavidha Kashaya Kalpana, Upakalpana, and their household applications — e.g. fruit juices belong to Swarasa Kalpana, chutney to Kalka Kalpana.
  2. Students are assessed based on this documentation.
  3. A group of 10 students collects raw materials and prepares a minimum of 2 dosage forms in the laboratory, based on their home-preparation observations.
  4. An interactive session is held to discuss the learning experience and clear doubts.

Learning objective-wise TLM checklist

1Define with synonyms and classify different varieties of the dosage form in Ayurvediya Aushadhi Nirmana.

Method: L — Lecture Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A classification chart of the 5 primary dosage forms (Swarasa, Kalka, Kwatha, Hima, Phanta) with their synonyms and one-line definitions.
  • A few viva-practice questions on definitions/synonyms.
How to run this in class
  1. Use this as the topic's foundation lecture — the whole topic builds on these 5 core forms, so make sure the classification chart is clear and referred back to throughout.
🔗 Ask students to identify which Panchavidha Kashaya Kalpana their own home-preparation examples belong to, right after this lecture — a natural bridge into the activity above.

2Describe methods of preparation of the dosage form along with the principles of extraction, concentration and dilution, etc.

Method: L&PPT Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A PPT flow-diagram for each Kalpana's preparation method, highlighting where extraction, concentration, and dilution occur in the process.
How to run this in class
  1. Teach one Kalpana fully end-to-end (e.g. Kwatha) as a worked example before moving through the rest — this establishes the "extraction → concentration → dilution" pattern students can then map onto the others.

3Explain in detail about the Standard Operating Procedure (SOP) of each Kalpana.

Method: L&PPT, DIS Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A step-by-step SOP sheet for each of the 5 Kalpanas — quantities, sequence, equipment, and endpoint (Siddhi Lakshana).
How to run this in class
  1. Present the SOPs as numbered checklists, not prose — this is exactly the format students will need in the lab, so teach it the way it'll actually be used.
  2. Discuss what could go wrong at each step (e.g. over-boiling Kwatha) to deepen understanding beyond rote steps.
🔗 These SOPs are exactly what the lab-preparation activity above will require — prepare them before that session, not after.

4Enlist details of the applications/administration (Samanya Matra, Anupana or Sahapana, indications and contraindications) of the dosage form with various examples.

Method: L&PPT Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A reference table per Kalpana: standard dose (Samanya Matra), typical Anupana/Sahapana, indications, and contraindications, with 2–3 example formulations each.
How to run this in class
  1. Teach this table alongside real formulation names (not abstractly) so students immediately see how dosage/Anupana varies with a concrete example.

5Assess and discuss modern day development and market trend of the dosage form.

Method: L&GD, IBL, LS — Lecture+Discussion, Inquiry-Based, Library Session Assessed via: T-MEQs, P-SUR, Term II, Formative & Summative
Suggested TLM to prepare
  • A short library-session reference list on modern commercial adaptations of these dosage forms (e.g. Swarasa → RTU herbal juices, Kwatha → decoction tablets).
  • A survey form (P-SUR) for students to record modern market products they find.
How to run this in class
  1. Pose the inquiry question first: "why would a pharma company convert a Kwatha into a tablet?" before sending students to the library session to investigate.

6Determine the advantages and disadvantages of the dosage form.

Method: L — Lecture Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A pros/cons chart for each Kalpana (e.g. Swarasa: high potency but short shelf life; Kwatha: broad extraction but time-consuming to prepare).
How to run this in class
  1. Connect each advantage/disadvantage back to the SOP taught in objective 3 — e.g. "why does this preparation method lead to a shorter shelf life?" ties reasoning together across objectives.

7Describe method of preparation of dosage form along with the principle involved.

Method: L&PPT, DIS Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • This extends objective 2/3 into the Upakalpana (secondary forms) — a PPT covering preparation of Churna Kalpana, Pramathya/Paniya/Ksheera Paka Kalpana, Mantha/Udaka/Panaka Kalpana, and Arka.
How to run this in class
  1. Group the Upakalpanas by their parent primary form (which Kalpana each derives from) rather than teaching all 9 in one flat list — it mirrors the classification already taught and is easier to retain.
🔗 The lab-preparation part of the activity above (preparing 2 dosage forms) works well if at least one is chosen from these secondary/Upakalpana forms, since students already have home-preparation examples like chutney (Kalka) or fruit juice (Swarasa).

8Describe meaning of the term Upakalpana. Enlist Panchavidha Kashaya Kalpana and their respective Upakalpana.

Method: L — Lecture Assessed via: T-MEQs, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A tree/hierarchy diagram: each of the 5 primary Kalpanas branching into its respective Upakalpanas, as listed in your course content.
How to run this in class
  1. Present this diagram early — ideally right after objective 1's classification chart — since it's the map that the rest of the topic (objectives 2–7) hangs off of.

9Critically evaluate rationality behind different proportion of water used in various formulations.

Method: BS — Brainstorming Assessed via: P-VIVA, Term III, Formative & Summative
Suggested TLM to prepare
  • A reference table of water:drug ratios across different Kwatha/Kalpana types, to seed the brainstorming session.
How to run this in class
  1. Show the ratio table without explanation first, and ask students to brainstorm why the ratios differ (drug potency, water-solubility of active principles, desired concentration) before confirming the classical rationale.

📋 Printable prep checklist for Topic 6

Topic 7 — Kalpana Nirmana-II (Method of Preparation of Different Dosage Forms & Dietary Supplements) 4 objectives

Topic 7 — Kalpana Nirmana-II (Method of Preparation of Different Dosage Forms & Dietary Supplements)

Term I 10 Marks Lecture: 5h Non-lecture: 4h
Course content (Table 2)

Avaleha — definition, reference, essential ingredients, general method of preparation, specific rules, importance of temperature, Siddhi Lakshana, shelf life, examples (Vasavaleha, Kushmanda Avaleha), research updates, market survey. Sneha Kalpana — aims, definition, reference, essential ingredients, method of preparation, Gritha/Taila Murchana, Sneha Siddhi Lakshana, types of Snehapaka, Patra (Gandha Paka), cooking time duration, shelf life, examples (Phala Gritha, Ksheerabala Taila), concept of Avartana, research updates, market survey. Sandhana Kalpana — significance, classification, difference between Madhya and Shukta Kalpana, method of preparation, essential ingredients, Anukta Mana, Sandhana Vidhi, Burning Candle Test, Lime Water Test, Asava-Arishta preparation factors (patra selection, fermentation place, room temperature, Sandhana Kala, adding honey/bhasma/prakshepaka dravya), difference between Asava & Arishta, shelf life & alcohol %, examples (Draksharishta, Usheerasava), research updates, market survey. Pathya Kalpana — definition, significance, types, method of preparation of Manda, Peya, Yavagu, Vilepi, Anna/Odana Kalpana, Krushara, Yusha, Takra, Khada, Kambalika, Raga, Shadava; research updates and market survey of dietary supplements.

📖 Official activity from your curriculum (p.77–78) — Market research on modern dosage forms Note: your document lists this same activity under both "7 & 11. Kalpana Nirmana II & III" — so this activity will very likely recur when we build Topic 11.

Objective: after this activity, students should be able to identify dosage forms commonly used in Ayurveda, appraise the methods used to prepare them, and document research related to their preparation.
  1. Divide students into 4 groups.
  2. Group 1 — collects information on proprietary Ayurvedic and contemporary solid dosage forms available in the market, via e-resources (e.g. tablets, capsules, lozenges).
  3. Group 2 — collects information on proprietary Ayurvedic and contemporary liquid dosage forms available in the market, via e-resources (e.g. oils, syrups, suspensions).
  4. Group 3 — collects information on proprietary Ayurvedic and contemporary semisolid dosage forms available in the market, via e-resources (e.g. ointments, gels, jellies).
  5. Group 4 — collects research articles published on modification of classical Ayurvedic dosage forms (solid, liquid, and semisolid), via e-resources.
  6. Discussion: students present their collected information as a PPT and submit the assignment; the teacher concludes by stressing the scope for research and development in modifying classical dosage forms.
  7. Note: use a different set of formulations/dosage forms/activity each year.

Learning objective-wise TLM checklist

1Explain the basic principles involved, processing techniques, and quality control parameters used in the preparation of Avaleha Kalpana with examples, instruments used in small & large scale production, and research updates.

Method: L&PPT, TPW, BL — Lecture+PPT, Team Project Work, Blended Learning Assessed via: T-EW, T-OBT, Term II, Formative & Summative
Suggested TLM to prepare
  • A PPT covering Avaleha's method of preparation, Siddhi Lakshana, and shelf life, with Vasavaleha/Kushmanda Avaleha as worked examples.
  • A blended-learning component: an assigned e-resource/video link on recent Avaleha research updates for students to review before the next class.
  • A team project brief: each team investigates the QC parameters for one Avaleha example.
How to run this in class
  1. Lecture the SOP and Siddhi Lakshana in class, then assign the research-update reading as the blended/online component before the next session.
  2. Use team project time to have each group apply QC parameters to their assigned example rather than just summarizing theory.
🔗 Group 4 of the market-research activity above (research articles on modification of classical dosage forms) is a direct source for the "research updates" part of this objective.

2Explain the basic principles involved, processing techniques, and quality control parameters used in the preparation of Sneha Kalpana with examples, instruments used in small & large scale production, the concept of Avartana, research updates, and market survey.

Method: L_VC, TUT — Video Clips, Tutorial Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A video clip showing Gritha/Taila Murchana and the different Snehapaka stages (Mridu, Madhyama, Khara Paka) so students can visually recognize each Siddhi Lakshana.
  • A tutorial worksheet with Phala Gritha/Ksheerabala Taila as worked examples, plus viva-practice questions.
How to run this in class
  1. Show the video clip first so students can see what each Snehapaka stage actually looks like — this is a highly visual/tactile concept that's hard to teach through text alone.
  2. Run the tutorial in a small group immediately after, working through the Phala Gritha example step by step.
🔗 Group 2 of the market-research activity (liquid dosage forms, incl. oils) connects well to the "market survey" part of this objective.

3Describe the significance of Sandhana Kalpana, classification, difference between Madya and Shukta Kalpana, general method of preparation, essential ingredients, Anukta Mana, Sandhana Vidhi, observations (Burning Candle Test, Lime Water Test), difference between Asava and Arishta, essential knowledge for sale and clinical practice, and research updates.

Method: L_VC, PrBL — Video Clips, Project-Based Learning Assessed via: T-EW, T-OBT, Term II, Formative & Summative
Suggested TLM to prepare
  • A video clip demonstrating the Burning Candle Test and Lime Water Test used to check fermentation completion.
  • A comparison chart: Madhya vs. Shukta Kalpana, and Asava vs. Arishta (with Draksharishta/Usheerasava as examples).
  • A mini-project brief: students research the alcohol %/shelf life factors for one Asava-Arishta pair.
How to run this in class
  1. Show the video tests first, then lecture the classification/comparison charts, since seeing the completion tests makes the "observations" part of this objective concrete.
  2. Assign the mini-project with a clear deliverable: a short write-up comparing one Asava and one Arishta on fermentation factors.
🔗 Group 4's research-article collection (modification of classical dosage forms) is directly relevant to the "essential knowledge for sale and clinical practice" and research-updates parts of this objective.

4Explain the definition and significance of Pathya, its types, and general method of preparation — Manda, Peya, Yavagu, Vilepi, Anna/Odana Kalpana, Krushara, Yusha, Takra, Khada, Kambalika, Raga, Shadava — along with related research updates and market survey of dietary supplements and nutraceuticals.

Method: L_VC, RLE — Video Clips, Real Life Experience Assessed via: T-EW, P-VIVA, P-EXAM, Term II, Formative & Summative
Suggested TLM to prepare
  • A video clip showing the visual/textural differences between Manda, Peya, Yavagu, and Vilepi (they're easy to confuse since they differ mainly by water:rice ratio and consistency).
  • A real-life connection: most of these (Peya, Takra, Yusha) are everyday home-kitchen preparations — ask students to relate them to dishes they already know from home.
How to run this in class
  1. Open by asking students which of these dietary preparations they've already eaten at home (Takra/buttermilk, Yavagu/rice gruel) — this real-life-experience framing makes the whole objective land faster.
  2. Use the video to clarify the exact consistency differences (Manda vs. Peya vs. Vilepi), which are easy to mix up otherwise.
🔗 Group 1 & Group 3 of the market-research activity (solid/semisolid dosage forms) connect well to the "market survey of dietary supplements and nutraceuticals" part of this objective.

📋 Printable prep checklist for Topic 7

Topic 8 — Rasa Dravya Parichaya-I (Must to Know Drugs) 7 objectives

Topic 8 — Rasa Dravya Parichaya-I (Must to Know Drugs)

Term II 10 Marks Lecture: 12h Non-lecture: 4h
Course content (Table 2)

Synonyms, mineralogical identification, sources, types, Grahya-Agrahyata, Doshas, Shodhana, Marana and other processing techniques, probable physico-chemical changes, importance of temperature while processing, Yoga, and research updates of the following Must-to-Know drugs: Parada (mercury), Abhraka (Biotite Mica), Makshika (Chalcopyrite), Shilajatu (Asphaltum Punjabianum), Gandhaka (Sulfur), Gairika (Red Ochre), Kankshi (Alum), Haratala (Orpiment), Manahshila (Realgar), Kampillaka (Mallotus Philippinensis), Navasadara (Ammonium Chloride), Hingula (Red Cinnabar), Swarna (Gold), Rajata (Silver), Tamra (Copper), Loha (Iron), Mandur (Rust Iron), Vanga (Tin), Naga (Lead), Yashada (Zinc), Mukta (Pearl), Pravala (Coral), Vajra (Diamond), Kaparda (Cowries), Shukti (Oyster Shell), Shankh (Conch Shell), Godanti (Gypsum), Samudraphena (Cuttlefish Bone), Kukkutanda Twak (Hen's Eggshell), Tankana Kshara (Borax).

📖 Official activity from your curriculum (p.78–79) — Rasa Dravya identification Objective: after this activity, students should be able to justify the importance of identifying genuine Rasa Dravyas, interpret classical and mineralogical criteria for identifying them, and communicate their findings effectively.
  1. Divide students into 4 to 5 groups.
  2. Give each group 5 Rasadravyas from the must-to-know list above.
  3. Instruct students to collect raw samples/pictures/photos of their assigned Rasa Dravyas.
  4. Students interpret both classical and mineralogical criteria for identifying each assigned Rasa Dravya.
  5. Encourage them to develop identification skills and understand why correct identification matters.
  6. Discussion & conclusion: each group presents; the teacher gives concluding remarks.
  7. Note: use a different set of drugs/activity each year.

Learning objective-wise TLM checklist

1Explain classical & mineralogical identification and sources of Rasadravyas.

Method: L&PPT, PT — Lecture+PPT, Practical Assessed via: T-EW, P-EXAM, Term I, Formative & Summative
Suggested TLM to prepare
  • A PPT with a clear photo of each of the 30 must-to-know drugs, alongside its classical name, mineralogical/chemical identity, and natural source.
  • A practical specimen display/table so students can see and handle actual samples where available.
How to run this in class
  1. Teach in small batches of 5–6 drugs per session rather than all 30 at once — this list is long, and pacing prevents it from becoming a blur.
  2. Pair every classical name with its mineralogical identity every single time you say it, so the two stick together in memory.
🔗 This is exactly what the group identification activity above is built for — run it once you've covered the first batch of drugs so students can apply what they've learned.

2Discriminate types, Grahya-Agrahyata and Dosha of Rasadravya.

Method: L&PPT, PT Assessed via: P-VIVA, TT-Theory, Term I, Formative & Summative
Suggested TLM to prepare
  • A chart per drug category: types found, Grahya (acceptable) vs. Agrahya (unacceptable) criteria, and common Doshas (impurities) to check for.
  • Genuine vs. adulterated/substandard sample comparisons where available, for the practical session.
How to run this in class
  1. If genuine vs. substandard samples are available, always show them side by side — this discrimination skill is very hard to teach from description alone.
  2. Follow with a viva-style round where you hold up (or show a photo of) a sample and ask students to spot the Dosha.

3Explain Shodhana and Marana and other processing techniques of the Rasa Dravya.

Method: L_VC, IBL, D — Video Clips, Inquiry-Based, Demonstration Assessed via: T-EW, P-VIVA, INT, Term I, Formative & Summative
Suggested TLM to prepare
  • Video clips of Shodhana/Marana procedures grouped by drug category (metals like Swarna/Tamra vs. minerals like Haratala/Manahshila vs. others like Mukta/Shankha) since the techniques differ significantly.
  • A live demonstration of at least one representative Shodhana procedure.
How to run this in class
  1. Pose the inquiry question before the video: "why might Parada need a different Shodhana method than Tamra?" — let students hypothesize based on the drugs' physical nature first.
  2. Follow with the demonstration so the video's procedure becomes tangible.

4Discuss probable physical and chemical changes occurring during processing and after Shodhana and Marana of Parada, Haratala, Tamra and Shankha.

Method: L&PPT, BS, SDL — Lecture+PPT, Brainstorming, Self-Directed Learning Assessed via: T-EW, P-VIVA, P-EXAM, Term I, Formative & Summative
Suggested TLM to prepare
  • A before/after comparison table for these 4 specific drugs — color, texture, and chemical-form change from raw material to processed state.
  • A short self-study handout on the probable chemistry behind each transformation, for students to review before class.
How to run this in class
  1. Brainstorm first — "what do you expect changes physically when mercury is triturated repeatedly?" — before revealing the actual documented changes, since this builds reasoning rather than rote memorization.

5Discuss probable physical and chemical changes occurring after Bhavana, Puta and the whole process of Bhasma Nirmana from Rasadravyas.

Method: DIS, BS — Discussion, Brainstorming Assessed via: T-OBT, Term I, Formative & Summative
Suggested TLM to prepare
  • A flow diagram of the complete Bhasma Nirmana process (Shodhana → Marana → Bhavana → Puta cycles) with the expected physical change flagged at each stage.
How to run this in class
  1. Walk through the flow diagram together, pausing at each Puta cycle to brainstorm/discuss what's physically happening (particle size reduction, color change, loss of metallic luster).
🔗 This connects directly to Topic 5's Puta/Musha content — refer back to that topic's material when discussing the heating stages here.

6Enlist Kalpas prepared from these Rasadravyas and the therapeutic importance of that Rasadravya.

Method: IBL, SDL Assessed via: PRN, Term II, Formative only
Suggested TLM to prepare
  • A reference sheet mapping each Rasadravya → the Kalpas/formulations prepared from it → its therapeutic use, for self-directed research.
How to run this in class
  1. Assign a small set of drugs per student for self-study, then have each present their findings — this keeps the workload manageable given how long the drug list is.

7Develop a checklist for identification of genuine Rasadravyas.

Method: IBL — Inquiry-Based Learning Assessed via: P-PS (Problem Solving), Term III, Formative & Summative
Suggested TLM to prepare
  • A blank checklist template (parameters: color, texture, solubility, flame test, weight, etc.) for students to fill in themselves through inquiry rather than being handed a completed one.
How to run this in class
  1. Give students an unidentified/mixed sample and ask "how would you prove this is genuine?" — let the checklist emerge from their own reasoning, then formalize it as a class.
🔗 This is the natural capstone of the group identification activity above — once each group has identified their 5 drugs, have them turn their process into a general checklist as a follow-up task.

📋 Printable prep checklist for Topic 8

Topic 9 — Rasa Dravya Parichaya-II (Desirable to Know Drugs) 6 objectives

Topic 9 — Rasa Dravya Parichaya-II (Desirable to Know Drugs)

Term II 5 Marks Lecture: 7h Non-lecture: 6h
Course content (Table 2)

Synonyms, mineralogical identification, sources, types, Grahya-Agrahyata, Shodhana, Marana and other processing techniques with probable chemical reactions, importance of temperature, Yoga, and research updates of the following Desirable-to-Know drugs: Sasyaka (Peacock Ore), Kaseesa (Green Vitriol), Gauripashana (Arsenic Oxide), Trinakanta, Akika (Agate), Sudha (Limestone), Khatika, Ajashthi, Jaharmohara (Serpentine), Dugdhapashana (Talc).

📖 Official activity from your curriculum (p.79) — Desirable-to-know drug review & debate Objective: after this activity, students should be able to document the desirable-to-know Rasa Dravyas, gather information on each (Sanskrit name, English name, synonyms, botanical name, physical appearance, taste, and medicinal properties), and present their findings clearly.
  1. Divide students into 4 groups.
  2. Instruct students to refer to and collect photos, general information, and medicinal uses from classical textbooks and e-resources.
  3. Give each group 2 drugs.
  4. Note: use a different set of Rasadravyas/activity each year.
Discussion: Each group presents a short review of their work to the class, then debates and justifies why their drug is superior to the other drugs in the same group. The teacher gives concluding remarks on the debate.

Learning objective-wise TLM checklist

1Enlist the important synonyms of Rasadravyas.

Method: L&PPT, DIS Assessed via: P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A synonym chart for each of the 10 desirable-to-know drugs (Sanskrit name, common synonyms, English/botanical equivalent).
How to run this in class
  1. Since this is a shorter, lower-priority (Desirable-to-Know) list compared to Topic 8, keep the lecture brisk and lean on the group activity below to do the depth work.
🔗 Directly built by the group activity above — "gather synonyms" is explicitly part of their research task.

2Elaborate types, Grahya-Agrahyata and Dosha of Rasadravyas.

Method: L&PPT Assessed via: P-VIVA, Term II, Formative only
Suggested TLM to prepare
  • A brief chart of types and Grahya/Agrahya criteria for these 10 drugs — you can reuse the same chart format from Topic 8's Objective 2 for consistency.
How to run this in class
  1. Explicitly connect this back to Topic 8's Grahya-Agrahyata lecture — "same concept, different drug list" — so students recognize the pattern rather than treating it as new content.

3Explain Shodhana, Marana and other processing techniques with probable chemical reactions. (Cognitive/Comprehension level)

Method: L&PPT, DIS, LS — Lecture+PPT, Discussion, Library Session Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A processing-technique chart with probable chemical reactions for each drug, plus a library reference list for deeper reading.
How to run this in class
  1. Lecture the general Shodhana/Marana principles first, then send students to the library session to find the specific reaction details per drug.

4Explain Shodhana, Marana and other processing techniques with probable chemical reactions. (Evaluation level — practical application)

Method: L&GD, PT — Lecture+Group Discussion, Practical Assessed via: P-VIVA, Term I, Formative & Summative
Suggested TLM to prepare
  • A hands-on practical session plan where students evaluate/critique a given processing procedure, since this repeats objective 3's topic but at a higher (Evaluation) cognitive level.
How to run this in class
  1. Since this objective repeats objective 3's content at a higher taxonomic level, don't re-teach — instead give a practical/case scenario and have groups discuss and evaluate the correctness of a processing approach.

5Explain research updates of Kasisa, Gauripashana and Akika.

Method: DIS, ML — Discussion, Mobile Learning Assessed via: PRN (Presentation), Term I, Formative only
Suggested TLM to prepare
  • A shared link/reference (accessible via phone) to recent research articles on these 3 specific drugs, for in-class lookup and discussion.
How to run this in class
  1. Let students search for research updates on their phones in class, then discuss findings as a group before each does a short presentation.
🔗 If Kasisa, Gauripashana, or Akika happen to be among the group activity's assigned drugs that year, their "medicinal properties" research doubles as this objective's material.

6Enlist names of Rasadravyas and important Kalpas prepared from the respective dravya. Describe therapeutic importance of that Rasadravya.

Method: DIS, SDL — Discussion, Self-Directed Learning Assessed via: CL-PR, M-CHT (Making of Charts), Term II, Formative only
Suggested TLM to prepare
  • A chart-making assignment brief: students compile Rasadravya → Kalpas prepared from it → therapeutic importance (their M-CHT deliverable).
How to run this in class
  1. This is the natural wrap-up objective — have students build their chart using everything gathered in the group activity's "medicinal properties" research.
🔗 Feeds directly from the group activity above — the "medicinal properties" each group researched becomes the therapeutic-importance content for this objective's chart.

📋 Printable prep checklist for Topic 9

Topic 10 — Rasa Dravya Parichaya-III (Nice to Know Drugs) 4 objectives

Topic 10 — Rasa Dravya Parichaya-III (Nice to Know Drugs)

Term II 5 Marks Lecture: 3h Non-lecture: 6h
Course content (Table 2)

Synonyms, mineralogical identification, sources, types, Grahya-Agrahyata, Shodhana, Marana, probable chemical changes, properties, dose, Ashuddha/Apakwa Bhasma Sevanajanya Vyadhi and their Shantyupaya, Yoga, and research updates of the following Nice-to-Know drugs: Vaikrantha, Vimala (Iron Pyrite), Chapala, Rasaka, Anjana, Kankustha, Agnijara, Giri Sindura (Red Oxide of Mercury), Mriddara Shringa (Litharge), Kamsya (Bronze), Pittala (Brass), Vartaloha, Manikya (Ruby), Tarkshya (Emerald), Pushparaga (Topaz), Nilam (Sapphire), Gomeda (Zircon/Cinnamon Stone), Vaidurya (Cat's Eye), Mriga Shringa (Stag Horn), Sikata (Silica), Vyomashma (Jade), Kousheyashma (Asbestos), Badarashma (Silicate of Lime).

📖 Official activity from your curriculum (p.80–81) — Nice-to-know drug review & debate Note: this follows the same format as Topic 9's activity, just scaled up (4 drugs per group instead of 2) and applied to the Nice-to-Know list — you can reuse most of the same session structure.

Objective: after this activity, students should be able to document the nice-to-know Rasa Dravyas, gather information on each (Sanskrit name, English name, synonyms, botanical name, physical appearance, taste, and medicinal properties), and present their findings clearly.
  1. Divide students into 4 groups.
  2. Instruct students to refer to and collect photos, general information, and medicinal uses of their given drugs from classical textbooks and e-resources.
  3. Give each group 4 drugs.
  4. Note: use a different set of drugs/activity each year.
Discussion: Each group presents a short review of their findings, then debates and justifies why their drugs are superior to the other drugs presented. The teacher gives concluding remarks on the debate.

Learning objective-wise TLM checklist

1Determine types, Grahya-Agrahya, properties & classical as well as mineralogical identification of Rasadravyas.

Method: L&PPT, DIS, SDL — Lecture+PPT, Discussion, Self-Directed Learning Assessed via: P-VIVA, CHK (Checklist), Term II, Formative & Summative
Suggested TLM to prepare
  • A brief identification chart for the Nice-to-Know drugs — reuse the same chart format from Topics 8 & 9 so students recognize the recurring pattern.
  • A checklist (CHK) students fill in as they self-study each drug's identification criteria.
How to run this in class
  1. Since this is the third and lowest-priority drug list (Nice-to-Know), keep classroom time light — a short lecture orientation, then let self-directed learning and the group activity carry most of the depth.
🔗 Directly supported by the group review activity above — identification criteria are core to their "general information" research task.

2Explain Shodhana, Marana and probable chemical changes.

Method: L&PPT, IBL — Lecture+PPT, Inquiry-Based Learning Assessed via: PRN (Presentation), Term II, Formative & Summative
Suggested TLM to prepare
  • A brief slide covering Shodhana/Marana principles for this drug group, prompting students to infer the probable chemical change rather than presenting it outright.
How to run this in class
  1. Pose it as an inquiry: "based on what you know about Shodhana of similar drugs from Topics 8–9, what would you expect to happen to Kamsya (Bronze) or Pittala (Brass)?" — this reuses prior learning instead of re-teaching from scratch.

3Explain research update of Badarashma.

Method: DIS, LS — Discussion, Library Session Assessed via: P-VIVA, Term II, Formative only
Suggested TLM to prepare
  • A short reference list on Badarashma (silicate of lime) for the library session, since this is a narrowly focused single-drug objective.
How to run this in class
  1. Keep this brief — a focused library task on just this one drug, followed by a short class discussion of what students found.

4Enlist Rasadravyas from this group and describe important Kalpas with their therapeutic utility.

Method: TPW — Team Project Work Assessed via: PRN, Term II, Formative only
Suggested TLM to prepare
  • A team-project brief asking each team to compile Kalpas and therapeutic uses for their assigned drugs — this can be combined with the group activity above rather than run separately.
How to run this in class
  1. Fold this objective into the group activity above — have each of the 4 groups add "important Kalpas + therapeutic utility" as an extra section to their existing presentation, rather than running a second separate team project.
🔗 This is essentially the same deliverable as the group activity's "medicinal properties" research — no need to duplicate effort.

📋 Printable prep checklist for Topic 10

Topic 11 — Kalpana Nirmana-III (Method of Preparation of Different Dosage Forms) 5 objectives

Topic 11 — Kalpana Nirmana-III (Method of Preparation of Different Dosage Forms)

Term II 10 Marks Lecture: 8h Non-lecture: 6h
Course content (Table 2)

Sharkara Kalpana — general method of preparation, difference between Sharkara Kalpana and syrup, importance of temperature, precautions, confirmatory tests, packing, preservation, shelf life (e.g. Tulasi Arka Sharkara). Gudapaka — general method of preparation, temperature, precautions, confirmatory tests, packing, preservation, shelf life (e.g. Manibhadra Guda, Guda Pippali). Lavana Kalpana — general method of preparation (e.g. Narikela Lavana). Kshara Kalpana — general method of preparation, temperature, precautions, confirmatory tests, packing, preservation, shelf life (e.g. Kadali Kshara, Chincha Kshara). Ayaskriti Kalpana — general method, temperature, precautions, confirmatory tests, packing, preservation, shelf life (e.g. Ayaskriti). Lepa Kalpana — general method, temperature, precautions, confirmatory tests, packing, preservation, shelf life (e.g. Avalgunjadi Lepa, Keshavardhaka Lepa).

📖 Official activity — shared with Topic 7 (p.77–78) Your curriculum document lists this topic's official activity jointly under "7 & 11. Kalpana Nirmana II & III" — it's the same 4-group market-research project you already set up for Topic 7 (Group 1: solid dosage forms, Group 2: liquid dosage forms, Group 3: semisolid dosage forms, Group 4: research articles on modification of classical dosage forms, all via e-resources, followed by a PPT presentation and teacher's concluding remarks on scope for R&D).

If you already ran it for Topic 7, you likely don't need to repeat it in full here — just revisit the Group 4 findings (modification research) when teaching this topic's confirmatory-tests and shelf-life content, since that's where it connects most directly.

Learning objective-wise TLM checklist

1Describe Sharkara Kalpana along with preparation method of Syrup. Explain therapeutic importance of prepared Sharkara Kalpana along with its shelf life.

Method: L&PPT, SDL — Lecture+PPT, Self-Directed Learning Assessed via: P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A side-by-side comparison chart: Sharkara Kalpana vs. modern Syrup — method, sugar concentration, and shelf-life difference.
  • A self-study handout on Tulasi Arka Sharkara as the worked example.
How to run this in class
  1. Open with the comparison chart since "difference between Sharkara Kalpana and syrup" is explicitly called out in your syllabus — students often assume they're the same thing.

2Describe Gudapaka preparation method with its confirmatory tests and precautions. Explain therapeutic importance of prepared Gudapaka along with its shelf life.

Method: L&PPT Assessed via: P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • An SOP-style PPT for Gudapaka with confirmatory-test checkpoints marked at each stage, using Manibhadra Guda/Guda Pippali as examples.
How to run this in class
  1. Teach the confirmatory tests as decision points within the SOP ("stop and check here") rather than as a separate list at the end — it mirrors how they're actually used in practice.

3Describe Kshara Kalpana preparation method with its confirmatory tests and precautions. Explain therapeutic importance of prepared Kshara Kalpana and Ksharasutra integration with the Shalya Tantra department, along with its shelf life and packaging techniques.

Method: L&PPT Assessed via: P-VIVA, TT-Theory, Term II, Formative & Summative · Integration: V-SHL (Shalya Tantra)
Suggested TLM to prepare
  • An SOP for Kshara Kalpana with confirmatory tests (Kadali Kshara, Chincha Kshara as examples).
  • A short note connecting Kshara preparation to Ksharasutra's use in the Shalya Tantra department — since this is a flagged vertical integration point, coordinate with that department if possible.
How to run this in class
  1. Since this is explicitly integrated with Shalya Tantra, consider inviting a Shalya Tantra faculty member for even 10 minutes to show how Ksharasutra is actually used clinically — it makes the "therapeutic importance" concrete rather than abstract.

4Describe Ayaskriti Kalpana preparation method with its confirmatory tests and precautions. Explain therapeutic importance of prepared Ayaskriti Kalpana along with its shelf life and packaging techniques.

Method: L&PPT Assessed via: P-VIVA, Term II, Summative only
Suggested TLM to prepare
  • An SOP for Ayaskriti with fermentation-stage confirmatory tests and packaging notes.
How to run this in class
  1. Connect this back to Topic 7's Sandhana Kalpana content (Asava-Arishta fermentation tests) — Ayaskriti follows a similar fermentation logic, so reference that earlier material rather than re-explaining fermentation from zero.

5Describe Lepa Kalpana preparation method with its confirmatory tests and precautions. Explain therapeutic importance of prepared Lepa Kalpana, its integration with the Kayachikitsa and Panchakarma departments, along with its shelf life and packaging techniques.

Method: L&PPT Assessed via: T-EW, P-VIVA, Term II, Formative & Summative · Integration: V-KC (Kayachikitsa), V-PC (Panchakarma)
Suggested TLM to prepare
  • An SOP for Lepa Kalpana with Avalgunjadi Lepa and Keshavardhaka Lepa as worked examples.
  • A short cross-department note on where Lepa is actually applied in Kayachikitsa and Panchakarma practice.
How to run this in class
  1. This is the topic's closing objective and has two integration points — if timetabling allows, this is a good candidate for a short joint session with Kayachikitsa or Panchakarma faculty, similar to the suggestion for Objective 3.

📋 Printable prep checklist for Topic 11

Topic 12 — Chaturvidha Rasayana 5 objectives

Topic 12 — Chaturvidha Rasayana

Term II 10 Marks Lecture: 4h Non-lecture: 4h
Course content (Table 2)

Introduction, definition, importance, types, procedure, necessary equipment, and shelf life of the four Rasayana preparation forms — Kharaliya Rasayana (e.g. Shwasakuthara Rasa, Vatavidhwansana Rasa), Parpati Rasayana (e.g. Loha Parpati, Sudha Parpati), Kupipakwa Rasayana (e.g. Rasasindura, Rasa Karpura), and Pottali Rasayana (e.g. Tamragarbha Pottali, Lohagarbha Pottali).

📖 Official activity from your curriculum (p.81–82) — Swarna Bhasma market survey Objective: after this activity, students should be able to collect information on different Chaturvidha Rasa formulations, identify the manufacturing companies producing them, appraise the classical references used to manufacture them, compare MRP/prices, identify indications, analyze the formulations critically, and communicate their findings to the class.

Method of Activity (Survey): Divide students into 5 groups, each centered on formulations containing Swarna Bhasma as an ingredient:

  1. Group 1 — Swarna Bhasma itself: manufacturing companies, classical references followed, MRP, and indications.
  2. Group 2 — varieties of Parpati containing Swarna Bhasma: manufacturing companies, classical references, MRP, and indications.
  3. Group 3 — varieties of Kupipakwa Rasayana containing Swarna Bhasma: manufacturing companies, classical references, MRP, and indications.
  4. Group 4 — varieties of Pottali Rasayana containing Swarna Bhasma: manufacturing companies, classical references, MRP, and indications.
  5. Group 5 — varieties of Kharaliya Rasayana containing Swarna Bhasma: manufacturing companies, classical references, MRP, and indications.
  6. Note: use a different set of formulations/activity every year.
Discussion: all groups present their assignment; the teacher-in-charge concludes on the importance of Swarna Kalpa, the rationality behind following different classical references, and the probable variation in cost across manufacturers.

Learning objective-wise TLM checklist

1Describe importance and unique features of Chaturvidha Rasayana — Kharaliya Rasayana, Parpati Rasayana, Kupipakwa Rasayana & Pottali Rasayana.

Method: L&PPT, IBL — Lecture+PPT, Inquiry-Based Learning Assessed via: T-EW, P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A 4-column PPT: one column per Rasayana type, each with its unique identifying feature (Kharaliya = trituration-based, Parpati = flattened flake form, Kupipakwa = closed-bottle sublimation, Pottali = bolus wrapped in cloth).
How to run this in class
  1. Before revealing the 4-column chart, show images of all 4 finished products side by side and ask students to guess what's different about how each was made — the visual contrast makes the "unique features" stick.
🔗 The 5-group survey activity above (organized by exactly these 4 Rasayana types) is the perfect follow-up — assign it right after this lecture.

2Explain definition, types and method of preparation of Chaturvidha Rasayana.

Method: L&PPT, PT — Lecture+PPT, Practical Assessed via: T-EW, Term II, Formative & Summative
Suggested TLM to prepare
  • SOP charts for each of the 4 types with their worked examples (Shwasakuthara Rasa, Loha Parpati, Rasasindura, Tamragarbha Pottali).
  • A practical-session plan if lab access allows observing/assisting with at least one preparation.
How to run this in class
  1. Teach Kupipakwa Rasayana's method with extra care — the closed-container sublimation process is the most conceptually different from the others and often needs a second pass.

3Explain shelf-life of Chaturvidha Rasayana.

Method: L, DIS — Lecture, Discussion Assessed via: P-VIVA, Term II, Formative & Summative
Suggested TLM to prepare
  • A shelf-life reference chart comparing all 4 Rasayana types — since metal/mineral-based Rasayanas typically have much longer shelf lives than herbal Kalpanas covered earlier, this is a good contrast point.
How to run this in class
  1. Open the discussion by asking students to compare shelf life here against Topic 6's Kwatha/Swarasa (days) versus these Rasayanas (years/indefinite) — the contrast makes the "why" clearer.

4Describe chemical changes occurring during the preparation of Chaturvidha Rasayana and its impact on pharmacological action of Chaturvidha Rasayana.

Method: L&GD, BS, SDL — Lecture+Discussion, Brainstorming, Self-Directed Learning Assessed via: CR-RED (Critical Reading), CR-W (Creativity Writing), Term II, Formative only
Suggested TLM to prepare
  • A short reading assignment on the probable chemical transformations happening during each Rasayana's preparation, for self-study.
  • A critical-reading/reflective-writing prompt connecting the chemical change to the resulting pharmacological effect.
How to run this in class
  1. Brainstorm first — "if the chemical form changes during preparation, would you expect the drug's action to change too?" — before assigning the self-study reading, so students approach it with a question in mind rather than passively.

5Explain law of Definite Proportion and the proportion of Mercury and Sulphur needed for preparation of Sulphide of Mercury in Chaturvidha Rasayana.

Method: BS, IBL — Brainstorming, Inquiry-Based Learning Assessed via: CL-PR (Class Presentation), Term II, Formative only
Suggested TLM to prepare
  • A short numeric worksheet on the Law of Definite Proportion applied to Mercury-Sulphur combination (Rasasindura/Hingula formation), since this connects Ayurvedic pharmaceutics to basic chemistry.
How to run this in class
  1. Pose the inquiry question first: "if you have a fixed weight of Mercury, is there a limit to how much Sulphur will actually combine with it?" — let students reason toward the Law of Definite Proportion themselves before formalizing it.

📋 Printable prep checklist for Topic 12

Topic 13 — Current and Emerging Trends in Ayurvedic Pharmaceuticals 5 objectives

Topic 13 — Current and Emerging Trends in Ayurvedic Pharmaceuticals

Term III 5 Marks Lecture: 3h Non-lecture: 4h
Course content (Table 2)

Cosmetics — brief introduction to cosmetic formulation and regulatory provisions, plant layout and other factory requirements, manufacturing process, most commonly used cosmetic raw materials, control of microbial contamination, quality control of cosmetics, skin sensitization/sensitivity testing, in-vitro tests for skin irritation, QC of raw materials/intermediates/finished products, and stability of cosmetics. Introduction to Dosage Forms — classification of dosage forms (solid, liquid, and semisolid) and the need for dosage forms.

📖 Official activity from your curriculum (p.83) — Trends & modified dosage forms research Objective: after this activity, students should be able to identify current and emerging trends in Ayurvedic Pharmaceuticals, analyze their potential impact on the field's future, review and record commonly used modified dosage forms of Ayurvedic formulations, and evaluate their potential to improve efficacy and safety.
  1. Divide students into 3 groups.
  2. Group 1 — lists current and emerging trends in Ayurvedic Pharmaceuticals: cosmetics, nutraceuticals, herbaceuticals.
  3. Group 2 — reviews and records the commonly used modified dosage forms of Ayurvedic formulations.
  4. Group 3 — generates a computer folder of relevant research articles on modified Ayurvedic dosage forms.
Discussion: all groups present their assignment with their team; an exchange of knowledge takes place, followed by a conclusion from the faculty-in-charge.

Learning objective-wise TLM checklist

1Discuss the classification of different dosage forms.

Method: L&PPT, DIS — Lecture+PPT, Discussion Assessed via: P-VIVA, M-POS, Formative & Summative
Suggested TLM to prepare
  • A classification chart: Solid / Liquid / Semisolid dosage forms, with 2–3 examples in each category.
  • A poster-assignment brief since M-POS is part of the assessment.
How to run this in class
  1. Use this as the orienting lecture for the whole topic — everything else (cosmetics, QC, machinery) sits within this classification framework.
🔗 Group 2 of the activity above (modified dosage forms review) extends this classification into real modern examples.

2Explain the need of different dosage forms.

Method: L&PPT, DIS, SDL — Lecture+PPT, Discussion, Self-Directed Learning Assessed via: P-VIVA, M-POS, Formative & Summative
Suggested TLM to prepare
  • A short self-study handout on why a single drug might be formulated differently (e.g. patient compliance, stability, dosing precision, route of administration).
How to run this in class
  1. Open with a discussion question: "why would the same drug be made as both a Churna and a tablet?" before the self-study reading — it frames the "need" question concretely.

3Appreciate Ayurvedic cosmetic products.

Method: BS, PrBL — Brainstorming, Project-Based Learning Assessed via: PRN, P-SUR (Survey), Formative only
Suggested TLM to prepare
  • A brainstorming prompt: "which Ayurvedic cosmetic products have you or your family used?" to make this personally relevant before going into formal content.
  • A mini-project/survey brief: students research a specific Ayurvedic cosmetic brand's product line and formulation approach.
How to run this in class
  1. This is an Affective-domain objective ("appreciate"), so lead with personal connection and real products rather than starting from regulatory theory.
🔗 Group 1 of the activity above (cosmetics as an emerging trend) and Group 3 (research articles) both feed directly into this objective's project/survey work.

4Choose and record the contemporary machineries used in the manufacture of cosmetics.

Method: L_VC, DIS, SDL — Video Clips, Discussion, Self-Directed Learning Assessed via: M-POS, Formative only
Suggested TLM to prepare
  • A video clip of a cosmetic manufacturing line (mixing, filling, packaging equipment) since most students won't have seen this firsthand.
  • A recording worksheet for students to note machine names and functions as they self-study further.
How to run this in class
  1. This connects naturally back to Topic 4's modern machinery content (Ointment Mixer, Tube Filling Machine) — reference that material rather than re-teaching from scratch.

5Enlist Quality Control parameters of cosmetics preparations.

Method: L&PPT, DIS Assessed via: P-VIVA, M-POS, Formative & Summative
Suggested TLM to prepare
  • A QC checklist covering skin sensitization/sensitivity testing, in-vitro skin irritation tests, microbial contamination control, and stability testing.
How to run this in class
  1. Present this as the topic's closing synthesis — it pulls together classification (Obj 1), machinery (Obj 4), and regulatory content into one QC framework.

📋 Printable prep checklist for Topic 13

Topic 14 — GMP (Schedule T) & Regulatory Aspects of Ayurvedic Drugs 6 objectives

Topic 14 — GMP (Schedule T) & Regulatory Aspects of Ayurvedic Drugs

Term III 5 Marks Lecture: 2h Non-lecture: 4h
Course content (Table 2)

Brief overview of the Drug and Cosmetics Act 1940 and Rules 1945 — import, manufacture, sale, distribution of drugs and cosmetics, standards of quality, misbranded/adulterated/spurious drugs and cosmetics as amended from time to time. New Acts related to Drugs and Devices. Good Manufacturing Practices (GMP) of ASU Drugs in accordance with Schedule-T, Food Safety and Standards Authority of India (FSSAI), and FDA-Approval Drugs.

📖 Official activity from your curriculum (p.83–84) — Misleading advertisement audit Objective: after this activity, students should be able to identify misleading advertisements under the Drug & Magic Remedies (Objectionable Advertisements) Act, 1954; analyze them and identify the specific provisions being violated; and communicate their findings clearly.
  1. Divide students into groups of 5.
  2. Each group reports two misleading advertisements under the Drug & Magic Remedies (Objectionable Advertisements) Act, 1954 — sourced from TV channels, print media, or electronic media.
  3. Students submit details of the objectionable advertisements in a prescribed format.
  4. Discussion: after submission, students present their findings; an interaction is held between students and the teacher-in-charge to understand the Act & rules on objectionable advertisements as a learning experience.

Learning objective-wise TLM checklist

1Explain the legal and regulatory aspects of manufacturing and sale of Ayurvedic drugs.

Method: L&PPT, IBL — Lecture+PPT, Inquiry-Based Learning Assessed via: CL-PR (Class Presentation), Term III, Formative & Summative
Suggested TLM to prepare
  • A PPT overview of the manufacturing-to-sale regulatory chain for Ayurvedic drugs — licensing, GMP compliance, sale/distribution rules.
How to run this in class
  1. Open with an inquiry question: "what stops anyone from just manufacturing and selling any formulation they like?" before presenting the regulatory framework — it motivates why this legal structure exists.
🔗 The misleading-advertisement activity above is a natural follow-up here — regulation of manufacturing/sale connects directly to regulation of advertising claims.

2Describe acts and rules mentioned in Drug & Cosmetic Act 1940 & Rule 1945 and their relevance to Ayurvedic, Siddha, Unani (ASU) drugs.

Method: L&GD, BS — Lecture+Group Discussion, Brainstorming Assessed via: QZ (Quiz), Term III, Formative & Summative · Integration: H-DG (Dravyaguna)
Suggested TLM to prepare
  • A summary chart of key sections/schedules of the Act relevant to ASU drugs specifically (not the whole Act — just the ASU-relevant parts).
  • A short quiz to reinforce the act/rule names, since QZ is the assessment format.
How to run this in class
  1. Brainstorm first: "what could go wrong if there were no standards for herbal drug quality?" then map student answers onto the actual Act provisions that address each concern.

3Discuss the guidelines of Food Safety and Standards Authority of India (FSSAI) and FDA.

Method: L&GD, SDL — Lecture+Group Discussion, Self-Directed Learning Assessed via: CL-PR, Term III, Formative only
Suggested TLM to prepare
  • A comparison note: what FSSAI regulates (food/nutraceutical-adjacent products) vs. what FDA regulates (drugs) — this distinction is often confused by students.
How to run this in class
  1. Assign the FSSAI vs. FDA scope distinction as self-directed reading, then use class time purely for discussion and doubt-clearing.

4Determine the principles and practice of establishment of an Ayurvedic pharmacy.

Method: L&GD, TPW — Lecture+Group Discussion, Team Project Work Assessed via: P-EN (Practical Enactment), CL-PR, Term III, Formative only
Suggested TLM to prepare
  • A checklist of requirements for establishing an Ayurvedic pharmacy (licensing, infrastructure, qualified staff, GMP compliance).
  • A team-project brief: each team drafts a mock "pharmacy establishment plan" and enacts a short presentation (their P-EN deliverable).
How to run this in class
  1. Make the team project concrete — have each team "found" a hypothetical pharmacy and walk through every regulatory box they'd need to tick, rather than discussing requirements abstractly.

5Explain long forms of these abbreviations — FSSAI, FDA, CCRAS, DCGI, CDSCO.

Method: L — Lecture Assessed via: T-EMI, Term III, Summative only
Suggested TLM to prepare
  • A simple flashcard/slide set: each abbreviation, its full form, and its role (e.g. CCRAS = Central Council for Research in Ayurvedic Sciences — research body; DCGI = Drug Controller General of India — national regulator; CDSCO = Central Drugs Standard Control Organisation — implements the Act).
How to run this in class
  1. Keep this short and drill-style — it's a Knows-level recall objective, so a quick flashcard round with immediate feedback works better than a full lecture.

6Discuss ethical aspect of large scale drug preparation in Ayurvedic Pharmacies.

Method: DIS — Discussion Assessed via: CL-PR, Term III, Formative only
Suggested TLM to prepare
  • A short case scenario (e.g. cutting corners on Shodhana at industrial scale to meet demand) to anchor the ethics discussion.
How to run this in class
  1. This pairs naturally with Topic 2's Objective 17 (ethics in Shodhana/Marana processing) — refer back to that earlier discussion and extend it to the large-scale/commercial context here.
🔗 The misleading-advertisement activity above is a strong anchor for this discussion too — false advertising is itself an ethical violation tied to large-scale commercial pressure.

📋 Printable prep checklist for Topic 14

Created by Vd. Chaitanya S Badami, BAMS, MD