CHE110 : Environmental Studies

Lecture #0
 Course details

Course Code: CHE110

Course title: Environmental Studies
L-T-P: 2-0-0
Credit: 2
 Text &Reference Books

PERSPECTIVE IN ENVIRONMENTAL TEXT BOOK OF ENVIRONMENTAL

STUDIES STUDIES
by by
ANUBHA KAUSHIK, C P KAUSHIK D. DAVE AND S. S. KATEWA
NEW AGE INTERNATIONAL PUBLISHERS CENGAGE LEARNING
 OPEN EDUCATIONAL RESOURCE
Course Code: CHE110
Course Cours Unit mapped Broad topic/Sub OER Type Title of OER *%age unit mapped Source URL
Code e Title Topic with OER (approx)
CHE110: Unit 1 Introduction and Reading Environmental 40% http://www.nmffa.org/18
Environmental natural resources material Science/ 1.html
Studies Natural
Resources
Unit 2 Ecosystems Reading Ecology I: The 62% https://ocw.mit.edu/cour
material Earth System ses/1-018j-ecology-i-the-
earth-system-fall-
2009/pages/calendar/
Unit 3 Biodiversity and Video Lectures Biodiversity.no 75% https://www.youtube.co
conservation w m/playlist?list=PLGoV7
yzGLvNchVRuADXxX
Ml2NHesfUlB0
Unit 4 Environmental Reading ENVIRONME 42% https://pressbooks.bccam
pollution material NTAL pus.ca/environmentalissu
ISSUES es/chapter/10-1-
atmospheric-pollution/
Unit 5 Environmental Reading Major 33% https://iced.cag.gov.in/?p
Policies & material Environment age_id=256
Practices Policies and
Legislations
Unit 6 Human Reading Community & 25% https://openoregon.press
Communities and material Population books.pub/envirobiology
the Environment Ecology /part/chapter-4/
**Average % age 46%
of
total syllabus
mapped
Relevant video links:
https://docs.google.com/spreadsheets/d/1oO7_9dXEohbAhRoEg3bAbAMoHRiV6AVVP4dyX2wlpdQ/edit?usp=sharing
Massive Open Online Courses (MOOCs)
 Course Assessment Model

• Marks break up Weightage

 Attendance 05
 CA 40
 MTE 20
 ETE 35
 Total
100
 Continuous Assessment

• CA category: 0202
• Number of CA’s: 2
• Both CA’s are mandatory
• Weightage:
 CA1: 50%
 CA2: 50%
 CA1 details
• Activity based (Group activity: 3 students per
group)
• The topics should be related to both environmental studies and the
disciplines of the students. Only 1 set of work plan, final report and
School specific deliverables is required to be submitted by each
group.
• Work plan and final report must be handwritten and strictly as per
the format.
• Topic allocation: 2nd week
• Work plan: before MTE
• Final submission: 10th week
 CA1 details
• Full marks: 100
 Work plan: 15
 Brief plan of your work
 Final report: 35
 Full write-up of the task
 School Specific Deliverable: 50
 E.g.,
 Computer Science: App/Program/website development
 Journalism: Documentary
 Arts: Painting etc.
 CA2 details

• Class Test
 Question type: MCQ
 Full Marks: 30
 Units: Unit 1 to Unit 5
 Time: 40 minutes
 No negative marking
Why EVS as a Course?

Unprcedented Environmntal
Effects
Unprcedented Pace of Urbanization
Revised Bloom’s
Taxonomy
 Course details

Course Outcomes: Through this course students should

be able to:
 describe the current environmental issues and
associated problems.
 understand various environmental issues through
basic knowledge of environment and its
various components.
 outline various environment policies and practice
 explore new approaches to reduce various types of
environmental pollution
 Program Outcomes as specific to the particular
course (PO mapped with the relevant course)

CO1 :: describe the

current CO2 :: understand various CO3 :: outline
environmental environmental issues various CO4 :: explore new
Outcomes
issues and through basic knowledge of environment approaches to reduce
associated environment and its various policies and various types of
problems. components. practices. environmental pollution.
PO1: Engineering knowledge:: Apply the knowledge
of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex 3
engineering problems.
PO2: Problem analysis:: Identify, formulate, research
literature, and analyze complex engineering problems
reaching substantiated conclusions using first principles 2
of mathematics, natural sciences, and engineering
sciences.
PO3: Design/development of solutions:: Design
solutions for complex engineering problems and design
system components or processes that meet the specified
needs with appropriate consideration for the public 2 3
health and safety, and the cultural, societal, and
environmental considerations.
PO4: Conduct investigations of complex problems::
Use research-based knowledge and research methods
including design of experiments, analysis and 1 2
interpretation of data, and synthesis of the information to
provide valid conclusions.
 Program Outcomes as specific to the particular
course (PO mapped with the relevant course)

CO1 :: describe the

current CO2 :: understand various CO3 :: outline
environmental environmental issues various CO4 :: explore new
Outcomes
issues and through basic knowledge of environment approaches to reduce
associated environment and its various policies and various types of
problems. components. practices. environmental pollution.
PO5: Modern tool usage:: Create, select, and apply
appropriate techniques, resources, and modern
engineering and IT tools including prediction and 1
modeling to complex engineering activities with an
understanding of the limitations.
PO6: The engineer and society:: Apply reasoning
informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the 2
consequent responsibilities relevant to the professional
engineering practice.
PO7: Environment and sustainability:: Understand the
impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the 3 3 3 3
knowledge of, and need for sustainable development.
PO8: Ethics:: Apply ethical principles and commit to
professional ethics and responsibilities and norms of the 1 2
engineering practice.
PO9: Individual and team work:: Function effectively
as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings.
 Program Outcomes as specific to the particular
course (PO mapped with the relevant course)

CO1 :: describe the

current CO2 :: understand various CO3 :: outline
environmental environmental issues various CO4 :: explore new
Outcomes
issues and through basic knowledge of environment approaches to reduce
associated environment and its various policies and various types of
problems. components. practices. environmental pollution.
PO10: Communication:: Communicate effectively on
complex engineering activities with the engineering
community and with society at large, such as, being able
to comprehend and write effective reports and design 1
documentation, make effective presentations, and give
and receive clear instructions.
PO11: Project management and finance::
Demonstrate knowledge and understanding of the
engineering, management principles and apply the same
to one’s own work, as a member or a leader in a team,
manage projects efficiently in respective disciplines and
multidisciplinary environments after consideration of
economic and financial factors.
PO12: Life-long learning:: Recognize the need for, and
have the preparation and ability to engage in
independent and life-long learning in the broadest 2 2 2 2
context of technological change.
Syllabus at a Glance
 Detailed Syllabus
Unit – 1 (Introduction and natural resources)
 Multidisciplinary nature of environmental studies
 Scope and importance: Concept of sustainability and
sustainable development.
 Land resources: Land degradation, soil erosion and
desertification.
 Deforestation: Causes and impacts due to mining, dam
building on environment, forests, biodiversity and tribal
populations.
 Water: Use and over-exploitation of surface and ground
water, floods, droughts, conflicts over water.
 Energy resources: Renewable and nonrenewable energy
sources, use of alternate energy sources, growing energy
needs, case studies.
Ground reality of natural
resources
Ground reality of natural
resources
 Detailed Syllabus

Unit – 2 (Ecosystems)
• What is an ecosystem? structure and function of ecosystem,
Energy flow in an ecosystem: food chains, food webs and
ecological succession, ecological pyramids,
• Case studies of the following ecosystems :
a)forest ecosystem b) grassland ecosystem
c) desert ecosystem d) aquatic ecosystem
 Ecosystems in India

Forest: Gir Desert: Thar Grassland: Serengeti

… and countless
more.

Aquatic: Chilika
 Detailed Syllabus

Unit III-Biodiversity and conservation :

• Levels of biological diversity : genetic, species and ecosystem
diversity, Biogeographic zones of India, Biodiversity patterns
and global biodiversity hot spots, India as a mega diversity
nation, Endangered and endemic species in India,

• Threats to biodiversity: Habitat loss, poaching of wildlife,

man-wildlife conflicts, biological invasions, Conservation of
biodiversity: In situ and ex-situ conservation of biodiversity,
Ecosystem and biodiversity services: ecological, economic,
social, ethical, aesthetic and Informational value
Biodiversity at a glance
 Some Endangered animals
in India

Red Panda Royal Bengal Tiger

Lion-tailed macaque Tahr

 Detailed Syllabus
Unit – 4 (Environmental pollution)
Environmental pollution: environmental pollution, types,
causes, effects and controls of air, water,
soil, noise and radiation pollution, emerging pollutants, ill-
effects of Fireworks, case studies on
Pollution.
Air Quality Statistics
Water Quality Statistics
Pesticide usage statistics
 Detailed Syllabus
Unit – 5 (Environmental Policies & Practices):
• Climate change, global warming, ozone layer depletion, acid
rain and impacts on human communities and agriculture,
• Environment Laws: Environment Protection Act, Air
(Prevention & Control of Pollution) Act, Water (Prevention
and control of Pollution) Act, Wildlife Protection Act, Forest
Conservation Act, International agreements: Montreal and
Kyoto protocols and Convention on Biological Diversity (CBD),
Nature reserves, tribal populations and rights, and human
wildlife conflicts in Indian context, Solid waste management:
Control measures of urban and industrial waste
Environmental Policies & Practices
 Some International
Environmental Agencies
 Some Indian
Environmental Agencies
 Detailed Syllabus
Unit – 6 : Human Communities and the
Environment)
• Human population growth: Impacts on environment, human
health and welfare, Disaster management : floods,
earthquake, cyclones and landslides

• Environmental movements : Chipko movement, silent valley

movement, Bishnois of Rajasthan, Narmada Bachao Andolan,
Appiko movement, Jungle bachao andolan, Tehri Dam
conflict, Environmental ethics: Role of Indian and other
religions and cultures in environmental conservation,
Environmental communication and public awareness, case
studies
Population Growth and its
Effects
 Environmental Awareness

• Knowledge can help

 With proper knowledge and wisdom we can
make the world a better place.
 Environmental Activism
Sunita Narain

• Director General of Center

for Science and
Environment (CSE)
• Editor of the fortnightly
magazine, Down To Earth.
 Environmental Activism
Vandana Shiva

Indian scholar,
environmental activist, food
sovereignty advocate,
ecofeminist and anti-
globalisation author.
 Environmental Activism
Sunderlal Bahuguna

Indian environmentalist and

Chipko movement leader.
 Environmental Activism

Medha Patkar

Central organizer and

strategist for Narmada
Bachao Andolan (NBA)
Environmental Activism

• Many more----------
Examples of environment related
questions in competitive exams
 Examples of environment related questions in competitive exams

• In the following Questions, the Assertion and Reason have been put forward. Read the statements carefully and
choose the correct alternative from the following:
• (a) Both the Assertion and the Reason are correct and the Reason is the correct explanation of the Assertion.
• (b) The Assertion and the Reason are correct but the Reason is not the correct explanation of the Assertion.
• (c) Assertion is true but the Reason is false.
• (d) The statement of the Assertion is false but the Reason is true.

• 1.) Assertion: Biodegradable substances result in the formation of compost and natural replenishment.
• Reason: It is due to breakdown of complex inorganic substances into simple organic substances
• Ans. c) A is true but R is false

• 2.) Assertion: Vegetarian food habit is more beneficial to organisms.

• Reason: Only 10% energy is available as food from one trophic level to next.
• Ans. (a) Both the Assertion and the Reason are correct and the Reason is the correct explanation of the Assertion.
 Examples of environment related questions in competitive exams

Q) Match the following with correct response.

(1) Biodegradable (A) Plastics, detergents, Pesticides etc
(2) Non- biodegradable (B) Green plants
(3) Decomposers (C) Bacteria and Fungi
(4) Producers (D) Dead parts of plants and animals

a) 1-C, 2-B, 3-D, 4-A

b) 1-B, 2-D, 3-A, 4-C
c) 1-A, 2-C, 3-B, 4-D
d) 1-D, 2-A, 3-C, 4-B
 Examples of environment related questions in competitive exams

Q) Consider the following statements about food chain:

(1) Every component of the food chain forms a trophic level

(2) Inter-relation between different food chains is known as
biomagnification
(3) All the chains formed by nutritional relations is used to understand
energy flow.
(4) Food chain is not involved in nutrient cycles
a) All statements are correct
b) Statements 1, 2 and 3 are correct
c) Statements 1 and 3 are correct
d) Only statement 1 is correct
Thank You