LEARNING MODULE IN

ENVIRONMENTAL
ENGINEERING 1

Engr. Amelia B. Gonzales

Engr. Oliver M. Padua

Rev. 2025

Topic: BICOL UNIVERSITY VISION AND MISSION

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 i

 BICOL UNIVERSITY VISION AND MISSION
VISION
A University for Humanity characterized by productive scholarship, transformative
leadership, collaborative service, and distinctive character for sustainable societies

MISSION
The Bicol University shall give professional and technical training, and provide
advanced and specialized instruction in literature, philosophy, the sciences and arts,
besides providing for the promotion of scientific and technological researches. (RA 5521,
Sec. 3.0).

QUALITY POLICY
Bicol University commits to continually strive for excellence in instruction, research and
extension by meeting the highest level of clientele satisfaction and adhering to quality
standards and applicable statutory and regulatory requirements.

GOALS
 In order that the graduates of Bicol University shall be proud flag bearers of the quality of
education the University stands for, it shall pursue the following goals:
 Provide relevant and responsive curricular programs for undergraduate and graduate
education which meet national and international standards of quality and excellence. The
academic programs shall graduate employable citizens in their profession;
 Generate and transfer knowledge and technology that shall address poverty in the region,
integrating research and extension activities to improve the productivity of key economic
sectors supportive of sustainable barangay, provincial, regional and national economic
development;
 Optimize the resource-generation capacity of the University pursuing academe-based Topic: BICOL UNIVERSITY VISION AND MISSION
entrepreneurship anchored on the core competencies of the faculty and the vast land
resources of the University alongside with fund sourcing through partnership building and
networking to support the delivery of quality instruction, research and extension functions
of the university;
 Effect timely administrative and academic support services through simplification of
processes and actualization of the highest degree of efficiency and effectiveness in the
administrative system and operation, therefore, promoting the University's mandate of
MANGROVE FOREST
quality instruction, research, extension and production, and;
Puerto Princesa, Palawan, Philippines
 Provide physical environment supportive of the instruction, research, extension and
production programs.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 ii

 Foreword

W
elcome, Civil Engineering students of Bicol University, to Environmental
Engineering 1. This is the first of a two-part Course designed to provide a
comprehensive understanding of the intersection between environmental
engineering and civil engineering practice in the Philippine context. We recognize that as
future civil engineers, you will bear significant responsibility for shaping the built
environment of our nation, and a thorough understanding of the environmental
implications of your work is paramount. These materials, including the accompanying
laboratory manual, are specifically tailored to address the environmental challenges and
opportunities present in the Philippines, with a particular focus on the increasing need for
climate-resilient infrastructure. This first course will introduce you to the theoretical
underpinnings of environmental engineering and develop your practical skills in analyzing
environmental data for infrastructure projects, evaluating design and construction
solutions from both environmental and resilience perspectives, and understanding the
crucial role of environmental law and policy in shaping sustainable and resilient civil
engineering practice. We encourage your active participation in the modules and
laboratory exercises, as this will provide a strong foundation for Environmental
Engineering 2 and empower you to integrate environmental sustainability and resilience
into your future professional careers, contributing meaningfully to addressing pressing
environmental issues in the Philippines.

Engr. Amelia B. Gonzales, PhD

Engr. Oliver M. Padua

2019, Revised 2025
Topic: Foreword

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 iii

 CE 313 – ENVIRONMENTAL ENGINEERING 1
COURSE OUTLINE
 Introduction to Environmental Engineering
 Environmental Engineering and Management System
 Overview and Salient Features of Basic Philippine Environmental Laws
 Environmental Quality Assessment
o Water Quality Parameters
o Air Quality Parameters
o Solid Waste Characterization
 Basic Environmental Impact Assessment
 Environmental Project/Research Work

OBE COURSE OUTCOMES

Upon completion of this course, students will be able to:

 Explain the fundamental principles of environmental engineering and describe the

structure and function of environmental management systems, demonstrating an
understanding of the profession's role in sustainable development
 Summarize and interpret the key provisions of relevant Philippine environmental

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

laws and regulations, including their implications for engineering practice
 Analyze and evaluate water quality data using relevant parameters and standards,
and propose appropriate solutions to water quality problems
 Analyze and evaluate air quality data using relevant parameters and standards,
and identify sources and impacts of air pollution
 Characterize solid waste streams, determine waste generation rates, and evaluate
different waste management strategies
 Conduct a basic environmental impact assessment for a hypothetical project,
identifying potential environmental impacts and proposing mitigation measures
 Conduct independent research or a project related to a specific environmental
engineering problem, demonstrating research skills, data analysis, and effective
communication of findings

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 iv

 SDG’S, DRRM and GAD ATTRIBUTIONS

SDG 11 (Sustainable Cities and Communities): Environmental

engineers are essential for creating sustainable urban
environments. They work on projects related to urban
planning, transportation, waste management, air and water
quality management, and green infrastructure to make cities
more livable and resilient.

SDG 12 (Responsible Consumption and Production):

This SDG focuses on sustainable resource management and
waste minimization. Environmental engineers develop
strategies for waste reduction, recycling, and resource recovery,
promoting circular economy principles to minimize environmental impact.

SDG 13 (Climate Action): Environmental engineers play a vital role in addressing climate
change. They work on projects related to greenhouse gas emissions reduction, climate
change adaptation, and the development of climate-resilient infrastructure.

SDG 16 (Peace, Justice, and Strong Institutions): Effective environmental protection

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

relies on strong legal frameworks and governance. Environmental engineers contribute
by providing technical expertise to develop and implement environmental laws and
regulations.

SDG 17 (Partnerships for the Goals): Addressing complex environmental challenges

requires collaboration among various stakeholders. Environmental engineers often work
with governments, communities, businesses, and other organizations to achieve common
goals.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 v

Disaster Risk Reduction and Management (DRRM)

 Explores environmental hazards and the role of engineers in mitigating and

managing risks. / Introduces the identification and mitigation of environmental
hazards by engineers.
 Integrates disaster risk reduction and management (DRRM) principles into
environmental management systems. / Applies DRRM principles to the design and
implementation of environmental management systems.
 Analyzes legal frameworks governing environmental hazards and DRR. / Reviews
and interprets legal frameworks pertaining to environmental hazards and disaster
risk reduction.
 Evaluates the impact of water-related disasters on water quality. / Assesses post-
disaster water quality to determine safety and treatment needs.
 Assesses post-disaster air quality to determine potential health risks. / Evaluates
the effects of disasters on air quality and identifies necessary mitigation measures.
 Develops strategies for managing waste generated during and after disasters. /
Implements waste management protocols for disaster response and recovery.
 Incorporates disaster risk assessment into environmental impact assessments
(EIAs). / Includes disaster risk analysis as a key component of environmental
impact assessments.

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

 Projects focus on developing engineering solutions for disaster risk reduction
related to environmental challenges. / Students will develop DRR solutions for
specific environmental hazards through project work.

Gender and Development (GAD)

 Briefly touches upon differentiated gender impacts of environmental degradation

and inclusive solutions.
 Addresses gender considerations in environmental management, ensuring equal
participation and benefit.
 Analyzes how laws address gender concerns and promote equitable access to
resources and justice.
o Water Quality Parameters: Considers gendered impacts of water quality
and equitable access to clean water.
o Air Quality Parameters: Examines differential health impacts of air pollution
on men and women.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 vi

 o Solid Waste Characterization: Considers gender roles in waste
management and promotes gender-sensitive programs.
 Ensures EIAs consider gender-specific impacts and promote equitable
participation in the EIA process.
 Projects can investigate gender dimensions of environmental problems and
develop gender-responsive solutions.

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 vii

 TABLE OF CONTENTS
LEARNING MODULE IN ENVIRONMENTAL ENGINEERING 1 ..................................... i
BICOL UNIVERSITY VISION AND MISSION ..................................................................ii
VISION ..........................................................................................................................ii
MISSION .......................................................................................................................ii
QUALITY POLICY ........................................................................................................ii
GOALS .........................................................................................................................ii
Foreword ......................................................................................................................... iii
CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE ............................iv
OBE COURSE OUTCOMES .......................................................................................iv
SDG’S, DRRM and GAD ATTRIBUTIONS .................................................................. v
EXPECTED OUTCOMES ............................................................................................. xiii
MODULE 1 ...................................................................................................................... 1
INTRODUCTION TO ENVIRONMENTAL ENGINEERING .......................................... 1
EXPECTED OUTCOMES ............................................................................................ 1

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

PRE-TEST ...................................................................................................................... 2
THE ENVIRONMENT...................................................................................................... 5
What is the environment? ......................................................................................... 5
BIOTIC AND ABIOTIC ENVIRONMENT ...................................................................... 5
The Physical (Abiotic) Environment .......................................................................... 5
The Complex Relationship Between Humans and Nature ........................................ 7
THE TRAGEDY OF COMMONS ..................................................................................... 7
Environmental Engineering: A Historical Perspective ................................................ 10
Civil Engineering: From Military to Public Works........................................................ 10
Public Health: Addressing Urban Challenges ............................................................ 11
Ecology: Ecosystem Dynamics and Engineering Design ........................................... 12
Ethics in Engineering .............................................................................................. 12
Fundamental Principles .......................................................................................... 13

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 viii

 Fundamental Canons ............................................................................................. 13
THE 12 PRINCIPLES OF GREEN ENGINEERING ................................................... 14
THE ENVIRONMENTAL ENGINEER ........................................................................ 14
Core Duties and Responsibilities ............................................................................ 15
Consultant Services Offered by Environmental Engineers ..................................... 15
International Organizations Related to Environmental Engineering: ....................... 17
Professional Organizations Related to Environmental Engineering in the Philippines:
................................................................................................................................ 18
POST-TEST .................................................................................................................. 20
MODULE 2 .................................................................................................................... 24
ENVIRONMENTAL ENGINEERING AND MANAGEMENT SYSTEM 1........................ 24
EXPECTED OUTCOMES .......................................................................................... 24
PRE-TEST .................................................................................................................... 25
ENVIRONMENTAL MANAGEMENT ............................................................................. 27
Environmental management is defined in various ways depending on the professional
context. Two prominent perspectives are: ..................................................................... 27

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

ENVIRONMENTAL MANAGEMENT SYSTEM ............................................................. 28
BASIC EMS ............................................................................................................... 29
ISO 14001:2015 AND ENVIRONMENTAL MANAGEMENT SYSTEMS ................. 32
PDCA MODEL ........................................................................................................ 33
Evolution and Purpose of the ISO 14001 Standard ................................................ 34
Registration and Accreditation of Environmental Management Systems................ 34
EMS PLANNING ........................................................................................................... 34
EMS COSTS AND BENEFITS................................................................................ 36
SET GOALS ........................................................................................................... 37
INITIAL EMS PLANNING STEPS .............................................................................. 40
GOVERNING AGENCIES IN THE PHILIPPINES FOR EMS..................................... 42
ENVIRONMENTAL MANAGEMENT BUREAU ...................................................... 42
AIR QUALITY MANAGEMENT SECTION .............................................................. 43

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 ix

 WATER QUALITY MANAGEMENT SECTION ....................................................... 44
NATIONAL SOLID WASTE MANAGEMENT SECTION ......................................... 45
POST-TEST .................................................................................................................. 46
MODULE 3 .................................................................................................................... 49
OVERVIEW OF SALIENT FEATURES OF BASIC PHILIPPINE ENVIRONMENTAL
LAWS ............................................................................................................................ 49
EXPECTED OUTCOMES ....................................................................................... 49
PRE -TEST ................................................................................................................... 50
ENVIRONMENTAL LAW............................................................................................... 52
AREAS OF CONCERN .......................................................................................... 52
CRITICAL VOCABULARY: ........................................................................................ 53
FUNDAMENTAL PHILIPPINE ENVIRONMENTAL LAWS ............................................ 57
Republic Act 9275 ...................................................................................................... 57
PHILIPPINE CLEAN WATER ACT OF 2004 .......................................................... 57
Republic Act 8749 ...................................................................................................... 61

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

PHILIPPINE CLEAN AIR ACT OF 1999 ................................................................. 61
Republic Act 9003 ......................................................................................................... 67
ECOLOGICAL SOLID WASTE MANAGEMENT ACT OF 2000 ............................. 67
Republic Act 6969 ......................................................................................................... 72
TOXIC SUBSTANCES, HAZARDOUS AND NUCLEAR WASTE CONTROL ACT OF
1990........................................................................................................................ 72
Presidential Decree 1586 .............................................................................................. 75
ENVIRONMENTAL IMPACT STATEMENT (EIS) OF 1978 .................................... 75
OTHER PHILIPPINE ENVIRONMENTAL LAWS .......................................................... 76
Republic Act 9175 ...................................................................................................... 76
CHAIN SAW ACT OF 2002 .................................................................................... 76
Republic Act 9147 ...................................................................................................... 76
WILDLIFE RESOURCES CONSERVATION AND PROTECTION ACT ................. 76
OBJECTIVES ......................................................................................................... 77

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 x

 PROHIBITED ACTS ............................................................................................... 77
Republic Act 10593 .................................................................................................... 78
AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NO. 8048 (Coconut
Preservation Act of 1995) ....................................................................................... 78
PROHIBITION ........................................................................................................ 78
IMPLEMENTING RULES ....................................................................................... 79
Republic Act 7942 ...................................................................................................... 79
PHILIPPINE MINING ACT OF 1995 ....................................................................... 79
SMALL-SCALE MINING ......................................................................................... 81
QUARRY RESOURCES ......................................................................................... 81
Republic Act 7586 ...................................................................................................... 82
NATIONAL INTEGRATED PROTECTION AREAS SYSTEM (NIPAS) ACT OF 1992
................................................................................................................................ 82
ESTABLISHMENT AND EXTENT OF THE SYSTEM ............................................ 83
PROHIBITED ACTS ............................................................................................... 84
IMPORTANCE OF ENVIRONMENTAL LAWS .......................................................... 84

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

POST-TEST .................................................................................................................. 86
Discussion Questions: ............................................................................................ 89
MODULE 4 .................................................................................................................... 91
ENVIRONMENTAL QUALITY ASSESSMENT.............................................................. 91
EXPECTED OUTCOMES .......................................................................................... 91
PRE-TEST .................................................................................................................... 92
WATER QUALITY PARAMETERS ............................................................................... 94
Physical Parameters of Water ................................................................................ 94
Chemical Parameters of Water ............................................................................... 95
AIR QUALITY PARAMETERS ................................................................................... 99
SOLID WASTE CHARACTERIZATION ................................................................... 100
MOISTURE CONTENT OF SOLID WASTE ......................................................... 100
Analysis Procedure: .............................................................................................. 100

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 xi

 AFFECTING FACTORS ON THE COMPOSITION AND CHARACTERISTICS OF
SOLID WASTE:.................................................................................................... 103
BASIC ENVIRONMENTAL IMPACT ASSESSMENT .............................................. 104
BASIC EIA METHODS ......................................................................................... 106
Environmental Impact Assessment (EIA) in the Philippines ..................................... 109
Institutional Framework and General Procedure .................................................. 109
EIS Procedural Manuals ....................................................................................... 110
Project Categorization within the Philippine Environmental Impact Statement (EIS)
System .................................................................................................................. 110
OVERVIEW OF THE PHILIPPINE EIA PROCESS .............................................. 113
POST-TEST ................................................................................................................ 115
SUPPLEMENTAL ACTIVITY ................................................................................ 117
Works Cited................................................................................................................. 120
Instructions for Module Activities:............................................................................. 123
Formative Assessments, Group Projects, and Academic Integrity........................... 124
LABORATORY MANUAL ............................................................................................ 126

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

Laboratory Manual Components:.......................................................................... 126
Learning Outcomes: ............................................................................................. 126
PERSONAL ACTIVITY SHEETS ................................................................................ 127
Instructions for Completing the Personal Activity Sheet........................................... 127
ACTIVITY 1 ................................................................................................................. 130
PEA SOUP PONDS: ALGAE INVESTIGATION & ANALYSIS FOR WATER QUALITY
................................................................................................................................. 130
Introduction ........................................................................................................... 130
PERSONAL ACTIVITY SHEET ............................................................................... 133
ACTIVITY 2 ..................................................................... Error! Bookmark not defined.
STRAINING OUT THE DIRT ....................................... Error! Bookmark not defined.
PERSONAL ACTIVITY SHEET ................................... Error! Bookmark not defined.
ACTIVITY 3 ................................................................................................................. 137
I BREATHE WHAT? ................................................................................................ 137

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 xii

 PERSONAL ACTIVITY SHEET ............................................................................... 140
ACTIVITY 4 ................................................................................................................. 143
CLEANING THE AIR ............................................................................................... 143
PERSONAL ACTIVITY SHEET ............................................................................... 147
ACTIVITY 5 ................................................................................................................. 151
LET’S TALK TRASH ................................................................................................ 151
For your safety: ..................................................................................................... 153
PERSONAL ACTIVITY SHEET ............................................................................... 154
ACTIVITY 6 ................................................................................................................. 158
HOW DOES OUR ATTITUDE AFFECT WASTE? ................................................... 158
PERSONAL ACTIVITY SHEET ............................................................................... 161
Course Project ............................................................................................................ 164
APPENDICES ............................................................................................................. 168
Student Contract ......................................................................................................... 169
CE 313- Environmental Engineering 1 ..................................................................... 169

Topic: CE 313 – ENVIRONMENTAL ENGINEERING 1 COURSE OUTLINE

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 xiii

 MODULE 1
INTRODUCTION TO ENVIRONMENTAL ENGINEERING

This module provides the essential background for the course:

 Defining the Environment: We'll begin by establishing a clear definition of

the environment, exploring its various components and interconnected
systems.
 The Tragedy of the Commons: This concept highlights the challenges
associated with managing shared resources and the potential for overuse
and degradation. We'll discuss its relevance to current environmental
problems.
 The Scope of Environmental Engineering: We'll then introduce the field of
environmental engineering, covering its core principles, key areas of
application, and the professional responsibilities of environmental
engineers.

EXPECTED OUTCOMES

At the end of this module, the students shall be able to:

1. Identify the importance of Environmental Engineering.

2. Describe the Environment and its components.
3. Discuss the role of Civil Engineers in Environmental Engineering. Topic: MODULE 1

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 1

 PRE-TEST MODULE 1
This pre-assessment is designed to gauge your prior knowledge of the topics covered in
this module. Please complete the pre-assessment before engaging with the module
content. It is important that you answer each question honestly and independently,
without consulting the module or any external resources

For each multiple-choice question, select the one best answer and fully highlight the
corresponding letter (A, B, C, or D) with a highlighter. Ensure the highlighted letter is
clearly legible

1. What is the primary focus of environmental engineering?

A) Construction of buildings

B) Pollution control and natural resource management

C) Military engineering

D) Financial management

2. Which of the following is a core responsibility of environmental engineers?

A) Designing fashion apparel

B) Conducting environmental impact assessments

C) Managing corporate finances

D) Developing computer software

3. What does the 'tragedy of the commons' refer to?

A) A successful resource management strategy

B) Overuse and depletion of shared resources

C) A type of engineering design

D) A method of pollution control

Topic: PRE-TEST MODULE 1

4. Which principle is NOT part of green engineering?

A) Maximizing waste

B) Minimizing energy consumption

C) Designing for performance in a commercial afterlife

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 2

 D) Using renewable materials

5. What is a significant challenge mentioned in managing Earth's resources?

A) Overpopulation

B) Lack of technology

C) Excessive rainfall

D) Abundant resources

6. Which organization is focused on water quality and wastewater treatment?

A) International Water Association

B) American Society of Civil Engineers

C) Water Environment Federation

D) Pollution Control Association of the Philippines

7. What is a key aspect of sustainable development in environmental engineering?

A) Ignoring environmental impacts

B) Integrating environmental considerations into urban planning

C) Focusing solely on economic growth

D) Eliminating all regulations

8. Which of the following is an example of the tragedy of the commons?

A) Regulated fishing

B) Overfishing in the Grand Banks

C) Sustainable forestry

D) Controlled urban development

Topic: PRE-TEST MODULE 1

9. What does the term 'biotic environment' refer to?

A) Non-living physical factors

B) Living organisms

C) Geological formations

D) Atmospheric conditions

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 3

 10. Which of the following is NOT a service provided by consulting environmental
engineers?

A) Air quality management

B) Fashion design

C) Wastewater management

D) Solid waste management

Topic: PRE-TEST MODULE 1

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 4

 THE ENVIRONMENT
What is the environment?
Simply put, the environment is everything that surrounds us. Every living thing, from the
tiniest microbe to the largest animal (including humans), exists within its own unique
environment. This environment encompasses all the conditions and influences that
directly or indirectly affect the development of life.

However, the environment isn't a single, universally perceived entity. It's diverse, and how
we view it depends on our perspective. One person might see a breathtaking natural
landscape, while another might focus on the industrial pollution plaguing a nearby area.
Both are valid aspects of the environment.

The environment performs vital functions for us, but these functions can be disrupted by
the pressures of human activity. Our actions can stress the environment, hindering its
ability to support life as it should. (De & De, 2009)

BIOTIC AND ABIOTIC ENVIRONMENT

The environment is broadly composed of two interconnected components: the physical
(abiotic) environment and the living (biotic) environment.

The Physical (Abiotic) Environment

The abiotic environment encompasses the non-living physical factors that influence life.
It comprises three key elements:
 Atmosphere: The gaseous
envelope surrounding the Earth,
crucial for regulating temperature and
providing essential gases for life.
 Hydrosphere: All the water on or
near the Earth's surface, including
oceans, seas, rivers, lakes,
groundwater, and ice. This
Topic: THE ENVIRONMENT

component is essential for supporting

life and shaping climate.
 Lithosphere: The Earth's solid
outer layer, consisting of the crust and
the uppermost part of the mantle. It
provides a foundation for life and contains vital minerals and nutrients.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 5

Living or Biotic Environment

Environment

Physical or Living or
abiotic biotic

Biosphere
Atmosphere Hydrosphere Lithosphere (Plants,
Microbes,
Animals, Man)

Figure 1: The Environment

It consists of all the living things including plants, animals, human beings and
micro-organisms.

All these constituents of environment are referred to as the environmental factors

Topic: THE ENVIRONMENT

or an ecological factor. They are in dynamic state and constantly depend and affect each
other.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 6

The Complex Relationship Between Humans and Nature

Humans are an integral part of the biosphere, existing in a constant state of

interaction with the natural world—the air we breathe, the water we drink, and the
land we inhabit. Our dependence on nature is fundamental: we rely on it for food,
resources, and countless other essential services. From the food we grow in the
soil to the medicines we derive from plants; our lives are inextricably linked to the
health of the environment.

Human ingenuity, fueled by scientific and technological advancements, has

enabled us to transcend many natural limitations. We can now traverse the globe
in hours, explore the vastness of space, and delve into the mysteries of the deep
sea. Yet, this remarkable progress has had unintended consequences. Our
activities—deforestation, the relentless expansion of cities, and the growth of
industry—have placed immense pressure on the environment, leading to
degradation and pollution that now threatens the very ecosystems that sustain us.
This raises crucial questions about our responsibility to balance progress with
environmental stewardship.

THE TRAGEDY OF COMMONS

“The tragedy of commons describes the relationship where individuals and
organizations consume shared resources (e.g. Air, freshwater, fish from the
ocean) and then return their wastes back into the shared resource (e.g. Air,
land). In this way, the individual or organization receives all the benefit of
the shared resource but distribute the cost across anyone who also uses
that resource. The tragedy arises when each individual or organization fails
to recognize that every individual or organization is acting in the same way
(Mihelcic & Zimmerman, 2014).”
Topic: THE TRAGEDY OF COMMONS

Below are some examples of tragedy of commons:

1. The Grand Banks are fishing grounds off the coast of Newfoundland.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 7

 The Grand Banks, a historically rich and productive fishing region off the coast of
Newfoundland, tells a poignant story
that illustrates the "tragedy of the KNOW MORE EXAMPLES
commons." For centuries, this area was https://www.dummies.com/edu
the backdrop for fishing activities by cation/science/environmental-
Portuguese and Spanish vessels, science/ten-real-life-examples-
possibly long before Columbus even set of-the-tragedy-of-the-commons/
sail. As an open-access fishing ground,
it allowed vessels from any nation to harvest cod without regulation, contributing
to what seemed like an inexhaustible bounty.

However, this lack of oversight led to devastating consequences. The once-thriving

cod fishery collapsed in the 1990s, following nearly 15 years of failed attempts to
revive the fish stocks. The roots of this decline can be traced back to the
technological advancements in fishing during the 1960s and 1970s, which resulted
in rampant overfishing. The statistics starkly illustrate the problem: the peak catch
of 810,000 tons of cod in 1968 plummeted to a mere 34,000 tons by 1974—a
dramatic decline that left the fish populations critically depleted.

This story serves as a sober reminder of what can happen when resources are
exploited without regard for sustainability. It’s a collective warning that urges us to
rethink our approach to natural resource management.

Figure 2: Codfish
(Source: http://www.sjsu.edu/faculty/watkins/grandbanks.htm)
Topic: THE TRAGEDY OF COMMONS

2. Passenger pigeons
The arrival of Europeans in North America coincided with a time when passenger
pigeons migrated in enormous flocks, a testament to the continent's rich
biodiversity. Tragically, this era of abundance was short-lived. The westward
expansion of settlers brought with it widespread deforestation, destroying the
pigeons' essential forest habitat. Coupled with this habitat loss was intensive
hunting, driven by both subsistence needs and a growing commercial market for
pigeon meat in cities during the mid-1800s. This combination of habitat destruction

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 8

 and overexploitation proved catastrophic. By 1870, the passenger pigeon
population had been drastically reduced, teetering on the brink of extinction.
Although hunting restrictions were introduced in the 1890s, the damage had
already been done. The extinction of the passenger pigeon was finalized in 1914
with the death of the last individual in captivity.

3. Unregulated logging
Tropical rainforests represent a classic example of a "commons"—a resource
shared by all, yet often managed by none. While these forests provide global
benefits, vast areas lack clearly defined ownership or effective management
structures. This lack of clear responsibility creates a situation ripe for exploitation.
Timber companies, driven by economic incentives, have a strong motivation to
extract as much timber as cheaply as possible, leading to the permanent
destruction of large areas of rainforest. Even where regulations exist to protect
forests from destructive logging, illegal activity flourishes, particularly along porous
international borders were differing legal frameworks complicate enforcement.

4. Population growth
The world's population has reached over 7 billion, presenting a significant
challenge in managing the Earth's shared resources. Some researchers frame this
challenge within the context of the tragedy of the commons, where the planet and
its resources are the common pool. It's important to recognize that resource
depletion isn't solely a matter of individual greed. The very act of sustaining a
population of this scale—providing water, clean air, land for habitation and
agriculture, and sufficient food—results in immense pressure on global resources.
This highlights the need for sustainable resource management strategies.

5. Traffic congestion

Public roads offer a clear illustration of the tragedy of the commons. These shared
Topic: THE TRAGEDY OF COMMONS

resources are intended to benefit everyone, with each individual typically

prioritizing their own efficient commute. However, when a large number of
individuals simultaneously attempt to maximize their personal benefit by using
public roads during peak hours, the collective result is gridlock. This congestion
slows everyone down, negating the initial individual advantage, and exacerbates
air pollution due to idling engines. Introducing tolls, particularly congestion pricing
(higher tolls during peak hours), changes the incentive structure. By imposing a
cost on road usage, tolls encourage drivers to consider less congested routes,
travel at off-peak times, or explore alternative transportation options.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 9

 ENGINEERING
According to MacVicar, “Engineering is a profession that applies
mathematics and science to utilize the properties of matter and sources of
energy to create useful structures, machines, products, systems, and
processes. There are fundamental differences between scientists and
engineers. The key is not so much in the individual parts of the definition,
but rather in the integration of the parts. It is inherent in the professional
development of the engineer that he or she must attain experience, practice,
and judgment under the tutelage of an experienced engineer. Engineering
has at least this much in common with the learned professions! Engineers
are frequently pressed to explain why they are different from scientists.
Consider the following distinction: “Scientists discover things. Engineers
make them work.”

(Mihelcic & Zimmerman, 2014)

Environmental Engineering: A Historical Perspective

The recognition of the link between human health and environmental quality spurred the
application of scientific principles to environmental improvement. While civil engineers
historically played a role in designing pollution control facilities, the formal emergence of
environmental engineering as a distinct profession occurred in the 1960s. This
development stemmed from the broadening of academic curricula within engineering and
public health schools, leading to the adoption of the descriptive title "environmental
engineer." The profession draws upon several foundational disciplines, including civil
engineering, public health, ecology, chemistry, and meteorology. This chapter examines
some of the key historical influences on environmental engineering, focusing on civil
engineering and public health.
Topic: THE TRAGEDY OF COMMONS

Civil Engineering: From Military to Public Works

The development of agricultural practices in Western civilization facilitated societal

progress, enabling labor specialization through engineering solutions. This led to the
construction of both public and private infrastructure, necessitating defensive structures
for protection against conflict. The construction of military machinery became a societal
imperative in some cases. Consequently, the term "engineer" initially denoted builders of
war machines, maintaining this military connotation well into the eighteenth century.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 10

The designation "civil engineer" emerged to distinguish those engaged in public works
from their military counterparts. John Smeaton, an English builder of roads, structures,
and canals, is considered one of the first to be accurately described as a civil engineer in
1782, explicitly recognizing the profession's focus on public infrastructure rather than
military applications. In 1802, the U.S. Military Academy at West Point established the
first formal engineering curriculum in the United States.

Public Health: Addressing Urban Challenges

During the Middle Ages and the Industrial Revolution, urban living conditions were often
characterized by hardship, disease, and reduced life expectancy. The 1842 Report from
the Poor Law Commissioners on an Inquiry into the Sanitary Conditions of the Laboring
Population of Great Britain documented these conditions, describing:

Many dwellings of the poor are arranged around narrow courts having no other
opening to the main street than a narrow-covered passage. In these courts there
are several occupants, each of whom accumulated a heap. In some cases, each
of these heaps is piled up separately in the court, with a general receptacle in the
middle for drainage. In others, a plot is dug in the middle of the court for the general
use of all the occupants. In some the whole courts up to the very doors of the
houses were covered with filth.

Public health interventions in the mid-nineteenth century were frequently inadequate and
sometimes detrimental. Prior to the widespread acceptance of germ theory, epidemics
regularly ravaged urban populations. However, some intuitive measures, such as the
removal of corpses during outbreaks and public appeals for cleanliness, did have positive
impacts.

The 1850s, known as the "Great Sanitary Awakening," marked a turning point, with
advocates like Sir Edwin Chadwick in England and Ignaz Semmelweis in Austria driving
Topic: THE TRAGEDY OF COMMONS

the development of more effective public health strategies. John Snow's groundbreaking
epidemiological study of the 1849 cholera epidemic in London exemplifies this progress.
By mapping the residences of infected individuals, Snow identified the Broad Street pump
as the source of the outbreak. Removing the pump handle effectively eliminated the
source of the cholera pathogen, leading to the subsidence of the epidemic. Waterborne
diseases thus became a central concern of public health. Providing safe and potable
water became a significant achievement of the profession.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 11

Today, public health concerns extend beyond water to encompass all aspects of civilized
life, including food safety, air quality, toxic materials, noise pollution, and other
environmental stressors. The task of the environmental engineer is further complicated
by the increasing tendency to attribute various health issues to environmental factors,
often without clear causal evidence. Environmental engineers face the challenging task
of establishing such evidence, often tracing cause-and-effect relationships that unfold
over extended periods as human health and the environment respond to pollutants.

Ecology: Ecosystem Dynamics and Engineering Design

Ecology defines "ecosystems" as interdependent communities of organisms interacting

with their physical and chemical environment. Ecosystems exhibit varying degrees of
stability: some are fragile, susceptible to damage, and slow to recover; others
demonstrate resistance to change, withstanding even significant perturbations; while still
others possess remarkable resilience, capable of recovering from disturbances given
sufficient time.

To mitigate adverse impacts on fragile ecosystems, engineers must possess a thorough

understanding of ecological principles and integrate these principles into their designs.
For instance, the deep ocean represents one of the most fragile ecosystems; therefore,
any consideration of waste disposal in this environment must explicitly address this
inherent vulnerability. The engineer's task is further complicated by the need to balance
potential ecosystem damage against potential risks to human health. The integration of
ecological principles into engineering decision-making constitutes a fundamental aspect
of the environmental engineering profession.

Ethics in Engineering
Topic: THE TRAGEDY OF COMMONS

Engineering practice is inherently intertwined with ethical considerations concerning the

broader societal good. Historically, the engineering profession, including environmental
engineering, often did not explicitly consider the ethical implications of proposed
solutions. Ethical frameworks were often deemed irrelevant to engineering decision-
making, as engineers typically adhered to the directives of their employers or clients.
Contemporary engineering practice, however, recognizes the crucial role of ethical
considerations.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 12

To familiarize students with the ethical standards governing civil engineers in the
Philippines, the Code of Ethics of the Philippine Institute of Civil Engineers (PICE) is
presented below:

Fundamental Principles

Civil engineers uphold and advance the integrity, honor and dignity of the civil
engineering profession by:

 using their knowledge and skill for the enhancement of human welfare and the
environment;
 being honest and impartial and serving with fidelity the public, their
employers/employees and clients;
 striving to increase the competence and prestige of the civil engineering
profession; and
 supporting the professional and technical societies of their disciplines.

Fundamental Canons
1. Civil Engineers shall hold paramount the safety, health and welfare of the public
and shall strive to comply with the principles of sustainable development in the
performance of their duties.
2. Civil Engineers shall perform services only in areas of their competence.
3. Civil Engineers shall issue public statements only in an objective and truthful
manner.
4. Civil Engineers shall act in professional matters for each employer or client as
faithful agents or trustees, and shall avoid conflicts of interest.
5. Civil Engineers shall build their professional reputation on the merit of their
Topic: THE TRAGEDY OF COMMONS

services and shall not compete unfairly with others.

6. Civil Engineers shall act in such a manner as to uphold and enhance the honor,
integrity, and dignity of the civil engineering profession.
7. Civil Engineers shall continue their professional development throughout their
careers, and shall provide opportunities for the professional development of
those civil engineers under their supervision.
(Adopted in September 2001 as part of the Manual of Professional Practice for Civil
Engineers published by the Philippine Institute of Civil Engineers.)

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 13

 THE 12 PRINCIPLES OF GREEN ENGINEERING

Green engineering is the design, discovery and implementation of engineering solutions

with an awareness of these potential benefits and impacts throughout the lifetime of the
design. The goal of green engineering is to minimize adverse impacts while
simultaneously maximizing benefits to the economy, society and the environment
(Mihelcic & Zimmerman, 2014).

1. Designers need to strive to ensure that all material and energy inputs and outputs
are as inherently nonhazardous as possible.
2. It is better to prevent waste than to treat or clean up waste after it is formed.
3. Separation and purification operations should be designed to minimize energy
consumption and materials use.
4. Products, processes, and systems should be designed to maximize mass, energy,
space, and time efficiency.
5. Products, processes, and systems should be "output pulled" rather than "input
pushed" through the use of energy and materials.
6. Embedded entropy and complexity must be viewed as an investment when
making design choices on recycle, reuse, or beneficial disposition.
7. Targeted durability, not immortality, should be a design goal.
8. Design for unnecessary capacity or capability (e.g., "one size fits all") solutions
should be considered a design flaw.
9. Material diversity in multicomponent products should be minimized to promote
disassembly and value retention.
10. Design of products, processes, and systems must include integration and
interconnectivity with available energy and materials flows.
11. Products, processes, and systems should be designed for performance in a
commercial "afterlife".
12. Material and energy inputs should be renewable rather than depleting.

THE ENVIRONMENTAL ENGINEER

Topic: THE TRAGEDY OF COMMONS

“Environmental engineering is essential for development of facilities for

protection of the environment and for the proper management of natural
resources. The environmental engineer places special attention on the
biological, chemical, and physical reactions in the air, land, and water
environments and on improved technology for integrated management
systems, including reuse, recycling, and recovery measures.”

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 14

Core Duties and Responsibilities

Environmental engineers undertake a diverse range of responsibilities aimed at protecting

and improving environmental quality. These core duties include:

 Design and Implementation of Environmental Systems: Designing systems,

processes, and equipment for the control, management, and treatment of water,
air, and soil pollution.
 Environmental Data Acquisition and Analysis: Gathering and analyzing
environmental data to support assessments, monitoring programs, and regulatory
compliance.
 Environmental Impact Assessment: Evaluating the potential environmental
impacts of proposed projects and developments.
 Remediation of Contaminated Sites: Developing and advising on procedures for
the cleanup and remediation of contaminated sites.
 Interdisciplinary Collaboration: Collaborating with environmental scientists,
urban planners, hazardous waste technicians, other engineering disciplines, legal
professionals, and other specialists to address complex environmental challenges.
 Regulatory Compliance and Documentation: Developing, updating, and
maintaining environmental plans, permits, and standard operating procedures to
ensure compliance with relevant regulations.
 Health and Safety Protocol Development: Developing site-specific health and
safety protocols for environmental projects and operations.
 Environmental Monitoring and Compliance Auditing: Inspecting facilities and
programs to evaluate their effectiveness in meeting environmental regulations and
performance standards.

Consultant Services Offered by Environmental Engineers

Topic: THE TRAGEDY OF COMMONS

Consulting environmental engineers provide a wide array of specialized services to clients

across various sectors. These services encompass:

 Air Quality Management: Air quality monitoring, modeling, and air pollution
control system design.
 Analytical Laboratory Services: Conducting laboratory analyses of
environmental samples to assess pollution levels and identify contaminants.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 15

  Construction Management (Environmental Projects): Overseeing the
construction of environmental infrastructure projects, ensuring adherence to
design specifications and environmental regulations.
 Coastal and Marine Environmental Management: Addressing marine waste
disposal, nearshore oceanography, and coastal zone management.
 Energy and Resource Management: Focusing on energy development,
conservation, and resource recovery to minimize environmental impact.
 Water Resource Planning and Management: Developing regional water
pollution control plans and strategies for sustainable water resource management.
 Ecological and Environmental Studies: Conducting environmental and
ecological studies to assess ecosystem health and biodiversity.
 Wastewater Management: Designing and implementing sewage treatment and
disposal systems.
 Environmental Impact Assessment and Permitting: Conducting
comprehensive environmental impact analyses and assisting clients with
environmental permitting processes.
 Residuals Management: Managing sludge and other residuals from treatment
processes, including handling, treatment, and disposal.
 Facility Operations and Maintenance (Environmental Systems): Providing
operational and maintenance services for environmental treatment facilities.
 Solid Waste Management: Developing and implementing integrated solid waste
management plans, including collection, recycling, and disposal strategies.
 Hazardous and Toxic Waste Management: Managing hazardous and toxic
waste, including characterization, treatment, storage, and disposal.
 Stormwater Management and Flood Control: Designing and implementing
storm drainage systems and flood control measures.
 Sustainable Development and Human Settlements: Integrating environmental
considerations into urban planning and development projects, promoting
Topic: THE TRAGEDY OF COMMONS

sustainable human settlements.

 Water Reclamation and Reuse: Developing and implementing water reclamation
and reuse systems to conserve water resources.
 Industrial Wastewater Treatment: Designing and implementing specialized
wastewater treatment systems for industrial facilities.
 Water Resources Engineering and Hydrology: Conducting hydrological studies
and developing water resource management strategies.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 16

  Irrigation and Agricultural Water Management: Designing and managing
irrigation systems and promoting sustainable agricultural water use.
 Water Supply and Distribution: Designing and managing water supply,
treatment, and distribution systems to ensure access to safe drinking water.

International Organizations Related to Environmental Engineering:

Several international organizations play crucial roles in advancing the field of

environmental engineering and supporting its practitioners:

American Academy of Environmental Engineers and Scientists (AAEES): AAEES is

dedicated to elevating the standards of environmental engineering practice and certifying
professionals with specialized expertise. Their board certification program is a highly
recognized credential, signifying advanced knowledge and competence in specific
environmental engineering disciplines.

Association of Environmental Engineering and Science Professors (AEESP):

AEESP primarily comprises professors and researchers engaged in academic programs
focused on environmental protection sciences and technologies. The organization plays
a vital role in advancing research, disseminating knowledge, and educating the next
generation of environmental engineers and scientists.

American Society of Civil Engineers (ASCE): While ASCE represents a broad

spectrum of civil engineering disciplines, it maintains a robust environmental engineering
division. This division provides valuable resources, publications, technical standards, and
continuing education opportunities specifically related to environmental engineering
practice.

Water Environment Federation (WEF): WEF is a globally recognized organization

focused on water quality and wastewater treatment. It offers a wide range of resources,
Topic: THE TRAGEDY OF COMMONS

including technical publications, training programs, and international conferences,

dedicated to advancing best practices in water and wastewater management.

International Water Association (IWA): IWA is another prominent global organization

dedicated to addressing water-related challenges worldwide. It emphasizes sustainable
water management practices, promotes innovative solutions, and facilitates international
collaboration on water resource issues.

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 17

Professional Organizations Related to Environmental Engineering
in the Philippines:

While the Philippines does not currently have a dedicated, stand-alone organization
exclusively for "Environmental Engineers" by that specific title, several professional
bodies cater to professionals working in fields closely aligned with environmental
engineering:

Philippine Institute of Civil Engineers (PICE): PICE serves as the primary professional
organization for civil engineers in the Philippines. Although it encompasses all civil
engineering disciplines, a significant number of its members specialize in environmental
engineering. PICE offers continuing professional development programs, establishes and
upholds ethical standards for the profession, and advocates for policies that promote
sound engineering practices.

Philippine Society of Sanitary Engineers (PSSE): PSSE focuses specifically on

sanitary engineering, a field deeply intertwined with environmental engineering. PSSE's
activities center on areas such as water supply, wastewater treatment, public health
engineering, and related environmental sanitation issues. Many professionals working on
water and wastewater projects, which are core to environmental engineering, are
members of PSSE.

Pollution Control Association of the Philippines, Incorporated (PCAPI): PCAPI is an

organization focused on pollution control and environmental management. Its
membership includes professionals from various disciplines involved in environmental
protection, including engineers, scientists, and environmental managers. PCAPI provides
training, conducts conferences, and promotes best practices in pollution control and
environmental management. While not exclusively for engineers, it provides a valuable
platform for environmental professionals to network and collaborate.
Topic: THE TRAGEDY OF COMMONS

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 18

 Why Join a Professional Organization?

Networking: Connect with other professionals in the

field, share knowledge, and build career
opportunities.
Continuing Education: Access workshops,
conferences, and publications to stay updated on the
latest advancements and best practices.
Professional Development: Enhance your skills
and knowledge through certification programs and
other resources.
Ethical Guidance: Understand and adhere to
professional codes of ethics.
Advocacy: Contribute to the advancement of the
profession and advocate for sound environmental
policies.

Topic: THE TRAGEDY OF COMMONS

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 19

 POST-TEST MODULE 1
Upon completion of the module, please complete the following post-assessment. This
assessment is designed to evaluate your comprehension of the key concepts and
materials presented

For each multiple-choice question, select the one best answer and fully highlight the
corresponding letter (A, B, C, or D) with a highlighter. Ensure the highlighted letter is
clearly legible

1. What is the primary focus of environmental engineering?

A) Construction of buildings

B) Pollution control and natural resource management

C) Military engineering

D) Financial management

2. Which of the following is a core responsibility of environmental engineers?

A) Designing fashion apparel

B) Conducting environmental impact assessments

C) Managing corporate finances

D) Developing computer software

3. What does the 'tragedy of the commons' refer to?

A) A successful resource management strategy

B) Overuse and depletion of shared resources

C) A type of engineering design

D) A method of pollution control

Topic: POST-TEST MODULE 1

4. Which principle is NOT part of green engineering?

A) Maximizing waste

B) Minimizing energy consumption

C) Designing for performance in a commercial afterlife

D) Using renewable materials

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 20

 5. What is a significant challenge mentioned in managing Earth's resources?

A) Overpopulation

B) Lack of technology

C) Excessive rainfall

D) Abundant resources

6. Which organization is focused on water quality and wastewater treatment?

A) International Water Association

B) American Society of Civil Engineers

C) Water Environment Federation

D) Pollution Control Association of the Philippines

7. What is a key aspect of sustainable development in environmental engineering?

A) Ignoring environmental impacts

B) Integrating environmental considerations into urban planning

C) Focusing solely on economic growth

D) Eliminating all regulations

8. Which of the following is an example of the tragedy of the commons?

A) Regulated fishing

B) Overfishing in the Grand Banks

C) Sustainable forestry

D) Controlled urban development

9. What does the term 'biotic environment' refer to?

Topic: POST-TEST MODULE 1

A) Non-living physical factors

B) Living organisms

C) Geological formations

D) Atmospheric conditions

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 21

 10. Which of the following is NOT a service provided by consulting environmental
engineers?

A) Air quality management

B) Fashion design

C) Wastewater management

D) Solid waste management

An answer key is provided at the end of this module. Utilize the key to compare
your pre-assessment and post-assessment scores and reflect on your learning
progress.

Pretest score Post test score

_______ _______

Topic: POST-TEST MODULE 1

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 22

DISCUSSION QUESTIONS
1. Describe your immediate environment, considering both its natural (e.g.,
air, water, flora, fauna) and built (e.g., infrastructure, buildings,
transportation systems) components.

2. Analyze the essential functions of the environment in relation to human

well-being, considering ecological, economic, and social dimensions.

3. Apply the concept of the "tragedy of the commons" to a specific local

environmental issue. Clearly define the "commons" within your chosen
example and explain how individual actions contribute to its degradation,
impacting both present and future generations. Provide specific
examples of the consequences of this degradation.

4. Delineate the distinct roles and responsibilities of civil engineers within

the field of environmental engineering. Consider their contributions to
areas such as pollution control, resource management, and sustainable
development.

5. Discuss the specific roles of environmental engineers in addressing the

multifaceted challenges of urban pollution, including air, water, and
noise pollution

SUPPLEMENTAL ACTIVITIES
1. Choose three principles of green engineering. For each one, (a) explain the
principle in your own words; (b) find an example (commercially available or under
development), and explain how it demonstrates the principle; and (c) describe the
associated environmental, economic and societal benefits, identifying which ones
are tangible and which ones are intangible.
2. Research about the notable environmental engineers in the Philippines.
Topic: POST-TEST MODULE 1
10.

9.

8.

7.

6.

5.

4.

3.

2.

1.

KEY
B

LEARNING MODULES IN ENVIRONMENTAL ENGINEERING 1 GONZALES, PADUA 2025 23