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CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES
FOR UNDER GRADUATE COURSES OF ALL BRANCHES
OF HIGHER EDUCATION
Vision
The importance of environmental science and environmental studies cannot be disputed. The need for sustainable development is a key to the future of mankind. Continuing problems of pollution, loss of forget, solid waste disposal, degradation of environment, issues like economic productivity and national security, Global warming, the depletion of ozone layer and loss of biodiversity have made everyone aware of environmental issues. The United Nations Coference on Environment and Development held in Rio de Janerio in 1992 and world Summit on Sustainable Development at Johannesburg in 2002 have drawn the attention of people around the globe to the deteriorating condition of our environment. It is clear that no citizen of the earth can afford to be ignorant of environment issues. Environmental management has captured the attention of health care managers. Managing environmental hazards has become very important.
Human beings have been interested in ecology since the beginning of civilization. Even our ancient scriptures have emphasized about practices and values of environmental conservation. It is now even more critical than ever before for mankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices.
India is rich in biodiversity which provides various resources for people. It is also basis for biotechnology.
Only about 1.7 million living organisms have been diescribed and named globally. Still manay more remain to be identified and described. Attempts are made to
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conserve them in ex-situ and in-situ situations. Intellectual property rights (IPRs) have become importanat in a biodiversity-rich country like India to protect microbes, plants and animals that have useful genetic properties. Destruction of habitats, over-use of energy resource and environmental pollution have been found to be responsible for the loss of a large number of life-forms. It is feared that a large proportion of life on earth may get wiped out in the near future.
Inspite of the deteriorating status of the environment, study of environment have so far not received adequate attention in our academic programmes. Recognizing this, the Hon’ble Supreme Court directed the UGC to introduce a basic course on environment at every level in college education. Accordingly, the matter was considered by UGC and it was decided that a six months compulsory core module course in environmental studies may be prepared and compulsorily implemented in all the University/Colleges of India.
The experts committee appointed by the UGC has looked into all the pertinent questions, issues and other relevant matters. This was followed by framing of the core module syllabus for environmental studies for undergraduate courses of all branches of Higher Education. We are deeply conscious that there are bound to be gaps between the ideal and real. Geniune endeavour is required to minimize the gaps by intellectual and material inputs. The success of this course will depend on the initiative and drive of the teachers and the receptive students.
SYLLABUS
Unit 1 : Multidisciplinary nature of environmental studies
Definition, scope and importance
(2 lectures)
Need for public awareness.
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- Structure and function of an ecosystem.
- Producers, consumers and decomposers.
- Energy flow in the ecosystem.
- Ecological succession.
- Food chains, food webs and ecological pyramids.
- Introduction, types, characteristic features, structure and function of the
following ecosystem :-
a. Forest ecosystem
b. Grassland ecosystem
c. Desert ecosystem d. Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries)
(6 lectures)
Unit 4 : Biodiversity and its conservation
- Introduction – Definition : genetic, species and ecosystem diversity.
- Biogeographical classification of India
- Value of biodiversity : consumptive use, productive use, social, ethical, aesthetic and option values
- Biodiversity at global, National and local levels.
- Inida as a mega-diversity nation
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- Hot-sports of biodiversity.
- Threats to biodiversity : habitat loss, poaching of wildlife, man-wildlife conflicts.
- Endangered and endemic species of India
- Conservation of biodiversity : In-situ and Ex-situ conservation of biodiversity. (8 lectures)
Unit 5 : Environmental Pollution
Definition
- Cause, effects and control measures of :- a. Air pollution
b. Water pollution
c. Soil pollution
d. Marine pollution
e. Noise pollution
f. Thermal pollution
g. Nuclear hazards
- Solid waste Management : Causes, effects and control measures of urban and industrial wastes.
- Role of an individual in prevention of pollution.
- Pollution case studies.
- Diaster management : floods, earthquake, cyclone and landslides. (8 lectures)
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- Environment and human health.
- Human Rights.
- Value Education.
- HIV/AIDS.
- Women and Child Welfare.
- Role of Information Technology in Environment and human health.
- Case Studies. (6 lectures)
Unit 8 : Field work
- Visit to a local area to document environmental assets- river/forest/grassland/hill/mountain
- Visit to a local polluted site-Urban/Rural/Industrial/Agricultural
- Study of common plants, insects, birds.
- Study of simple ecosystems-pond, river, hill slopes, etc. (Field work Equal to 5 lecture hours)
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SIX MONTHS COMPULSORY CORE MODULE COURSE IN
ENVIRONMENTAL STUDIES : FOR UNDERGRADUATES
Teaching Methodologies
The core Moudle Syllabus for Environment Studies includes class room teaching and Field Work. The syllabus is divided into eight units covering 50 lectures. The first seven units will cover 45 lectures which are class room based to enhance knowledge skills and attitute to environment. Unit eight is based on field activites which will be covered in five lecture hours and would provide student first hand knowledge on varios local environmental aspects. Field experience is one of the most effective learning tools for environmental concerns. This moves out of the scope of the text book mode of teaching into the realm of real learning in the field, where the teacher merely acts as a catalyst to interpret what the student observes or discovers in his/her own environment. Field studies are as essential as class work and form an irreplaceable synergistic tool in the entire learning process.
Course material provided by UGC for class room teaching and field activities be utilized.
The universities/colleges can also draw upon expertise of outside resource persons for teaching purpose.
Environmental Core Module shall be integrated into the teaching programmes of all undergraduate courses.
Annual System : The duration of the course will be 50 lectures. The exam will be conducted along with the Annual Examination.
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REFERENCE
a) Agarwal, K.C. 2001 Environmental Biology, Nidi Publ. Ltd. Bikaner. b) Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt. Ltd., Ahmedabad – 380 013, India, Email:mapin@icenet.net (R) c) Brunner R.C., 1989, Hazardous Waste Incineration, McGraw Hill Inc. 480p d) Clark R.S., Marine Pollution, Clanderson Press Oxford (TB) e) Cunningham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. 2001, Environmental Encyclopedia, Jaico Publ. House, Mumabai, 1196p f) De A.K., Environmental Chemistry, Wiley Eastern Ltd. g) Down to Earth, Centre for Science and Environment (R) h) Gleick, H.P. 1993. Water in crisis, Pacific Institute for Studies in Dev., Environment & Security. Stockholm Env. Institute Oxford Univ. Press. 473p i) Hawkins R.E., Encyclopedia of Indian Natural History, Bombay Natural History Society, Bombay (R) j) Heywood, V.H & Waston, R.T. 1995. Global Biodiversity Assessment. Cambridge Univ. Press 1140p. k) Jadhav, H & Bhosale, V.M. 1995. Environmental Protection and Laws. Himalaya Pub. House, Delhi 284 p. l) Mckinney, M.L. & School, R.M. 1996. Environmental Science systems & Solutions, Web enhanced edition. 639p. m) Mhaskar A.K., Matter Hazardous, Techno-Science Publication (TB) n) Miller T.G. Jr. Environmental Science, Wadsworth Publishing Co. (TB) o) Odum, E.P. 1971. Fundamentals of Ecology. W.B. Saunders Co. USA, 574p p) Rao M N. & Datta, A.K. 1987. Waste Water treatment. Oxford & IBH Publ. Co. Pvt. Ltd. 345p. q) Sharma B.K., 2001. Environmental Chemistry. Geol Publ. House, Meerut r) Survey of the Environment, The Hindu (M) s) Townsend C., Harper J, and Michael Begon, Essentials of Ecology, Blackwell Science (TB)
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t) Trivedi R.K., Handbook of Environmental Laws, Rules Guidelines, Compliances and Stadards, Vol I and II, Enviro Media (R) u) Trivedi R. K. and P.K. Goel, Introduction to air pollution, Techno-Science Publication (TB) v) Wanger K.D., 1998 Environmental Management. W.B. Saunders Co. Philadelphia, USA 499p
(M) Magazine (R) Reference (TB) Textbook
Natural Resources i
Textbook for
Environmental Studies
For Undergraduate Courses
of all Branches of Higher Education
Erach Bharucha for University Grants Commission
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ii Environmental Studies for Undergraduate Courses
Credits Principal author and editor – Erach Bharucha Unit 1 – Erach Bharucha Unit 2 – Erach Bharucha, Behafrid Patel Unit 3 – Erach Bharucha Unit 4 – Erach Bharucha Unit 5 – Shamita Kumar Unit 6 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 7 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 8 – Erach Bharucha, Shambhvi Joshi Case Studies – Prasanna Kolte Co-ordination and compilation – Behafrid Patel Textbook Design – Narendra Kulkarni (Mudra), Sushma Durve Manuscript review and editing – Chinmaya Dunster, Behafrid Patel Artists – Sushma Durve and Anagha Deshpande CD ROM – Jaya Rai and Prasanna Kolte
© Copyright Text – Erach Bharucha/ UGC, 2004. Photographs – Erach Bharucha Drawings – Bharati Vidyapeeth Institute of Environment Education and Research All rights reserved. Distributed by University Grants Commission, New Delhi. 2004.
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iv Environmental Studies for Undergraduate Courses
Members of the Expert Committee on Environmental Studies
- Prof. Erach Bharucha Director, Bharati Vidyapeeth Institute of Environment Education and Research, Pune
- Prof. C Manoharachary Department of Botany, Osmania University, Hyderabad
- Prof. S Thayumanavan Director Center for Environmental Studies, Anna University, Chennai
- Prof. D C Goswami Head, Department of Environment Science, Gauhati University, Guwahati – 781 014
- Shri R Mehta Director EE Division Ministry of Environment and Forests, Paryavaran Bhavan, CGO Complex, Lodhi Road, New Delhi – 110 003 UGC Officials
- Dr. NK Jain Joint Secretary, UGC, New Delhi
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Natural Resources v
Teaching Methodologies The Core Module Syllabus for Environmental Studies includes classroom teaching and fieldwork. The syllabus is divided into eight units covering 50 lectures. The first seven units which will cover 45 lectures are classroom teaching based to enhance knowledge skilled and attitude to environment. Unit eight is based on field activities and would be covered over five lecture hours and would provide students with first hand knowledge on various local environmental aspects. Field experi- ence is one of the most effective learning tools for environmental concerns. This moves out of the scope of the textbook mode of teaching, into the realm of real learning in the field, where the teacher acts as a catalyst to interpret what the student observes or discovers in his/her own environ- ment. Field studies area as essential as class work and form an irreplaceable synergistic tool in the entire learning process. The course material provided by UGC for class room teaching and field activities should be utilised. The Universities/ colleges can draw upon expertise of outside resource persons for teaching pur- poses. The Environmental Core Module shall be integrated into the teaching programs of all undergradu- ate courses. Annual System: The duration of the course will be 50 lectures. The exam will be conducted along with the Annual Examination. Semester System: the Environment course of 50 lectures will be conducted in the second semester and the examinations shall be conducted at the end of the second semester. Credit System: The core course will be awarded 4 credits Exam Pattern: In case of awarding the marks the question paper should carry 100 marks. The structure of the question paper being: Part A, Short answer pattern - 25 marks Part B, Essay type built choice - 50 marks Part C, Field Work - 25 marks
Six Months Compulsory Core Module Course
in Environmental Studies: for Undergraduate Students
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Natural Resources vii
Contents
PREFACE xiii FOREWORD xv ACKNOWLEDGEMENTS xvi
UNIT 1: THE MULTIDISCIPLINARY NATURE OF ENVIRONMENTAL STUDIES 1.1 DEFINITION, SCOPE AND IMPORTANCE 3 1.1.1 Definition 3 1.1.2 Scope 3 1.1.3 Importance 5 1.2 NEED FOR PUBLIC AWARENESS 8 1.2.1 Institutions in Environment 9 1.2.2 People in Environment 12
UNIT 2: NATURAL RESOURCES 2.1 INTRODUCTION 16 2.2 RENEWABLE AND NON-RENEWABLE RESOURCES 20 2.2.1 Natural resources and associated problems 20 2.2.2 Non-renewable resources 22 2.2.3 Renewable resources 22 a. Forest Resources: Use and over-exploitation, deforestation, case studies. 23 Timber extraction, mining, dams and their effects on forests and tribal people b. Water Resources: Use and over-utilisation of surface and ground water, 26 floods, drought, conflicts over water, dams – benefits and problems. c. Mineral Resources: Use and exploitation, environmental effects of extracting 30 and using mineral resources, case studies. d. Food Resources: World food problems, Changes in landuse by agriculture and 32 grazing, Effects of modern agriculture, Fertilizer/ pesticide problems, Water logging and salinity e. Energy Resources: Increasing energy needs, Renewable/ non renewable, 35 Use of Alternate energy sources, Case studies f. Land resources: Land as a resource, land degradation, man-induced land-slides, 48 soil erosion and desertification.
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viii Environmental Studies for Undergraduate Courses
- 2.3 ROLE OF AN INDIVIDUAL IN CONSERVATION OF NATURAL RESOURCES
- 2.4 EQUITABLE USE OF RESOURCES FOR SUSTAINABLE LIFESTYLES
- 3.1 Concept of an ecosystem UNIT 3: ECOSYSTEMS
- 3.1.1 Understanding ecosystems
- 3.1.2 Ecosystem degradation
- 3.1.3 Resource utilisation
- 3.2 Structure and functions of an ecosystem
- 3.3 Producers, consumers and decomposers
- 3.4 Energy flow in the ecosystem
- 3.4.1 The water cycle
- 3.4.2 The Carbon cycle
- 3.4.3 The Oxygen cycle
- 3.4.4 The Nitrogen cycle
- 3.4.5 The energy cycle
- 3.4.6 Integration of cycles in nature
- 3.5 Ecological succession
- 3.6 Food chains, Food webs and Ecological pyramids
- 3.6.1 The food chains
- 3.6.2 The food webs
- 3.6.3 The ecological pyramids
- 3.7 Introduction, Types, Characteristic features, Structure and functions
- 3.7.1 Forest ecosystem
- 3.7.2 Grassland ecosystem
- 3.7.3 Desert ecosystem
- 3.7.4 Aquatic ecosystems (ponds, lakes, streams, rivers, estuaries, oceans)
- 4.1 INTRODUCTION – DEFINITION: GENETIC, SPECIES, ECOSYSTEM DIVERSITY UNIT 4: BIODIVERSITY AND ITS CONSERVATION - 4.1.1 Genetic diversity - 4.1.2 Species diversity - 4.1.3 Ecosystem diversity
- 4.2 BIOGEOGRAPHIC CLASSIFICATION OF INDIA
