43. B.Sc Honours Environmental Sciences

51 Pages·2015·0.44 MB·English

MODEL COURSE CURRICULUM FOR UNDERGRADUATE
COURSES UNDER CHOICE BASED CREDIT SYSTEM

FOR

BACHELOR IN
ENVIRONMENTAL SCIENCE

UNIVERSITY GRANTS COMMISSION
PREAMBLE

The course curriculum for undergraduate studies under choice based credit system (CBCS) for B.Sc. in
Environmental Science (Hons.) is presented in this document. This exercise was undertaken as part of
the nationwide curriculum restructuring initiative by the University Grants Commission. Several
formal and informal meetings were held with a number of colleagues, including young scholars, who
have graduated not so long ago, and are engaged in undergraduate teaching and also research in the
field of environmental sciences. We also had the benefit of an elaborate exercise carried out at
University of Delhi during 2011-2012 for the formulation of undergraduate syllabus for Environmental
Science. Many formal and informal meetings were held at that time with a number of colleagues from
the colleges, who helped with crucial inputs as to the content of the courses. This curriculum is a fresh
exercise, but also represents a continuous effort of over four years of deliberations with university and
college teachers.

The course curriculum outlined here is designed in an inclusive and interdisciplinary manner and
draws content from various allied disciplines. Ideally, an undergraduate programme in environmental
science should focus equally on theory and practice so that students are able to pick up necessary skills
enabling them to find gainful employment at the job market. Therefore, a number of skill-based
courses have been identified and made a part of the curriculum. Attention was also paid to structuring
various core courses so as to make them appealing from a practitioner’s point of view. It is hoped that
a student with a B.Sc. Environmental Science (Hons.) degree, after having read the courses outlined
here, should feel adequately equipped to meet the challenges of career development. At the same time,
there is sufficient content for those who wish to continue academic life at the university beyond
undergraduate level. That said, due care has been taken to maintain necessary academic rigor and
depth in the course content so that the learning outcomes from these courses will lead to intellectual
growth of a student.

The need for an honours course in Environmental Sciences is necessitated by our country’s
requirement as also the acceptability of the subject by young students from the view point of career
opportunity it can proffer to them as compared to those from pure academic disciplines. There is a
latent demand for the subject in our country and as educationists we have a societal obligation to meet
such aspirations of young students. It is equally expected that Environmental Science graduates will
also significantly contribute to the vision of ‘zero defect, zero effect’ policy initiative of Government
of India.

The course curriculum presented in the following pages conforms to the general CBCS scheme,
semester schedule, evaluation criteria and course credit structure of UGC. B.Sc. Environmental
Science (Hons.) programme, like all other undergraduate courses shall comprise of 144 credits spread
over twenty six (26) papers to be completed in three years/six semesters. The credits will be distributed
as 14 papers constituting Core Course, 8 papers comprising Elective Course, and 4 papers of Ability
Enhancement Courses of which 2 are Skill Enhancement Courses.

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Besides the course curriculum, the following suggestions are made for the consideration of UGC:

1. To ensure the interdisciplinary spirit of the proposed curriculum, teaching must be carried out
by the faculty who are trained at post-graduate (M.Sc./M.A.) and Ph.D. levels in the area of
‘Environmental Studies or Environmental Sciences’ and desirably not in any pure sciences or
social sciences domain. A candidate who has qualified UGC-NET in the area of Environmental
Science will be well-equipped to teach this curriculum.

2. Considering that the existing number of UGC-NET Fellowships in the field of Environmental
Sciences are highly inadequate, it is proposed to increase the number of Fellowships in this
important area. UGC may like to actively consider this suggestion.

3. An interdisciplinary environmental programme at the undergraduate level will be successful
only when independent Departments of Environment are established at undergraduate levels. It
is important to avoid existing problems of coordination in teaching carried out through
participatory teaching. UGC may like to pursue the matter with universities/colleges and take
necessary steps in this direction.

We greatly benefitted from the overall guidance of Prof. R.C. Kuhad, Chairman of the CBCS
Committee of UGC. Inputs on the CBCS framework from Dr. Jaswinder Singh were most helpful and
we thank him. I thank Professors Inderjit Singh, V.K. Jain and A.S. Ahluwalia, Members of the UGC
Committee for their valuable inputs.

I am happy to record that our Departmental colleagues, Dr. Radhey Shyam Sharma, Dr. Vandana
Mishra and Dr. Gyan Prakash Sharma, who participated in the deliberations and contributed to the
formulation of the curriculum. I thank Manish, Sarthak, Deepak, Neha, Priyanka and Sudipto, our
young and promising scholars, who helped with putting up a skeleton to work with. I am grateful to
them all.

New Delhi
22nd June, 2015
Professor Maharaj K. Pandit
Convenor (Environmental Science)
Head,
Department of Environmental Studies,
University of Delhi.

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Details of course under B.Sc. in Environmental Science (Hons.)

Course Credits*
Theory + Practical Theory + Tutorial
I. Core Courses - Theory (14 Papers) 14×4=56 14×5=70
Core Course - Practical/Tutorial* 14×2=28 14×1=14
II. Elective Courses (8 Papers)
A1. Discipline Specific Electives - Theory (4
4×4=16 4×4=16
Papers)
A2. Discipline Specific Electives Practical/Tutorial*
4×2=8 4×2=8
- (4 Papers)
B1. Generic Electives/Interdisciplinary - Theory (4
4×4=16 4×4=16
Papers)
B2. Generic Electives/Interdisciplinary
4×2=8 4×2=8
- Practical/Tutorial* (4 Papers)
III. Ability Enhancement Courses
1. Ability Enhancement Compulsory Courses
(AECC) - (2 Papers of 2 Credits each)
2×2=4 2×2=4
Environment Science &
English/MIL Communication)
2. Skill Enhancement Courses (SEC)
2×4=8 2×4=8
(2 Papers of 4 Credits each)
Total Credits 144 144

*wherever practical is mentioned there will be no tutorial and vice-versa

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Bachelor in Environment Science (Hons.)
Courses/Papers Sequence

Year 1 Year 1 Year 2 Year 2 Year 3 Year 3
Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2
C1: C3: C5: C8: C11: C13:
Earth and Earth Water and Ecology and Systematics & Biodiversity & Environmental
Surface Water Ecosystems Biogeography Conservation Pollution and
Processes Resources Human Health
C2: C4: C6: C9: C12: C14:
Physics & Land and Soil Environmental Urban Organismal & Natural
Chemistry of Conservation Biotechnology Ecosystems Evolutionary Resources
Environment and Biology Management &
Management Sustainability
AECC1: AECC 2 C7: C10: DSE1: DSE3:
English Environmental Atmosphere & Environmental Energy & Natural Hazards
Communication Studies Global Legislation & Environment & Disaster
/MIL Climate Policy Management
Change
GE 1 GE 2 SEC1: SEC2: DSE2: DSE4:
Environment & Human- Remote Environment Environmental Solid Waste
Society Wildlife Sensing, Impact & Risk Economics Management
Conflict & Geographic Assessment
Management Information
System &
Modelling
GE 3 GE 4
Gender & Green
environment Technologies

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CORE COURSE 1: EARTH AND EARTH SURFACE PROCESSES

Theory (60 Lectures)

Preamble: The paper will introduce students to the basic structure and composition of the Earth and
will explore various surface processes and their impact on and role in living systems. It will also deal
with the interactive processes in the inner as well as outer Earth’s surface.

Unit 1: History of Earth (10 lectures)

Solar system formation and planetary differentiation; formation of the Earth: formation and
composition of core, mantle, crust, atmosphere and hydrosphere; chemical composition of Earth;
geological time scale and major changes on the Earth’s surface; Holocene and the emergence of
humans, role of humans in shaping landscapes; development of cultural landscapes.

Unit 2: Earth system processes (10 lectures)

Movement of lithosphere plates; mantle convection and plate tectonics, major plates and hot spots,
plate boundaries; sea floor spread; earthquakes; volcanic activities; orogeny; isostasy; gravitational and
magnetic fields of the earth; origin of the main geomagnetic field; continental drift, Pangaea and
present-day continents, paleontological evidences of plate tectonics; continental collision and
mountain formation with specific example of the Himalaya.

Unit 3: Minerals and rocks (15 lectures)

Minerals and important rock forming minerals; rock cycle: lithification and metamorphism; Three rock
laws; rock structure, igneous, sedimentary and metamorphic rocks; weathering: physical,
biogeochemical processes; erosion: physical processes of erosion, factors affecting erosion; agents of
erosion: rivers and streams, glacial and aeolian transportation and deposition of sediments by running
water, wind and glaciers.

Unit 4: Earth surface processes (15 lectures)

Atmosphere: evolution of earth’s atmosphere, composition of atmosphere, physical and optical
properties, circulation; interfaces: atmosphere–ocean interface, atmosphere–land interface, ocean–land
interface; land surface processes: fluvial and glacial processes, rivers and geomorphology; types of
glaciers, glacier dynamics, erosional and depositional processes and glaciated landscapes; coastal
processes.

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Unit 5: Importance of being a mountain (10 lectures)

Formation of Peninsular Indian mountain systems - Western and Eastern Ghats, Vindhyas, Aravallis,
etc. Formation of the Himalaya; development of glaciers, perennial river systems and evolution of
monsoon in Indian subcontinent; formation of Indo-Gangetic Plains, arrival of humans; evolution of
Indus Valley civilization; progression of agriculture in the Indian subcontinent in Holocene;
withdrawing monsoon and lessons to draw.

Practicals: Based on the theory/ fieldwork.

Suggested Readings

1. Bridge, J., & Demicco, R. 2008. Earth Surface Processes, Landforms and Sediment deposits.
Cambridge University Press.
2. Duff, P. M. D., & Duff, D. (Eds.). 1993. Holmes' Principles of Physical Geology. Taylor &
Francis.
3. Gupta, A. K., Anderson, D. M., & Overpeck, J. T. 2003. Abrupt changes in the Asian
southwest monsoon during the Holocene and their links to the North Atlantic
Ocean. Nature 421: 354-357.
4. Gupta, A. K., Anderson, D. M., Pandey, D. N., & Singhvi, A. K. 2006. Adaptation and human
migration, and evidence of agriculture coincident with changes in the Indian summer monsoon
during the Holocene. Current Science 90: 1082-1090.
5. Keller, E.A. 2011. Introduction to Environmental Geology (5th edition). Pearson Prentice Hall.
6. Krishnan, M. S. 1982. Geology of India and Burma. CBS Publishers & Distributors.
7. Leeder, M., Arlucea, M.P. 2005. Physical Processes in Earth and Environmental Sciences.
Blackwell Publishing.
8. Pelletier, J. D. 2008. Quantitative Modeling of Earth Surface Processes (Vol. 304). Cambridge:
Cambridge University Press. Chicago.

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CORE COURSE 2: PHYSICS AND CHEMISTRY OF ENVIRONMENT

Theory (60 Lectures)

Preamble: This paper aims to build conceptual understanding of students by exposing them to the
basic principles behind various environmental processes. The paper has been divided into two sections,
with the view to introduce students to the concepts of physics and chemistry associated with particle
movement, chemical processes and pollutant chemistry.

Unit 1: Fundamentals of environmental physics (15 lectures)

Part A: Basic concepts of light and matter; quantum mechanics (relation between energy, wavelength
and frequency), black body radiation, Kirchhoff’s law, Boltzmann equation, spectroscopic concepts:
Introduction to the concept of absorption and transmission of light, Beer–Lambert law, photovoltaic
and solar cells; scattering of light, Rayleigh and Mia scattering.

Part B: Basic concepts of pressure, force, work and energy; types of forces and their relation (pressure
gradient, viscous, Coriolis, gravitational, centripetal, and centrifugal force); concept of heat transfer,
conduction, convection; concept of temperature, lapse rate (dry and moist adiabatic); laws of
thermodynamics; concept of heat and work, Carnot engine, transmission of electrical power, efficiency
of turbines, wind mills and hydroelectric power plants.

Unit 2: Movement of pollutants in environment (6 lectures)

Diffusion and dispersion, point and area source pollutants, pollutant dispersal; Gaussian plume model,
mixing heights, hydraulic potential, Darcy’s equation, types of flow, turbulence.

Unit 3: Fundamentals of environmental chemistry (15 lectures)

Part A: Atomic structure, electronic configuration, periodic properties of elements (ionization
potential, electron affinity and electronegativity), types of chemical bonds (ionic, covalent, coordinate
and hydrogen bonds); mole concept, molarity and normality, quantitative volumetric analysis.

Part B: Thermodynamic system; types of chemical reactions; acids, bases and salts, solubility
products; solutes and solvents; redox reactions, concepts of pH and pE, electrochemistry, Nernst
equation, electrochemical cells.

Part C: Basic concepts of organic chemistry, hydrocarbons, aliphatic and aromatic compounds,
organic functional groups, polarity of the functional groups, synthesis of xenobiotic compounds like
pesticides and dyes, synthetic polymers.

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Unit 4: Atmospheric chemistry (8 lectures)

Composition of atmosphere; photochemical reactions in atmosphere; smog formation, types of smog
(sulphur smog and photochemical smog), aerosols; chemistry of acid rain, case studies; reactions of
NO and SO ; free radicals and ozone layer depletion, role of CFCs in ozone depletion.
2 2

Unit 5: Water chemistry (8 lectures)

Chemical and physical properties of water; alkalinity and acidity of water, hardness of water,
calculation of total hardness; solubility of metals, complex formation and chelation; colloidal particles;
heavy metals in water.

Unit 6: Soil chemistry (8 lectures)

Soil composition; relation between organic carbon and organic matter, inorganic and organic
components in soil; soil humus; cation and anion exchange reactions in soil; nitrogen, phosphorus and
potassium in soil; phenolic compounds in soil.

Practicals: Based on the theory.

Suggested Readings

1. Beard, J.M. 2013. Environmental Chemistry in Society (2nd edition). CRC Press.
2. Boeker, E. & Grondelle, R. 2011. Environmental Physics: Sustainable Energy and Climate
Change. Wiley.
3. Connell, D.W. 2005. Basic Concepts of Environmental Chemistry (2nd edition). CRC Press.
4. Forinash, K. 2010. Foundation of Environmental Physics. Island Press.
5. Girard, J. 2013. Principles of Environmental Chemistry (3rd edition). Jones & Bartlett.
6. Harnung, S.E. & Johnson, M.S. 2012. Chemistry and the Environment. Cambridge University
Press.
7. Hites, R.A. 2012. Elements of Environmental Chemistry (2nd edition). Wiley & Sons.
8. Manhan, S. E. 2000. Fundamentals of Environmental Chemistry. CRC Press.
9. Pani, B. 2007. Textbook of Environmental Chemistry. IK international Publishing House.

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GENERAL ELECTIVE 1: ENVIRONMENT AND SOCIETY

Theory (60 Lectures)

Preamble: The course examines the relationship between the environment and society enabling the
students to understand and appreciate the role played by environment, society, and, their interface in
shaping environmental decisions. The students will be enabled to think critically on
environmental issues.

Unit 1: Introduction (6 lectures)

Social and cultural construction of ‘environment’; environmental thought from historical and
contemporary perspective in light of the concepts of Gross Net Happiness and Aldo Leopold’s Land
Ethic.

Unit 2: Issues in environmentalism (10 lectures)

Significant global environmental issues such as acid rain, climate change, and resource depletion;
historical developments in cultural, social and economic issues related to land, forest, and water
management in a global context; interface between environment and society.

Unit 3: Development-environment conflict (10 lectures)

Developmental issues and related impacts such as ecological degradation; environmental pollution;
development-induced displacement, resettlement, and rehabilitation: problems, concerns, and
compensative mechanisms; discussion on Project Affected People (PAPs).

Unit 4: Urbanization and environment (10 lectures)

Production and consumption oriented approaches to environmental issues in Indian as well as global
context; impact of industry and technology on environment; urban sprawl, traffic congestion and
social-economic problems; conflict between economic and environmental interests.

Unit 5: Environment and social inequalities (10 lectures)

Inequalities of race, class, gender, region, and nation-state in access to healthy and safe environments;
history and politics surrounding environmental, ecological and social justice; environmental ethics,
issues and possible solutions.

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