BENGALURU CENTRAL UNIVERSITY

DEPARTMENT OF ENVIRONMENTAL SCIENCE

COURSE PATTERN AND SCHEME OF EXAMINATION

for B.Sc. (Basic/Hons.)
as per NEP (2021-22 and onwards)

SUBJECT: Environmental Science

Duration
Examination Pattern Max.

Total Marks / paper

Hours of Exam Credit
/ & Min. Marks s
(hours)
/Paper

Teaching Hours
Semester

Week
S
Theory Practical

Practical

Practical
l.

Theory

Theory
Title of thePaper

Practical
Theory
N
o.

Max.

Max.
Min.

Min.
IA

IA
ES 1T1: Divisions
of Environment 5 4 4 7 2 3 3 1 1 3 4 1 4 2
1 I 4 0 5 0 5 2 5 5
0
ES OE 1 4 3 - 7 2 3 - - - 3 - 1 3 -
5 0 5 0 0
0
ES 1T2: Ecology –
Theory and practice 5 4 4 7 2 3 3 1 1 3 4 1 4 2
2 I 4 0 5 0 5 2 5 5
I 0
ES OE 2 4 3 - 7 2 3 - - - 3 - 1 3 -
5 0 5 0 0
0
Scheme of Internal Assessment Marks: Theory

Sl. Particula IA
No. rs Marks
1 Attendance 05

2 Internal Tests (Minimum of Two) 15

Assignments /Seminar / Case Study / Project work / Reports on - visits to
3 Industries/Exhibitions/Science centres/active participation in Environmental Science 10
competitions, etc.
TOTAL Theory IA Marks 30

Scheme of Internal Assessment Marks: Practicals

Sl. Particula IA
No. rs Marks
1 Practical Test 05

2 Report on datasheet of electronic devices/Seminar on Environmental Science etc. 05

3 Active participation in practical classes 05

TOTAL Practical IA Marks 15

 GOVERNMENT OF KARNATAKA

NATIONAL EDUCATION POLICY ‐ 2020

(NEP‐2020)

Report on

Proposed Curricular Framework for Four Years Graduate

Programme in Universities of Karnataka State under NEP-2020

in

ENVIRONMENTAL SCIENCE

Submitted to

Karnataka State Higher Education Council

Government of Karnataka
Bengaluru

6th September 2021

i
 GOVERNMENT OF KARNATAKA

NATIONAL EDUCATION POLICY‐ 2020

(NEP‐2020)

Report on
Proposed Curricular Framework for Four Years Graduate
Programme in Universities of Karnataka State under NEP-
2020in
ENVIRONMENTAL SCIENCE

Submitted by
Dr. N. Nandini Shri. L. S. Ramesh
Professor & Subject Chairperson Member Convener, Environmental
Dept. of Environmental Science, Science Committee, NEP 2020
Bangalore University, Bengaluru and Special Officer, Karnataka State Higher
Chairman, Environmental Science Education Council, Bengaluru and
Committee (NEP 2020) Coordinator, Environmental Science
Committee, NEP 2020
And
Committee Members of Environmental Science
1. Dr. N. S. Raju, Professor, Department of Studies in Environmental Science,
University of Mysore, Mysuru.
2. Dr. S. V. Krishna Murthy, Professor, Department of PG Studies and
Research in Environmental Science, Kuvempu University, Shankaraghatta.
3. Dr. S. Suresh, Associate Professor, Yuvaraja’s College (Autonomous),
University of Mysore, Mysuru.
4. Dr. B. S. Prabhakar, Associate Professor, Department of Environmental
Science, St. Joseph’s College (Autonomous), Bengaluru.

6th September 2021

i
 PREFACE

Education empowers life and life systems. A holistic education paradigm will
effectively focus on developing knowledge, employable skill sets, appropriate
attitudes and an overall personality. A graduate is the one who acquires the
following attributes and employs them to benefit societies.

 Skills of identifying a problem and factors responsible for the problem

 Acquires and appreciates problem solving skills
 Logically employs problem solving tools, spatially and temporally
 Identifies timely needs of the community and contributes to them
 Takes the community together creating an equitable ecosystem
 Works towards creating employment opportunities and work
domains for different skill sets and knowledge disciplines
 Blends with various social and economic situations making life happier
for the self and of the communities
 Envisages and employs various attitudes and skill sets for the betterment
of the Nation, blending local and regional variations.

Environmental Science is a domain which seamlessly connects the sciences

with day-to-day societal demands. Proposing and developing a curriculum for the
subject of Environmental Science is unique in many ways. Mankind is facing
serious environmental problems like global warming, desertification, deforestation,
solid waste generation and disasters. Improving the quality of life is a process of
development which includes teaching training and instruction. A competent subject
expert committee was constituted by Karnataka State Higher Education Council,
Government of Karnataka. The assigned task of this committee was to design
curriculum structure for both under Graduate and Post Graduate programmes of
Environmental Science.

ii
 The proposed curricular framework designed by this committee was headed
by me with Eminent Educationalists in the field of Environmental Science.

NEP 2020 - SUBJECT EXPERT COMMITTEE – ENVIRONEMNTAL

SCIENCE
Name Designation and address Position
Professor
Department of Environmental
Dr. N. Nandini Chairperso
Science, Bangalore University, n
Bengaluru
Professor
Department of Studies
Dr. N. S. Raju Member
in Environmental
Science,
University of Mysore, Mysuru
Professor
Department of PG Studies
Dr. S. V. and Member
Krishnamurthy Research in Environmental
Science, Kuvempu
University,
Shankaraghatta
Associate Professor
Dr. S. Suresh Yuvaraja’s College Member
(Autonomous),
University of Mysore, Mysuru
Associate Professor
Department of Environmental
Dr. B. S. Prabhakar Member
Science, St. Joseph’s College
(Autonomous),
Bengaluru
Special Officer
Member
Shri. L. S. Ramesh Karnataka State
Convener
Higher Education
Council, GoK

Our Nation’s vision for higher education through National Education Policy –
2020 is to transform it into a sustainable system. The Government of Karnataka is
first State to launch the National Education Policy – 2020. The programme was
launched virtually by Union Education Minister Shri. Dharmendra Pradhan. The

iii
Honorable Chief Minister of Karnataka, Shri. Basavaraj Bommai launched the
policy of digitization, research and development that could help implement the new
NEP 2020, which aims at bringing fundamental changes in the education system.
With this vision, Minister for Higher Education and also Chairman for Higher
Education Council, Government of Karnataka, initiated to implement the NEP-2020
effectively as a First State in the country by constituting various committees
comprising of Education Experts. Prof. B. Thimme Gowda, Vice-Chairman,
Karnataka State Higher Education Council, Govt. of Karnataka conducted several
meetings with the committees constituted by Government.

The Environmental Science Subject Expert Committee headed by Dr.

N. Nandini, Professor, Dept. of Environmental Science, Bangalore University with
the support of members Prof. Dr. N. S. Raju, Professor, University of Mysore,
Mysuru; Dr. S. V. Krishna Murthy Professor, Kuvempu University, Shankaraghatta;
Dr. S. Suresh, Associate Professor, Yuvaraja’s College, Mysuru; Dr. B. S.
Prabhakar, Associate Professor, St. Joseph’s College (Autonomous), Bengaluru and
support from Member Convener Shri. L. S. Ramesh, Special Officer, Karnataka
State Higher Education Council Bengaluru and Environmental Science Committee
(NEP 2020).

With the support of all the Chairpersons – Board of Studies of various

Universities Dr. J. Narayana, Professor, Dept. of Environmental Science, Kuvempu
University, Shankaraghatta; Dr. S. Srikanthaswamy, Professor, Dept. of
Environmental Science, University of Mysore, Mysuru; Dr. Prakash Kariajjanavar,
Associate Professor, Dept. of Environmental Science, Gulbarga University,
Kalburghi; Dr. B. C. Nagaraja, Associate Professor, Dept. of Environmental
Science, Bengaluru University, Bengaluru; Dr. T. S. Harsha, Assistant Professor,
Dept. of Environmental Science, Karnataka State Open University, Mysuru and Dr.
N. C. Tharavathy, Associate Professor, Dept. of Environmental Science/Bioscience,
Mangalore University;.

The valuable support from subject experts Dr. B. S. Prabhakar, Associate

Professor, St. Joseph’s (Autonomous) College, Bengaluru and Dr. M. Kumar, Dept.
of Environmental Science, Bangalore University, Bengaluru in the preparation of
iv
syllabus, compiling the report and overall editing is appreciated.

Subject experts teaching post-graduate and under-graduates courses from

various universities and colleges were involved in the discussion and preparation of
the curriculum - Dr. S. V. Krishnamurthy, Professor, Dept. of Environmental
Science Kuvempu University, Shakaraghatta; Dr. Prakash Kariajjanavar, Dept. of
Environmental Science, Gulbarga University, Kalburghi; Dr. Yogendra K & Sri
Nagendra Naik, Dept. of Environmental Science, Kuvempu University,
Shankaraghatta; Dr. K. Harish Kumar, Assistant Professor, Dept. of Environmental
Science, Government First Grade College, Hosakote; and Dr. Girish Lal, Bahadur
College, Sagara; Dr. Alakananda J. Adur, Assistant Professor, Surana College,
Peenya, Bengaluru; Dr. K. L. Prakash, Associate Professor, Dept. of Environmental
Science, Bangalore University, Bengaluru; Dr. Helen Roselene, Associate Professor,
Mount Carmel (Autonomous) College, Bengaluru; Dr. M. Raghavendra, Sri. Vivek
Amuthan, Dr. S. Sivasakthivel, Dr. Shilpashree Mayachar K and Sri. S.
Niranjankumar from Department of Environmental Science, Bangalore University,
Bengaluru and Dr. Parisara Nagaraj, Assistant Professor, Sahyadri Science College
(Autonomous), Shivammoga; and Dr. H. Raja Naika, Tumkur University were
involved in the curricular frame work for four years B.Sc. (Hons.) Programme as per
NEP-2020 pertaining to the subject of Environmental Science.

I take this as privilege to thank the authorities of Government of Karnataka

for giving us an opportunity to be a part of curriculum framework design and
implementation of NEP-2020.

- Dr. N. Nandini
Professor
Department of Environmental Science
Bangalore University, Bengaluru

v
 CONTENTS

Sl. Pa
Particula
No ge
rs
. N
o.
1 Preamble 1

2 Exit Options and Credit Requirements 4

3 Model curriculum 5

4 Proposed curriculum structure for Undergraduate Environmental 6

Science Degree programme
5 Curriculum structure for the undergraduate degree programme 8
- B.Sc. (Basic/Hons.)
II A. Model programme structure for Bachelor of Science
(Basic/Hons.) in Environmental Science with practicals –
ONE MAJOR Discipline and ONE MINOR Discipline
6 One year M.Sc. degree for students with B.Sc. (Hons.) degree 1
9
7 Syllabus – Theory and Practicals Programme specific objectives 2
1
and outcomes

7. First semester – Theory 2

1 1
7. First semester – Practicals 2
2 5
7. First semester – Open Electives 2
3 6
7. Second semester - Theory 3
4 2
7. Second semester - Practicals 3
5 5
7. Second semester – Open Electives 3
6 6
8 Ability Enhancement compulsory course (AECC) Environmental 4
2
Studies

9 Subject Expert Committee Members 4

7

vi
 PREAMBLE

The course curriculum for undergraduate studies under choice based credit
system (CBCS) for B.Sc. in Environmental Science (Basic/Hons.) is framed in this
document. This exercise was undertaken as part of the nationwide curriculum
restructuring initiative by the National Education Policy-2020. Many formal and
informal meetings were held with a number of colleagues from the universities and
colleges, who helped with crucial inputs as to the content of the course. This
curriculum is a fresh exercise, but also represents a continuous effort of deliberations
with the University and College teachers.
As enshrined in the National Education Policy-2020 vision of introducing
course curriculum for undergraduate studies under Choice Based Credit System
(CBCS), the main objective of framing this curriculum of B.Sc. (Basic/Hons.) in
Environmental Science is to impart the students a holistic understanding of the subject
giving substantial weight age to the core contents, skill, value-based and ability
enhancement. The syllabus has given due importance on the main streams of the body
of knowledge on 'Environment' with due recognition of its wide spectrum. The
ultimate goal of the syllabus is to enable the students to have an in-depth knowledge
on the subject and enhance their scope of employment at every level of exit. Adequate
emphasis has been given on the new and emerging techniques and understanding of
the subject under the changing regime and global context.
There is need to strengthen the students to understand essential aspects of
environmental science in diverse subject areas such as ecology, environmental
chemistry, environmental pollution, environmental geosciences, atmospheric sciences,
biodiversity, natural resources management, global warming, climate change and
waste management. The curriculum lays focus on creating new knowledge, acquiring
new skills and capabilities in Environmental Science producing an intelligent human
resource serving the Environment and society, focusing on problem solving critical
thinking, team work and collaboration. There

Page 1 of 47
is also an additional emphasis in providing opportunities to understand the integration
of modern disciplines such as environmental modeling, geographical information
systems and remote sensing, environmental sustainability, corporate governance and
their applications to environmental sciences. Students would be encouraged to go
beyond the classroom and conduct active action-research, research projects,
technology based learning and internships in industry/
private/government/manufacturing and service sectors based on suitability. Lectures
and classroom sessions are accompanied with on-field visits, industrial visits,
seminars, laboratory experiments and in-plant training. Educational visits are an
integral part of teaching Environmental Science. These interventions are compulsory
and essential aspects of the curriculum. There are optional subject that can be chosen
by the students as per their desire and their professional choices.
It is hoped that a student with a four years B.Sc. Environmental Science
(Hons.) degree, after having the rigor of the courses outlined here, will 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 the under-graduate level. Due care has been taken to maintain necessary
academic wholesomeness 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 a Basic/Hons. course in Environmental Sciences is necessitated by our country’s
requirement and also the acceptability of the subject by young students from the view
point of career opportunity. There is a demand for the subject in our country and as
Educationists we have a societal obligation to meet such aspirations of the youths. It is
equally expected that Environmental Science graduates will significantly contribute to
the vision of 'Zero Defect, Zero Effect' policy initiative of Government of India.
The course curriculum presented in the following pages confirms to the general
Guidelines of NEP 2020 scheme, semester schedule, evaluation criteria and course
credit structure of B.Sc. Environmental Science (Basic/Hons.)

Page 2 of 47
Programme, like all other undergraduate courses shall comprise of 184 credits spread
over Forty Six (46) papers to be completed in four years/eight semesters. The credits
will be distributed as 20 papers constituting Core Courses, 3 papers of Discipline
Specific Elective, 4 papers comprising Open Elective Courses, 2 papers of vocational
courses, 1 Internship, 2 papers of Ability Enhancement Courses, comprising of 8
languages, 4 Skill based and 8 Valued based as Skill Enhancement Courses, 1
Research Methodology and 1 Research Project. Courses on Environmental Studies and
Constitution of India are included as per the earlier UGC directives.
1. To ensure the interdisciplinary spirit of the proposed curriculum, teaching must
be carried out by the faculty with M.Sc. in Environmental Science and Ph.D.
Degree in the 'Environmental Science' subject. A candidate who is qualified
with UGC-NET/K-SET in the area of Environmental Science will be well-
equipped to teach this curriculum.
2. Further, the existing number of UGC-NET Fellowships in the field of
Environmental Sciences is highly inadequate; it is proposed to increase the
number of Fellowships in this area. An Environmental Science programme at the
undergraduate level will be successful only when independent Department of
Environmental Science are established at under-graduate colleges. It is important
to avoid existing problems of co-ordination in teaching carried out through
participatory approach. NEP-2020 committee may like to pursue the matter with
Universities/Colleges and take necessary steps in this direction.

Page 3 of 47
 EXIT OPTIONS AND CREDIT REQUIREMENTS

Progressive Certificate in Science, Diploma in Science, Bachelor of Science

Degree or Bachelor of Science Degree with Honours in Environmental Science is
awarded at the completion of every progressive year.

Credit
Exit
requiremen
with
ts
CERTIFICATE IN SCIENCE at the successful completion
of First year (Two Semesters) of the Four Years 50 credits
Multidisciplinary Undergraduate Degree Programme.
DIPLOMA IN SCIENCE at the successful completion
of Second year (Four Semesters) of the Four Years 100 credits
Multidisciplinary Undergraduate Degree Programme.
BACHELOR OF SCIENCE DEGREE at the successful
completion of Three year (Six Semesters) of the Four
142 credits
Years Multidisciplinary Undergraduate Degree
Programme.
BACHELOR OF SCIENCE DEGREE WITH HONOURS
IN
ENVIRONMENTAL SCIENCE at the successful 184 credits
completion of Four year (Eight Semesters) of the Four
Years Multidisciplinary Undergraduate Degree
Programme.

A student will be allowed to enter/re-enter only at the ODD semester and can
only exit after EVEN semester. Re-entry at various as lateral entrants in academic
programmes based on the above mentioned earned credits and proficiency test
records.

The validity of the earned credit will be for a maximum period of seven years
or as specified by the Academic Bank of Credits (ABC).

Emphasis is given on Continuous internal assessment with Higher order

thinking skills following graded approach over year (30%:70%, 40%:60%,
50%:50%, 60%:40% for theory course and 50%:50% for Laboratory, Field Works,
Projects, Internship and Education tour over the Years).

Page 4 of 47
 MODEL CURRICULUM

Name of the Degree Programme: B.Sc (Basic/Hons.)

Discipline Core: Environmental Science
Total Credits for the Programme: 184 Starting
year of implementation: 2021-22

Programme Outcomes:
By the end of the Programme the students will be able to develop:
1. Disciplinary knowledge in fields related to Environmental Science
2. Systemic and critical thinking with reference to environment-people-
economic-development attributes
3. Problem identification skills and sustainable solution provisioning
4. Analytical reasoning and appropriate interpretation skills
5. Self-directed learning efficiencies leading to a productive lifelong learning
process
6. Research-related skills such as review of literature, design of experiments,
statistical competence, report writing and prepare target specific
communication packages
7. Cooperation/Team work
8. Reflective thinking
9. Multidisciplinary competence catering to environmental sustainability

Assessment:
Weightage for assessments (in percentage)
Formative
Type of Course Summative Assessment
Assessment/IA
Theory 30 70
Practical 15 35
Projects/Experiential
Learning (Internships Viva-voce = 30 Report = 70
etc.)

Page 5 of 47
PROPOSED CURRICULUM STRUCTURE FOR UNDERGRADUATE ENVIRONMENTAL SCIENCE DEGREE PROGRAMME

II A. Model Programme structure for Bachelor of Science (Basic/Hons.) with practicals with one major and one minor
Semester
Discipline Specific Skill Enhancement Course(SEC)
Discipline Core

CREDITS
Ability Enhancement

TOTAL
(DSC) (Credits) Elective (DSE)
Compulsory Course SKILL BASED
/Open Elective VALUE BASED (credits)
(L+T+P) (AECC) (L+T+P) (Credits)
(OE) (Credits)
(L+T+P)
(L+T+P) (L+T+P)
L1-1 (3), SEC-1 Physical Health &
ES A1 (4+2)
I OE-1 (3) L2-1 (3), - Digital Education for Wellness 2
Other subject B1 Fluency(2 fitness (1) (1) 5
(4+2) (4hrs.
each) ) (0+0+2) (0+0+2)
(1+0+2)

L1-2 (3), Environme Physical Education NCC/NSS

ES-A2 (4+2) /R
II OE-2 (3) L2-2 (3), n tal - – Yoga (1) 2
Other subject &R(S&G)/
(4hrs. Studies (0+0+2) 5
B2 (4+2) Cu ltural
each) (2) (1)
(0+0+1)
Exit option with Certificate in Science (50
credits)

L1-3 (2) SEC-2: NCC/NSS

ES A3 (4+2) Physical Education
/R
III OE-3 (3) L2-3 (2) Artificial – Sports (1) 2
Other subject B3 - &R(S&G)/
(4hrs.
Intelligence (0+0+2) 5
(4+2) (2) Cu ltural
each) (1)
(1+0+2)
(0+0+1)

L1-4 (3) NCC/NSS

ES-A4 (4+2) Physical Education 2
Constitution /R
IV OE-4 (3) L2-4 (3) - – Games 5
Other subject of India &R(S&G)/
(4hrs. (1)
B4 (4+2) (2) Cu ltural
each) (0+0+2)
(1)
(0+0+1)

Exit option with Diploma in Science (100 credits) OR Choose any one of the core subjects as Major and other as Minor

Page 6 of 47
 ES A 5 (3+2) SEC - 3: SEC
Vocational - 1 (3) such as Cyber
V ES A 6 (3+2) - - Security (2) - - 2
Other subject B5 0
(1+0+
(3+2) 2)
ES A 7 (3+2)
Vocational - 2 (3)
ES A 8 (3+2) SEC-4:
VI Internship (2) - - - - 2
Other subject B6 Professional
2
(3+2) communication
(2)

Exit option with Bachelor of Science, B.Sc. Degree in Environmental Science (142 credits) OR continue studies with Major in the fourth year

ES E1 (3)
ES A 9 (3+2)
ES E2 (3)
VI ES A 10 (3+2) - - - - - 2
I ES A 11 (3) 2
Research Methodology
(3)
ES A 12 (3+2)
ES A 13 (3+2) ES E3 (3)
VII - - - - - 2
I ES A 14 (3) Research project (6)* 0

Award of Bachelor of Science Honors Degree, B.Sc. (Hons.) Degree in Environmental Science (184
credits)
*L+T+P= Lecturing in Theory + Tutorial + Practicals. Numbers in the parenthesis refer to credits.
*In lieu of the research project, two additional elective papers/ Internship may be offered

Page 7 of 47
 CURRICULUM STRUCTURE FOR THE UNDERGRADUATE DEGREE PROGRAMME - B.Sc. (BASIC/HONS.)

Total Credits for the Programme: 184

Starting year of implementation: 2021-2022
Name of the Degree Programme: B.Sc. (Basic/Hons.)
Discipline/Subject: Environmental Science

Programme Articulation Matrix

Semester

Title Programme outcomes that the course addresses Pre-

Pedagogy Assessmen
/Name of (not more than 3 per course) requisite
t
the course course(s)

End Semester Examination (Summative assessment)

Have developed knowledge and understanding of the
ES 1T1 – Divisions of Theory and
Divisions of the Environment and able to appreciate the
Environment course projects
holistic relationship between them.

Continuous internal assessment (Formative

Be able to analyze the vital physicochemical
Hands-
ES 1P1 – Water quality analysis parameters of water, interpret and suggest suitable on-
treatment methods.

PUC or equivalent in Science subjects

training
1 ES OE1 – Environmental
Conservation Movements
O
Be able to get an introductory account of the chosen Theory,
R
open elective paper and use the acquired knowledge case
ES OE1 – Environment
in decision making and hence add to quality of life. studies and

assessment) - 30%.
and Sustainable
self-study
Agriculture
O
R
ES OE1 –

- 70%
Environmental
Pollution
Page 8 of 47
 Pre-
Title Programme outcomes that the course addresses
requisit Pedagogy Assessment
Semester

/Name of (not more than 3 per course)

e
the course
course
(s)
Theory, case
ES 2T1 – Ecology – Theory and Have developed sound knowledge of Basic and Applied
studies and course

Continuous internal assessment (Formative

Practice Ecology.

End Semester Examination (Summative

projects
Be able to Identify and Enumerate Planktons, Estimate
the Primary Productivity of an Aquatic Ecosystem, study
ES 2P1 – Ecological analysis Hands-on-
the characteristics of a Biotic Community; Be able to

assessment) - 30%.
training

assessment) - 70%
Compute Carbon Sequestration of trees.
ES OE2 – Climate Change and
2 Its Implications
-
O
R Be able to get an introductory account of the chosen open Theory, Case
ES OE2 – Environment and elective paper and use the acquired knowledge in studies and Self-
Public Health in Contemporary decision making and hence add to quality of life. study
Society
O
R
ES OE2 – Wildlife
and Conservation
Exit option with Certificate in Science (50 credits)
Job opportunities for the Exit option with
Certificate

Page 9 of 47
 Sampling Assistant in wastewater treatment plants
 Analytical Assistant/Intern analyst in water testing laboratories
 Laboratory instructor in in educational institutions
 Field Technician in mobile environmental laboratories
 Field Technician in Research institutions/NGOs involved in environmental monitoring/carbon credit establishment/productivity
studies.
 Sampling and execution assistant in environmental auditing
 Garden/nursery Supervisor/Entrepreneurship

Page 10 of 47
  NGOs/Consultancy firms
 Self-employment

Pre-
Title Programme outcomes that the course
Semester

requisit Pedagogy Assessmen

/Name of addresses (not more than 3 per
e t
the course course)
course
(s)
Theory, case
Have developed a sound knowledge and understanding

Science as a subject and a total credit score of 50

ES 3T1 – Natural Resources studies and
of Natural Resources and Application of various

Certificate in Science with Environmental

and Management

End Semester Examination (Summative

problem solving
management practices.
methods

Continuous internal assessment

(Formative assessment)-30%.
ES 3P1 – Mineralogy, Petrology,
Be able to Identify Major Rock forming Minerals and Hands-on-training
Energy Resources and Medicinal
Rocks. Learn basic skills of mapping and cartography. and field studies

assessment) -70%
Plants
3 ES OE3 – Women
and Environment
O
Be able to get an introductory account of the chosen Theory, Case
R
open elective paper and use the acquired knowledge in studies and Self-
ES OE3 – Food Adulterants
decision making and hence add to quality of life. study
and Safety
O
R
ES OE3 –
Environmental Disasters
of India

Page 11 of 47
 Pre-
Title Programme outcomes that the course addresses
Semester

requisit Pedagogy Assessment

/Name of (not more than 3 per course)
e
the course
course
(s)
Have developed an understanding of the biodiversity
resources, status of wildlife, the pressures faced by Theory, case
ES 4T1 – Biodiversity,
wildlife areas and cultivate an insight into the studies and field

Continuous internal assessment (Formative assessment) - 30%.

Wildlife and Conservation

End Semester Examination (Summative assessment) - 70%

conservation practices. studies

Be able to analyse the behaviour of local weather patterns

by monitoring meteorological parameters. Develop wind
and pollution roses; analyse climate maps and make
ES 4P1 – Meteorology, interpretations. Data
Biodiversity Assessment,
Be able to execute sampling and data collection skills handling and
Ecosystem Services and
with reference to biodiversity and wildlife. Will have an Hands-on-
conservation case studies
4 exposure to wildlife monitoring techniques such as training
quadrates, line transects and mark-release-recapture

-
methods.

ES OE4 Environmental
Education
O
R Be able to get an introductory account of the chosen open Theory, Case
elective paper and use the acquired knowledge in decision studies and Self-
ES OE4 – Environment making and hence add to quality of life. study
and Green Marketing
O
R
ES OE4 – Modern Technologies
for Environmental Management
Exit option with Diploma in Science (100 credits) OR Choose any one of the core subjects as Major and other as
Minor
Page 12 of 47
 Job opportunities for the Exit option with Diploma in Science
 Procurement, processing, value addition and Marketing of NTFPs - Executive/Entrepreneurship
 Procurement of Medicinal Plants – Marketing/Entrepreneurship
 Lab assistant in educational institutions
 Wildlife and Ecotourism guides
 Public Health/Waste Management Assistants in Municipalities
 Incinerator operators in small establishments
 NGOs/Consultancy firms
 Self-employment

Pre-
Title Programme outcomes that the course addresses
Semester

requisit Pedagogy Assessmen

/Name of (not more than 3 per course)
e t
the course
course
(s)
ES 5T1 – Environmental
Have developed knowledge and understanding of Theory

Environmental Science as a subject

Microbiology, Environmental

(Summative assessment) - 70%

Continuous internal assessment
(Formative assessment) - 30%.
Environmental Microbiology, Environmental and

and a total credit score of 100

End Semester Examination

Biotechnology, Environmental

Diploma in Science with

Biotechnology and Environmental Statistics. statistical
Statistics
practices
Be able to culture and identify Bacteria and Fungi; be
ES 5P1 – Environmental
able to detect the fecal contamination drinking water; Hands-on-training
5 Microbiology, Environmental
have knowledge and understanding of the Plant- and statistical
Biotechnology, Environmental
Microbial Symbiosis and able to Apply Statistical practices
Statistics
methods.
ES 5T2 – Air Pollution, Have developed knowledge and understanding of Air,
Theory, Self-study
Water Pollution and Water and Land Pollution and Application of Control
and Case studies
Environmental Engineering Measures.

Page 13 of 47
 Be able to Analyze vital parameters of Wastewater,
ES 5P2 – Air and Wastewater interpret and suggest suitable treatment methods,
Hands-on-training
Analysis analyze vital Air Pollutants, interpret and suggest
suitable control methods.
ES 5V1 – Environmental Have developed knowledge and skills on chemistry of Theory and
Chemistry and Instrumentation environmental pollution, principles of chemistry employed in seminar/term
OR treatment and mitigation mechanisms. Be able to understand paper
ES 5V1 – Urban Waste and the governing principles of analytical procedures like
Hazardous Waste Management titrimetry, gravimetry, spectrophotometry, Flamephotometry
and atomic absorption spectroscopy.
Have developed knowledge and skills on chemistry of
environmental pollution, principles of chemistry employed in
treatment and mitigation mechanisms. Be able to understand
the governing principles of analytical procedures like
titrimetry, gravimetry, spectrophotometry, Flamephotometry
and atomic absorption spectroscopy.
OR
Have developed knowledge of quantification and
characteristics of urban and hazardous waste and their
management. Be able to understand the handling techniques
and legislations governing wastes.

Page 14 of 47
 Pre-
Title Programme outcomes that the course addresses (not
requisit Pedagogy Assessme
Semester

/Name of more than 3 per course)

e nt
the course
course
(s)
ES 6T1 – Noise, Land, Radiation Theory, Self-
Have developed knowledge and understanding of Noise,
Pollution and Solid Waste Land, Radiation Pollution and Solid Waste Management study and Case
Management studies

Continuous internal assessment (Formative assessment)-30%.

End Semester Examination (Summative assessment) -70%

Be able to Analyze noise levels, identify and categories land
ES 6P1 – Soil analysis, Noise Hands-
pollution and be capable of developing a solid waste
measurement and Solid waste on-
management plan for urban areas.
training
Have developed knowledge and understanding of various
ES 6T2 – Environmental process involved in Environmental Impact Assessment, be Theory, Self-
Impact Assessment and able to employ assessment techniques and analyse the study and Case
Environmental Risk reports. Have developed knowledge to enable identification studies
Assessment of risk perception and implement assessment protocols.
Be able to make appropriate choices of impact identification
6 ES 6P2 – Methods of
methodologies such as checklist and matrices. Be able to -
Hands-
Environmental Impact and Risk
compile the collected data, suggest suitable amelioration on-
Assessment measures and develop monitoring protocols. training
Have developed knowledge and managerial skills of industrial
wastewater treatment facilities. Be able to understand the legal
stipulations of pollution control boards and develop abilities to
ES 6V1 – Industrial handle regular reporting protocols.
Theory and
Wastewater Treatment O
seminar/ter
O R
m paper
R Have developed knowledge and understanding of natural
ES 6V1 – Disaster Management and man-made disasters, reasons for their occurrence,
prevention and management techniques. Be aware of
emergency response protocols and be available in case of
emergencies.
Exit option with Bachelor of Science, B.Sc. Degree in Environmental Science (142 credits) or continue studies with Major in the
Fourth year
Page 15 of 47
 Job opportunities for the Exit option with Bachelor of Science Degree
 Assistants in Central and State Pollution Control Boards
 Environmental Health and Safety Assistant in industries
 Occupational Health and Safety Assistant in industries/theme parks
 Public Health/Waste Management Officers in Municipalities
 Wastewater Treatment Plant Managers
 Environmental/Production Quality Assurance Executive - Junior
 Environmental Analyst (Validation)
 Research Assistant/Staff
 R&D Lab Assistant
 Water testing labs or chemical suppliers/ Entrepreneurship
 Liaison Officer
 Watershed Management Assistant
 Mineral/Energy Resource Exploration Assistant
 Solar energy/alternate energy Executives
 Micro irrigation Executives
 Organic Farming Executives/Entrepreneurship
 NGOs/Consultancy firms
 Teachers in Schools
 Self-employment

Page 16 of 47
Semester
Pre-
Title /Name Programme outcomes that the course addresses (not
requisite Pedagogy Assessment
of the course more than 3 per course)
course (s)

Have developed knowledge on the behaviour of environmental

ES 7T1 – Environmental contaminants and xenobiotics. Have an understanding of
Theory, Self-study
Toxicology bioassay test procedures/experimental

B.Sc. in Science with Environmental Science as major subject and atotal

and Case studies
designs of toxicity studies.

Continuous internal assessment (Formative assessment)-30%.

End Semester Examination (Summative assessment) -70%

ES 7P1 – Bioassay, Acute and Be able to setup simple bioassay test procedures leading to
Sub-acute toxicity tests LD50, LC50 assessments. Hands-on-training

ES 7T2 – Applications of Have understood the techniques involved in remote data

RemoteSensing and collection, their applications in land-use, resource
distribution, pollution and wildlife studies. Get an Theory, Self-study
Geographical Information
introduction to select GIS software. and Case studies
Systems
ES 7P2 – Cartography and Have developed knowledge, understanding and skills of
7 Geographical Information handling cartographic and remote sensing data. Be able to Hands-on-

credit score of 142

Systems digitize basic environmental data using GIS tools. training
Have developed knowledge of work environments,
ES 7T3 – Occupational, Health and Theory, Self-study
Safety understand exposure risks and have an exposure to legal
and Case studies
requirements.
Have developed knowledge and understanding of landscape
ecology and urban planning. Be able to develop need based
ES 7E1 – Landscape
and dynamic urban planning protocols to Theory and
Ecology andUrban
reduce energy demands, waste generation and facilitate smart seminar/termpaper
Planning
city initiatives.
Have enhanced knowledge and understanding of various
Theory and
ES 7R1 – Research Methodology research techniques leading to applied research. Will
seminar/term paper
develop skills of handling statistical and data interpretation
tools.

Page 17 of 47
Semester
Pre-
Title /Name Programme outcomes that the course addresses (not
requisite Pedagogy Assessment
of the course more than 3 per course)
course(s)
Have developed knowledge and understanding of
ES 8T1 – Environmental Environmental Economics, Sustainable Development and
Theory, Self-study
SDGs. Get an exposure to the characteristics of an

Continuous internal assessment (Formative assessment)-30%.

Economics, Sustainable
and Case studies

End Semester Examination (Summative assessment) -70%

Development and Business entrepreneur, understand green business models and the
details of Corporate Social Responsibility (CSR).
Have developed knowledge and understanding legal
ES 8T2 – Environmental Law and
implications of environmental protection legislations of India. Theory, Self-study
Environmental Management
Get an exposure to environmental audit and Environmental and Case studies
Systems Management Systems.
Have developed knowledge and understanding of
meteorology, climatology and understand dynamics of factors
ES 8T3 – Climate Change and leading to climate change and related knowledge systems. Be Theory, Self-study
8 Mitigation able to critically analyse various climate mitigation and
- and Case studies
adaptation measures.

ES 8E3 – Quality Assurance and Have developed knowledge of total quality management Theory and
Quality Control in Environmental protocols and develop skills of monitoring and interpreting seminar/term paper
Analysis industrial reporting procedures.
Have developed skills in Research Methodology, able to
frame research query, develop methodology, Analyze the
data, interpret the results and suggest suitable solutions and
ES 8R1 – Research Project recommendations. Also will develop report writing skills, Hands-on training
research ethics, use of reference organizing software and
anti-plagiarism databases.

Award of Bachelor of Science Honors Degree, B.Sc. (Hons.) Degree in Environmental Science (184 credits)

Page 18 of 47
 Job opportunities for the B.Sc. (Hons.) Degree in Environmental Science
• Scientific Assistant in Research institutions
• Scientists in Central and State Pollution Control Boards
• Environment Health and Safety Officer in industries
• Environmental auditor I/Auditor II
• Environmental/Production Quality Assurance Officer
• Wastewater Treatment Plant Managers
• Sanitary landfill and Hazardous Waste Handling Experts
• Toxicology specialist
• Forensic Scientist
• Quality Control Executive
• Regulatory Affairs/Liaison Officer
• NGOs/Consultancy firms
• Project and Planning and Development Departments
• Watershed Management Professional
• Teachers in Schools
• Self-employment

Page 19 of 47
 ONE YEAR M.Sc. DEGREE FOR STUDENTS WITH B.Sc. (Hons.) DEGREE
Semest

Title /Name Programme outcomes that the course Pre-requisite Pedagogy Assessment
er

of the course addresses (not more than 3 per course) course(s)

Provides a holistic knowledge of ecology and
MES 1T1 – Ecology and sustainability for a student who has a Science Theory, Self-study

Continuous internal assessment (Formative assessment)-30%. End

Sustainability degree. Emphasise their interrelatedness and and Case studies
significance.

2. B.Sc. in Agriculture/ Forestry/ Horticulture/Life Science

MES 1P1 – Ecology and Introduces ecological methods, ecosystem services

3. B.E/B.Tech in Environmental/ Civil Engineering

Hands-on-training
Sustainability Studies and sustainability evaluation methods

1. B.Sc. (Hons.) with total credit score of 184

Semester Examination (Summative assessment) -70%

5. B.E/B.Tech in Urban/Regional Planning
MES 1T2 – Environmental Introduces problems of pollution and their
Theory, Self-study
Sustainability and Pollution impacts on sustainability. Exposes to real life
and Case studies

4. B.E/B.Tech in Architecture
Prevention situations in the form of case studies.
Develops the skills of identifying specific pollution
MES 1P2 – Pollution analysis Hands-on-training
parameters and their analysis
Emphasises the role of lifestyles towards
MES 1T3 – Climate Change Theory, Self-study
developing a climate resilient population and economy
9 Impacts and Resilience and Case studies
MES 1P3 – Climate Change Develops the skill of identifying, prioritising and
assessing climate change parameters Hands-on-training
Assessments
Introduces the waste scenario with reference to
MES 1T4 – Waste Management Theory, Self-study
economic and social paradigms. Provides methods of
and Sustainability and Case studies
managing the resources sustainably.
MES 1P4 – Waste management Develop skills required for managing different kinds
Hands-on-training
methods of wastes.
MES OE1 – Global
Environmental Concerns Be able to get an introductory account of the chosen
Theory, Case studies
open elective paper and use the acquired knowledge
OR in decision making and hence add to quality of life
and Self- study
MES OE1 – Natural Resources
Management

Page 20 of 47
 Pre-
Semest
Title /Name Programme outcomes that the course addresses
requisite Pedagogy Assessment
er
of the course (not more than 3 per course)
course (s)
MES 2T1 – Smart Cities and Introduces the concept of smart cities, their viability and Theory, Self-study
Sustainability their role in establishing sustainable economies. and Case studies
Provides the real life perspective of smart cities, Situational
MES 2P1 – Case studies resource management patterns leading to empowerment in analysis and

Continuous internal assessment (Formative assessment)-30%.

interpretation

End Semester Examination (Summative assessment) -70%

decision making.
Introduces the concept of environmental modelling
MES 2T2 – Environmental Modelling Theory, Self-study
involving resource utilization modelling and pollution
and Case studies
modelling.
MES 2P2 – Computational analysis Develops skills of environmental modeling and provides a
Hands-on-training
and Environmental Modelling hands-on exposure of modeling software.
Provides a corporate/ industrial view of environment and
MES 2T3 – Corporate Environmental sustainability. Helps in understanding the Theory, Self-study
Sustainability corporate pressures yet emphasizing on sustainable and Case studies
10 Development. -
Provides the real life perspective of smart cities,
Suitability and
MES 2P2 – Case studies resource management patterns leading to empowerment in
Feasibility analysis
decision making.
Have developed skills in Research Methodology, able to
frame research query, develop methodology, Analyze the
data, interpret the results and suggest suitable solutions
MES 2T4 – Research Project Hands-on training
and recommendations. Also will develop
report writing skills, research ethics, use of reference
organizing software and anti-plagiarism databases.
MES OE2 – Environmental Pollution
and Sustainable Development Be able to get an introductory account of the chosen open Theory, Case studies
OR elective paper and use the acquired knowledge in decision and Self- study
MES OE2 – Wildlife Management making and hence add to quality of life.
and Eco-tourism

Page 21 of 47
 SYLLABUS – Theory and Practicals
B.Sc. (Basic/Hons.) Semester 1
Title of the Course: ES 1T1 - DIVISIONS OF THE ENVIRONMENT

Number of Number of lecture Number of Number of practical

Theory Credits hours/ semester Practical Credits hours/ semester
4 52 2 52

Programme specific objectives

To develop competency in understanding the interrelatedness of the

PSO 1
divisions of the Environment.
To instill an introductory knowledge of the divisions of Environment and
PSO 2
develop necessary analytical skills to characterise their variations.
To motivate and inspire to acquire contemporary understanding and skills
PSO 3
leading to issue identification.
To inculcate creativity and innovative spirit in the domain of human-
PSO 4 environment interface leading to vocation/entrepreneurial opportunities.

Programme outcomes

Demonstrate an entry level competence in understanding the

PO 1
environmental divisions and associated processes.
Demonstrate the ability to carry out water quality analysis in the
PO 2
laboratory and interpret the results.
Ability to understand and appreciate the role of environmental
PO 3
parameters in specific day-to-day activities.
Be able to understand the demands and function in work environment
PO 4
dealing with environmental systems

Page 21 of 47
 Content of Theory Course 1 52Hrs
Unit - 1 08
Environmental Education: Definition, Aim, Objectives and Scope.
Environmental Science: Definition, Aim of study and Scope. Differences
between Ecology and Environmental Science; Various approaches of
studying Environmental Science.
Components of the Environment: Definitions of Atmosphere, Hydrosphere,
Lithosphere and Biosphere - their complex interactions and significance.

Unit - 2 16
Atmosphere: Evolution of the atmosphere – Principal components –
Permanent and variable gases. Structure of the atmosphere on the basis of
temperature and composition.
Ozone chemistry - Depletion and recovery of stratospheric ozone –
monitoring, effects and control measures.
Climatology: Differences between weather and climate; Insolation - Factors
affecting the distribution. Solar (short-wave) and terrestrial (long-wave)
radiations. Earth’s Albedo and Heat budget of the earth. Tropical monsoon
climate – Tropical cyclones and their impacts. Weather forecasting and
modification. El-Nino and La-Nina effect.
Global warming, effects and control measures; Global dimming - Definition,
causes and implications; Urban Heat Islands.

Unit - 3 14
Hydrosphere: Hydrologic cycle - process of heat energy transfer - Radiation,
Conduction and Convection. Types of lifting and precipitation - Bergeron
process – Cloud formation and classification. Forms of condensation; Forms
of precipitation. Cloud seeding.
Limnology: Definition – Lotic and Lentic environment. Differences between
Lotic and Lentic systems.
Lotic environment: Springs, Stream profile: Potomon and Rhithron.
Lentic environment: Ponds, lakes and estuaries – their types. Photic and
thermal stratification of Lentic systems.
Marine environment: Zonation, Salinity status of marine environment, biotic
communities of oceanic zones, acidification of sea water; ocean currents and
tides –significance; Polymetallic nodules.
Ground water: Definition. Zonation; Types of wells. Salinization of ground
water in coastal regions.

Page 22 of 47
Unit - 4 14
Lithosphere: Definition. Internal structure of the earth.
Endogenic processes: Plate Tectonics – Earthquake and Volcanism – Causes,
Effects, and Management.
Exogenic processes: River, Sand dunes, Glaciation, Avalanches and
Landslides.
Mineralogy: Definition. Outline classification of minerals
Petrology: Definition. Classification - Igneous, Sedimentary and
Metamorphic rocks – their formation – types – uses.
Pedology: Soil – definition – formation – soil profile. Types – Alluvial;
Black; Red and Laterite; Arid and Desert; Saline and Alkaline; Peaty and
Marshy; Grassland, Forest and Mountain Soils. A brief account of Soil biota.
Soil weathering and erosion – Types, effects and management.

References
Allaby, M. (2002). Basics of Environmental Science. Routledge.
Barry, G. R. and Chorley, J. R. (2003). Atmosphere, Weather and Climate.
Routledge, London.
Critchfield, H. J. (1995). General Climatology. Printice Hall of India.
Horne, A. J., & Goldman, C. R. (1994). Limnology (Vol. 2). New York: McGraw-
Hill. Lutgens, F. K. and Tarbuck, E. J. (1982). Atmosphere – Introduction to
Meteorology. Prentice Hall Inc.
Manahan, S. E. (2011). Fundamentals of environmental chemistry. CRC press.
Miller, G. T., & Spoolman, S. (2015). Environmental Science. Cengage Learning.
Miller, Jr. G. T. (1994). Living in the Environment: Principles, Connections and
Solutions. Wadsworth Publishing Co.
Miller, R. W. and Donahue, R. L. (1992). Soils – Introduction to Soils and Plant
Growth. Prentice Hall of India.
Mitra, A., & Chaudhuri, T. R. (2020). Basics of Environmental Science. New Central
Book Agency.
Nandini, N. (2019). A text book on Environmental Studies (AECC). Sapna Book
House, Bengaluru.

Page 23 of 47
Wright, R. T. (2007). Environmental science: toward a sustainable future. Jones & Bartlett
Publishers.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 24 of 47
Content of Practical Course 1: List of experiments to be conducted

ES 1P1: WATER QUALITY ANALYSIS

(Total Teaching Hours = 52; Total Credits = 2)

1. Sampling technique of water

2. Determination of pH – pH metric method
3. Determination of Electrical Conductance – Conductivity meter method
4. Estimation of Turbidity – Nephelometric method
5. TS, TSS & TDS – Gravimetric and Filtration method
6. Estimation of Acidity – Alkalimetric method / CO2 – NaOH titration method
7. Estimation of Alkalinity – Acidimetric method
8. Estimation of Hardness – EDTA Complexometric method
9. Estimation of Chlorides – Argentometric method
10. Estimation of Dissolved Oxygen – Modified Winkler’s method
11. Estimation of Nitrates – Phenoldisulfonic Acid method
12. Estimation of Fluorides – Fluoride meter method/SPADNS Reagent method
13. Estimation of Sulphates – Barium chloride method

References
Nandini, N. (2009). Handbook on water quality monitoring and Assessment.
Sapna Book House, Bengaluru.
Sawyer, C. N. and Mc Carty, P. L. (1978). Chemistry for Environmental Engineering.
Mc Graw – Hill International.
Saxena M M. (1990). Environmental Analysis: Water, Soil and Air. Edition,
2. Publisher, Agro Botanical Pub.
Standard Methods for Examination of Water and Wastewater. (2017). APHA – WEF.
Trivedi, P. K. and Goel, P. K. (1984). Chemical and Biological Methods of Water
Pollution Studies. Environmental Publication.
Zhang, C. (2007). Fundamentals of environmental sampling and analysis. John Wiley
& Sons.

Formative Assessment – Practical Internal Assessment = 30% (15 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (35 Marks)
Total 100% (50 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 25 of 47
 ES OE1: ENVIRONMENTAL CONSERVATION MOVEMENTS

Number of Theory Credits Number of lecture hours/ semester

3 42

Content of OPEN ELECTIVE Theory Course 1 42Hrs

Unit – 1 14
Environment: Definition, role of environment in shaping civilisations.
Interrelations between civilisation and environment – ecological economic
and socio-cultural.
Industrial revolution and environmental pollution. Globalisation and
environmental pollution. Modern agriculture and environmental degradation.
Development: Definition, Growth and development. Population growth and
its impact on natural resources, Modernization and population. Causes for
industrialization, changing life styles, regulatory aspects of industrialization,
overall impact of industrialization on quality of human life, negative impacts
of industrialization and urbanization.

Unit - 2 14
Development and Environment: Types of development. Sustainable
development – Need, relevance in contemporary society.
Principles of Sustainable Development: History and emergence of the concept
of Sustainable Development, Definitions, Environmental issues and crisis,
Resource degradation, greenhouse gases, desertification, invasive species,
wildlife depletion and social insecurity.
United Nations Sustainable Development Goals. Strategies for implementing
eco-development programmes, Sustainable development through - trade,
economic growth, carrying capacity and public participation.

Unit - 3 14
People movements: Types – Concept of environmental movements,
Definition, levels of collective action, the local grassroots movement level; the
social movement level; a cycle of protest.
Environmental Movements: United Nations Conference on Human
Environment, 1972 – 'Limits to Growth'. The Brundtland Commission,
1987 – 'Our Common Future'. The United Nations Conference on

Page 26 of 47
Environment and Development, 1992.
Environmental Movements of India: Bishnoi Movement, The Chipko
Movement, Appiko Movement, Silent Valley Movement, Narmada Bachao
Andolan, Jungle Bachao Andolan, Beej Bachao Andolan.
Urban-based Environmental Movements – Local case studies.

References
Bindra, P. S. (2017). The Vanishing: India’s Wildlife Crisis. Penguin Random House
India.
Climate Change: Science and Politics. (2021). Centre Science and Environment, New
Delhi.
Edwards, Andres R. (2005). The Sustainability Revolution: Portrait of a Paradigm
Shift. New Society Publishers.
Flanders, L. (1997). The United Nations' department for policy coordination and
sustainable development (DPCSD). Global Environmental Change, 7(4), 391-
394.
McNeill, John R. (2000). Something New Under the Sun: An Environmental History
of the Twentieth Century.
Nagendra, H., & Mundoli, S. (2019). Cities and canopies: trees in Indian cities.
Penguin Random House India Private Limited.
Nepal, Padam. (2009). Environmental Movements in India: Politics of Dynamism and
Transformations, Authors press, Delhi.
Rachel Carson. (2002). Silent spring. Houghton Mifflin Harcourt.
Rajit Sengupta and Kiran Pandey. (2021). State of India’s Environment 2021: In
Figures. Centre Science and Environment.
Sustainable development in India: Stocktaking in the run up to Rio+20. (2011).
TERI for MoEF&CC.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 27 of 47
 ES OE1: ENVIRONMENT AND SUSTAINABLE AGRICULTURE

Number of Theory Credits Number of lecture hours/ semester

3 42

Content of OPEN ELECTIVE Theory Course 1 42Hrs

Unit – 1 14
Environment – Definition, scope and significance.
Agriculture – Definition, scope and significance. Environmental basis for
agriculture and food. Agricultural patterns in India. Socio-economic pressures
on agriculture. Food security and food scarcity.
Types of agriculture – rain-fed cultivation and irrigation – water intensive
agriculture – Reservoirs and ground water exploitation. Conventional and
mechanised agriculture.
Natural and chemical agriculture. Subsistence and commercial agriculture.
Environmental effects of land use and landscape changes.

Unit - 2 14
Environmental determinants of agriculture – role of rainfall, humidity, wind,
topography and edaphic factors in crop selection.
Animal husbandry – Dairy and poultry – role of transboundary species of
cattle in Indian scenario.
Pisiculture – Environmental effects of intensive pisiculture.
Agricultural biodiversity: Crop diversity – Definition and significance. Poly
culture and mono culture. Influences of green revolution on modern
agricultural practices of India – Loss of agrobiodiversity – Influence of
transboundary crops. Agricultural biotechnology – Genetically Modified
Crops – Influence on environment. Pollination crisis. Integrated pest
management.

Unit - 3 14
Environmental impacts of agriculture – Loss of biodiversity – soil salinity
– fertiliser and pesticide pollution, Climate change and global warming.
Erosion and problems of deposition in irrigation systems. Desertification.
Biomagnification – Case studies.
Contemporary issues and management – Farmer distress – market
mechanisms – natural farming methods/organic farming. Urban

Page 28 of 47
agriculture and hydroponics.
Ecological principles of farming – Sustainable agriculture – Significance of
indigenous crops and cattle varieties. Watershed management. Agricultural
policies of India.

References
Altieri, M. A. (2018). Agroecology: the science of sustainable agriculture. CRC Press.
Campanhola, C., & Pandey, S. (Eds.). (2018). Sustainable food and agriculture: An
integrated approach. Academic Press.
de Zeeuw, H., & Drechsel, P. (Eds.). (2015). Cities and agriculture: Developing
resilient urban food systems. Routledge.
Eric Lichtfouse, Mireille Navarrete, Philippe Debaeke, Souchere
Véronique, Caroline Alberola. (2009). Sustainable Agriculture. Springer
Science & Business Media.
Kazim B. Rahim Debash Sarkar Bidhan Chand. (2012). Sustainable Agriculture and
Environment. New Delhi Publishers.
Satyanarayana, T., Johri, B. N., & Prakash, A. (Eds.). (2012). Microorganisms in
sustainable agriculture and biotechnology. Springer Science & Business Media.
Songstad, D. D., Hatfield, J. L., & Tomes, D. T. (Eds.). (2014). Convergence of food
security, energy security and sustainable agriculture (Vol. 67). New York:
Springer.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 29 of 47
 ES OE1: ENVIRONMENTAL POLLUTION
Number of Theory Credits Number of lecture hours/ semester
3 42

Content of OPEN ELECTIVE Theory Course 1 42Hrs

Unit – 1 14
Environmental pollution: Definition, Types. Environmental contaminants and
environmental pollutants. Classification of pollutants – on the basis of
physical properties and forms of their existence. Primary and secondary
pollutants, degradable and non-degradable, point and non- point sources of
pollution.
Xenobiotics and persistent organic chemicals. Characteristics of pollution
– Large production quantities, usage involving leakages, toxicity,
persistence and accumulation.
Air pollution: Definition, sources of air pollution and their effects on flora,
fauna, human-beings and materials. Indoor pollution, automobile pollution,
ozone depletion and recovery, global warming and climate change. London
smog, Bhopal gas tragedy, Visakhapatnam gas leak and endosulphan tragedy
in Karnataka. Air quality standards – NAAQS, AQI, Bharat Stage - VI
Emission standards. Air pollution control measures.

Unit - 2 14
Water pollution: Definition, sources of water pollution and their effects on
flora, fauna, human-beings and materials. Surface water pollution – Dissolved
oxygen, biochemical oxygen demand and chemical oxygen demand.
Agriculture runoff and detergents as pollutants. Eutrophication. Heavy metal
pollution – Minamata episode.
Ground water pollution – fluoride, nitrate, arsenic pollution and their control.
Water quality criteria – specifications for drinking and inland surface waters.
Water Quality Indices.
Soil pollution: Definition, sources and types. Soil pollutants – metals,
inorganic ions and salts; and organic substance. Effects of pollution on soil
health and productivity. Effects of pesticides on soil. Soil erosion, types and
control.

Unit - 3 14
Noise pollution: Definition, sources and effects. Noise induced hearing loss.
Decibel scale. Noise control measures.
Solid waste pollution: Definition, origin, classification and characteristics

Page 30 of 47
of solid waste. Segregation, collection, transportation and disposal of solid
waste. Solid waste treatment and disposal – Composting, open dumping,
sanitary landfill, incineration, recycling and recovery.
E-waste: Definition, sources, composition, recycling and disposal methods.
Hazardous waste: Definition, sources, classification, effects and disposal
methods.

References
Bhatia H. S. (2003). A Textbook on Environmental Pollution and Control. Galgotia
Publications Private Limited, Delhi.
Mark L. Brusseau, Ian L. Pepper and Charles P. Gerba. (2019). Environmental and Pollution
Science. Academic Press.
Marquita K. Hill. (2012). Understanding Environmental Pollution. Cambridge
University Press
Nandini, N. (2019). A text book on Environmental Studies (AECC). Sapna Book
House, Bengaluru.
Peirce, J. J., Vesilind, P. A., & Weiner, R. (1998). Environmental pollution and control.
Butterworth-Heinemann.
Rachel Carson. (2002). Silent spring. Houghton Mifflin Harcourt.
Rajit Sengupta and Kiran Pandey. (2021). State of India’s Environment 2021: In
Figures. Centre Science and Environment.
Trivedi P. R. (2004). Environmental Pollution and Control. Ashish Publishing House
- APH Publishing Corporation.
Yogendra N Srivastava. (2009). Environmental Pollution. Ashish Publishing House
- APH Publishing Corporation.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 31 of 47
 B.Sc. (Basic/Hons.) Semester 2
Title of the Course: ES 1T2 - ECOLOGY – THEORY AND PRACTICE
Number of Number of lecture Number of Number of practical hours/
Theory Credits hours/semester practical Credits semester
4 52 2 52

Programme specific objectives

To develop competency in understanding the ecological principles

PSO 1
governing the biosphere.
To instill a knowledge of the Ecology and develop necessary analytical
PSO 2
skills to understand the ecological systems.
To motivate and inspire to acquire contemporary understanding and skills
PSO 3
leading to issue identification.
To inculcate creativity and innovative spirit in the domain of human-
PSO 4 environment interface leading to vocation/entrepreneurial opportunities.

Programme outcomes

Demonstrate an entry level competence in understanding the ecological

PO 1
dynamics and their influence on humans and anthropogenic endeavours.
Demonstrate the ability to carry out ecological analysis in field
PO 2
conditions/laboratories and make appropriate judgements.
Ability to understand and appreciate the role of ecology and system
PO 3
dynamics in specific habitats/agroecosystems.
Be able to understand the demands and function in work environment
PO 4
dealing with environmental systems.

Page 32 of 47
 Content of Theory Course 2 52Hrs
Unit – 1 14

Levels of organization, Ecology: Divisions of Ecology - approaches in

studying Ecology.
Ecosystems – Definitions. Classification of ecosystem – Terrestrial and
Aquatic with their divisions. Structure of the ecosystem - Function of
ecosystem - food chain – food web – bio-magnification. Ecological pyramids
– Types.
Biogeochemical cycles: Classification. Carbon and Phosphorus cycles –
anthropogenic influences on these cycles.
Energy flow in an ecosystem – productivity - trophic levels; Study of pond
and crop land ecosystems; homeostasis and feedback mechanisms.
Unit – 2 14

Community Ecology: Definition, Characteristics of a Community – Species

diversity, growth form and structure, dominance, relative abundance, trophic
structure.
Population Ecology: Definition, Characteristics of Population: Density –
Natality – Mortality – Age distribution – Growth form-Population
Equilibrium – Biotic potential – Carrying capacity – Dispersal – Dispersion –
Population fluctuations – Population regulation.

Unit - 3 14

Ecological succession – Primary and Secondary succession – Natural and

man-influenced succession, – Hydrarch and Xerarch - Climax vegetation and
their theories; Ecotone and Edge effect; Ecological equivalents; Ecotypes and
Ecophenes; Ecological indicators.
Ecological Niche: Concept and Types of niches: Spatial, Trophic and
Multidimensional – Niche parameters: Form, Position and Width – Niche
Partitioning - Realized and Fundamental Niche.
Biomes: Definition and concept. Classification of biomes.
Unit - 4 14
Biotic and Abiotic factors: Influence Temperature, Wind and Water,
Edaphic, Topography on flora and fauna.
Concept of Limiting Factors: Liebig’s Law of Minimum; Shelford’s Law of
Tolerance and the combined concept.
Evolution: Definition – Darwin’s postulates - Natural selection – Types –

Page 33 of 47
Industrial Melanism - Pesticide resistance.
Co-evolution; Mimicry – Batesian and Mullerian mimicry, warning
colouration.

References
Agarwal, K. C. (1999). Environmental Biology. Agro Botanica.
Beck, W. S., Liem, K. F. and Simpson, G. G. (1991). Life – Introduction to Biology.
Harper Collins Publications.
Chapman, J. L. and Reiss, M. J. (1995). Ecology – Principles and Applications.
Cambridge University Press.
Dash, M. C. (2001). Fundamentals of Ecology. Tata McGraw-Hill Publishing Co.
Kormondy, E. J. (1996). Concepts of Ecology. Prentice Hall of India.
Mamta Rawat, Sumit Dookia and Chandrakasan Sivaperuman. (2015). Aquatic Ecosystem:
Biodiversity, Ecology and Conservation. Springer publication.
McCleery, Robert A., Moorman, Christopher, Peterson, M. Nils (Eds.). (2014).
Urban Wildlife Conservation - Theory and Practice. Springer publication.
Odum, E. P. (1971). Fundamentals of Ecology. W.B. Saunders Co.
Raven, P. H. and Johnson, G. B. (1995). Biology. Wm. C. Brown Publications.
Ricklefs, R. E. and Miller, (1999). Ecology. W.H. Freeman and Co.
Smith, T. M. and Smith, R. L. (2007). Elements of Ecology. Pearson Education.
Taylor, T. J., Green, N. P. O. and Stout, G.W. (1998). Biological Science Soper, R.
(ed.). Cambridge University Press.
Wallace, R. A. (1990). Biology – The World of Life. Harper Collins Publications.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 34 of 47
Content of Practical Course 2: List of Experiments to be conducted

ES 2P1: ECOLOGICAL ANALYSIS

(Total Teaching Hours = 52; Total Credits = 2)
1. Sampling technique of phytoplankton
2. Sampling technique of zooplankton
3. Quantitative estimation of phytoplankton – Sedgwick-Rafter method
4. Quantitative estimation of zooplankton – Sedgwick-Rafter method
5. Determination of organic pollution – Palmer’s Algal Pollution index
6. Estimation of primary productivity of a pond – Light and Dark bottle method
7. Estimation of primary productivity of terrestrial vegetation – Chlorophyll
method
8. Estimation of primary productivity of grasses – Harvest method
9. Study of plant community – Individual count method/Quadrat method
10. Study of animal community – Line transect method
11. Determination of species diversity indices – Simpson and Shannon's
WienerIndex
12. Estimation of carbon capture and storage of trees
13. Identification of ecological indicators
References
Michael, P. (1986). Ecological Methods for Field and Laboratory Investigations.
Tata Mc Graw-Hill Publishing Co. Ltd.
Rolan, R. G. (1973). Laboratory and Field Investigations in General Ecology.
Macmillan Co.
Standard Method for Examination of Water and Wastewater. (2017). APHA – WEF.
Subrahmanyam, N. S. and Sambamurty, A. V. S. S. (2000). Ecology. Narosa
Publishing House.
Trivedi, P. K. and Goel, P. K. (1984). Chemical and Biological Methods of Water
Pollution Studies. Environmental Publications.

Formative Assessment – Practical Internal Assessment = 30% (15 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (35 Marks)
Total 100% (50 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 35 of 47
 ES OE2: CLIMATE CHANGE AND ITS IMPLICATIONS

Number of Theory Credits Number of lecture hours/ semester

3 42

Content of OPEN ELECTIVE Theory Course 2 42Hrs

Unit – 1 14
Climate Change: Definition, scope and facts of climate change. Origin and
evolution of the earth’s atmosphere. Composition and thermal structure of
atmosphere; Weather and climate; Meteorological parameters - temperature,
pressure, precipitation, humidity, wind speed & direction. Introduction to the
effects of various anthropogenic activities on earth’s atmosphere.
Monsoons – Definition, Indian monsoons – seasons: Cold weather season
(Winter), the hot weather season (Summer), season of advancing monsoon
(The rainy season) and season of retreating monsoon (The transition season).
Cyclones of the Indian region; El-Niñ o, La Nina and their impacts.

Unit - 2 14
Greenhouse effect and global warming: Definition, impacts, major
greenhouse gases, sources and sinks of greenhouse gases; Urban Heat Islands;
Ozone layer depletion and recovery, issues and remedies; ground level ozone
and air pollution; global dimming. Carbon footprint.
Impacts of global climate change: Increased surface mean temperature, insect
outbreaks, vector borne/zoonotic diseases, forest fire, reduced water
availability, influence on agriculture, increase in floods and drought
incidences, loss of biodiversity and extinction of species, sea level rise.
Climate change and food security. Vulnerable populations – The Kiribati
story.

Unit - 3 14
Climate change and policy frameworks – History of international climate
change policies. United Nation Framework Convention on climate change
(UNFCCC), The United Nations Conference on Environment and
Development, Intergovernmental Panel on Climate Change (IPCC), Ministry
of Environment, Forests & Climate Change (MoEF&CC), National Action
Plan on Climate Change (NAPCC), Agenda 21, The Kyoto protocol, Paris
agreement. Overview of Conference of Parties (CoP). Evolution of climate
change negotiations.
Climate change adaptation and mitigation: Definition, scope and objectives.
Linkages between development, climate change impacts, their

Page 36 of 47
mitigation and adaptation. Clean Development Mechanisms; Green Climate
Fund, The Adaptation Fund. United Nations Sustainable Development Goals.
Role of individuals in achieving Sustainable Development Goals.

References
Abhishek Tiwary and Jerem Colls. (2010). Air Pollution: Measurement, Modelling
and Mitigation. III Edition, Routledge Publication.
Agarwal K.M, Sikdar P.K. and Deb S.C. (2002). A text book of Environment –
MacMiller India Ltd., Calcutta
Climate Change: Science and Politics. (2021). Centre Science and Environment, New
Delhi.
Donald Ahrens.C. (2008). Essentials of Meteorology: An Invitation to the
Atmosphere. Cengage Learning publication.
Howard J. Critchfield. (1983). General Climatology (Fourth Edition), Phi Learning Pvt
Ltd.
IPCC. (2006). Guidelines for National Greenhouse gas Inventories. Published by the
Institute for Global Environmental Strategies (IGES), Hayama, Japan on behalf
of the IPCC.
John E. Oliver, John J. Hidore. (2002). Climatology: An Atmospheric Science, Second
Edition. Prentice Hall publication.
John T. Hardy. (2003). Climate Change: Causes, Effects and Solution. John Wiley &
Sons publications.
Mann, M. E. (2021). The New Climate War: the fight to take back our planet.
Hachette UK.
Nicholas Stern. (2008). The Economics of Climate Change: The Stern Review.
Cambridge University Press. Great Britain.
Rajit Sengupta and Kiran Pandey. (2021). State of India’s Environment 2021: In
Figures. Centre Science and Environment, New Delhi.
Roger G. Barry and Richard J. Chorley. (2007). Atmosphere, weather and Climate, 8th
Edition, Routledge Publishers.
Romm, J. (2018). Climate Change: What Everyone Needs to Know®. Oxford
University Press.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 37 of 47
ES OE2: ENVIRONMENT AND PUBLIC HEALTH IN CONTEMPORARY SOCIETY

Number of Theory Credits Number of lecture hours/semester

3 42

Content of OPEN ELECTIVE Theory Course 2 42Hrs

Unit – 1 14

Environment and public health: Definitions of health and disease.

Perspectives on individual health: Nutritional, socio-cultural and
developmental aspects, Dietary diversity for good health; Human
developmental indices for public health. Effect of quality of air, water and
soil on human health.
Diseases in contemporary society: Need for good health - factors affecting
health. Types of diseases - deficiency, infection, pollution diseases - allergies,
respiratory, cardiovascular and cancer. Personal hygiene- food- balanced diet.
Health effects of smoking, drugs and alcohol consumption.

Unit - 2 14

Malnutrition: Vitamin deficiency diseases and Mineral deficiency diseases;

Folic acid requirement during pregnancy; Food Safety- Adulterants and
preservatives; Pesticide Toxicity: Endosulfan and DDT; Genetically Modified
Food.
Non-communicable diseases and Lifestyle diseases - Diabetes and
Hypertension.
Communicable diseases: Definition, mode of transmission – pandemic,
epidemic and endemic diseases.
Vector borne diseases: Plauge and Malaria; emerging diseases: Dengue,
Chikungunya, Zika, Ebola, Swine Flu, Bird Flu, Severe Acute Respiratory
Syndrome (SARS), Middle East Respiratory Syndrome (MERS); Zoonosis-
Leptospirosis; Kyasanur Forest Disease (KFD) Toxoplasmosis and Nipah.

Unit - 3 14

Occupational health: Sick Building Syndrome; Noise and Radiation;

Ergonomics - Stress and Fatigue; Carpal tunnel syndrome (CTS); Methyl
mercury and cerebral palsy; Synergistic effect; Irritable bowel syndrome;
Crohn’s disease.
Environmental Sanitation and Hygiene: Safe disposal of human excreta; Solid
waste disposal; Sanitation value chain.

Page 38 of 47
Drug safeties: Thalidomide Tragedy; Antibiotic stewardship; New Delhi
Antibiotic-Resistant superbug.

References
Akhtar, R. (Ed.). (2019). Extreme weather events and human health: International case
studies. Springer Nature.
Bedi and Yashpal. (1971). Handbook of Hygiene and Public Health. Atma Ram &
Sons, Delhi.
Kessel, A. (2006). Air, the environment and public health. Cambridge University
Press.
Lopez, R. P. (2012). The built environment and public health (Vol. 16). John Wiley &
Sons.
Nandini N. (2018). Environment and public Health. Sapna Book House,
Bengaluru.
O'Carroll, P. W., Yasnoff, W. A., Ward, M. E., Ripp, L. H., & Martin, E. L. (Eds.). (2003).
Public health informatics and information systems.
Park, K. (2009). Park's Textbook of Preventive and Social Medicine, 20th Edition.
Misc Publication.
Rajit Sengupta and Kiran Pandey. (2021). State of India’s Environment 2021: In
Figures. Centre Science and Environment, New Delhi.
Van den Bosch, M., & Bird, W. (Eds.). (2018). Oxford textbook of nature and public
health: The role of nature in improving the health of a population. Oxford
University Press.
Walton, M. (2017). One Planet, One Health. Sydney University Press.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 39 of 47
 ES OE2: WILDLIFE AND CONSERVATION

Number of Theory Credits Number of lecture hours/ semester

3 42

Content of OPEN ELECTIVE Theory Course 2 42Hrs

Unit – 1 14
Wildlife: Definition, significance – Values of wildlife: Ecological, Economic,
Cultural, Aesthetic, Scientific, Recreational and Medicinal. Biogeographical
zones of India. Significant wildlife of India. Causes for wildlife depletion –
HIPPO (Habitat destruction, Invasive species, Pollution, Population (human
overpopulation), Overharvesting by hunting and fishing. Forest fires and
wildlife depletion. Effects of depletion of wildlife – Ecological, Economic
Socio-cultural. Urban wildlife. Human-wildlife conflict and management.
Categories of Wildlife: IUCN Red data categories - Extinct, Extinct in wild,
Critically endangered, Endangered, Vulnerable, Near threatened, Least
concerned, Data deficient, Not evaluated. IUCN Red data book. Keystone
species, Flagship species, Umbrella species. Priority species, Indicator
species.

Unit - 2 14
Wildlife conservation: Need for conservation of wildlife. History of wildlife
conservation in India. Biosphere reserves, National parks, Wildlife
sanctuaries, wildlife reserves, protected areas, privately owned wildlife
reserves &, Single species/single habitat-based conservation areas, Area of
special scientific interest (ASSI). Conservation practices - Ex-situ and in-situ
conservation. Captive breeding - Role of Zoos in conservation. Community
conserved areas – Devarakadu and Pavitra Vana. Case studies: Project tiger,
Project elephant. Role of BSI and ZSI in conservation.
People and conservation: Traditional knowledge, Traditions and cultures,
Women and people’s participation in managing protected areas. Role of
NGOs in conservation. Conservation Institutions – Bird Life International,
GEF, IUCN, UNEP, WCS, WWF; BNHS, WTI.

Unit - 3 14
Wildlife tourism: Definition, scope and relevance. Role of Zoos and
Botanical parks in tourism and awareness creation. Bird and butterfly
watching. Positive and negative impacts of wildlife tourism. Conflicts related
to wildlife tourism.

Page 40 of 47
Wildlife trade and legislation: Wildlife trade and impacts. The Convention on
International Trade in Endangered Species of Wild Fauna and Flora
(CITIES). Wildlife Trade Monitoring Network (TRAFFIC). Salient features
of Indian wildlife act 1972.

References
Bindra, P. S. (2017). The Vanishing: India’s Wildlife Crisis. Penguin Random House
India.
Donald Letcher Goddard and Sam Swope. (1995). Saving Wildlife: A Century of
Conservation. Wildlife Conservation Society.
E.P. Gee. (2002). The Wild Life of India. HarperCollins India
Goutam Kumar Saha , Subhendu Mazumdar. (2017). Wildlife Biology: An Indian
Perspective, PHI Learning Pvt. Ltd. India
Herbert H. T. Prins, Jan Geu Grootenhuis and Thomas T. Dolan. (2000). Wildlife
Conservation by Sustainable Use. Springer publication.
Jedediah F. Brodie, Eric S. Post, and Daniel F. Doak. (2012). Wildlife Conservation in
a Changing Climate. The University of Chicago Press.
Manfredo, Michael J. (2008). Who Cares About Wildlife?. Springer publication.
Morrison, M.L., Block, W.M., Strickland, M.D., Collier, B.A., Peterson, M.J. (2008).
Wildlife Study Design, Springer publication.
Nagendra, H., & Mundoli, S. (2019). Cities and canopies: trees in Indian cities.
Penguin Random House India Private Limited.
Roth, Harald H., Merz, Gü nter (Eds.). 1997. Wildlife Resources - A Global Account
of Economic Use. Springer publication.
Underkoffler, Susan C, Adams, Hayley R. (Eds.). (2021). Wildlife Biodiversity
Conservation - Multidisciplinary and Forensic Approaches, Springer
publication.

Formative Assessment – Continuous Internal Assessment = 30% (30 Marks)

Assessment Occasion/ type Weightage in Marks
End Semester Examination 70% (70 Marks)
Total 100% (100 Marks)

Date Course Co-ordinator Subject Committee Chairperson

Page 41 of 47
 ABILITY ENHANCEMENT COMPULSORY COURSE (AECC)
ENVIRONMENTAL STUDIES

The module consists of 8 units in which the first seven units will cover 45
lectures which are classroom based to enhance knowledge skills and attitude to
environment. Unit 8 is based on field activities which will be covered in 5 lecture
hours and would provide students first-hand knowledge on various local environmental
aspects.
1. Environmental Studies (AECC) is made compulsory core module syllabus
framed by UGC for all the Indian Universities as per the directions given by the
honorable Supreme court, which believed that, conservation of environment should be
a national way of life and to be inculcated into the education process. The committee
proposes a staggered implementation for this course as shown below. This facilitates
the distribution of the teaching workload of an institution.

Environmental studies
Subject Semester
Ability Enhancement Compulsory Courses(AECC)
B.Sc./ B.A./ BCA I
Course
B.Com./B.B.A/B.H.M II

2. 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.) and Ph.D.
in the 'Environmental Science' subject only. A candidate who is qualified with UGC-
NET/K-SET in the area of Environmental Science will be well- equipped to teach this
curriculum.
3. The scheme of Examination and the question paper pattern for AECC –
Environmental Studies will be multiple choice questions (MCQ) for 70 marks and
30marks for internal assessment with 3 hours of teaching per week with 2 credits.

Page 42 of 47
 AECC - ENVIRONMENTAL STUDIES SYLLABUS

Number of Theory Number of lecture hours Number of field work hours

Credits
2 45 5

Content of AECC – Environmental Studies 45 hours

Unit 1 Introduction to Environmental Studies 2
Multidisciplinary nature of environmental studies
Scope and importance; Concept of sustainability and
sustainable development.
Unit 2 Ecosystems 6
What is an ecosystem? Structure and function of ecosystem;
Energy flow in an ecosystem: food chains, food webs and
ecological succession. Case studies of the following
ecosystems:
a) Forest ecosystem,
b) Grassland ecosystem,
c) Desert ecosystem,
Aquatic ecosystems (ponds, streams, lakes, rivers, oceans,
estuaries)

Natural Resources: Renewable and Non-Renewable

Unit 3 8
Resources
Land resources and land-use change; Land degradation, soil
erosion and desertification.
Deforestation: Causes and impacts due to mining, dam
building on environment, forests, biodiversity and tribal
populations.
Water: Use and over-exploitation of surface and ground water,
floods, droughts, conflicts over water (international & inter-
state).
Energy resources: Renewable and non-renewable energy
sources, use of alternate energy sources, growing energy needs,
case studies.

Unit 4 Biodiversity and Conservation 8

Levels of biological diversity: Genetic, species and
ecosystem diversity; Biogeographic zones of India;

Page 43 of 47
 Biodiversity patterns and global biodiversity hot spots.
India as a mega-biodiversity nation; Endangered and endemic
species of India.
Threats to biodiversity: Habitat loss, poaching of wildlife,
man-wildlife conflicts, biological invasions; Conservation of
biodiversity: In-situ and Ex-situ conservation of biodiversity.
Ecosystem and biodiversity services: Ecological, economic,
social, ethical, aesthetic and Informational value.

Unit 5 Environmental Pollution 8

Environmental pollution: types, causes, effects and
controls; Air, water, soil and noise pollution,
Nuclear hazards and human health risks
Solid waste management, Control measures of urban and
industrial waste
Pollution case studies.

Unit 6 Environmental Policies & Practices 7

Climate change, global warming, ozone layer depletion, acid
rain and impacts on human communities and agriculture.
Environment Laws: Environment Protection Act; Air
(Prevention & Control of Pollution) Act; Water (Prevention
and control of Pollution) Act; Wildlife Protection Act; Forest
Conservation Act. International agreements: Montreal and
Kyoto protocols and Convention on Biological Diversity
(CBD).
Nature reserves, tribal populations and rights, and human
wildlife conflicts in Indian context

Unit 7 Human Communities and the Environment 6

Human population growth: Impacts on environment,
human health and welfare.
Resettlement and rehabilitation of project affected persons; case
studies.
Disaster management: floods, earthquake, cyclones and
landslides.
Environmental movements: Chipko, Silent valley, Bishnois of
Rajasthan
Environmental ethics: Role of Indian and other religions

Page 44 of 47
 and cultures in environmental conservation
Environmental communication and public awareness, case
studies (e.g., CNG vehicles in Delhi).
Unit 8 Field work 5

Reference
Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt.
Gadgil, M., & Guha, R. (1993). This Fissured Land: An Ecological History of India.
Univ. of California Press.
Gleeson, B. and Low, N. (eds.) (1999). Global Ethics and Environment, London, Routledge.
Glejck, P. H. (1993). Water in Crisis. Pacific Institute for Studies in Dev.,
Environment & Security. Stockholm Env. Institute, Oxford Univ. Press.
Groom, Martha J., Gary K. Meffe, and Carl Ronald Carroll. (2006). Principles of
Conservation Biology. Sunderland: Sinauer Associates.
Grumbine, R. Edward, and Pandit, M.K. (2013). Threats from India's Himalaya
dams. Science, 339: 36-37.
McCully, P. (1996). Rivers no more: the environmental effects of dams (pp. 29-64).
Zed Books.
McNeill, John R. (2000). Something New Under the Sun: An Environmental History
of the Twentieth Century.
Nandini, N. (2019). A text book on Environmental Studies (AECC). Sapna Book
House, Bengaluru.
Odum, E.P., Odum, H.T. & Andrews, J. (1971). Fundamentals of Ecology.
Philadelphia: Saunders.
Pepper, I.L, Gerba, C.P. & Brusseau, M.L. (2011). Environmental and Pollution
Science. Academic Press.
Rao, M.N. & Datta, A.K. (1987). Waste Water Treatment. Oxford and IBH
Publishing Co. Pvt. Ltd.
Raven, P.H., Hassenzahl, D.M. & Berg, L.R. (2012). Environment. 8th edition. John
Wiley & Sons.
Rosencranz, A., Divan, S., & Noble, M. L. (2001). Environmental law and policy in
India. Tripathi 1992.
Sengupta, R. (2003). Ecology and economics: An approach to sustainable
development. OUP.
Singh, J.S., Singh, S.P. and Gupta, S.R. (2014). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi.

Page 45 of 47
Sodhi, N.S., Gibson, L. & Raven, P.H. (eds). (2013). Conservation Biology: Voices
from the Tropics. John Wiley & Sons.
Thapar, V. (1998). Land of the Tiger: A Natural History of the Indian Subcontinent. Warren,
C. E. (1971). Biology and Water Pollution Control. WB Saunders.
Wilson, E. O. (2006). The Creation: An appeal to save life on earth. New York:
Norton.
World Commission on Environment and Development. (1987). Our Common Future.
Oxford University Press.

Page 46 of 47
 Subject Expert Committee Members actively participated in the
preparation of proposed curriculum for four years B.Sc. (Basic/Hons.) degree in
Environmental Science.
Several meetings were conducted virtually and physically with Environmental
Science subject committee experts; and the proposed curriculum was approved by the
Chairpersons - Board of Studies and Board of Examiners of various Universities and
Colleges of Karnataka State.

NEP 2020 - SUBJECT EXPERT COMMITTEE – ENVIRONEMNTAL SCIENCE

Name Designation and address Position Signature
Professor, Department of
Environmental Science,
Dr. N. Nandini Chairperson
Bangalore University, Bengaluru

Professor, Department of
Studies in Environmental
Dr. N. S. Raju Member
Science, University of Mysore,
Mysuru
Professor, Department of PG
Studies and Research in
Dr. S. V.
Environmental Science, Member -Sd-
Krishnamurthy
Kuvempu University,
Shankaraghatta
Associate Professor, Yuvaraja’s
Dr. S. Suresh College(Autonomous), Member
University of Mysore, Mysuru
Associate Professor,
Department of Environmental
Dr. B. S. Prabhakar Member
Science, St. Joseph’s College
(Autonomous), Bengaluru
Special Officer, Karnataka State
Member
Sri. L. S. Ramesh Higher Education Council,
Convener
Government of Karnataka

Page 47 of 47
 GOVERNMENT OF KARNATAKA

NATIONAL EDUCATION POLICY‐ 2020

(NEP‐2020)

Report on

Proposed Curricular Framework for AECC in

ENVIRONMENTAL STUDIES

Submitted to

Karnataka State Higher Education Council

Government of Karnataka
Bengaluru

September 2021
 GOVERNMENT OF KARNATAKA

NATIONAL EDUCATION POLICY‐ 2020

(NEP‐2020)

Report on
Proposed Curricular Framework for for AECC -
ENVIRONMENTAL STUDIES
in Universities of Karnataka State under NEP-2020

Submitted by
Dr. N. Nandini Shri. L. S. Ramesh
Professor & Subject Chairperson Member Convener, Environmental
Dept. of Environmental Science, Science Committee, NEP 2020
Bangalore University, Bengaluru and Special Officer, Karnataka State Higher
Chairman, Environmental Science Education Council Bengaluru and
Committee (NEP 2020) Coordinator, Environmental Science
Committee, NEP 2020
And
Committee Members of Environmental Science
1. Dr. N. S. Raju, Professor, Department of Studies in Environmental Science,
University of Mysore, Mysuru.
2. Dr. S. V. Krishna Murthy, Professor, Department of PG Studies and
Research in Environmental Science, Kuvempu University, Shankaraghatta.
3. Dr. S. Suresh, Associate Professor, Yuvaraja’s College (Autonomous),
University of Mysore, Mysuru.
4. Dr. B. S. Prabhakar, Associate Professor, Department of Environmental
Science, St. Joseph’s College (Autonomous), Bengaluru.

September 2021

Page 2 of 47
 ABILITY ENHANCEMENT COMPULSORY COURSE (AECC)
ENVIRONMENTAL STUDIES

The module consists of 8 units in which the first seven units will cover 45
lectures which are classroom based to enhance knowledge skills and attitude to
environment. Unit 8 is based on field activities which will be covered in 5 lecture
hours and would provide students first-hand knowledge on various local
environmental aspects.
1. Environmental Studies (AECC) is made compulsory core module syllabus
framed by UGC for all the Indian Universities as per the directions given by the
honorable Supreme court, which believed that, conservation of environment
should be a national way of life and to be inculcated into the education process.
The committee proposes a staggered implementation for this course as shown
below. This facilitates the distribution of the teaching workload of an institution.

Environmental studies
Subject Semester
Ability Enhancement Compulsory Courses(AECC)
B.Sc./ B.A./ BCA I
Course
B.Com./B.B.A/B.H.M II

2. 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.) and Ph.D. in the ‘Environmental Science subject only. A candidate who is
qualified with UGC-NET/K-SET in the area of Environmental Science will be well-
equipped to teach this curriculum.
3. The scheme of Examination and the question paper pattern for AECC –
Environmental Studies will be multiple choice questions (MCQ) for 70 marks and
30marks for internal assessment with 3 hours of teaching per week with 2
credits.

Page 3 of 47
 AECC - ENVIRONMENTAL STUDIES SYLLABUS

Number of Theory Number of lecture hours Number of field work hours

Credits
2 45 5

Content of AECC – Environmental Studies 45 hours

Unit 1 Introduction to Environmental Studies 2
Multidisciplinary nature of environmental studies
Scope and importance; Concept of sustainability and
sustainable development.
Unit 2 Ecosystems 6
What is an ecosystem? Structure and function of ecosystem;
Energy flow in an ecosystem: food chains, food webs and
ecological succession. Case studies of the following
ecosystems:
a) Forest ecosystem,
b) Grassland ecosystem,
c) Desert ecosystem,
Aquatic ecosystems (ponds, streams, lakes, rivers, oceans,
estuaries)
Natural Resources: Renewable and Non-Renewable
Unit 3 8
Resources
Land resources and land-use change; Land degradation, soil
erosion and desertification.
Deforestation: Causes and impacts due to mining, dam
building on environment, forests, biodiversity and tribal
populations.
Water: Use and over-exploitation of surface and ground
water, floods, droughts, conflicts over water (international
& inter-state).
Energy resources: Renewable and non-renewable energy
sources, use of alternate energy sources, growing energy
needs, case studies.
Unit 4 Biodiversity and Conservation 8
Levels of biological diversity: Genetic, species and
ecosystem diversity; Biogeographic zones of India;

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 Biodiversity patterns and global biodiversity hot spots.
India as a mega-biodiversity nation; Endangered and
endemic species of India.
Threats to biodiversity: Habitat loss, poaching of wildlife,
man-wildlife conflicts, biological invasions; Conservation of
biodiversity: In-situ and Ex-situ conservation of
biodiversity.
Ecosystem and biodiversity services: Ecological, economic,
social, ethical, aesthetic and Informational value.
Unit 5 Environmental Pollution 8
Environmental pollution: types, causes, effects and
controls; Air, water, soil and noise pollution,
Nuclear hazards and human health risks
Solid waste management, Control measures of urban and
industrial waste
Pollution case studies.
Unit 6 Environmental Policies & Practices 7
Climate change, global warming, ozone layer depletion, acid
rain and impacts on human communities and agriculture.
Environment Laws: Environment Protection Act; Air
(Prevention & Control of Pollution) Act; Water (Prevention
and control of Pollution) Act; Wildlife Protection Act; Forest
Conservation Act. International agreements: Montreal and
Kyoto protocols and Convention on Biological Diversity
(CBD).
Nature reserves, tribal populations and rights, and human
wildlife conflicts in Indian context
Unit 7 Human Communities and the Environment 6
Human population growth: Impacts on environment,
human health and welfare.
Resettlement and rehabilitation of project affected persons;
case studies.
Disaster management: floods, earthquake, cyclones and
landslides.
Environmental movements: Chipko, Silent valley, Bishnois
of Rajasthan
Environmental ethics: Role of Indian and other religions

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 and cultures in environmental conservation
Environmental communication and public awareness, case
studies (e.g., CNG vehicles in Delhi).
Unit 8 Field work 5

Reference
Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt.
Gadgil, M., & Guha, R. (1993). This Fissured Land: An Ecological History of India.
Univ. of California Press.
Gleeson, B. and Low, N. (eds.) (1999). Global Ethics and Environment, London,
Routledge.
Glejck, P. H. (1993). Water in Crisis. Pacific Institute for Studies in Dev.,
Environment & Security. Stockholm Env. Institute, Oxford Univ. Press.
Groom, Martha J., Gary K. Meffe, and Carl Ronald Carroll. (2006). Principles of
Conservation Biology. Sunderland: Sinauer Associates.
Grumbine, R. Edward, and Pandit, M.K. (2013). Threats from India's Himalaya
dams. Science, 339: 36-37.
McCully, P. (1996). Rivers no more: the environmental effects of dams (pp. 29-64).
Zed Books.
McNeill, John R. (2000). Something New Under the Sun: An Environmental
History of the Twentieth Century.
Nandini, N. (2019). A text book on Environmental Studies (AECC). Sapna Book
House, Bengaluru.
Odum, E.P., Odum, H.T. & Andrews, J. (1971). Fundamentals of Ecology.
Philadelphia: Saunders.
Pepper, I.L, Gerba, C.P. & Brusseau, M.L. (2011). Environmental and Pollution
Science. Academic Press.
Rao, M.N. & Datta, A.K. (1987). Waste Water Treatment. Oxford and IBH
Publishing Co. Pvt. Ltd.
Raven, P.H., Hassenzahl, D.M. & Berg, L.R. (2012). Environment. 8th edition. John
Wiley & Sons.
Rosencranz, A., Divan, S., & Noble, M. L. (2001). Environmental law and policy in
India. Tripathi 1992.
Sengupta, R. (2003). Ecology and economics: An approach to sustainable
development. OUP.
Singh, J.S., Singh, S.P. and Gupta, S.R. (2014). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi.

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Sodhi, N.S., Gibson, L. & Raven, P.H. (eds). (2013). Conservation Biology: Voices
from the Tropics. John Wiley & Sons.
Thapar, V. (1998). Land of the Tiger: A Natural History of the Indian Subcontinent.
Warren, C. E. (1971). Biology and Water Pollution Control. WB Saunders.
Wilson, E. O. (2006). The Creation: An appeal to save life on earth. New York:
Norton.
World Commission on Environment and Development. (1987). Our Common
Future. Oxford University Press.

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 Subject Expert Committee Members actively participated in the
preparation of proposed curriculum for four years B.Sc. (Basic/Hons.) degree in
Environmental Science.

Several meetings were conducted virtually and physically with

Environmental Science subject committee experts; and the proposed curriculum
was approved by the Chairpersons - Board of Studies and Board of Examiners of
various Universities and Colleges of Karnataka State.

NEP 2020 - SUBJECT EXPERT COMMITTEE – ENVIRONEMNTAL SCIENCE

Name Designation and address Position Signature
Professor, Department of
Environmental Science,
Dr. N. Nandini Chairperson
Bangalore University,
Bengaluru
Professor, Department of
Studies in Environmental
Dr. N. S. Raju Member
Science, University of Mysore,
Mysuru
Professor, Department of PG
Studies and Research in
Dr. S. V.
Environmental Science, Member -Sd-
Krishnamurthy
Kuvempu University,
Shankaraghatta
Associate Professor, Yuvaraja’s
Dr. S. Suresh College(Autonomous), Member
University of Mysore, Mysuru
Associate Professor,
Department of Environmental
Dr. B. S. Prabhakar Member
Science, St. Joseph’s College
(Autonomous), Bengaluru
Special Officer, Karnataka State
Member
Sri. L. S. Ramesh Higher Education Council,
Convener
Government of Karnataka

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