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AC - 11th May, 2017
Item No. 4.2 85
A TYBSc Environmental Science Sem V VI Syllabus Mumbai University by munotes
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CONTENTS
1. Preface
2. Preamble
3. Pedagogy
4. Tables of Courses, Topics, Credit s and Workload
5. Theory Syllabus for Semester V (Course Code USACEVS501)
6. Practical Syllabus for Semester V (Course Code USACEVS5P1)
7. Theory Syllabus for Semester VI (Course Code USACEVS601)
8. Practical Syllabus for Semester VI (Course Code USACEVS6P1)
9. References and Additional Reading (Course Code USACEVS501 &
USACEVS601)
10. Scheme of Examination (Theory & Practical)
11. Practical Skeleton Paper Semester V and Semester VI
12. Annexure- I Suggested topics for A ssignment (Semester V)
13. Annexure- II Suggested Field Visits (Semester VI)
14. Annexure- III Suggested Topics for Projects (Semester VI)
15. Annexure –IV Learners’ space
16. Annexure –V Play and Ponder
17. Model Theory Question Paper Semester V & semester VI
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PREFACE
Applied Component was introduced for T. Y. B. Sc. class in the academic year
1979- 80 with a view to enhance the essence for employability. The syllabus is a blend
of concepts with four electives. It gives me immense pleasure to present these four
applied c omponent courses namely Marine Science, Fishery Biology, Economic
Entomology and Environmental Science under the umbrella of BOS in Zoology.
In the syllabi of these applied components, applied topics having commercial
propositions have been incorporated t hat further ads to the enhancement of
entrepreneurial potential and skills amongst the learners. In the past our syllabus focused mainly on theory as a way of providing knowledge base and preparation for
students. We have attempted to go beyond this tradit ion, while doing so; equal
emphasis is laid on theory and corroborative practicals. From the academic year 2011-12, the University has introduced Credit Based Semester and Grading System
(CBSGS). Accordingly the existing syllabi of these applied components were
restructured to fit into the CBSGS pattern. The concept of flexi syllabus was introduced
offering opportunity to learners to study any four out of a total of eight units in each
course. Now that the syllabus is restructured and to be introduced from the academic
year 2017- 2018, we have included a novel concept of open unit and case studies. This
approach, I’m sure will enhance the critical and analytical thinking abilities of the
students.
I take this opportunity to thank the experts in various fields for giving valuable,
beneficial and constructive suggestions during framing of the syllabus. The syllabus
committee under the convenorship of Mr. Vinayak Dalvie has done a commendable
job of timely framing the syllabus with a highest degree of precision and accuracy.
While a ppreciating the efforts, I also express my thanks and heartfelt gratitude to the
entire team.
– Dr. Anita Jadhav
Chairperson,
Ad-hoc BOS in Zoology
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PREAMBLE
As a convener when I mooted the concept of flexi -syllabus, first of its kind, in the
academic year 2009- 10 it was grossly misconstrued. To add to it I also placed an idea
of including case studies and introducing a new concept of ‘Open Unit’. Both were
rejected then. I had also proposed a new subject ‘Entrepreneurial and Industrial
Biology’ in place of the existing Applied Components usually offered by the students of
Biological Sciences. Twenty workshops in different districts with teachers and students
of various subjects were conducted to explain these four concepts. A twenty one days
refresher course for teachers, sponsored by UGC was also conducted in the new
subject of ‘Entrepreneurial and Industrial Biology’ which was much appreciated by the
then Director of NAAC, Prof H. A. Ranganath, who is from Biological Sciences,
understanding the potential of the subject. However, implementation was postponed
for technical reasons thus permitting innovation limited to the flexi -syllabus,
implemented in 2010 -11, which has inherent capacity to cater to the diverse needs of
the region and the industry by allowing students and teachers to choose a desired
capsule of eight topics, with various permutations and combinations from the menu of
sixteen based on the interest, resources, expertise and need. It took care of a range of
students by also providing learners' space to high IQ students. Yet the possibility of
exclusion of some important topics cannot be r uled out apart from some new avenues
developed during the lag phase of revision of syllabi. Open unit will permit a good
teacher to keep pace with the development and adopt latest topics instantly without
waiting till it becomes obsolete in the gap of 5 years that the University generally takes
to revise the syllabus. It may also allow students to learn the existing topic in more
details and depth under the open unit thus making them specialized in need based
areas enhancing employability. Assignments would add to their understanding of
Government schemes, regulations and market, while projects will augment Business
Sense or Scientific Acumen, as the case may be. Case studies and simulations,
introduced for the first time in Zoology, would pose challenge for true application of
knowledge to real life situations with thought provoking questions demanding
analytical solutions. Pedagogy of such dynamic syllabus will range from use of ICT in
the class to teaching directly in the field with a blend of participativ e and experiential
learning with group dynamics gaining true knowledge apart from developing
personality of the students and above all making them apply ‘Common Sense’ which is
the essence of life. I am sure dedicated team of Zoologists which has placed th e
subject on top in the past 5 years is poised to make it a success in every college
befitting the purpose of introducing applied component by the University in the
academic year 1979- 80.
- VINAYAK DALVIE
Convener,
Syllabus Committee
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PEDAGOGY
The concept of having a flexi syllabus is a unique feature of this syllabus and implementing it
creatively and diligently would be a meaningful exercise. The concept of flexi syllabus would
ensure that learner and facilitator have the liberty to select any four units out of eight which can be
decided by both the stake- holders collectively. While selecting, both shall ensure that it is done
systematically, maintaining the relevance of topics in every unit taught in the semester. An exciting aspect adding a new d imension to the flexi -syllabus concept is the idea of making various
permutations and combinations of the units in every semester that would take into consideration
the need, resources and the expertise that the department, college possesses/ provides or c an
make available.
A major thrust should be to direct the learner to maximize the use of ICT, watch films related to the
topics, You- tube clippings and extra read material in the form of articles and magazines for all the
topics, ‘Buzz sessions’ should be held after showing films, short video clippings etc, whereby the
learner is encouraged to summarize the contents, or debate or ask questions related to the topics.
This exercise would initiate a ‘thought process’ with respect to the subject, ensuring that the
learner develops a habit of ruminating over the information to gain conceptual clarity and insights.
It is recommended that the facilitator employs a variety of approaches in teaching learning
methods that are necessarily active and participatory in nature. These may include debate and
discussions, f ield trips, study tours and i ndustrial visits , both short and long, to places of
environmental concerns relevant to the units prescribed and selected for teaching so as to provide
desired exposure. For e.g. Units on Biodiversity Conservation and Ecotourism, Industrial
Consultancy, Business Analytics of Environment testing, Neo avenues should not be taught only in
class- rooms but, on locations, to promote experiential learning.
‘Case studies’ should be conduct ed through discussion in a group of 10 students for every case. A
case study approach to investigate an environmental issue would help the learner to appreciate the importance of gathering relevant evidence, evaluating its quality and interpreting the results. It
must be developed and presented by the facilitator (teacher) with thought provoking approaches expecting students to think analytically and derive an appropriate solution after critically evaluating
all the solutions, given within the group.
The inclusion of the concept of ‘open unit’ encourages the creative teacher- facilitator to choose a
topic from the existing units which needs to be further elucidated or taught or researched so as to
gain in depth knowledge on the topic and can hence be covered extensively. On the other hand the topic taught could also be a ‘need based’ one either comprehensively covered by the syllabus or
totally ignored. If the facilitator has the ability to include a newly developed area, within the vicinity,
then it may be included in the open unit with the consent of the Head of the Department and the
Principal of the institution.
This new syllabus takes into consideration the applied approach, and therefore the topics chosen
are practical although few theory based topics are retained. All the practical experiments are
application oriented and simple since the learners have had exposure to them while performing
them in the former years or in their mainstream subject covered under the science streams. While
performing them the learner develops the aptitude of putting them into practice scientifically,
logically and appropriately for studying various aspects of the environment and the pollution
caused due to anthropogenic activities. Facilitators must encourage the learners to c omprehend
and generate ideas for the applicative value of these experiments.
Furthermore the syllabus has also incorporated the skeleton question paper for the practical
examination and the model question paper for the theory units so as to resolve any doubts and
ensure uniformity in the drafting of the question paper pattern for the semester end examination.
Co-Convenors,
Syllabus Committee
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T. Y. B. Sc.
Credit Based Semester and G rading system
Environmental Science & Pollution (Applied Component)
Syllabus
(to be implemented from the academic year 2017- 18)
Semester V
Applied Environmental Sciences
Theory (Any four units to be opted)
Course Unit TOPIC Credits L/Week
USACEVS501 1 Introduction to Environment and
Pollution 2 4
2 Green Chemistry and Sustainability
3 Alternate Energy Resources
4 Applications of Analytical methods
5 Green/Environmental Audit
6 Industrial Consultancy
7 Neo-avenues
8 Case Study and Simulation
Practical
USACEVS5P1 Practicals based on
Course USACEVS501 2 4
Semester VI
Environment al Management
Theory (Any four units to be opted)
Course Unit TOPIC Credits L/Week
USACEVS601 1 Business Analytics of Environment
Testing 2 4
2 Ecological Restoration
3 Impact Assessment through
Ecological modeling
4 Finance
5 Biodiversity Conservation and
Ecotourism
6 Climate Change
7 Environmental Education and
Legislation
8 Open Unit
Practical
USACEVS6P1 Practicals based on Course
USACEVS601 2 4
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Semester V: Theory
Applied Environmental Science s
Course code: USACEVS501
(Any four units to be opted )
Lectures 60
Credits 2
Unit 1: Introduction to Environment and Pollution
Objective:
• To revise the important concepts of environment and its impact on the inter-
relationship between various components of the environment.
• To recognise and realise, the harmful effects of pollutants on the environment,
when their balance shifts as a result of anthropogenic activities .
Desired Outcome:
• Learner shall comprehend the impact of the interrelationship between various
components of environment.
• Learner will apply the knowledge of pollutants to undertake research
projects/studies.
1.1 Components of environment; biotic and abiotic. Composition of various
segments of environment –atmosphere, hydrosphere, lithosphere, biosphere
(with respect to composition and interrelationship).
1.2 Types of pollution
1.2.1Water pollution: Pesticides and heavy metals.
1.2.2 Air pollution: Challenges posed by present day pollutants.
1.2.3 Ot hers- Noise and nuclear pollution.
Unit 2: Green chemistry and Sustainability
Objective:
• To direct the learner’s aptitude and skills to develop innovative chemical technology, aimed to reduce or eliminate the use or generation of hazardous
substances.
Desired Outcome:
• Learner would be critical and creative during the designing, manufacturing and
utilization of chemical products, which would reduce or eliminate the use or
generation of hazardous substances.
2.1 The Twelve Principles of Green Chemistry.
2.2 Sustainable Development - Principles and sustainable development
indicators.
2.3 Areas highlighted by Agenda 21.
2.4 Transition from Industrial economy to Green economy.
Unit 3: Alternate Energy Resources
Objective:
• To comprehend, the importance of alternative energy resources.
• To emphasise the need, to conserve the energy resources.
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Desired Outcome:
• Learner shall value the alternative energy resources and hence follow the 4 R’s
(Reduce, Reuse, Recycle & Reinvent).
• Learner may discover and design products, operations or processes, which
conserve the energy resources.
3.1 Solar energy, wind energy, tidal energy, nuclear energy.
3.2 Biomass & bio -fuels, petro crops.
3.3 Use of wastes: Water -based biomass, energy from waste & solid waste.
Unit 4: Applications of Analytical Methods
Objective:
• To re- familiarise the principles, methods as also develop perspectives on the
application of analytical methods to the study of environment.
Desired outcome:
• Learner shall develop skills in instrumentation used for the study and analysis of
various substances related to the environment.
4.1 Sampling: Various methods for gases, liquids and solids (Principles and
applications only)
4.2 Analysis:
4.2.1 Classical Methods -Volumetric (Acid -Base; Redox, Complexometric
titrations), Gravimetric.
4.2.2 Modern Methods - Spectroscopy
a) Absorption Methods -Colorimetry and Spectrophotometry, Turbidometry,
Nephelometry, Atomic Absorption Spectroscopy, Fluorescence Spectromet ry, X-Ray Absorption Spectroscopy, X -Ray Diffraction.
b) Emission Methods: Flame Photometry, Atomic Emission Spectroscopy.
4.2.3 Separation Methods
a) Extraction Techniques - Distillation, Solvent Extraction and Column
Chromatography.
b) Chromatography - Gas Chromatography (GSC, GLC) HPLC.
c) Electrophoresis.
4.3 Interpretation and presentation- Introduction to the application of statistical tools
and software.
Unit 5: Green / Environmental Audit
Objective:
• To introduce the learner to the concept of green environmental audit.
Desired outcome:
• Learner and facilitator both will develop conceptual clarity on pollution control
and green environmental auditing, besides gaining knowledge about these
programmes in the Indian scenario.
5.1 Concept & economics of pollution contr ol.
5.2 Environmental accounting: definition, concept & issues.
5.3 Concept of environmental audit.
5.4 Benefits of environmental auditing.
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5.5 Environmental audit programmes in India.
Unit 6: Industrial consultancy
Objective:
• To expose and augment the avenues of employability and entrepreneurship in
the arena of industrial consultancy.
• To ensure that the learner applies the learning gained during the under -
graduate days for enhancing his skills and employability quotient in relevant
industries.
• To devel op an understanding of the MPCB norms and procedure for liaison.
Desired outcome:
• Learner and facilitator both will be exposed to the various areas and facets of industrial consultancy, and shall also develop competency and confidence to explore it.
• Learner will be able to grasp the importance of various norms required for
MPCB permits and procedure for liaison.
6.1 Types of consultancies.
6.2 Calculating consultancy fees.
6.3 Industrial marketing.
6.4 Logistic services for medical , microbiological, carcinogenic, toxic, nuclear waste .
6.5 MPCB and CPCB norms and liaison.
Unit 7: Neo Avenues
Objective:
• To expose the learner to the array of environmental related domestic products
with a view to develop, market and discover their application for the purpose of
a better environment.
Desired Outcome:
• Learner will develop an acumen to tap the potential for entrepreneurship with
respect to environment related products and indoor plants.
7.1 Understanding market niche of domestic pollution control devices – air purifiers,
smoke absorbers and chimneys, Heating, Ventilation and A.C. Systems (HVAC).
7.2 Green marketing:
7.2.1 Greenhouse gas reduction market.
7.2.2 LOHAS (Lifestyle Of Health and Sustainability) and Green Washing.
7.3 Indoor Plants to Reduce Pollution:
7.3.1 Radiation absorbing plant, example – Adiantum capillus -veneris (Venus
or Black Maiden hair fern) , Ocimum sanctum (Holy basil or Tulsi ),
Hedera helix ( Ivy).
7.3.2 Natural air filtering system, example – Chlorophytum comosum (Spider
plant ), Monstera deliciosa (Swiss cheese plant )
7.3.3 Smoke absorbing plant, example – Philodendron bipinnatifidum (Lacy
tree philodendron or Selloum) , Dracena reflexa (Song of India) ,
Dendrantehema grandiflora ( Chrysanthemum or Shevanthi ),
Gerberajamesonii (Transvaal daisy )
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Unit 8: Case Studies and Simulations
Case Studies and Simulations is one of the eight units and hence may or may not be
opted by the college. If opted, teachers in consultation with the students shall select the case studies for this unit every year, if required, and shall seek endorsement of the Head and the Principal.
Colleges/institutes have to select the topics as per their needs and available resources. It is pertinent to note that the case studies and simulations shall be operational and available in the syll abus only until it comes under the scope of internal
assessment.
Objective:
• To encourage abilities of learner to better understand the concepts.
• To develop better analytical abilities to assess varying dimensions while making
decisions .
Desired outcome:
• Learner will comprehend and develop better acumen so as to, take wise and necessary decisions while participating in environment related projects or
framing policies/assessing environmental damages/carrying out entrepreneurial activities beneficial to envi ronment.
• Learner shall primarily learn to tackle real life situations with common sense.
(Any eight from suggested below or more, developed by teacher)
8.1 Avhan- Disaster management model of the Chancellor.
8.2 Shirpur model of water conservation.
8.3 Powai lake conservation, Mumbai.
8.4 Fukushima Daiichi nuclear disaster, Japan.
8.5 Itai -itai disease for cadmium toxicity.
8.6 Chernobyl disaster.
8.7 Environmental Education in Finland – A Case Study of Environmental Education in
Nature Schools.
8.8 An international environmental law case study: Bhopal Gas Tragedy.
8.9 Case Study on Green Building, Hotel Orchid- Ecotel.
8.10 Mumbai rain disaster of 26
th July 2005.
8.11 Serial bomb blasts.
8.12 Tsunami at Andamans.
8.13 Govardhan Eco Village.
8.14 Planning development of prescribed land with constraint (Simulation).
8.15 Ralegan Siddhi / Hiware bazaar as model of environment conservation.
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Semester V Practicals
Course Code USACEVS5P1
2 Credits
1) Study of Physico- chemical properties of sewage/ effluent water: conductivity,
turbidity, dissolved oxygen, salinity & total hardness.
2) Estimation of Pollution : BOD &COD.
3) Microbiological parameters: MPN and Gram staining
4) Study of air micro flora.
5) Measurement of intensity of light by Lux meter.
6) Bioassay studies using water hyacinth or any suitable material.
7) Study of types of pollution: water, air, land.
8) Study of product derived by application of green chemistry ( L aundry detergents,
Polylactic acid packaging, Green paints, Pharmaceutical drugs - Ibuprofen)
9) Study of application of alternative energy resources (Solar panel, Biogas plant,
Photovoltaic cell, Windmill, Nuclear reactor, H arnessing tidal energy)
10) Study of applications of various S pectroscopy (any 4) , Chromatography and
Electrophoresis instruments.
11) Study of logistic services for medical , toxic waste (Containers, Incinerator ,
Autoclave) .
12) Study of indoor plants for reduction of pollution ( Adiantum, Ocimum sanctum, Ivy,
Chlorophytum, Monstera, Philodendron, Dracena, Chrysanthemum, Gerbera) .
13) Photographic documentation of environment related is sues/ conservation
Submission of soft & hard copy of 5 original photographs taken by the learner (Exif
details required)
14) Assignment (may be submitted in a group not exceeding three students).
Please refer to Annexure- I for suggested topics for assignment.
*Note - The practicals may be conducted by using preserved
specimens/permanent slides authorised by the wild life and such other
regulating bodies though it is strongly recommended that the same should be
taught by using photographs/audio- visual aids/simulations/ models etc. as
recommended by the UGC and as envisaged in the regulations of the relevant
monitoring bodies. No new specimens, however, shall be procured for the
purpose of conducting practicals mentioned here- in above.
N.B:
I) It is pertinent to note that we have to adhere strictly to the directions as given in the
UGC Circular F14 -4/2006 (CPP -II).
II) Apart from the institutional Animal Ethics Committee (IAEC) and any other
Committee appointed by a Competent Authority/Body from time to time, every
college should constitute the following Committees:
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1) A Committee for the Purpose of Care and Supervision of Experimental Animals
(CPCSEA) a nd
2) A Dissection Monitoring Committee (DMC) to ensure that no dissections or
mountings are done, using animals.
Composition of DMC shall be as follows:
i) Head of the Concerned Department (Convener/Chairperson)
ii) Two Senior Faculty Members of the concerned Department
iii) One Faculty of related department from the same College
iv) One or two members of related department from neighbouring colleges.
USE OF ANIMALS FOR ANY EXPERIMENT/DISSECTION/MOUNTING IS
BANNED. SIMULATIONS , AUTHORISED PE RMANENT SPECIMENS/SLIDES,
CHARTS, MODELS AND OTHER INNOVATIVE METHODS ARE ENCOURAGED.
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Sem ester VI: Theory
Environmental Management
Course code: USACEVS601
(Any four units to be opted)
Lectures 60
Credits 2
Unit 1: Business Analytics of Environmental Testing
Objective:
• To explore business analytics of environmental testing and monitoring laboratories for research purposes and as career ventures .
Desired outcome:
• Learner will gain knowledge about environmental testing and monitoring
laboratories, air, water quality and noise exposure standards and methods of
physico -chemical and bacteriological sampling.
• Learner will be exposed to the know -how regarding establishing environmental
testing and monitoring laboratories.
1.1 Establishing environmental testing laboratory.
1.2 Methods of monitoring and control of air pollution. Air quality standards.
1.3 Physico –chemical and bacteriological sampling and analysis of water quality
standards.
1.4 Measurement of noise and its indices. Noise exposure levels and standards.
Unit 2: Ecological restoration
Objective:
• To focus the learner towards the immediate need to develop and practise the
present and future systems, processes, technologies used f or treatment of
domestic waste water and industrial effluents.
• To seek and explore alternatives to conventional resources .
Desired outcome:
• Learner will study and comprehend the treatment practices applied for domestic waste water and industrial effluents.
• Learner will be equipped with the knowledge of some alternatives to
conventional resources.
2.1 Domestic waste water treatment.
2.2 Effluent treatment of Industrial waste.
2.3 Bioremediation.
2.4 Alternatives to conventional resources: biodegradable plastic, biodiesel, bio
ethanol& bio pesticides.
2.5 Developing effluent treatments.
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Unit 3: Impact Assessment through Ecological Modelling
Objective:
• To introduce the learner to the concept of statistical modelling and neural
networking.
• To direct and broaden the perspective of the learner to comprehend the
importance of modelling while summarising the findings of research and survey data, or while accepting new applications in systems and processes.
Desired outcome:
• Learner will develop an understanding on the concept, application and limitation
of modelling as a tool for summarising or applying the research and survey
findings.
• Learner will develop skills on the application of neural networking and statistical modelling.
3.1 Concept, applications and limitations.
3.2 Impact prediction with physical models.
3.3 Introduction to the concept of Artificial Neural Networking (ANN) and statistical
modelling.
Unit 4: Finance
Objective:
• To introduce the various concepts of costing, book keeping and final accounts.
Desired outcome:
• Learner will gain an insight into the basics of costing, book keeping and
accountancy.
• Learner will be equipped to apply the concepts in his entrepreneurial ventures.
4.1. Costing
4.1.1. Basic concept: Types of cost (historical, standard and managerial).
4.1.2. Budget: B udgetary control (process, batch, job and service).
4.1.3. Variances: Material, labor and overheads.
4.2. Basic accountancy:
4.2.1. Basic terms, g olden rules in accounts, types of accounts (Indian), journal
entry, ledger posting, subsidiary book, single column cash book, double
column cash book.
4.2.2. Depreciation: fixed installment, reducing balance method.
4.2.3. Bank reconciliation.
4.2.4. Rectification of error.
4.2.5. Final account.
Unit 5: Biodiversity Conservation & Ecotourism
Objective:
• To sensitize the learner towards the importance of conserving the existing biodiversity.
• To explore possibilities within learners to be nature enthusiasts, passionate
naturalists, adventurists and eco friendly tourists.
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• To tap the ecotourism avenues within and outside the country.
Desired outcome:
• Learner will develop aptitude to examine and assess the outcome of the framework of current biodiversity hotspots and biosphere reserves.
• Learner will be able to list the different aspects of wildlife photography and
inspect the positive and negative aspects of it, also be able to recommend how
wildlife photography can support biodiversity conservation.
• Learner will be able to assess the future challenges that ecotourism can generate for biodiversity conservation.
5.1 Hotspots of biodiversity and biosphere reserve.
5.2 Strategies for biodiversity conversation (in- situ and ex -situ).
5.3 Commercial wildlife photography.
5.4 Ecotourism –definition, policies and practices.
Unit 6: Climate Change
Objective:
• To awaken the learner towards focussing on the critical issue of climate
change.
• To establish the impact of climate change, the greatest destabilizing force that
undermines global economy, and threatens our health.
Desired outcomes:
• Learner will ponder upon and find out the what, why, where, whom and which of
climate change and global warming.
• Learner will be able to identify and evaluate t he effects of the different sources
of greenhouse substances.
6.1 Introduction to climate change, global warming and its effects.
6.2 Greenhouse substances: Sources & effects.
6.3 Geospatial technology - Remote Sensing & GIS.
6.4 Role of IPCC in climate change monitoring; Kyoto Protocol, Montreal Protocol,
Earth Summit & UN Convention on Climate Change.
Unit 7: Environmental Education & Legislation
Objective:
• To develop the knowledge and thinking ability regarding environmental issues.
To help the learner to acquire a set of values for environment protection.
Desired outcome:
• Learner will imbibe positive changes in attitudes, commitments and civic actions
required to combat harmful effects of anthropogenic activities and development
on environment.
• Learner would inculcate ethical values and responsibilities towards protection of
environment .
• Learner will be equipped to implement goals of environment protection.
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7.1 Goals, objectives & principles of environmental education.
7.2 Environmental education programmes in India.
7.3 Environmental organizations & agencies -CITES, EPA, IUCN & MAB. 7.4 Environmental laws in India: Wild life Protection Act, 1972, Water Prevention &
Control of Pollution Act, 1974, Air Prevention & Control of Pollution Act, 1981,
Environment Protection Act, 1986 & Biological Diversity Act, 2002.
Unit 8: Open Unit
Open unit is one of the eight units that may or may not be opted by the college.
Teachers in consultation with the students shall define syllabus under this unit every
year, if required, and shall seek endorsement of the Head and the Principal.
Colleges/institutes have to select the topics as per their needs and available resources. It is pertinent to note that the open unit shall be operational and available in the syllabus only until it comes under the scope of internal assessment.
Objectives:
• To teach any one of the units prescribed in the syllabus with more details and in depth leading to specialization in the capsule of units selected.
• To incorporate the topics of special need of the area, that is otherwise not
covered in the syllabus.
• To give scope to creativity and wisdom of a teacher wh o wants to deal with the
latest developments in the subject without waiting for the university to revise the
syllabus.
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Semester VI Practicals
Course Code USACEVS6P1
2 Credits
1) Study of soil microflora and determination of sedimentation rate.
2) Study of physical properties of soil: T emperature, moisture, & texture of soil.
3) Study of chemical properties of soil: pH, Organic matter and Calcium carbonate.
4) Detection of heavy metal cations : Z inc, Cadmium, Lead from soil sample.
5) Population analysis by Quadrant method & Line transect method.
6) Observation & study of indicator species.
7) Study of a ir &noise pollution monitoring device, geospatial instrument.
8) Study of any five biodiversity hotspots , bio reserves of India.
9) Study of any four effects of global warming and climate change.
10) Study of ANN chart and statistical model.
11) Study the role of environmental organisations and agencies (CITES, EPA,
IUCN & MAB) .
12) Study of environmental laws of India.
13) Problems on accounting/costing.
14) Study of microbes & plants used in bioremediation.
15) Study of biodegradable plastic products, bio pesticides brands.
16) Visit to any industry/laboratory/plant/national park and submission of report .
17) Project and submission of report (Project report may be submitted in a group
not exceeding three students).
Please refer to Annexure- II for suggested Field Visits and Annexure III for
suggested topics for projects for Course code USACEVS6P1.
*Note - The practicals may be conducted by using preserved specimens/
permanent slides authorised by the wild life and such other regulating bodies
though it is strongly recommended that the same should be taught by using
photographs/audio- visual aids/simulations/ models etc. as recommended by
the UGC and as envisaged in the regulations of the relevant monitoring
bodies. No new specimens, however, shall be procured for the purpose of
conducting practical s mentioned here- in above.
N.B:
I) It is pertinent to note that we have to adhere strictly to the directions as given in the
UGC Circular F14 -4/2006 (CPP -II).
II) Apart from the institutional Animal E thics Committee (IAEC) and any other
Committee appointed by a Competent Authority/Body from time to time, every
college should constitute the following Committees:
1) A Committee for the Purpose of Care and Supervision of Experimental Animals
(CPCSEA) and
2) A Dissection Monitoring Committee (DMC) to ensure that no dissections or
mountings are done, using animals.
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Composition of DMC shall be as follows:
i) Head of the Concerned Department (Convener/Chairperson)
ii) Two Senior Faculty Members of the concerned Department
iii) One Faculty of related department from the same College
iv) One or two members of related department from neighbouring colleges.
USE OF ANIMALS FOR ANY EXPERIMENT/DISSECTION/MOUNTING IS
BANNED. SIMULATIONS , AUTHORISED P ERMANENT SPECIMENS/SLIDES,
CHARTS, MODELS AND OTHER INNOVATIVE METHODS ARE ENCOURAGED.
Page 21
References and Additional Reading
USACEVS501 & USACEVS601
1) A Text Book in Environmental Science, V. Subramanian, Narosa Publishing
House. 2002.
2) An Advanced Textbook on Biodiversity, K.V. Krishnamurthy, Oxford & IBH Publishing Co. Pvt. Ltd. 2009.
3) Atmosphere, Weather & Climate, R.G. Barry & R.I. Charley, ELBS 1982.
4) Bioresource Ecology, T. N. Anatha krishnan, Oxford & IBM Publishing Comp any,
New Delhi 1982.
5) Concepts of Ecology, E. J. Kormandy, Prentice Hall of India (Pvt.) Ltd.
6) Ecological Methods of Field & Laboratory Investigations, P. Michael, Tata Mc Graw Hill.
7) Ecology & Quality of our Environment, Charles H. Southwid, D. Van Nostrand
Co. N.Y. 1976.
8) Ecotourism, Ecorestoration & Development, Solomon Raju, New Central book agency, 2007.
9) Environment, e- book, Shankar A.G.
10) Environmental Accounting, N. Das, S. Chand & Company. 1997.
11) Environmental Biology, P.D. Sharma, Rastogi Publications 1996.
12) Environmental, Chemical & Biological Analysis, H.V. Jadhav & S.N. Jogdand,
Himalaya Publishing House.
13) Environmental Impact Assessment Methodologies, Anjaneyulu Y., B.S Publication, Hyderabad. 2002.
14) Environmental Management, Khitolia, Chand Publications.
15) Environmental Management. Environmental Engineering Series; Vijay Kulkarni &T. V. Ramchandra, Publ. Commonwealth of Learning, Indian Institute of Science(IISC), Bangalore. 2011.
16) Environmental Pollution & Health Hazards in India, R. Kumar, Abhish Publ. House, New Delhi 1987.
17) Environmental Pollution & Management, Pramod Singh, Chugh Publ. Allahabad 1985.
18) Environmental Science Ahluwalia V.K. & Malhotra Sunita:. Ane Books India 2006.
19) Environmental Science, J. Turk, A. Turk & K. Arms, Saunders College Publishing
1983.
20) Environmental Science, S.C. Santra, New Central Book Agency (P) Ltd. 2001.
21) Environmental Science – Earth as living Planet, Daniel Botkin & Edward Kellere,
J. Wiley & Sons 1995.
22) Environme ntal Studies, Sharma Narendra, Prashant Publi cations.
23) Environmental Studies: From crisis to cure, Rajagopalan R., Oxford Higher Education.
24) Fundamentals of Ecology, E. P. Odum, W.B. Saunders Company.
25) Global Environmental Issues – A Climatological Approach, David D. Kemp, Roult
Ledge & Company, London & N. Y. 1990.
26) Indicator of Environmental Quality, Williams A. Thomas, Plenum Press, N.Y. & London 1971.
27) Industrial Hygiene & Chemical Safety, Fulekar .M.H., I. K. International Pvt Ltd, 2006.
28) Introduction to Climatology for the Tropics, J.O. Ayoade, J. Wi ley & Sons 1983.
Page 22
29) Management of Municipal solid waste; Environmental Engineering Series, T. V.
Ramchandra, Publ.Commonwealth of Learning, Indian Institute of Science (IISCBangalore.2011.
30) Pollution Control in Process Industries, S.P. Mahajan, TMH 1988.
31) Pract ical Methods in Ecology & Environmental Science,Trivedi, Goel & Trisal,
Environmental Publications,Karad1987.
32) Text book of Environmental Chemistry & Pollution Control. Revised edition,Dara S.S. & Mishra D.D.,S. Chand Publications.
33) Waste Water Treatment for Pollution Control, Soli J. Arcivala, TMH 1986.
34) Water & Water Pollution Handbook, L.L. Caccio, Marcel Dekker Inc. N.Y. 1971.
35) Wildlife photography - Advanced field techniques for amazing images, Classen,
Joe.
Page 23
SCHEME OF EXAMINATION (THEORY & PRACTICAL)
(a) Internal assessment of twenty five (25) marks per course per semester should be
conducted according to the guidelines given by University of Mumbai vide circular number UG/04 of 2014 Dated 5th June 2014 to be implemented from academic year 2014-15.
(b) External assessment of seventy five (75) marks per course per semester should be conducted as per the following skeleton question paper pattern.
(c) One practical examination of one hundred (100) marks per course each should be
conducted at the end of every semester.
Modality of Assessment:
Theory Examination Pattern:
A) Internal Assessment - 25% 25
marks
Theory 25 marks
Sr.
No. Evaluation type Marks
1. Class test to be conducted as per following pattern 20
a. Match the column/Fill in the blanks/Multiple Choice
Questions( 1/2 mark each) 05
b. Answer in 1 or 2 lines(Concept based questions) (1 mark
each) 05
c. Answer in brief (Attempt any 2 out of the 3) (5 marks each) 10
2. Overall conduct as a responsible student, manners, attentive and
inquisitiveness , skill in articulation, leadership qualities
demonstrated through organizing co curricular activities, etc . 05
B) External examination ‐ 75 %
Semester End Theory Assessment - 75% 75
marks
1) Duration - The examination shall be of two and half hours duration.
2) Theory question paper pattern:
a. Q1 shall comprise of 16 short notes (14 if case studies/ope n unit is not opted)
representing all the units in the syllabus equally, of which students are expected to
solve any five.
b. Q2 to Q9 (Q8 if case study/open unit is not opted) will be based on unit I to unit
VIII of the syllabus respectively.
c. Q2 to Q9 (Q8if case studies/ open unit is not opted) shall have the following
pattern.
A) 15 marks
OR
B) i) 7 marks
ii) 8 marks
Page 24
Practical Skeleton Paper Course code: USACEVS5P1
Duration: 04 hrs Maximum Marks: 100
Q1.Identification:
20
Identify spots ‘a’ to ‘e’ as per instructions
a) Identify and describe the type of polluti on.
b) Identify and describe the product derived by application of green chemistry.
c) Identify and describe the applications of bio analytical instrument / energy
resource.
d) Identify and describe the type of logistic servi ce.
e) Identify and describe the plant and its role in reducing pollution.
Major Experiment
Q2. Estimate Biological Oxygen Demand/Chemical Oxygen Demand from the
given water samples (2) and submit the report. 25
OR
Q2. Estimate the total acidity and total alkalinity of the given samples (2) and
compare the results.
25
Minor Experiment
Q3. Estimate total hardness and t urbidity/ conductivity of the given sample and submit
a report. 15
OR
Q3. Estimate total acidity/ alkalinity/ salinity of the given sample and submit a report .
15
OR
Q3. Estimate Dissolved Oxygen from the given water sample and submit the report.
15
OR
Q3. a . Determine the intensity of light using Lux meter.
08
Q3. b . Estimate the conductivity of the given sample. / Determine the MPN of the
given
water sample.
07
Q4. a . Submission of five environment related original photographs . 10
Q4. b . Submission of a ssignment & viva based on it. 20
Q5. Certified j ournal. 10
Page 25
Practical Skeleton Paper Course code: USACEVS6P1
Duration: 04 hrs Maximum Marks: 100
Q1.Identification: 20
Identify spots ‘a’ to ‘e’ as per instructions
a. Identify and describe air / noise pollution monitoring device / geospatial instrument.
b. Identify and describe biodiversity hotspots / bio reserve marked on the map.
c. Give the full form of and describe the role of CITES/EPA/IUCN/MAB.
d. Identify the act from the given clause and comment on it / Identify and describe
the effect of global warming or climate change.
e. Identify and describe AN N chart/ statistical model or s olve the given problem.
Major experiment
Q2. Estimate organic matter content from the given sample and submit a report.
25
OR
Q2. Estimate calcium carbonate content from the given sample and submit a report .
25
OR
Q2.Investigate the given sample and report about the presence of any (or all) of the
following heavy metal cations: - Zn (II)/ Cd (II)/ Pb (II) from the given soil sample
. 25
Minor experiment
Q3. Analyse the texture and moisture content of the given soil sample and submit a
report. 15
OR
Q3. Analyse the texture and pH (pH paper, pH meter and universal indicator) of the
given soil sample and submit a report.
15
Q4. Project and viva based on it. 20
Q5. Field report. 10
Q6. Certified j ournal. 10
Page 26
ANNEXURES
Annexure I: Suggested topics for assignment USACEVS5P1
(Teachers are expected to develop additional innovative topics, varying every year, to
be assigned to the students).
1. List out the instruments or funding agencies or permits required for setting up an
environment testing laboratory.
2. Survey of NGO’s working in the environmental field in your area.
3. Preparation of proposal for green building and sustainable development.
4. Prepare a cost sheet for setting up a bio degradable plastic unit.
5. Make an inventory of the water bodies presently existing/which existed in the
urban/rural area of about 5kms.
6. Find out information regarding pollution testing booths that the Government
proposes to set up.(List out the personnel who will man the booths and the
indigenous equi pment that these booths will have).
7. Make a report on amenities, trees, dimensions of open spaces in your locality. Assess their role in maintaining the ecological balance in the region.
8. Survey housing societies/institutions/organisations to find out whether they are
converting household/kitchen waste into anything utilisable like vermicomposting
etc.
9. Meet entrepreneurs involved with manufacture of eco- friendly products/best out of
waste etc. Make a report regarding how the entrepreneur decided to pursue such an initiative, its need, the process and benefits to the environment.
10. Calculate carbon footprint of your family/class -room or laboratory/housing society
by visiting the appropriate site on internet.
11. Visit architectural /horticulturist firms that deal with vertical gardening /urban
farming and prepare a first -hand report on the concept, where implemented and
the advantages.
All topics mentioned above are suggestive, more creative and innovative
topics are expected from the students, under the able guidance of the
concerned teacher, to suit the expertise, human resources, infrastructure
and local needs as also the interest of the students.
The assignment may be submitted in a group not exceeding three students.
Page 27
Page 28
Annexure II: Suggested Field Visits USACEVS6P1
• There shall be various short and long excursions / study tours / field visits /
industrial visits in every semester, at least one of which shall be financially
affordable to every student in the class; and that assessment and marks of field trips shall be solely based upon such where no student was restrained for financial limitations.
• Field visits are to be organized to facilitate students to have firsthand experience & exposure to technology/production/functioning of organization/units or witness a relevant activity.
• Each student must make at least 01 (one) such visit to the units/treatment
plants/aquatic or terrestrial habitat organized by the College.
• The list is suggestive and not exhaustive.
1. Visit to Sewage treatment plant.
2. Visit to Vermicomposting unit.
3. Visit to Air Monitoring Laboratory.
4. Visit to Environment Pollution Detecting Laboratory.
5. Visit to Cooling towers in industries.
6. Visit to Rain Water Harvesting System.
7. Visit to Biogas Plant.
8. Visit to Green Building/Ecotel Hotel.
9. Visit to Water Filtration Plant.
10. Visit to office of Pollution Control Board.
11. Visit to Greenhouse.
12. Visit to Solid Waste Management Plant.
13. Visit to hydro/thermal power plants.
14. Visit to Environmental Agencies -CITES
15. Visit to National Parks, Sanct uaries, Biosphere Reserves etc. in
Maharashtra/India/abroad.
16. Visit to NEERI.
17. Visit to Enviro Vigil, CSM Hospital Campus , Kalwa (W), Thane.
Page 29
Annexure III: Suggested Topics for Projects USACEVS6P1
(Teachers are expected to develop additional innovative topics, varying every year, to
be assigned to the students).
1) Effects of anthropogenic activities on different ecosystems; for example
mangroves/ wetlands.
2) Effect of tourism activities on different ecosystems.
3) Assessment of ecotourism potential -SGNP, different sanctuaries.
4) Water audit in your area.
5) Costing, accounting & budgeting of eco- friendly idols during festivals.
6) Costing, accounting & budgeting for paper making from waste. 7) Study the role of microbes in biodegradation of: plastic, pesticides, heavy metals,
hydrocarbons, etc.
8) Preparation of feasibility Report of eco- friendly products.
9) Preparation of feasibility report of environment testing laboratory.
10) Preparation of feasibility report for manufacture of any domestic pollution control
device.
The project may be submitted in a group not exceeding three students.
Page 30
Annexure IV: Learner s’ space
When the education system today has identified special needs of slow learners we are
still silent about needs of high IQ students. Teachers are therefore recommended to
identify and encourage such students to undertake research with a view to publish
paper/s in peer reviewed International Indexed Journals with high impact factor thus providing ‘learners ’ space’.
Some of the suggestive avenues are listed below which are certainly not
exhaustive since the said students under the guidance of teachers can identify latest
areas of research. Needless to say that ‘learners ’ space’ is an optional addit ional
activity which may not be undertaken by college if not befitting.
1. Effluent analysis for heavy metals with speciation.
2. Environmental impact due to monsoon runoff from farms containing pesticides .
3. Ecological modelling of a water body .
4. Environment i mpact assessment of human activit ies.
5. Heavy metals accumulation and transfer to all three trophic levels .
Page 31
Annexure V: Play and Ponder
While learner’s space is for high IQ Students, ‘Play and Ponder ’ could be a general
activity creating interest in the subject and could also be a part of pedagogy wherein it
may be considered as innovative teaching methodology. Needless to say that ‘Play
and Ponder’ again is not mandatory and is an additional activity if desired by the
students.
Following are some suggest ive activities though of course teachers can creatively
develop more, each year, to be assigned to the students.
1. Make a compost heap for your garden by recycling household wastes.
2. Make a bird feeder from waste plastic bottles.
3. Create your own organic garden.
4. Make a model of a natural cooling system and study its effectiveness.
5. Make your own recycled paper and create handmade crafts from it.
6. Make a self -sustaining closed ecosystem viz. bottle garden/aquarium ecosphere.
7. Make a model for harvesting rain water in your house/building.
8. Prepare your own solar oven.
9. Place a bird feeder in your garden and evaluate whether it really helps birds that
need conservation?
Page 32
Model Question Paper USACEVS501
Duration 2.5 hrs Maximum Marks: 75
N.B.: 1. Q 1 is compulsory.
2. Attempt any four questions from Q 2 to Q 9.
3. Draw neat and labelled diagrams wherever necessary.
Q1.Write short notes on any five of the following ( Mixed questions from all units ):
15
a. Zones of atmosphere b. Soil profile c. Significance of green chemistry
d. Concept of sustainable development
e. Sources of noise pollution
f. Petro crops
g. Application of flame photometry
h.Application of gas chromatography i. Concepts of environmental accounting
j. Concept of environmental auditing
k. Logistics services for medical waste
l. MPCB no rms
m. Adiantum , as a radiation absorbing plant
n. Green washing
o. (from c ase study , if opted)
p. (from c ase study , if opted)
Q 2. Question based on Unit 1
Describe the various segments of lithosphere and biosphere. Comment on their composition and inter - relationship .
15
OR
2a. Describe the various sources of water pollution. Add a note on effect of pesticides
on aquatic ecosystem .
8
2b. Explain the challenges posed by present day gaseous air pollutants on environment.
7
Q3. Question based on Unit 2
What are the principles of sustainable development? Give a detailed account of
sustainable development indicators 15
OR
3 a. Comment on the areas highlighted in Agenda 21 .
8
3 b. Comment on green economy. 7
Q4. Question based on Unit 3
Give a detailed account on solar energy, wind energy and tidal energy as an
Page 33
alternative energy resource.
15
OR
4 a. Nuclear energy, a boon or a curse. Discuss.
8
4 b . Explain the use of solid waste as a source of energy.
7
Q5. Question based on Unit 4
Explain different types of Spectroscopy. Discuss the application of X -ray
diffraction.
15
OR
5 a. Describe the application of statistical tools and software in field of environmental
science . 8
5 b. Discuss the application of electrophoresis as separation technique.
7
Q6. Question based on Unit 5
Explain the concept and economics of pollution control. Add a note on Environmental accounting.
15
OR
6 a. Write a note on Environmental audit programmes in India.
8
6 b. Comment on the benefits of environmental au diting.
7
Q7.Question based on Unit 6
Explain the types of industrial consultancies and add a note on industrial
marketing. 15
OR
7 a. Discuss the criteria for calculating industri al consultancy fees? 8
7 b. Describe the norms and procedures related to MPCB liasioning.
7
Q 8. Question based on Unit 7
Explain the marketing of Heating, Ventilation and A.C. systems and air puri fiers
as domestic pollution control devices.
15
OR
8 a. Discuss the concept of Green washing giving suitable examples .
8
8 b. Describe Chlorophytum as a natural air filtering system.
7
Q 9.Question based on Unit 8
Question based on case study/ simulation (if opted). 15
Avhan- Disaster Management by Chancellor’s Brigade
Page 34
A paper on disas ter management was presented at the International Conference on
‘Urban Planning and Environment Strategies and Challenges’ organized by
Elphinstone College, Mumbai in the year 2007. It was picked up by the then DDG,
Maharashtra NCC, Brigadier Shard who contacted the author, Vinayak Dalvie, Joint
secretary to the Governor through an ANO, insisting him to implement the model
through NCC. The then Secretary to the Governor, Shri Sitaram Kunte convened a
meeting of NCC officials with the Governor H.E. Shri S.M. Krishna for presentation on
Avhan by Shri Dalvie. The Governor immediately issued necessary orders integrating NCC, universities and the government disaster management agencies. Based on the
modalities, Colonel Samuel from Pune worked out the first training camp at Shivaji
University, Kolhapur.
The said model proposes a self -sufficient and strategic training and capacity building
of University students, mainly NCC cadets, for disaster management, who can, on call
reach any nook and corner of the State instantaneously along with equipment and
resources of their own from a self -generated fund.
A platoon of 30 cadets (20 boys+10 girls), preferably from first year NCC to make the said trained force available for two more years, selected from each district of the State
shall be trained by the host University from 22
nd May to 5th June (Paryavaran Diwas)
every year in the areas of administration, medical and operations simulating various
natural and manmade disasters with an emphasis on practical approach. Each
heading has twelve modules. 36 specialised resource persons would be deputed in
the camp for 12 days, each addressing a district platoon at a given point of time in
rotation as per the scheduled time table. Three cadets from each district, portraying
the best performance; one each in administration, medical and operations respectively
will be selected for Phase II training during the Diwali vacation. Thus three platoons of
36 cadets each are formed to receive special inputs at places like Yashada and JBIMS
for administration; INS Ashwini, AFMC, MUHS for medical; Home guards, Civil
defence establishments and Army for operations respectively. After Phase II training
each district has a platoon of 30 cadets with three section I/C to take a lead role
equipped with special training in administration, medical and operations. This pl atoon
can reach the site of disaster within an average of two hours on receiving communication from the concerned ANO. During the academic year, every platoon will
perform practice drills in each taluka to raise awareness in the common man, who is
the firs t responder in any disastrous situation. Further, manpower of trained 1000
cadets can reach within a day from the remaining districts of Maharashtra. One
Associate NCC officer from each district will also be trained in the course who can take
charge of the situation.
This trained force called Chancellor’s brigade would come into operation only on call from a disaster management authority playing a complimentary role and coming into
action immediately since funds are made available by the local Vice Chancell or within
an hour.
Each University can purchase basic necessary equipment and build infrastructure from
the interest earned on the corpus fund collected for last few years by charging Rs. 10/ -
to each student as disaster management fund every year. The hos t University can
Page 35
arrange for the training of 1000 cadets also from the same funds. The host University
may also receive approximately Rs.60 lakhs @ Rs.2/ - per student out of Rs.20/ -
collected each year as Ashwamedh fund from all students. The local Vice Chancellor, concerned ANO and NCC officer shall prepare a budget based on estimated need.
Financial decisions can be taken by a committee of three Vice Chancellors i.e. of the
previous, the current and the next host University over telephone/e- mail/fax to be
endorsed by the Secretary to Governor or in his absence the next officer in hierarchy for easy disbursement, on call, to the Vice Chancellor in whose jurisdiction falls the
district facing the disaster. The Vice Chancellor of host University shall reimbur se the
said amount from surplus in Rs. 60 lakhs after the cost of training camp which is about Rs.30 lakhs.
Since the concerned ANO and NCC officer are empowered to purchase ration, medicine and utilities as per the pre sanctioned rate charts, Chancellors brigade
comes into action instantaneously with no financial burden on the Government thus
befitting the motto ‘Swayam purna Swayamsiddha Samarth’.
Q1.The present model is not being effectively implemented in real life situations. What
are your suggest ions?
Q2. Plan a training schedule for 12 days in all the modules.
Q3. Enlist possible modules under each head.
OR
Shirpur Model - ‘Angioplasty in Water Conservation’
Shirpur model gets its name from the place Shirpur, a taluka in Dhule district of North-East Maharashtra. Once an obscure and drought -hit region, it is now referred to as
‘Green taluka’. Shirpur taluka has a geographical area of 837.39 sq.km. About 78.07% of this is cultivable of which only 12.94% is under irrigation. This area receives an
annual rainfall of 617 mm in over 36 days with most water draining into the river Tapi.
The distribution of rainfall is highly erratic and the surface water resources are hence
unevenly distributed. As a result of this, the use of groundwater for irrigation, drinking,
and industrial purposes has increased many fold. The main cash crops in Shirpur are
sugarcane, cotton and banana which rely heavily on ground water for irrigation.The
soil in Shirpur is partly of Tapi alluvium type and partly Deccan Basalt type. Alluvium
consists of alternate layers of clay and sand, gravel and boulders of variable thickness. The effective porosity of sand bed in Tapi Alluvium is about 30%. In Basalt, alternate
layers of weathered basalt and hard massive basalt is observed. The porosity in the
Basalt is about 2- 3% and wells dug in Basalt hardly saturate. The saturated sand beds
cater to the needs of drinking water and irrigated agriculture mainly cash crops. Indiscriminate withdrawal and overexploitation of this source to meet these needs
resulted in the decline of ground water level and led to acute water shortage. All the
dug wells in Tapi alluvium in Shirpur became dry by 1990. Even tube wells having a
depth of about 200- 500 meters became dry. Alternate layers of silt transmit v ery little
water and the wells remain dry in heavy rainfall also. In the Basalt area, due to heavy
Page 36
rainfall within short duration, there was only run off with hardly any percolation. That is
why dug wells and bore wells in Deccan Basalt hardly yielded water maximum up to
December. There was severe scarcity after December for drinking water as well as for
irrigation. As a result, the huge amount invested on dug wells, pump sets and other
development works by the individual farmers became futile. The most aff ected were
the bore wells drilled for drinking water and situated in the elevated regions. With increased use of groundwater for irrigation, bore wells were drilled in the close
proximity of the drinking water bore wells. This resulted in drying up of drinking water
wells in manyparts of the taluka. Thus, drying of wells and tube wells in alluvial area
and insufficient availability of water after December in the Deccan Basalt area were
the main problems of Shirpur Taluka. There was an urgent need to take suitable
measures to augment groundwater resources and to make the existing groundwater
structures sustainable.
Troubled by acute water shortage crisis, the local MLA Shri Amrish Patel wanted to use rain water conservation methods to meet the water demands of the taluka. He
along with geologist Shri Suresh Khanapurkar devised a plan to trap this rain water
and started the project in 2004.Patel set aside Rs 3 crore every year for this ambitious
project . To overcome the water shortage it was necessary to ensur e that the ground
water levels were fully saturated in spite of erratic rainfall and impervious layers in
Alluvium and Deccan Basalt. The plan included three measures:
1.Building of cement structures (bundhs) on streams, with weirs (water blocking walls
on streams) without gates, so that water flows downstream, only when the dam is full.
The volume of water that percolates down in this method is eight times the storage
capacity of a check dam.
2. To deepen the stream up to15 to 20 metres and widen up to 30 metres in Deccan
Basalt and Alluvium.
3.To recharge the deeper layers in the Alluvial area using the surplus water of the dams in the Deccan Basalt area artificially through the dry dug wells having depth of
about 40 to 50metres.
To ensure the success of t he plan, a novel method to build the check dam was
adopted. The Deccan Basalt rock that lies below the top soil is impermeable and not much water percolates down. Below this, is the layer of red gravel that holds water. It
is this water that is drawn from wells and bore wells. The rock layer below the streams
was blasted and removed so that water could percolate into the gravel. Since the stream was also widened, the increased volume of water exerted greater pressure on
the soil. The volume of water that percolates down in this method is eight times the
storage capacity of a check dam. Shri Khanapurkar calls this ‘Angioplasty of streams’,
as it is recharging groundwater by removing obstructions through pressure.
The methods adopted proved to be successful and yielded encouraging
results. The water level in Basalt area which had depleted up to 150 metres has risen
by 140metres. Water level in alluvial area which had depleted up to 150 metres has
risen by 110 metres. A minimum of 5 crore litres and a maximum of 15 crore litres of
water has been stored because of stream widening and deepening. As a result of this
the water level in the bore wells on either bank of the stream up to two km distance
Page 37
went up by about 150 feet. Drinking water problem has been solv ed. The area for
irrigation has increased and farmers started growing two crops per year. The average
per capita income has increased at least by Rs one lakh/Ha. After completion of the
6thyear of the project, sufficient water for irrigation, drinking and for industries is
available even in summer.
Shri Amrish Patel (MLC), former Minister of Education, Govt of Mah arashtra,
and President of Shri Vile Parle Kelvani Mandal feels that Shirpur pattern has
innumerable advantages, "There is no need to displace people. The capital cost is low. So far, we have built 91 check dams at a cost of Rs 15 crore. Total water conserved
due to these dams is 400 million cubic feet (mcf). If a medium scale dam with this
much storage capacity was to be built, it would cost Rs 61 crore." ‘If Angioplasty In
Water Conservation’ is practised on all small streams in all the mini and micro
watersheds, entire Maharashtra will be tanker free and water will be available for
second crop” claims Mr Amarishbhai, who has a legacy of belonging to the family of
Vallabhbhai Patel.
However, Dr.Mukund Ghare, a groundwater expert in Maharashtra, Sourabh
Gupta, scientist with the Central Groundwater Board, and Suresh Khandale, Additional
Director of GSDA, Pune, felt that the width and depth of a str eam gets decided as per
the hydro- geology of that area and that deepening the stream bed by 15- 20 meters
exposes the aquifers which come in contact with muddy rain waters, clogging the
aquifers and stopping the flow. Dr Ghare mentioned in his report submitted to the Govt
of Maharashtra that deepening the stream beds more than what is required can lead to
environmental problems and in basalt areas, the aquifers have become exposed;
water has come to surface and is getting evaporated. Shirpur model, ho wever, got
support from the Government of Maharashtra which issued a Government Resolution
(GR) on 9 May 2013 to replicate the Shirpur model all over Maharashtra.
Himanshu Kulkarni of ACWADAM, a premier NGO working on groundwater,
warns that if the Shirpur model is taken up for large scale replication then it can lead to
short and long term negative impacts, and some of them could be irreversible. It can
play havoc with the hydro- geology of the region threatening the sustainability of
stream/river flows. It also raises questions of equity and access to downstream.
While it is true that we need to understand the concept of groundwater well, it is
also a fact that sustainable agriculture needs water. If there is no water for years together, any option that wil l work and give water in the immediate future, even though
it could potentially cause harm many years later, is employed by farmers. By now Shirpur model has been accepted by many villages in Maharashtra. A local
organisation called Jan Kalyan Samiti operates in the area of Latur -Beed and has
implemented Shirpur pattern structures through Gram Panchayats of several villages in the area. People are coming together and are willing to be monetary stakeholders.
Q1. Elucidate the main features of water conservation based on the Shirpur pattern.
Q2. Is the Shirpur model a viable solution in your opinion? Discuss.
Page 38
Note: Questions of the model question paper are not exhaustive, but suggestive,
and teachers have liberty to reframe, modify and add other questions as deemed fit.
Model Question Paper USACEVS601
Duration 2.5 hrs Maximum Marks: 75
N.B.: 1. Q 1 is compulsory.
2. Attempt any four questions from Q 2 to Q 9.
3. Draw neat and labelled diagrams wherever necessary.
Q1.Write short notes on any five of the following ( Mixed questions from all units ): 15
a. Air quality standards
b. Most Probable Number (MPN) Count
c. Bioremediation
d. Bio pesticides
e. Concept of ecological modelling f. Applications of ecological modelling
g. Depreciation. h. Fixed and Variable cost giving 2 examples each.
i. Importance of biosphere reserve h. Western Ghats as bi odiversity hotspot
k. Remote sensing and its types
l. Kyoto protocol
m. Wildlife Protection Act, 1972 n. IUCN o. (from open unit , if opted)
p. (from open unit , if opted)
Q 2.Question based on Unit 1
Give a detailed account on the methods of monitoring and control of air pollutants.
15
OR
2 a. Discuss the noise levels generated from various sources. 8
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2 b. Discuss the factors to be considered while establishing an environmental testing
laboratory.
7
Q3.Question based on Unit 2
Discuss any two alternatives to conventional resources studied by you. 15
OR
3a. Describe the process to treat domestic effluents .
8
3 b. Explain the process of developing effl uent treatment plants.
7
Q 4.Question based on Unit 3
Explain the concept of ANN (Artificial Neural Networking) and Statistical
modelling.
15
OR
4 a. Comment on the application of physical models for impact prediction .
8
4 b. Discuss the limitations of ecological modelling .
7
Q5. Question based on Unit 4
From the books of accounts of M/s Avdhoot Enterprises, the following details have
been extracted for the Quarter ending December, 2016:
Particulars Rs.
Stock of Materials – Opening 2,70,000
Stock of Materials – Closing 3,00,000
Purchase of materials 12,48,000
Direct Wages 3,57,600
Direct Expenses 1,20,000
Indirect Wages 24,000
Salaries to Administrative Staff 60,000
Carriage Inward 48,000
Carriage Outward 37,500
Manager’s Salary 72,000
General Expenses 37,200
Legal Expenses for criminal suit 20,000
Commission on sales 28,000
Fuel 96,000
Electricity charges (factory) 72,000
Directors’ fees 36,000
Repairs to plant and machinery 63,000
Rent, rates and taxes – factory 18,000
Rent, rates and taxes – office 9,600
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Depreciation on Plant & Machinery 45,000
Depreciation on Furniture 3,600
Salesmen’s Salary 50,000
Audit fees 18,000
1) The Manager’s time is shared between the factory and office in the ratio of
20:80
2) Carriage Outward includes an amount of Rs. 7,500/ - carriage inward on Plant &
Machinery.
3) Selling price is 120% of cost price.
From the above details prepare the detailed cost sheet for the quarter ended December, 2016 and ascertain sales.
OR
5 a. Write briefly on types of costing, viz; job, batch, process, operating and contract
costing. 8
5b. Write short notes on: 7
i.Types of accounts and the accounting rules applicable to each of them.
ii. Concepts of accounting.
Q6. Question based on Unit 5
What is Biodiversity? Explain in situ and ex situ strategies for biodiversity
conservation. 15
OR
6 a. Comment on wildlife photography as a tool for biodiversity data collection. 8
6 b. Elucidate with an illustration the ecotourism policy in India. 7
Q7. Question based on Unit 6
Discuss climate change. Give a detailed note on global warming and its effects on
environment .
15
OR
7 a. Ex plain the principles and applications of GIS . 8
7 b. Comment on the UN convention on Climate change. 7
Q 8.Question based on Unit 7
Discuss environmental education programmes in India. 15
OR
8 a. Explain the goals and pri nciples of environmental education.
8
8 b. Discuss the Water (Prevention and Control of Pollution) Act, 1974.
7
Q9. Question based on Unit 8
Question based on open unit (if opted) 15
OR
9 a. 8
9b. 7
Page 41
Note: Questions of the model question paper are not exhaustive, but suggestive,
and teachers have liberty to reframe, modify and add other questions as deemed fit.